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'ia^ < ::i-b) ^.E-L-KELLOGGO^CO W-NEWyoRK • C/' CHIC>\GO ' SpyENTEENTH YEA%! ' ^ The S chool Journal I is published weekly at $2.50 a year. Amos M. Kel- logg and Jerome Allen, two teachers of life-long experience and progressive ideas, devote their whole time to editing it. Established 17 years ago it is to- day the best known and widest circulated educational weekly in the country. This reputation has been won Strictly on its merits, as its subscribers know, and you will too (if not now a subscriber), if you send for a free sample copy, - ; ■ NINTH YEAR! . - TM T eachers^ Institute is published monthly at |i.25 a year ; 12 large 44 page papers constitute a year (most oth:r educational monthlies publish but 9 or 10). It is edited by the same editors as the School Journal, and has, ever since it was started ii iSyS, been the most popular monthly educational published, circulating i:i every state— a national paper. This was because it was practical— little theory and much practice— crammed with it. Sample free . .. s. . TENTH YB4%I T reasure- Trove if is a beautiful illustrated 36 page monthly, for the boys and girls. Price, $1.00 a year. VVc must refer you W to our circular for particulars .about this charming paper, for we have not room here to tell you the half w of its value. Sample free. ■ ,_ ■-- E. L. KELLOGG &■ CO.. Blucational Publishers. NEW YORK AND CHICAGO. . , r ^URNAL rear. Amos M. Kel- teachers of life-long :as, devote their whole 17 years ago it is to- circulated educational putation has been won uribers know, and you er), if you send for a 1^ NSTITUTE 'ear ; 12 large 44 page 5t oth;r educational It is edited by the URNAi., and has, ever icen the most popular circulating i:i every was because it was :h practice — crammed monthly, for the boys VVc must refer you about this charming re to tell you the half ■ ■*■. !*w •onal Publishers. JAGO. . , . ■ i^ iniMai«;iia.^ |,P hOll Copyright, i883, E. L. KELLOGG & CO. mi ^ hOll m h CO. h .-^^ n \^ ii! C- HOW TO KEEP ORDER. RDER is the condition resulting from an exact performance of duty in the Definition, right way and at the right time. Good order scious recog- nition of law, and a co-operative submission to constituted autho- rity. Good order places no restraint on those who are well disposed. Law is pe'-feci liberty to those who do right. Good order does not mean merely freedom from disorder. Stillness alone dec . ot con- stitute order. Order is positive, not negative. It is the conscious working out of definite aims in productive activity. We should try to secure the order of life, not of death; the order of joyous effort, not of listless dulness. True order is not the inertness of the dead calm, but possesses (3) requires con- Requirements of order. Order not re- strictive. Orot. ccludes activity. ^4 •50 HOW TO KEEP ORDER. the purity and the progressivcness of the power- bearing breeze. Order is work systematized. Order at school is by many understood to mean order in the school-room only. This is a great mistake. It must include Extent of ^ prompt and definite perform- order. , . ■ . i ance of duty, not only in the school-room, but also in the yard, the assembly room and the halls, and on the stairways and the street. The teacher who aims to have order in the school-room alone, rarely succeeds in having it even there. Order includes a great deal more than the con- dition of the pupils and their relationship to their work. Anorderly school is one in What order ^hich there is a special place for inclu es. everything, and in which every- thing — maps, apparatus, movable furniture, etc., —is kept in place. In such a school, the books of the pupils are arranged in proper order in their desks, and there are no scraps of paper, or other rubbish, on the floor. The most sacred duty of the teacher is to maintain good order on a correct basis, and by proper agencies. The maxim, Z*i!'"^""* "Order is a means, and not an enti," is true; but it is not correct as it is generally understood. It is usually taken to mean : " Order is a means of enabling the teacher to communicate knowledge (4) importance of good order. Wi m^h \t''A ;s of the powcr- lystematized. understood to only. This is It must include ;finite perform- ot only in the d, the assembly airways and the o have order in ceeds in having re than the con- tionship to their f school is one in ipecial place for n which every- e furniture, etc., ool, the books of ;r order in their f paper, or other e teacher is to :t basts, and by The maxim, ns, and not an it is not correct understood. It ler is a means of icate knowledge W'[ ■^ »5^ Order essential to progress. ORDER ESSENTIAL TO I'ROORESS. JS* more thoroughly." Even in this restricted sense the maxim is true, but the imi)lii.ation that the persistent maintenance of good order is nothing more than a means of facilitating the work of teaching, is utterly misleading. If the teacher had no other reason for insist- ing on order but the fact that disorderly pupils can not learn, and that they pre- vent others from learning, this would be amply sufficient. We must have order or we cannot teach; but this is the least important reason for keeping order. Definite order gives a most valuable character- training. The prompt and proper performance of duty that constitutes good ^^^^^ ^^^„. order is the surest way to develop ^j^^^j^. the habit of firm adherence to right. This is the best way of strengthening the will, and has a great deal to do with the cultiva- tion of positivity of character. We should maintain good order, because of the awful consequences in the destruction of "haracter that follow conscious ^^^,^^,„„. neglect of duty or violation of ^^^^^^^ ^j ^.^ law. There are two consequences jating law. resulting from the violation of a rule or a law; the direct and the indirect. The direct consequence is the wrong condition that the law was intended to prevent; the indirect consequence is the effect produced on the charac- (s) tst HDW TO KKKP OKDF.U. terof the pupil. Unfortunately, in most lionies and schools, the direct results are the only con- sequences taken into consi(lrkingin harmony with conscience for the same purpose; to make duty plain and definite. Our evil tJ^idenciesand our weaknesses, what- ever may be their nature, tend to ead us away rom the line of duty. Our will is g-e" to u to counteract our evil ten.lonnes -"d our weak nesses, and make us adhere to the hne of duty definitely. . m connection with every conscious aU, we re ceive aid from conscience, or law. or both, m de- cidinc the right course to adopt. in every conscious act, will and our evil tend- encies have a struggle for the mastery^ Every victory for will strengthens will and reduces the (?) 254 HOW TO KEEP ORDER. relative power of cv'.l in us. Every victory for evil strengthens evil and reduces the relative power of will. Conscience shines most clearly close to the line of duty, and its light grows dimmer as we get away from this line. The centre of gravity for law is also on the line of duty. When we get off this true line, law's moral power to make us adhere to the right grows less and less the farther we go from it. It follows, therefore, that every time a duty is definitely performed will is strengthened, the light of conscience is made clearer, and our re- spect for law is increased; while, on the other hand, every time we consciously or carelessly do wrong, will is weakened, evil is strengthened, the light of conscience grows more feeble, and our respect for law is diminished. Teachers should try to realize the terribly destructive influence on character exerted by frequently repeated violations of rules, even in regaid to matters that are in themselves, or in their direct results, comparatively trifling. Our actions indicate what we are, because our actions are the expression of the present condition of our mental and moral natures. Actions re- peated confirm habits of similar actions. Our acts mould our characters because they decide whether conscience and will increase or decrease in clearness and power. Ten years in a school (8) KEEP ORDER. in US. Every victory for and reduces the relative most clearly close to the ight grows dimmer as we e. The centre of gravity line of duty. When we iw's moral power to make t grows less and less the that every time a duty is will is strengthened, the made clearer, and our re- ased; while, on the other consciously or carelessly jned, evil is strengthened, : grows more feeble, and liminished. r to realize the terribly on character exerted by olations of rules, even in are in themselves, or in mparatively trifling. Our re are, because our actions the present condition of \\ natures. Actions re- of similar actions. Our :ters because they decide 1 will increase or decrease Ten years in a school (8) ENFORCING RULES. 255 where rules may be violated, where the conse- quences of breaking a rule are estimated by their effects on the discipline of the school in- stead of their influence in destroying character, will endanger a boy's prospects in time and eternity. Disrespect for rules in the pupil leads to disregard for law in the citizen, and disregard for the laws of men leads to indifference to the laws of God. When teachers realize this truth, no honest teacher will continue in the profession without keeping order. If a rule cannot be enforced through weak- ness of any kind on the part of the teacher, (and the primary cause of all Enforcing such failure is weakness in the rules, teacher), it is much better that no such rule should be made. Making a rule does not im- prove discipline. The rule must be enforced, to produce ihe desired result. So far as dis- cipline is concerned, the school will be no better with a rule that is not executed than it would be without the rule. The discipline will be as bad in the one case as in the other; but in the first case the pupils will be committing sin, and in the second they will not. Weak, indifferent teachers aie guilty, because they give a definite training calculated to destroy character. Charac- ter is the best gift of God to a child. The school should be the best place in the world, except a good home, to discipline and culti- vate character-power, the conscience and will; (9) as6 HOW TO KEEP ORDER. but the disorderly school, in which the teacher has not power to inspire or compel respectful co-operative submission to authority, dissipates, instead of developing the essentials of true character. The teacher who fails to keep good order fails in his highest duty. The grandest aim of all edu- cational, ennobling, and Chris- The child's tjanizing agencies is to bring attitude towards ^^^^^ race into con- authority. ■■* ^ ,,. .... scious, intelligent, willing, rever- ent, and co-operative obedience to the Divine Law-giver. The accomplishment of this organic unity, the true relationship between man and his Creator, will inaugurate the reign of perfect peace, progress, and happiness. Co-operative submission of the human will to the Divine will completes the work of Christ, and makes it pos- sible for man to attain his highest growth and destiny. Each child is related in some way to several centres of authority, and has duties that he pwes to each of them. He is a member of a family, a school, a municipality, a nation, and finally of the universal brotherhood of man. The organic unity of the whole will be incom- plete so long as one individual fails to give per- fect obedience to God as the source of power and authority. Perfect submission to God, or to the ruler of the nation, or the municipality, or the school, depends on proper respect for the (10) EP ORDER. d1, in which the teacher re or compel respectful to authority, dissipates, the essentials of true to keep good order fails ; grandest aim of all edu- ennobling, and Chris- agencies is to bring 2 human race into con- telligent, willing, rever- bedience to the Divine plishment of this organic lip between man and his te the reign of perfect appiness. Co-operative n will to the Divine will "hrist, and makes it pos- his highest growth and [ in some way to several ind has duties that he He is a member of a nicipality, a nation, and il brotherhood of man. he whole will be incom- lividual fails to give per- as the source of power submission to God, or to , or the municipality, or 1 proper respect for the tio) ii DUTY AND RESPONSIBILITY OF TEACHERS. 25? authority of the heads of the subordinate or in- cluded organizations. The surest way,— the only sure way,— of training an individual to obey God consciously, intelligently, willingly, reverently, and co-operatively is, to train him to give similar obedience in the home, the school, the municipality, and the nation. Whether rightly or wrongly, the school has to be the agency for giving the most definite train- ing in fixing the attitude of hu- ^^^^ ^^^ ^^ manity to law. Hence the awful gponsibility of responsibility of teachers. With teachers, this responsibility, as with every other duty, there comes the opportunity of pro- moting our own growth and happiness. The more difficult a duty and the heavier the re- sponsibility, the grander is our privilege. There is no other way in which we can more surely be "co-workers with God," than by giving to every child a conscious, intelligent respect for properly-constituted authority. Many mistakes in regard to order would be avoided if teachers clearly distinguished between securing order, and maintaining ^^^ ^.jj„^„^^ order. These are very different ^^^^^^^ ^gcur- operations, and they should be j^^ ^„^ m^in. carried out in very different ways, taining order. It is not possible for a teacher, on taking charge of a new class, to get control of it by the practice of the highest agencies 2S8 HOW TO KEEP ORDER. that should be used to maintain true discipline in a class with whose members he is well-ac- quainted. Those who know him should respect him, and be in sympathy with him. They should respond freely in executing his wishes, and should trustingly follow his guidance. If he depend on any such sympathetic co-operation on the part of strange pupils he will certainly be disappointed, and will fail in securing order. If, on the other hand, he try to continue to maintain order by the exercise of the same ex- ternal control necessarily used in a strange class, he can never gain the sympathy of his pupils, and they can never be disciplined in such a way as to develop their power of self-control; which is the chief end of discipline. Even on the first day, the teacher should be captain. The first hour usually settles to a large extent the nature of the new teacher's control over the class. It is the teacher's right to exercise con- trol. He represents law and authority, and has full power to execute his reasonable instruc- tions. It is not only his right, but his duty, to practise discipline definitely, because by doing so he is giving his most important training to Classification ^'^ pupils. of the agencies The agencies for securing and for securingf and maintaining order may be classi- maintaining fied as follows: Coercive, Execu- °' *""• tive, and Incentive agencies. Coercive agencies are those which are used to (") KEEP ORDER. 1 to maintain true discipline ose members he is well-ac- ■ho know him should respect athy with him. They should executing his wishes, and ollow his guidance. If he h sympathetic co-operation ?e pupils he will certainly be will fail in securing order, and, he try to continue to ;he exercise of the same ex- issarily used in a strange gain the sympathy of his never be disciplined in such their power of self-control; end of discipline. Even on :her should be captain. The ntles to a large extent the teacher's control over the her's right to exercise con- law and authority, and has ite his reasonable instruc- y his right, but his duty, to lefinitely, because by doing Tiost important training to ipils. t agencies for securing and aining order may be classi- s follows: Coercive, Execu- md Incentive agencies, are those which are used to (la) COERCIVE AGENCIES. 259 compel the will of the child to surrender to the will of the teacher. Among these Coercive must be included all punish- agenc.es. ments: whipping, keeping in, suspension, impo- sitions of extra work, standing on the floor, sending to another room, etc. The autocratic exercise of the will-power of the teacher as a controlling force is also an external agency. Bad-conduct marks should not be considered as a direct disciplinary agency. They should be regarded as records of fact in regard to conduct. The teacher's will-power is the best means of exercising coercive restraint; but it must be re- membered that coercive agencies, at best, con- stitute the least effective of the disciplinary agencies. They secure a negative instead of a positive submission, and therefore the will-ac- tion of the child so produced lacks spontaneity and propelling power. Such will-action pro- duces comparatively little effect in accomplish- ing the immediate result desired by the teacher, or in strengthening the child's own executive power. Suhtnission may be given willingly or unwillingly. We should secure willing obedi- cncc* Executive agencies are of inestimable value, both in securing and maintaining order. The will of the child develops at first Executive by co-operative submission to a agencies, superior will. In every conscious act the child's (.3) I I I l! I ^ 260 HOW TO KEEP ORDER. body moves in response to his own mind, whether his mind acts independently or is guided by another mind. Doing conscious acts promptly and definitely in obedience to the teacher's command is the surest way to develop the power of perfectly responsive co-operation with the teacher. By oft-repeated acts of accu- rate obedience, even in matters which are in themselves trifling, obedience becomes a habit. The will of the pupil responds automatically to the will of the teacher. The habit of ready and exact obedience is the corner-stone of the temple of order. This habit ga'ns strength by practice, as other habits do. It is perfectly impossible for disorder to continue to exist in a school in which the pupils have appropriate work to do, and in which they are thoroughly trained in standing up, sitting down, marching, lining in the yard and in classes, walking to and from classes, taking slates, books, etc., and returning them to their places, holding books while read- ing, placing copy-books or slates for writing, holding pens, raising hands in answering ques- tions, etc.; and in which they are made to per- form these and all similar operations with abso- lute precision. An experienced observer can judge accurately in regard to the order kept in a strange class by seeing the pupils stand up and sit down. Prill and calisthenic exercises, in addition to O KEEP ORDER. sponse to his own mind, acts independently or is nind. Doing conscious acts nitely in obedience to the is the surest way to develop :tly responsive co-operation Jy oft-repeated acts of accu- n in matters which are in obedience becomes a habit, il responds automatically to er. The habit of ready and le corner-stone of the temple t ga'ns strength by practice, It is perfectly impossible tinue to exist in a school in ive appropriate work to do, are thoroughly trained in f down, marching, lining in asses, walking to and from s, books, etc., and returning , holding books while read- looks or slates for writing, g hands in answering ques- .rhich they are made to per- imilar operations with abso- experienced observer can regard to the order kept in seeing the pupils stand up ;nic exercises, in addition to EXECUTIVE AGENCIES. 261 their many other advantages, are invaluable as executive agencies in securing automatic co- operation on the part- of pupils. Strictly accurate adherence to well-defined and clearly explained plans for arranging home lessons in exercise books, and for writing lists of words, making corrections, etc., in school, is a most important executive agency in promoting good discipline, and in developing the moral natures of the pupils. All executive agencies, in addition to their direct influence on order, have a most important reflex action in the formation of character. We cannot perform an act definitely without first having a definite action of the mind. Energetic will-action produces correspondingly vigorous muscular effort; indefinite action of the will pro- duces corresponding feebleness of bodily move- ment. The nature of our habitual external manifestations, walking, gestures, etc., indicates the character of our executive development. It is clear, therefore, that by insisting on energetic and definite action in drill, calisthenics, and all school movements, we are taking the most certain possible course for making our pupils energetic and definite in character, because we are making energetic and definite will-action ii habitual. Our actions are not merely the expressions of pur thought and feeling; they aid in making our (IS) 262 HOW TO KEEP ORDER. I I feeling and thought more definite. Our ideas of truth, for instance, are made clear only by doing things in strict accordance with right. "Do, and you will see." Another class of executive work that should not be overlooked, is intellectual work in which pupils are practising what they already know instead of trying to gain more knowledge. Arithmetical work, for instance, may be sub- divided into thought-processes and work-pro- cesses. When any process is so thoroughly understood that the thought-process is per- formed automatically, the attention may be directed exclusively to the work-process alone. Time-tests and all such exercises that call the intellectual executive powers, and not the ac- quiring and accumulating powers, into activity are of great service in securing order in a new class. It is much easier to keep the pupils pleasantly occupied in performing work they fully understand, than in studying new work. Busy pupils are orderly; and pupils love to use knowledge of any kind, much better than to gain it. The ultimate aim of all disciplinary agencies is to make each individual self-controlling in Incentive directing his own activities to agencies. true and noble purposes. The process of discipline has its beginning in ex- ternal restraint and guidance; it should end (■«) r O KEEP ORDER. It more definite. Our ideas ice, are made clear only by trict accordance with right, iee." executive work that should is intellectual work in whicii ng what they already know to gain more knowledge. for instance, may be sub- jht-processes and work-pro- ' process is so thoroughly he thought-process is per- lUy, the attention may be y to the work-process alone. such exercises that call the ive powers, and not the ac- ulating powers, into activity ; in securing order in a new easier to keep the pupils d in performing work they han in studying new work, lerly; and pupils love to use kind, much better than to I of all disciplinary agencies ndividual self-controlling in :ting his own activities to and noble purposes. The le has its beginning in ex- d guidance; it should end INCENTIVE AGENCIES. 865 y in independent power. As long as d.sc.plme has to be exercised by p.^wcr outs.de the in- dividual he can not be in a condition to do his best work. He acts under restraint. His force is negative, not positive. He is to a greater or less degree out of harmony with law. A end must be in one of three conditions in regard to law: resistance, passive submission, or active co- operation. It is only when the d'^c'Pl.nary agencies work from within outwards, that his powers become progressive, and productive to their fullest extent. Hence the supreme neces- sity for incentive agencies, to lead the pupil to direct his activities to the accomplishment of right purposes by his own motives When ho becomes a man, his progress and usefulness will depend on the motives that move him to action, and their influence over him. Some men fail through lack of motives, but millions fail be- cause they do not execute the good motives they have The training of a child should define h.s motives, and give him the habit of carrying ou Uiese motives in activity. All other tra-ing an teaching must be comparatively ineffectual if I this be omitted. The pupils have to act inde- ' pendently after they leave school and the teacher should make them self-controlling and self-im- : peUing while they are at school. At first, the teacher has to suggest motives for the class; but < gradually, and at the very earliest possible time, vmm 364 HOW TO KKFP OKDER. the pupils themselves should orijjjinate as well as execute motives. Hy this, I do not mean that they should be allowed to act independently of the authority of the teacher. They will have to act in submission to law forever; but there is unlimited scope for independent action within the necessary limitations of law, to those whose motives are in harmony with right and justice. The teacher will have to be exceedingly care- ful in suggesting motives, to have them appro- priate to the moral development Danger in re- ^f the pupils. Too much moral gard to mo- j ^ ^ u . j tivea goodness must not be expected from little children. Motives must be adapted to various degrees of moral growth, as lessons are graded to suit the stages of mental development. The surest possible way to destroy sincerity and develop hypocrisy and formalism is to try to make little children assume to be fully developed Christians. The teacher should make a careful study of the incentives that are most appropriate to the different stages of moral development. As an aid in such a study the following analysis is given. This emotion is one of the very earliest to develop. It should be used as little as possible. _ Its tendency is to paralyze, if car- ried to excess. It prevents spon- taneity of character. It is especially depressing, (18) I,OVF. OK PRAISE. a65 >uy Willi ii^iii uiiu JI1M.1UC. .jave to be exceedingly care- tiotives, to have them appro- te to the moral development lie pupils. Too much moral Iness must not be expected I little children. Motives to various degrees of moral are graded to suit the stages •ment. The surest possible :erity and develop hypocrisy ;o try to make little children developed Christians, uld make a careful study of are most appropriate to the moral development. As an ly the following analysis is one of the very earliest to I be used as little as possible, endency is to paralyze, if car- to excess. It prevents spon- j -. It is especially depressing, i (.8) ve is suited only to uuucv^.w^^^ natures The teacher should carefully avo.d :Sung any personal feelin^as ^ means of The rfhe loves and respects h.s teacher, the more he will esteem his teacher s ^^^^ ^^ approval, and the more earnestly p^^j,,. deeds Intellectual or manual work well done Sd receive un.alUn^ recogn.uon ,„ .otne r;e^iaU;cirnr/l>v:hrUher/.ut praise ={c:rsr;^err>=s *^ (19) I a66 HOW TO KEKl' ORDKK. strenRtlicninfr tlie charactf^r. The aim of our pi-aisiii){ should be to aid the child in fixin>? a standard for liis actions. The teaciier's approval sliould increase his estimate of his self-approval of his own actions; and this should lead him to value most hi^jhly the approval of God. If praise makes a pupil vain, or too dependent on the esti- mate of his fellow-men its influence is evil. In awardinj? public praise, the teacher must be absolutely just, or lose the sympathy of his I)upils. Apparent partiality causes jealousy, destroys respect for the teacher's opinion, and thereby weakens the proper appreciation of the good opinion of others. Ambition is generally regarded as a dangerous motive. Our aims may be selfish or unselfish. Selfish aims may relate to the gratification of our weakness, or to the development of some good quality, or the accomplishment of some desirable object. All aims relating to self are not necessarily selfish in a bad sense. Any ambition relating to the weaker self is an injurious motive; but ambition, connected with the better side of our selfish nature, and ambitions of an unselfish character, may be cultivated safely, and may lead to vigorous independent effort. Every pupil should be ambitious; but his teacher should train him to be ambitious to excel in ac- complishing noble aims. The success of our neighbors should stimulate (w) Ambition. KF.K.I' OKDK.K. laracttT. Tlic aim of our aid the child in fixiiiK a lis. The teaciier's approval Uimate of liis self-approval iiul this should lead him to approval of God. If praise • too dependent on the esti- ;n its influence is evil. In iise, the teacher must be lose the sympathy of his partiality causes jealousy, the teacher's opinion, and proper appreciation of the rs. Ily regarded as a dangerous nay be selfish or unselfish. 1 aims may relate to the ication of our weakness, or of some good quality, or of some desirable object. self are not necessarily ;e. Any ambition relating s an injurious motive; but with the better side of our ambitions of an unselfish :ultivated safely, and may idependent effort. Every nbitious; but his teacher be ambitious to excel in ac- ms. neighbors should stimulate (to) KMUl.ATioN— CUMPETION. 267 „s to greater efforts. We should n..t be absolute- ly indt-pi-ndont of our fellowmen. £„,t,|4tion. We should be strong enough to .Iccide and execute our decisions alone, if neces- sary, in questions of principle; but as long as the bond of human sympathy exists, a proper spirit of emulation must continue to be an incentive to earnest and persistent labor for success. Unvy and jealousy are not the products of emulation. They are the opposites of emulation. They re- sult from a failure to develop the true spirit of emulation. Generous emulation is productive and stimulating; envy and jealousy are negative and weakening. " All evil springs from unused powers for good," and it is the teacher's fault i envy paralyzes where emulation was intended to lead to united effort. This is one of the most intense of our motives, and leads to more determined and more vigorous efforts than any other inducement competition. to action, available in school. Its intensity makes it improper to use it as a motive to prolonged effort. Its best result is produced in rousing the flagging energies. It is the most perfect means of concentrating attention on executive work. The teacher must carefully guard against allowing it to degenerate into petty rivalry, or to weaken the social feelings of the pupils. All the organic bonds of humanity should be strengthened, not weakened, by edu- cation. i I w 268 HOW TO KEEP ORDER. Pride. There is a good as well as a bad pride. It is a pity if a boy does not feel proud of his class and proud of his school. Pride is not a dangerous motive, if we include others in our feeling, unless we allow pride to be- come self-satisfaction; in which case, we at once cease to strive for better things. A feeling of pride in class or school develops a sense of greater in- dividual responsibility on the part of pupils. There is no department of school-work in which this motive may not be used to advantage with most pupils, but it is most effective in securing strict attention to details in the execution of all handwork in exercise-books, copy-books, draw- ing-books, etc., and in promoting the formation of habits of punctuality, regularity, neatness, and the orderly arrangement of books, slates, etc., in the desks. The evil of pride is its exclusiveness; the sepa- ration of the individual from the unity of the race. The teacher must carefully guard against this, by making it include the unity of the class or the school. It may thus become a virtue in- stead of a vice. When a proper feeling of sympathy has been established between the teacher and the pupils. The desire to it becomes a strong motive tc please. work. Pupils will do a great deal to win and retain the esteem of a teachei they love. They will, under proper conditions (M) O KEEP ORDER. s well as a bad pride. It is a ot feel proud of his class and d of his school. Pride is not ngerous motive, if we include f, unless we allow pride to be- )n; in which case, we at once tter things. A feeling of pride evelops a sense of greater in- lity on the part of pupils, nent of school-work in which 3t be used to advantage with is most effective in securing letails in the execution of all :ise-books, copy-books, draw- in promoting the formation ility, regularity, neatness, and :ment of books, slates, etc., in is itsexclusiveness; thesepa- •idual from the unity of the must carefully guard against include the unity of the class nay thus become a virtue in- eeling of sympathy has been n the teacher and the pupils, lecomes a strong motive to k. Pupils will do a great stain the esteem of a teacher will, under proper conditions. THE DEUGI.T OF CO-OPERATION. 269 f work hard to please their fellow-pupils. Appeal- l^ to this motive will tend to overcome the rrible power of selfishness, the real source of al sin The joy of pleasing our associate and our teacher in.arly life, may easily be developed into happiness in working for society and for ^^,^!:^^r tendency to play together should be transformed at school into a conscious purpose to work together for the ^^^ ^^^.^^^^ ^j accomplishment of a common ^.^.^peration. niirnose As the instinct is a ToweTul one, it may become a strong motive ?o work. Co-operation does not -cessanly en- tail a loss of independent individuality^ It s only when our individuality is developed to its JullesTextent that perfect co-operation becomes "^Ttrbest teacher is he who has the head of a n. .n with the heart of a child. The power to feel as a child is the only way to truly sympathy, feel with children. The teacher who has lost the sympathy of a child cannot sym- pathize with children in their games; the teacher who has lost the natural glowing desire for fresh knowledge can never be in sympathy with his > ^s in the prosecution of their studies. In either case, he is shorn of a large part of his power. Love between teacher and pupils, joyous participation in the same delights, enthusiastic 270 HOW TO KF.EP ORDER. 11 ' i I '. i co-operation in study; these are the clenienlrii that unite most closely in heart and purpose the j teacher and his pupils: and this sympathetic union is one of the strongest motives to work. A class will respond much more willingly to the teacher who says: "Let us be fellow-students," than to him who says: "Learn your lessons." The best work of sympathy is not intellectual quickening, however, but the development of the moral nature. In this department of school work, the highest field for the teacher's labor, he cannot fairly expect to be anything but a failure, without a genuine sympathy between him and his pupils, and also between the pupils themselves. Sympathy should so far as possible be inclusive of the whole class. This applies to the sympathy of the pupils as well as to that of the teacher. Excessive sympathy with a few is mere selfish- ness. Sympathy with all with whom we are associated should be consciously developed as a duty, not as a gratification of a generous impulse. The mere gratification even of a generous im- pulse is weakening to character. This is a powerful motive. Men like to win. They have to win in the battle of life, or fail. Enjoyment of Most of the best effort of the Victory. playground springs from this motive. The wise teacher will make good use of the same incentive in the school-room. The (»4) U4 mmmt v tOER. are the clemonl-ji ■t and purpose the this sympathetic motives to worlc. re willingly to the ; fellow-students," I your lessons." is not intellectual evelopment of the rtment of school le teacher's labor, e anything but a y^mpathy between »etween the pupils )ssible be inclusive es to the sympathy at of the teacher, w is mere selfish- th whom we are sly developed as a generous impulse. 3f a generous im- er. Men like to win. tie of life, or fail. )est effort of the arings from this II make good use chool-room. The DELIGHT IN OVERCOMING DII-FICULTIRS. 2? I teacher has an opportunity of developing two very important virtues in connection with the feeling of desire for victory; to bear defeat , bravely, and to make every defeat lead to greater 1 effort for victory in the future. Enjoyment of \ victory will be a delusive motive, unless the pupils are trained to believe that patjent and \ persistent effort made, in accordance with God 9 I laws, must ultimately secure victory. 1 The child should overcome the difficulties in /^his studies by independent effort. It is lus that he " learns to climb." The Delight in over- ' great skill of the teacher in Intel- coming diffi- \ lectual training is to present suit- " '"• 1 ablv-graded difficulties to his pupils. They grow 1 stronger intellectually by grappling with nevV I difficulties. They will be discouraged if the ■ difficulties are too great; they will cease to be 1 interested if they are too easy. They will never ■ lose interest in overcoming, independently, di - ficulties appropriate to their condition of devel- i opment. , . , \ Curiosity is a universal instinct. It is a natural instinct. The appetite for knowledge of some kind is as definite in the Intel- The desire to lectual nature, as the appetite for know, food is in the phy.:cal. Teachers do not need to arouse curiosity; if they supply appropna e material to satisfy curiosity, it will act vigorously (as) IM ! 272 now TO KF.EP ORDER. always. With good teaching, it is always a flc light to learn. There is a prevailing opinion that the highest| qualification for teaching is the ability to ques- tion well. However brilliant a teacher may be, his is a poor school, if he has to do most of thel questioning. Every one knows that the curiosity' of childhood is unbounded. If developed as it should be, it will increase in power, as any other faculty will. It ought to be strengthened. It| was clearly intended to be one of the mightiesti agencies in stimulating the mind to activity.J Curiosity in the child should become love of| truth in the man. The teacher is responsiblei for perfecting this development. One of thcj clearest proofs of weakness in an educational system is the fact that children lose their ten- dency to ask questions, and that men lose their power to recognize new problems in connection with their physical, mental, or spiritual natures. It is a pity that so true an instinct as the desire to know, should be allowed to degenerate into idle curiosity. Pupils are fond of the new. They delight to investigate strange things. They enjoy surprises. , . Variety in plan and method al- Love of change. ^^^^ pays. There is no lesson that cannot be varied. The variations can be made without sacrificing principle. The varia- tion does need to be great in extent. A (36) )F.R. it is always a fli; j I that the highest| le ability to ques- 1 teacher may beJ to do most of thai that the curiosity' If developed as it 5\ver, as any other strengthened. Iti : of the mightiest! mind to activity.! 1 become love of^ ler is responsiblei ent. One of thcf in an educational en lose their ten- lat men lose their ems in connection - spiritual natures. ;tinct as the desire :o degenerate into They delight to ley enjoy surprises, n and method al- "here is no lesson variations can be iciple. The varia- ;at in extent. A TIIF. CONSCIOUSNESS OK BKING TRUSTKD. 273 Islight change in any particular will be sufh- cicnt to relieve monotony, and satisfy the de- » mand for the new. The gratification of this 'i\demand necessarily arouses increased interest, l\and attention, and secures energetic application 1 \to the subject in hand. I There is no generous nature that will not jrouse to more definite effort, if it feels that it has {the confidence of its superiors .j.^^ ^^^^^j^^,. , Y I rely on you to do that, if said „„„£ being i . to a boy personally, so that it is a trutted. , i direct message to himself, rarely ' [ fails as a motive. Trust in a child should not 1| prevent a thorough test of its work. I Children should be participators in school I work, not mere listeners or spectators. They V are happiest when active. Their Love of Ac- ' ''own self-activity is the basis of ti'ity. their growth, physically, mentally, and morally; and, until they are injured by bad teaching, I they are happiest when they are actively em- I ployed. It is the teacher's duty to see that the I pupil's activities are engaged at proper work. The love of activity is so strong, that children will indulge in it and become destructive, if they are not supplied with opportunities for I becoming constructive. I The love of activity may easily be developed into love of work. Work is ef- Love of work, fort applied for a productive purpose. When a pupil has been trained to love (»7) 274 HOW TO KEEP cla bcj pa 1 sp< fin fev ne( liv spt hu DER. power may be de- igs have the same extent, naturally, eed most develop- essential element entally, or spirit- lack of power as unjust to his em- isorder by ringing imping the floor, >r a gentle tap on 1 for commencing ; the exercises, or r classes, to fix the vement; but no hould be given for s them by bell or •nment, whatever much more inat- cures. Such sig- Tiful, as children them. i-es noisy and de- not produce calm- npt to drown dis- [lan the pupils are ilt. gh key. A high- I the teacher and DISORDERLY TEACHERS. 285 irritating to pupils. It produces restlessness. Teachers who are quiet in manner, and who have low, definite voices, have little trouble in keeping good order, if they have correct ideas of the value of order. 10. Those who roll their eyes, but do not see. Seeing is an act of the mind. Teachers, more than any other class, should cultivate the power to pay distributed attention, and see every pu- pil at the same time. Every pupil, in a properly constructed school-room, makes a picture in the teacher's eye at the same time. He should train his mind to look at the group of pictures and not at individuals in it, unless individuals need special attention. We may look at a picture of a group of people without recognizing any in- dividual, although we may be acquainted with every member of the group. So, when a teacher gives distributed attention, he sees his entire class, and notes instantly any wrong when it begins. Concentrated attention should then be paid to the pu-'i causing disorder. 11. Those who hurry. Haste rarely produces speed, and always leads to disorder. Even in fire-drills, hurrying only expedites the exit of a few of thobe who reach the doors first, and it necessarily leads to disorder, and endangers the lives of the pupils. Pupils receive a more specific training in disorder, by being allowed to hurry, than in any other way. In passing copy- (39> 386 HOW TO KEEP ORDER. books, etc.; in taking slates, books, etc.; in standing up and sitting down; in the execution of all class movements in and out of school; step one should be performed by all before step two is done by any. Between the various steps in a compound movement, and between the two absolutely essential parts of a command in a movement consisting of only one part, there should be a definite pause. Making this de- finite pause so many times every day gives the best training in self-control received in school. Indefiniteness in executing a command leads to imperfect obedience. 12. Those whose standard of order varies. The teacher's standard of order should be fixed clearly, not as a mere feeling, but as a well-de- fined principle. He should decide A/hat kind of order he should keep in the interests of the pupils intellectually and morally; and having arrived at a conclusion, he should secure and maintain the kind of order he deems right. The influence of a teacher whose standard of order changes from rigid to lax, and from lax to rigid according to his varying moods, is baneful in its effects on order, and on the charac- ters of his pupils. 13. Those Jwho do not see any use ^in being "so particular about trifles." Nothing that in- fluences character should be regarded as trifling (40) or th( chi is tin noi act us du du the litt gre the exe I in t clu to cip pu] DER. DISORDERLY TEACHERS. 287 , books, etc.; in ; in the execution id out of school; by all before step the various steps 1 between the two a command in a Y one part, there Making this de- 'ery day gives the iceived in school. ;ommand leads to of order varies, er should be fixed but as a well-de- lecide v/hat kind e interests of the ally; and having [lould secure and he deems right, hose standard of lax, and from lax arying moods, is ind on the charac- any use *in being Nothing that in- jgarded as trifling or unimportant. Truth demands exactness in the most minute detail. " In the elder days of Art, Builders wrought with greatest care Each minute and unseen part; For the Gods see everywhere. • Let us do our work as well, Both the unseen and the seen ; Make the house where Gods may dwell. Beautiful, entire, and clean." The slightest deviation from right weakens character. The growth of evil, as well as good, is by small steps at first. No man will con- tinue long to be honest in great tKings, if he is not honest in small things. Every conscious act we perform has an influence in making us what we are. The way we do the little duties fixes our habit of performing duty. The duty may be of small consequence in itself, but the habit never can be unimportant. There is little chance for humanity to make definite pro- gress upwards so long as its teachers can regard the manner of cleaning a slate, or of writing an exercise, as a trifling matter. 14. Those who have order only while they are in the room. Such teachers maintain order ex- clusively by coercive means, and therefore fail to secure the grandest possible effect of dis- cipline, the development of self-control in the pupils. (41) 'Ill rl: 288 HOW TO KEEP ORDER. 15. Those who allow talking during study. Children in the Kindergarten should be allowed to talk while they are engaged with the " occu- pations," with limitations as to tone, time, and courtesy. Pupils in primary classes may be allowed to converse under the same limitations, while occupied with manual work, from which the attention will not be distracted by quiet conversation; but pupils are not allowed to talk in any well conducted class, while they are study- ing or engaged at intellectual work. Whatever reason may be given for allowing pupTlTto communicate with each other in school, the true reason is either lack of thought or lack of power on the part of the teacher. ^ 16. Those who believe in lecturing their classes. Formal lecturing on morals or duty does little good to any pupil, and it injures a great many by giving them a dislike for what is good, and by arousing feeling which is not made a stimulation to action. Talking does not make even an arithmetical process clear. We do not comprehend the principles on which any rule is based, until we have practised it. " Oh," said a young woman, when she first saw an island, "I learned what an island is, long ago; but I never knew it before." In some schools, children know but little that they learn. It is also true in regard to the moral questions un- derlying duty, that we can never understand (4») ti V O ii a si h ci ci t( is tl St cl tl w w r<: h St g ei si SI tc DEP.. DISORDERLY TEACHERS. 289 ng during study, should be allowed d with the " occu- to tone, time, and y classes may be ! same limitations, work, from which stracted by quiet lot allowed to talk lile they arestudy- l work. Whatever illowing pupils" to in school, the true ht or lack of power n lecturing their )n morals or duty il, and it injures a a dislike for wliat eling which is not Talking does not jrocess clear. We :iples on which any ractised it. " Oh," 1 she first saw an sland is, long ago; ' In some schools, t they learn. It is loral questions un- never understand them till we practise them with a conscious pur- pose. No gift is more likely to be used over- much, than the gift of preaching to pupils. 17. Those who have not clearly defined m.otives to communicate to their classes. Pupils can de- velop individuality and strengthen • character only in one way; by self-activity. The full mean- ing of self-activity includes the suggestion as well as the execution of the duty performed. A man should have the power of self-direction, and his motives should, as tar as possible, be prin- ciples, not feelings. He can learn these prin- ciples only by acting them; and therefore, the teacher, as the individual whose" specific duty it is to train the child, should clearly comprehend the motives specially adapted to the various stages of the child's development. 18. Those who have not sufficiently developed characters to be able to inspire their pupils with their own motives. ' Superintendents of schools, when they call attention to some defect or wrong habit in a class, frequently receive the reply: "Well, lam sure it is not my fault; I have often told them how to behave." No stronger condemnation of a teacher can be given than this, so frequently uttered by teach- ers regarding themselves. An experienced superintendent knows at once that the class of such a teacher must inevitably be low in regard to discipline, management, lessons, and charac- 290 HOW TO KEEP ORDER. ter-development. A man who finds that he cannot inspire his pupils to willing, earnest co- operation with him, should cease to be a teacher. No honest man would continue in so responsible a position, knowing that he is deficient in the most important qualification for his work. 19. Those who have not sufficient will-power to insist on obedience, even against the will of their pupils. " Do you always do what mamma tells you ?" said a visiting minister to a little girl. " Yes, I guess I do, and so does papa," was the reply. Teachers should be able to com- pel, if they cannot inspire. Obedience is abso- lutely essential. It is a terrible thing for a class to receive instructions which they do not carry out. 20. Those who teach " where the children are bad." It is an easy thing for a teacher to soothe her conscience with the conclusion that the dis- order of her class results from the depravity of her pupils. Some teachers are foolish enough to attribute the dullness of their pupils to their pupils alone. Charles Lamb told the truth about such teachers, when he said: "If you heai a teacher talking a great deal about the stupi- dity of his pupils, you may be sure the greatest dunce in the school is on the platform." Pupils are not all alike. Some are smarter, some are better than others. None are so dull, however, as a class, that they cannot learn; or so de- (44) t c I i c i 1 V c t c b t s V h d r( n o n U ai P li DER. ho finds that he ilHng, earnest co- se to be a teacher. J in so responsible is deficient in the or his work, fficient will-power gainst the will of i do what mamma inister to a little d so does papa," lid be able to com- (bedience is abso- le thing for a class they do not carry e the children are 1 teacher to soothe usion that the dis- 1 the depravity of re foolish enough leir pupils to their b told the truth said: "If you heai 1 about the stupi- e sure the greatest platform." Pupils smarter, some are e so dull, however, t learn; or so de- DISORDERI.V TEACHERS. apt praved, as not to be amenable to discipline of the proper kind. The teacher who has a poor class in the east, would have an inferior class in the west. Here are two classes. One of them is orderly, definite, clean, tidy, energetic, studi- ous, and progressive; the other is disorderly, irregular, dirty, untidy, inattentive, and dull. The floor in the room of the latter is littered with scraps, their desks are half filled with apple cores, balls of paper, and other rubbish, and the tops of the desks are scratched, and blotted. Ex- change teachers, and in a month the classes will be revolutionized. The teacher is responsible for the condition of the class, f will undertake to name the teachers of the various classes in some of our schools, if I am blindfolded, by the way the pupils walk down stairs at recess. 21. Those who get angry when executing the law. The teacher has no need to get angry. He represents the majesty of the law. Anger destroys dignity, and many pupils lose their respect for law tself because their teachers ad- minister law in an undignified manner. Anger, or any exhibition of feeling against a pupil, makes him feel that he is punished because the teacher dislikes him, not because he has done any wrong. This trains him to rebel against punishments of all kinds, and he learns to dis- like law, law-makers, and those who execute law. We sometimes wonder why the sympathy of the (45) 292 HOW TO KKEP ORDER. public is SO often negatively, if not positively, on tlie side of him who breaks the law. We cease to wonder, when we think of the way law is ad- ministered in many homes and schools. No boy can have a proper respect for law, if his father or his teacher is passionate, tyrannical, or irregular in executing judgment. Delibera- tion and calmness add double weight to punish- ment. The angry teacher is disorderly himself, and he necessarily unsettles his class by his irritability. 22. Those who scold. Scolding distracts at- tention, and therefore causes disorder. Some- times an unfortunate individual receives the scolding; in which case, he is humiliated and hardened by the public censure, and the whole class is compelled to give up their work to listen to the scolding. Sometimes the whole class re- ceives the scolding; in which case, the attention of the class is distracted, and no individual assumes his share of the blame. It is a very un- usual thing for a pupil to appropriate to himself his fair share of a promiscuous condemnation. Scolding soon loses its direct influence; but its indirect influence, in weakening the sympathetic bond that should exist between teachers and scholars, continues to increase. 23. Those who threaten. Like scolding, threatening soon becomes a habit, and soon loses its influence as a restraining power. " It (4«) IV IV P" re sV or la so gr th mi mi foi Cl£ wa pa tru in abl wh Su( cea Th tea dis( OER. not positively, on e law. We cease he way law is ad- ind schools. No ct for law, if his onate, tyrannical, fment. Delibera- weight to punish- isorderly himself, his class by his ding distracts at- disorder. Some- iual receives the s humiliated and re, and the whole deir work to listen he whole class re- ase, the attention nd no individual :. It is a very un- •opriate to himself us condemnation, influence; but its g the sympathetic een teachers and Like scolding, habit, and soon ning power. It DISORDKRI.V TKAIIIERS. 293 threatens to rain," said one boy to another. "Then it won't rain, I suspect," was the reply. " Mother keeps threatening to whip me, but she never does so." A teacher would need a phe- nomenal memory to remember all his threatened penalties. Every broken threat develops dis- respect for law. Threatening is but the dark shadow of a coercive agency for maintaining order. Its effects, at best, are, therefore, re- latively unimportant; but poor as they are, they soon lose their influence. 24. Those who are impatient. Patience is a great preserver of order. Impatience makes the teacher himself disorderly, aud prevents his maintaining that deliberation and equipoise of mind and spirit essential to make him a model for the unconscious and certain imitation of his class. Losing control of one's self is the surest way to lose control over others. 25. Those who are harsh. Love and sym- pathy, as the basis for co-operative work, form the true foundation for productive, developing order in school. Harsh teachers, who are wise and able in other respects, may keep a kind of order while they are in the room with their pupils. Such order, maintained as it is by coercion, ceases when the coercive agency is removed. The test of order is best applied while the teacher is absent. If a teacher finds his class disorderly on his sudden return after an absence (47) ^ •94 now TO KV.VV ORDIfR. of a few minutes, he should never be angry w h the class. He himself is to blame, and he should assume the responsibility like a man, and -n crease his power of control, or give h.s place to a better man. . ' O'er wayward children wouldst thou hold firm rule ? , AndsunlliceintheHKhlofhappyfaccB? Love. Hope, and Patience; these must be thy Krac«. And in thine own heart let them first ^^P ««^ho..l.^^^^^ (48) KK. er be angry with ne, and he should a man, and in- give his place to a hold firm rule ? (aces ? nusi be ihy graces, rst keep school. " CuLERUtUE. k s 9^ 1 Lm Int :-f g P 1. z mau -■\ t t 1 tical noth t ment 3. J formi been ciaid "Sec effort make tiona ■^I^B • Books for Teachers. ^INDUSTRIAL- EDUCATION' I Laves Industrial Education. Industrial Education ; a guide to Manual Training. By Samuel O. Love, principal of the Jamestown, ^. Y.) public scliools. Clotli, 12mo, 330 pp. with 40 full-page plates containing nearlv 400 figures. Price, |1.75 ; to teachers, $1.40 ; If mail, 13 cents extra. 1. Indtistrial Education not understood. Probably the only man who has wrought out the problem in a practical way is J. Samuel G. Love, the superin- tendent of the Jamestown (N. Y.) schools. Mr. Love has now about 2,400 children in the primary, advanced, and high schools under his charge ; he is assisted by fifty teachers, so that an admirable opportunity was offered. In 1874 (about fourteen years ago) Mr. Love began his experiment ; gradu- ally he introduced one occu- pation, and ther another, luitil at last nearly all the pupils are following some form of educat< ing work. 2. Why it is demanded. The reasons for introducing it are clearly stated by Mr. Love. It was done because the educa< tion of the books left the pu. pils unfitted to meet the prac tical problems the world asks them to solve. The world does not have a field ready for the student in book-lore. The Btate< ments of Mr. Love should be carefully read. 3. It is an educational book. Any one can give some formal wprk to girls and boys. What has been needed haa been some one who could find out what is suited to the little cljld who is in the " First Reader," to the one who is in the "Second Reader," and so on. It must be remembered the effort is not to make carpenters, and type-setters, and dress- makers of boys and girls, but to educate them by these oceuvO' tiona better than without them. sLove* a E. BEND ALL OBDMM TO ^,,,„ tnn L. KELIM30 « CO.. SEW roiiJ>*rHK_.ioa But there «i^. '' » ''''"Vr^' X tSim 4e tcactet v;iaMK»». ---.£^^' ^ women 10 qive Industrial ^ '«'«'"» important subject. The wise will begin now to st"^, * "!_3e it into its schools, city of New York has deciued to introauce u i y^^iprtak- where 140,001) pupils are 1^*^^'^ ^^^%hrnee*t ing, but it ^'i» ?"«=f{;i Jv^nCthe Wks. Book education ei\t education than that gntn uYv , ^Yie men and L faulty partial inccmpleto^ But ^^^J^^^, r^^ , « women to come from who can gn .^^ niethods mto S^^^cS,^ wXKtKThemsr^ for higher positions. The Lutheran 01)Ber7er8a>^ 1"^ anIhrpuWic «¥ool8." It is admir- where." » This Is a practical volume. It ' We;t Virginia Scheol Journal.-"It shows what can he done hy a TS"in«r^""An^^^^^^^^^ .ure it will Prof. Edward Brooks, I^t« ^^^iPthe^ bSWve s^ ScS.ol.-"lt is a much needed worK. ^ f ^^^'J^ ^^ j that some p^'i?fj-.l^ul&rvte''.^a=»el Td^M^U of^promlse f or the future. „, _.u. " T itnnw of no one more com- SilTratalnK than Prof Love out must be a goo.l »SS^e=SSS:SrS;su.ectand^swn. 'tX"Advertiser.-''AP)al™a^^^^^ i tl ei V n w tf] t« sa r6 tl in tl cc 1" re S( ft in fo ba ill tl', nc in as TO ^^ YORK i& CHK^AGa do Every teacher should into hiH sch(H)l. At pres- a, Writing, and Drawing, ore tlmn thirty forms of le educative. The teacher , try some of these forms. id now exists for vien and Those teachers who arc is important subject. The itroduce it into its schools, .. It is a mighty undertak- )le see the need of a differ- thc iMwks. Book education it where arc the men and k-e instruction? Those who introduce its methods mto jlves for higher positions. lis volume on Manual Teachlnj? the public schools. It Is artmlr- recommend Jtto teachew every- This is a practical volume. K of trial in a search atfr thoM ue sense of the word. It Is not a ns but In methods and """v!?' rt^ilectlnK occupations for chll- t shows what can be done by a llent hand Iwok." falls, N. Y.-"I am sure It wlU It problem." artTS'ha^e-iee^?'^' ■ -" I know of no one more coin- ed teadhers how to Introduce Man lehos marked out must be a goo.l U to go out." ^i,..,„.ii king into this subject and this will amlshcd explanation." lal.- " In tbjB handsof an lnt«lllgeiit or.v resuiU;." SEND ALL OKDEUS TO E. L. KELLOGG & CO., NEW YORK & CHICAGO. Currie's Early Education. '• The Principles and Practice of Early and Infant School Education." By James Cukrie, A. M., Prin, Church of Scotland Training College, Edinburgh. Author of " Common Scliool Education," etc. With an introduction by Clarence E. Meleney, A. M., Supt. Schools, Patersou, i;; ^: ^ounil m blue cloth, gold, Itfmo, 290 pp. Price |1.2o ; to teachers, |i oo ; by mail, 8 cents extra. WHY THIS BOOK IS VALUABLE. 1, Pestalozzi pave New England its educational supremacy. The Pestalozzian wave struck this country more than forty vears ago, and produced a mighty shock. It set New Eng- land to tlimking. Horace Mann became eloquent to help rai the change, and went up and down Massachusetts, urging in earnest tones the change proposed by the Swiss educator. What gave Now England its educational supremacy was its reception of Pestalozzi's doctrines. Page, Philbrick, Barnard were all his disciples. 2. It is the work of one of the best expounders of Pes- talozzi. Fortv years ago there was an upheaval in education. Pes- talozzi s words were acting like yeast upon educators ; thou- sands had been to visit his schools at Yverdun, and on their return to their own lands had reported the wonderful scenes they had witnessed. Rev. James Currie comprehended the movement, and sought to introduce it. Gra8i)ing the ideas of this great teacher, he spread them in Scotland : but that country was not elastic and receptive. Still, Mr. Currie's l)resentation of them wrought a great change, and he is to be reckoned as the most powerful exiJonentoF the new ideas in Scotland. Hence this book, which contains them, must be considered as a trea.sure by the educator. rl This volume is really a Manual of Principles of Teaching. . J* f.^"»'i»*8 enough of the principles to make the teacher mtemgent m her practice. Most manuals give details, but no foundation principles. The first part lays a psychological basis— the only one there is for the teacher ; and this is done 111 a simple and concise way. He declares emphatically that teaching cannot be learned empirically. That is, that one can- not watch a teacher and see hoio he does it, and then, imitat- ing, claim to be a teacher. The principles must be learned •.. It IS a Manual of Practice in Teaching. ■ "^ -> ^^^f^ E. L. KELLOGG & CO., NE^V YORK & CIlICAGO^ It discusses the subjects of Number, O^J-F^t J^i^^^Co^^^^^^ "sIrJoU out the characteristics of Lesson-Giving-or mmmm. ^'T'rt discusses the motives to be ussd in teaching. Ly one XoVan throw light here will be Hjten^ .^ Mr Piirrin has done this admirably. He puts (1) Activiij , ^^j S"r(3) SocialRelation, as the three inaLi "^oti^es^^'^Ttl S Punishments, Bribery, etc are here T^\^J^!^-^^ll^^. !;.!fi,^.. wn« pvidentlv a man " ahead of his times , every ttXeem very easy to the V'^^^^^^^f^^^^' V^T^^C^^'oi^^r^^^TS^f^ of the New Ed^/cS; S^'e o? the ^f ff?ottt'tC days" ffiii^ ?tW£KTvoirTli^°-U Sv^wonderfiS ^5do^!SV(/ f/ic Chautauqua Teachers' Reading Union. Philadelphia Teacher.-" It i8 a volume that every primary teacher '"Bo^JtVn Common School F.ducation.-" It will prove a great boon to thousands of earnest teachers. Virginia Educational Journal, by educatore." ' Mr. Carrie hM long been esteemed 'SrTs^hool Journal.-" Docks like this cannot but hasten the flRvfo? a letter valuation of childhood." , ». , „ hS^S School T eacher.-"An int eresting and timely book." FOR READING CIRCLES. " Pavne's Lectures " is pre-eminently the book for Reading nirrles besides many in counties and cities. Kenmnoer inai orl^^SVfar r^perior to any other published. D at th til m ta to b€ at k- 18 TO YORK & CHICAGO. er, Object Lessons, Color, ding in a most intelligent able suggestions here for tics of Lesson-Giving— or tone of voice, the question- iie class, the cheerfulness 'ssion, the animation, the lussed. This latter term is t teachers use it to cover iisciplino"they do every^ xmA in teaching. re will be hstened to ; Mr. He puts (1) Activity, (2) ■ee main motives. Rewards •e here well treated. The lead of his times ;" every- lane man ; he is a lover of , deep thinker on subjects ious pedagogue, troduction, !^, J., a disciple of the Nevr omising of the new style of ront in these days. Takmg it well deserves wonderful ichers' Reading Union. me that every primary teacher " It will prove a great boon to p. Currle has long been esteemed ike this cannot but hasten the I." \a interesting and timely book." J CIRCLES. nentlv the book for Reading pted by the New York, Ohio, s, Colorado, and Chautauqua s and cities. Remember that ny other published^ BXSn ALL ORDERS TO E. L. KELLOGO & CO., NEW YORK & CHICAGO. Shaw's Rational Question Book. " The National Question Book." A graded course of study for those preparing to teach. By Edward R. Shaw, Prin- cipal of the High School, Yonkers, N. Y.; author of " School Devices," etc. Bound in durable English buckram cloth, with beautiful side-stamp. 12mo, 850 pp. Price, $1.50 ; net to teachers, postpaid. This work contains 6,000 Questions and Answers on 22 Different Branches of Study. ITS DISTINGUISHING FEATURES. 1. It aims to make the teacher a better teacher. "How to Make Teaching a Profession " has challenged the attention of tlie wisest teacher. It is plain tliat to accomplish this the teacher must pass from the stage of a knowledge of the rudiments, to the stage of somewhat extensive acquire- ment. There are steps in this movement ; if a teacher will take the first and see what the next is, he will probably go on to the next, and so on. One of the reasons why there has been no movement forward by those who have made this first step, is that there was nothing marked out as a second step. 2. This book will sliow the teacher how to go forward. In the preface the course of study usually pursued in our best normal schools is given. This proposes four grades; third, second, first, and profes- Bioual. Then, questions are given appropriate for each of these grades. Answers follow each section. A teacher wiU use the book somewhat as fol- lows :— If he is in the third grade he will put the questions found in tliis nook concerning numbers, geography, history, grammar, orthogTaphy, and theory and practice of teaching to himself and get out the answer. Having done this lie will go on to the other grades in a similar manner. In this way he will know as to his fit- ness to pass an examination for SBND ALIi OnDBRS TO E. L. KELLOGO & CO., NEW YORK dk CHICAGO. fcF English Literature, Ist grade. Natural PhlloBophy, " Algebra, professional grade. General History, profess, grade, '^^ometry, " these grades. The selection of questions is a good one. 8. It proposes questions concerning teaching itself. The need of studying the Art of Teaching is becoming more and more apparent. There are questions that will prove very suggestive and valuable ou the Theory and Practice of Educa- tion. 4. It is a general review of the common school and higher studies. Each department of questions is followed by department of answers on same subject, each question being numbered, and answer having corresponding number, Arithmetic, 3d grade. Geography, 2d and 3d gprade. U. 8. History, 2d and 3d grade. Grammar, 1st, 2d, and .Td grade. Orthography and Orthoepy ,3d grade Theory and Practice of Teaching, Latin, iBt, 2d, and 3d grade. Zoology, " Rhetoric and Composition, 2d grade. Astronomy, " Physiology, iBt and 2d grade. Botany, " " Bookkeeping, 1st and 2d grade. Physios, " " Civil Government, 1st and 2d grade. Chemistry, " Physical Geography, Ist grade. Geology, " 6. It is carefully graded into grades corresponding to those into which teachers are usually classed. It is important for a teacher to know what are appropriate questions to ask a third grade teacher, for example. Exam- iners of teachers, too, need to know what are appropriate questions. In fact, to put the examination of the teacher mto a proper system is most important. 6. Again, this book broadens the field, and will advance education. The second grade teacher, for example, is exam- ined in rhetoric and composition, physiology, book-keeping, and civil government, Hubiects usually omitted. The teacher who follows this book faithfully will become as near as possi- ble a normal sc/iooZ grradwafe. It is really a contribution to pedagogic progress. It points out to the teacher a road to professional fitness. . 7. It is a useful reference work for every teacher and priv- ate library. ^ , .. . Every teacher needs a book to turn to for questions, for example, a history class. Time is precious ; he gives a pupil the book saying, " Write five of those questions on the black- board ; the class may bring in answers to-morrow," A book lU It It U: i wl tee Su cIh not SUi the tor II01 X tea LIE \ tesf sev can D.] Sch B cha Bi oxu I18U hy ( hrai rcsu .lAC J. will CQUl H( and lost and Scl niin( knoi lolo nbo Jiidg iiiOtt BUS TO V YORK d CHICAGO. Bstions is a good one. ing tf^aching itself. Teaching is becoming more cstions that will prove very eory and Practice of Educa- ;ommon school and higher 1 followed by department of estion being numbered, and iber. igllsh Literature, lat grade. itural PhlloBophy, " Igebra, professional grade. Bneral History, profess, grade. •lomotry, dtln, }ology, stronomy, otany, hyslca, tiemlstry, eolugy, ades corresponding to those lassed. know what are appropriate iclier, for example. Exam- cnow what are appropriate uninationof the teacher into it. the field, and will advance icher, for example, is exam- n, physiology, book-keeping, mally omitted. The teacher will become as near as possi- ; is really a contribution tn ut to the teacher a road to ■ for every teacher and priv- » turn to for questions, for s precious ; he gives a pupil those questions on the black - iswers to-morrow," A book E. SSND ALL ORDKII8 TO L. KKLL0OO& CO., NEW YORK & CHICAGO. made on the l.road principles this is, has numerous uses 8. Kxamuiers of teachers will find it OHneciallv vnh^nhio It represents the standard required n New^oSd the Fn«; Twin ind' *»>''-'J'r'°°d, Ut, and stTte d'pIomVgmde UnS Smes °^''' "" "°""™ "^""'^'^'^ tltrougho^ut the WHAT IS SAID OF IT. which"t**ls^,n?p^.^d* 1l?will*°u);doubl!^"K?e^ *° *»>« JVn>o«e8 tor noss, which 18 the Ikhju iar quaHt v o??ho hnL ''■'m * *'*' "''ssuggestlvo- suggest others to file teSrau.^ thus m ♦*"> 'I'M-sMons the^ok she Is teaching Such ouegtinnin 1 ,,..'V.'''. *V "V7 "^l""'''* "' sXoW^'^Vri^o" ''"''°"' " "^'••"-J- M.'0REKW00D, Supt. l>.v cxiiralnors and examlnpt and lead to IwVn^ S^LS?V'*5.''"* *"•■"' iM«hMsMste^i^;„*re^,?e.^'2;!rwt"^^^ Know how to study effectively In a S(^!entif1n sr.irit, m^,y ),pTinmLn « hnnw c"Jif?*°*S»K""'* to frenuine progress in «!lf-impr<.vc^tMnt Iv suoh ?„H^ «• this. The questions are systcm.itic^nllv arranged wortoX with e^"** ■"'* "* accompanied by numerous rinuly^'' of'vartoS^ Sl^ -ai fiKNO ALT. ORDBIUI TO 8 E. L. KELLOan Iranrpvc teiiohcra to know mitl k is prepared by a progressive, practical teacher, and ought to meet with much favor. The National Educator (Pa.) says :— " Every teacher In the tTnlted States should have a copy of the book." The Educational Courant (Ky.) says :-" The. book is an excellent one. and covers u wide range. For review the teachei-s and pupils will find it convenient, the former especially so." The Mich. School Moderator, says :-" The ' National Question Book ' is more than a mere question and answer book. It seeks to guide to correct pedagogical principles." The School Herald (Chicago) says :— " This volume is really o contrib- ution to educational progress. It is a question book and ,a good deal more. It points out to the teacher a rt)ad to protestjional fitness. If the volume were a question book and nothing more, it w^ould deserve well, for it has superior merits as a question book." The Journal of Education (La.) says :--"l8 full of useful information. loKleally arranged, and the plan unfoldeO with good judgment. A course of study is proposed, such as is followed In our best normal schoolSt" Canada School Journal, says:-" The proper use of these questions and answers will bo of service to the student preparing to teach, and the teacher in his diUly work. The questions seem well selected and the answers clear and explicit " AGENTS WANTED. Thousands of copies of this useful book have been sold by agents in all parts of the country. One live teacher in Michigan lias sold nearly 800 copies in five months. At our liberal terms, there need not be the slightest doubt of succesa Write for terms and territory. ■J ""J, (1 CJ.) tion tlire whe the Its! taHt< uab] was Ohi itisl Phi progi Edi a knc Pes Norn ■'■^ lUI TO YOHK A- CHICAGO. lys;— "It« nim Is <<> Improve iroiiuli iiiipnivi'iiu'Ut. It Ih ii -Olio timt I'liii Ih- u«'d (iiilckly n an oxiimlnntlon of wvcriil the correctness, eleurnegs, nnd liis Is one of the Itest books of lied, iin ^ Thl ^'^■ti*^^- These give the contents of tiie page o J?noi^Srit*'^ n'W^*"''"' ^"i*'' •■^'^^«°*^« t« the e^t iionm pomts in it. (i.) The general analys s pointing out the tliree great principles found at the beginning (4 ) The hidex where, under sucfi heads as Teaching, Edumtior^ The CWld' the important utterances of Mr. Pa^e arnet Sh i ? tasteful ^infc' \T f*^"' H"" P^P^' ^^^^ prlss-work in j uable I ooW T^ J^}°^ ,wt '*^^*i"'«'« '"«1^« "»« a most val- uable book. To obtain aU these features in one edition it was found necessary to get out this new edition ' it?s^n°tfn*^??te\l5f?^t"y--""'l°e«°ot deal with shadowy theories: pr^JllllfJi'ii'acffrT"''"' Kew«,-"Ought to be in library of every a»«f?« N??S.?S^W£ inTl*»«*«« ™" ^"'^ to BENI> AM. OUDKIW TO 10 E. L. KELLOaa & CO., NEW YOliK A' <' HICA<]0. k I v; I 1 Kl City.-"! rctf»r<> Pay no iw tho L'OO.oOo copies could bo put Into tlio Weit yirginU Sohool Journal.-" EHiwclally pUmimmI with thoutal In )cturo8 w. Price, ♦1.25 ; to teach- ers, fl.OO ; by mail, cents extra. l^TA BOOK OF "WAYS" FOR TEACHERS. .y^J Teaching in an art ; there are *' ways to do it." TIuh Uxik is made to point out " ways," and tolu'lp bv HuggestioiiH. 1. It givcH " ways " for teaching Liingiiagi', (iranmiari Head- ing, Spelling, (Jeography, etc. These are in ninnv ras«'s novel ; they are designed to hel]) attract the attention of the pupil. 2. Tho " ways" given are not the questionablo " ways" so often seen practiced in school-rooms, but are in accord with the spirit of modem educational ideas. 8. This book will afford practical assistance to teachers who wish to keep their work from degeneratim; into mere routine. It gives them, in convenient form for constant um at tho desk, a multitude of new ways in which to present old truths. The great enemy of the teacher is want of interest. Their methods do not attract attention. There is no tcacliing unless there is attention. The teacher is too apt to think there is but one "way "of teaching 8i)elUng ; he thus falls into a rut. Now there are many " ways " of teacliing spell- ing, and some " ways " are better than others. Variety nmst txist in the school-room ; the authors of this volume (leserve the thanks of the teachers for pointing out methods of ohtain- ing variety without sacrificing the great end sought— scholar- ship. New "ways" induce greater effort, and renewal of activity. 4. The book gives the result of large actual experience in the school-room, and will meet the needs of thousands of teachers, by placing at their command tliat for which visits to other schools are made, institutes and associations iittended, viz., new ideas and fresh and forceful ways of teaching. The devices given under Drawing and Physiology lire of an eminently i)ractical nature, and cannot fail to invest these subjects with new interest. The attempt has lieen made to present only devices of a practical character 5. The book suggests " ways " to make teaching effective ; it IS not simply a book of new " ways," but of " waya" that will produce good results. 12 WHNI) AM, OIIDriw TO A "W -. WHAT IT CONTAINS. Boat Work. ' 1(1 (Irwt, I'liiiiit..!. ..r. J . "Miri-lilc till' f^c UK) . icpdiii L cU- mt of vnluaWo reaiMnjf. honorod place In evoiy ly." larRf) experience." to be serviceable." MKNII AI.I. OKHBIIH TO .,,„ .^, K. L. KKLLOUO A CO., ^^;^^• Yoiif^±r'mcAATUinuK H.|nnro Jlmo. Tl! ;:. etl .. H of tead.l.^ ..n.,.l...v.-l in tho .rU.A. of C^u n.y ,nKI'r.nci.U'H. J' "•\'' ^' /X;^ t.mh thun. In th.) miimner oxplain whu In- hud hiH t< ache rrt it ^ ,.„„rHo wi,ioict~ .; Tho hook hecamo faiiiouH ; mom copies wcif hoUI of it in tlio Hamo time than of any other educational hook what- ever. Tilt) dailv iiaperH, winch iiHually pass by wuli books witli a mere mention, (jevoted coluninH to reviewH of it. Tlio followinfi pomtrt will show why tlio teacher will want tiiiH book, 1. It explains tho "New Methods." There is a widn culf between tlie new and tho old education. I'^ven Kchool boards understaiul this. 2. It Rives tho underlyinB principles of education. For it must be remembered that Col. l^arker is not expoundmg his luiman race. Pnrker This will help the 5. It has been adopted by nearly every btato Keaamg ^.iroie. iV - i HEND ALL. ORDERS TU 14 E. L. KELLOGG & CO., NEW YORK tfc CHICAGO. Tho Indiana State Reading Circle alone have ord* rotl 1500 copies. Besides this, many County Reading Circles have adopted it. 6. The new methods placed "the Quincy schools from twelve to twenty-five per cent, above tho average of the towns m the same county." (This county is Norfolk— the one tliat Boston is in.) Tins is the statement of George A. Walton, of the Massachusetts Board of Education. 7. The Quincy methods (according to Mr. George A. Wal- ton) are adopted wherever they are known, and where the teachers have the skill and permission to employ them. 8. This book has created more interest in Europe than any other American book on education. Normal Teacher. (Ind.)— " Probably no volume will attract tho atten- tion of tho teachers of this country so much as this." Jonmal of Education (Va.)— "No teacher can read it without receiv- ingr fresh ideas." The New England Journal of Education (July 12, '8.3), publishe'- of Kev. A. 1). id approval aii(l iucation. " Wo ? a warrior; his i8t, routine, and his courageous rory helpful to 3t, raostcomp.o- cnools." ight and study.'' ) common sense methods recom- lers." oe of the teacher Pho clear direc- rated at Quincy hat in some ro- utive, the great- lis country now wledgo; and his been published lod." r L KELLOGG & C0^^__^ T^one in tW8 Detroit rree^'«l?uave to spare, but ^^^^. lined bore (Washington T^.C.)^^]^ ^^^ ,.rincu.l- A88t. Bupt. i»«^-u,7i V.":?^ If much-needed rcioiu.^ - ^""^Z 'i ASheldon, f>^^^*Spf ul^" " The book is very interesting, and tun oi ualtiniorp' sa> 8 . f,,,, of CityBupt.Henry Ai>?J^;Jn.endit.'' ._»The work Is fuU of 8U«y«t*i.ns; I stronMy Cincinnati, says- ntv Supt. lonn " „o._"Parlier is doing B» gug^yi7e ideas." _„_,.nd, Chicago, says •- !» cfty.8upt. George Howland, _..j^^,udoanicantomake ^£te8«S^^iJlaS»^-fX..-"T-n.ndittoa.^^ "^iiS^»^^^;adlng charact^nsuc . %S i a?^^''"^^''^""'' ' r .ormal School, says-.-I an. ^■ r-st-' 16 BEND ALL ORDERS TO E. L. KELLOGG b 5. It impresses one with the spirit of the Quincy schools. «. It shows the teacher how to create an atmosphere of hao- piness, of busy work, and of progress. ^ 7. It shows the teacher how not to waste her time in worrv- ing o%er disorder. worry 8. It tells how to tieat pupils with courtesy, and get cour- tesy back again. * 9. It presents four years of work, considering Number. Color, Direction, Dimension, Botany, Minerals, Form, Lan- guage, Writing, Pictures, Modelling, Drawing, Siii^, Geography, Zoology, etc., etc. *' ""^B^uj?. ..t^^' J^^^T'fF^. ^^^ P?.^«'.^5 «• ''»''ge '^k devoted to the realities of school ife, in realistic descriptive language. It is plain, real, not ai>struse and uninteresting. *' » „ril"HK ^p'''! ?" i.nsiffht into real education, the education urged by Pestalozzi, Froebel, Mann, Page, Parker, etc. 1 .*»*-..-.- L RK & CHICAGO. -^\ ids!' en photographs from TRiDGE. Illustrated two colored plates. 1, 11.75 ; to teachers, became so famous :is W. Parker, thou- y became a sort of he routinipts, whose went to study the tell what they had o visited the schools tes (many of which ivere never tired of incy. She revisited what she saw ; then :e in the schools of iphs." at stir produced by ? are reasons for the the teachers of late lerlying real educa- do, but gives the the Quincy schools. 1 atmosphere of hap- 3 her time in worry- tesy, and get cour- nsidering Number, nerals, Form, Lan- Drawing, Singing, oted to the realities juage. It is plain, tion, the education Parker, etc. "V^exe.upUfle.B the *«^^S°*be tm.-b^^^^^^^^ ^e ..Talks on Teaching. 1^ ^^f^^ u^J. SeSSg V that ;uS^:f Sb^fi-d^jand^^^^^^ riad this Practical Teadi";- ^^^^ ^^,y of t^e Quincy method w ^^^^^ ^ell." ». C. Teacber .^ ^ ^^g^t to ^ f J^'^JJi ?„, the prim- '-^^?."'So ntSgence:-;iHs^rea»^^^^^^^ ,„ ,,^ ^^ Ubrary. »^'*g°J^ert' V«t«^y "rrri^ hook explains the underiy- ary teacher. ' Te»«^?" 'J ,jrnal :-" The hoof.f.^Pp^tridge bas done ume." ^''""I^tw JouiialofEdueation:- M^^^^^ „, good ^g principles. 8. y^J"^ j ^i^^a 8«^»°^ ^J^JL'^^i without recelv- the work exceUently wen. teacher can rc"! « V .. ^,^,,8 book Suggestions." 'f- Kf/Jestlons." ^a. Scbcoljou^a^:- JSfcr wlU tag ideaa and helptul «>«« ^cr :-" Every P;°f -^^T q^^ county ha8aml»^.on." Nat. (Pa.^* ^^,^„„y „tber P^^^^^u^lTa revolu- get more benefit from It tna ^,^,,^^^ ''*"/ir"," of Parker." «on." Ed. C0«»«^^;^^i^a ..-"By for «>« Tn ,'"£«» 1«''««'"* ***! Wis. Journal of Educauon j^^^^al--"" '/„7"^de teachers, and .New Education.' Dl.W!no ^^^^^^ ^'''^I^outo examine." fullest, richest, and most sugg ^^^ ^„ ^^T^ Va. School also for supe'^'^^"? °^vWy t««'=^«" '*'°"^*^ '^^reireshing draughts HormalEx^nent-Jve^y l^ne^^^^^ '.Tt^'d;aw"NMladelpM^^^^^^^^^ Uterature." B. 8. T5j^„ teacher to Qulncy Methods. / ■^' -J B 111 ^i\ BIND AUi ORDKIM TO 18 E. L. KELLOGG & CO., NEW YORK & CHICAGO. Tate's Thilosopby of Education. The Philosophy of Education. By T. Tate. Revised and Annotated by E. E. Sheib, Ph.D., Principal of the Louis- iana State Normal School. Unique cloth binding, laid paper, 331 pp. Price, |1.50 ; to teachers, $1.20 ; by mail, 7 cents extra. Thereare few books that deal with the Science of Educa- tion. This volume is the work of a man who said there were preat prmciples at the bottom of the work of the despised fichoolmaster. It has set many a teacher to thinkinj?, and in its new form will set many more. Our edition will be found far superior to any other in every respect. Tlie annotations of Mr. Sheib are invaluable. The more important part of the book are emphasized by leading the type. The type is clear, the size convenient, and print^ mg, paper, and binding are most excellent. '^f'.fW'jrickso long superintendent of the Boston schools hold this work in Injfn (wtoein. Col. P. W. Parker strongly recommends it. /<>,»• MapAllster, Sunt. Public Schools, Pliiladelnhiiv, says : -" It Is on« of tlio first books which a teacher deserves of unacretanding the scien- tiflc principles on which his work rests should study." S. A. Ellis, Supt. of Schools, ItochesterN. Y. says:— "As a pointed and Judiclousstatenieiitof principles it has no superior." 'u«,uuna Thof H. Balliet,^ S"pt. of Schools^ Heading. Pa., says :-" The work 18 a 1 . n I'VlucHtion." J. A aenwood, Supt. Schools, Kansas City, says :-" I wish every thoughrf-lly'" """"'' °^ " *'°P*' """^ "°"'° ^^^ " carefully and n^*SJ" ^' A- .Sheldon, Oswego Normal Schools, saj's :—" For more than ao years it has been our text-book in this subject and I know of no other book so good for the purpose." «uu x kuuw oi no »f*TJ4?*Pi°'"* S**.^*?.' *••";" -^ new generation of thinkers will welcome trat^ ""' ^ ^ *'"' ^^^^ °* ^"^^ which It lllu^ S, W. Jonrnalof Education.— "It deals with fundamental nrincinles and shows how the best educational practice comes from them " thoSghtfuf teacw'™!^^ ^°^ *"" '"""^ ^° ^^^^ *° ^^'^^ "«*««"> ^y worS"*"*' ^*'»<'*t<*'— "^«« l°ng held a high place among educational niinoii School Journal.— "It abounds in goo<1 things." Philadelphia Eecord.—" Has been ranked among educational claasica for more tTmn a quarter of a century." ■»»»"> Educational News.—" Tate was* the first to give us the maxims from the ' known to the unknown ' etc," *iv.ui s RK & CHICAGO. ation. Tate. Revised and :incipal of the Louis- 3 cloth binding, laid era, $1.20 ; by mail, 7 le Science of Educa- who said there were pork of the despised r to thinking, and in to any other in every ire invaluable. The aphasized by leading nvenient, and print- it. Soston schools hold this Blphla, says :— " It Is ona iidui-Htanding tho scien- udy." ays :— " As a pointed and ior." Pa., says :— " The work ', says :— " I wish every d read it carefully and 3ols, saj'B :—" For more ibject and I know of no ' thinkers will welcome jf labor which it illus- 'undamental principles aes from them." aid in high esteem by ace among educational I thinjrs." >Bg educational classics m us the maxims from :i% BBUn ALIi ORHERfl ™ ntnn AOO 1ft E. L. KELLoao&ca,mvn.'ORK&cmcAQ^^^^^ Rih^h' s Lectures on Tea ching ^ ' "^ — : 7^ — f n TTiToH M.A., one of Her Lectures on Teaching. Kygfji^is Engl^"^' ^"'"'' i*"^*?' Majo8ty-s Inspectors «« ^.J^J«|%§ ., by mail, postpaid. 395 pp. Price, %\ .2S . ^ teatni. • "^ j principles to Mr. FUch takes as his topic «J«^^Wtot\o" ot ,^^ J^ the art of teaching in schools. H^^c J^J^V;^ the problems <.f Sal propositions, but on evervpaKe we h^^^^ t^ ^^^^^^ ^.^^ the Jchool-room d'««"«l*''iir: f^Su" by «»» emuient man ^S^X^^^^^ ^^er. President 2 There is a valuable preface oy ino «*3^-TTie^ofuST^^^etit once adopW by several State Reading Circles. „„„„ ^„erican PREFACE. EXTRACT FROM '^"^^'""kin^ people have linilwl (I * 11 J umc " ■' -- —'">■• ««l Aid in it a wealth ^Philadelphia «eo-..^^^^^ ^^^^^ ^^^^^^^ ^^^^^^^^^ ,T^V^m^^-^: .. -. ........«.,« a worthy weal S^nXr^Hiseonc^ptionof the teacher isaworthyWc^^ for all to bear in mind." _ . „ ^^,„ ,^ eminently the work of oT aU to'bcar in minu. ■ , . » rp^is is eminently the work of '*',':" ~i i«..u thi> theoretical ana i»" bin«'="°"?P,*^.?rfmSon8forexa ' "'- wM'orW^Ho ^as^n^J-^VVMiS^ *" M' ^'1 .#. ,. I ^iri \\, SKND ALL ORDBItS TO 20 E. L. KELLOaO & CO., NEW YORK ^x 101^ inches. Cloth. Price, 11.50 ; 1o teachers, |1.20 ; by mail, 14 cents extra. New edition in paper cover. Price, 75 cents ; to teachers, 00 cents : by mail, 8 cents extra. "^ .<-?'if ® a'^cles contain many things that the readers of the Ki ,°«" Teaching" desired light upon. The space occupied enabled Col. Parker to state himself at the length needecf for clearness. There is really here, from his pen (taking out the writings of others) a volume of HSO pages, each page about the size of those m "Talks on Teaching." 1. The writings in this volume are mainly those of Col. F. W. Parker, Principal of the Cook County Normal School. 2. Like the " Talks on Teaching" so famous, they deal with tho principles and practice of teaching. 8. Those who own the " Talks" wilf want the further ideas from Col. Parker. 4. There are many things in this volume written in reply to mqmries suggested in " Talks." u w n**®»® .'.'trK';'"®,,'"^'^"^, "^^^ Pag^s of the size of those in "Talks." "Talks" sells for 11.00. Thisfor |1.20andl4cent8 for postage. 6. Minute suggestions are made pertaining to Reading. Questions, Geography, Numbers, History, Psychology, Peda- gogics, Clay Modefing, Form, Color, etc, 7. Joseph Payne's visit to the German schools ie given in full ; everything from his pen is valuable. %.r^' T^? w^hole book has the breeze that is blowing from the New Education ideas ; it is filled with Col. Parker's spirit. PARTIAL LIST OF CONTENTS- ^^^RtP^^V. Reading— laws ond principles ; Ruling Slates : Number "°i-*''*i?'°''*«".9««'»'"?)?''y: MoulSinsr; History; Psycholo^ ; S- groglos; Examinations; BSocution; Questioning on Pictures; on Flow- fKi'o™i.. \^' . "'?? i"* f'y!!*f"iW*'i Answers to questions 10806011111,' vS^P^'r^'PSf-"?"^' List of chUdren's Books on lllstoryj The Child's y*ol^',y^l*^^'i'^ Words; Descrintion of Pictures; teaching oil: VnM\^lr'hPjJ,:J^-'' ^"1^,'^P^ <^""'r! Breathing Exercises; Paper nnJl XLl'^'5''"™ report of lessons given in Cook Co. Normal .Sch''? Tniining; Cloy Modeling ; List of Rdu- catlonal Works j Joseph Payne's visit to German Schools, etc., etc. RKi& CHICAGO. 'rincipal of Cook Co. tors, among which ia hools, etc. 188 large 1. Price, 11.50; to tra. New edition in eachers, 00 cents ; by lat the readers of the The space occupied he lengtli needed for 8 pen (taking out the , each page about tlie linly those of Col. F. Normal School, tnous, they deal with mt the further ideas e written in reply to ;he ' size of those in 'or 11.20 and 14 cents aining to Reading, , Psychology, Peda- schools ie given in is blowing from the i. Parker's spirit. ENTS. iulln^ Slates ; Number •y; Psychologry; Pedu- on Pictures ; on Plow- so questions respecting' I lllstory; The Child's Ictures; TeachlnKol'l; hlnK Exercises; Paper ook Co. Normal School. He, wtc. ; Why teachers ' luntfuage to children; nl Ooosrrnphy; Letters Modeling ; List of J5du- I Schools, etc., etc. ........oao/!^^^^^ fMiST Noimal School. C!•^arge. dear t>.pe 128 pp. paper covej-l^cc. aO.^^'^t^L'mail 3 cents TMND5T1JD1E? VDUNGTEACHER| ««r*^L'mair3'cents '''tV linS cloth, 50 ^""^l^: /.Sers, 40 cents; teacher. He ^^ .To know what these mean. ^j^ -^ w 4' i \ a*: NBND ALL ORDERH TO 22 E. L. KELLOOO * CO., NEW YORK d CHICAGO. No. 2. Autobiography of Froebel. Matorials to Aid a C<)riii)n'lien8ic)ii of tlm Works of tlie pounder of tlio KiiuhTgurtt-n. 16ino, large, clear type, 128 pp. Uni(juo paper cover. Price, «() centH ; to teachvr.1, 24 cents ; by mail, 3 cents extra. Bound in limj) cloth, 50 cents ; to teachcru, 40 cents ; by mail, 5 cents extra. This little volume will be welcomed by all who want to get • good idea of Frojbel and the kindergarten. 1. The dates conni'cted with Froebel and the kindergarten aro given, then follows his autobiography. To this ia added Joseph Payne's esti- mate and portrayal of Frce- bel, as well as a summary of Froebel's own views. 2. In this volume the stu- dent of education finds ma- terials ft)r constinictmg, in an intelligent manner an estimate and comprehension of the kin- dergarten. The life of Froel lel , mainly by his own liand, is very helpful. In this we see the working of his mind when a youth ; he lets us see how he felt at l)eing misunder- stood, at bemg called a bad boy, and his pleasure when face to face with nature. Gradually we see there was crystallizing in him a comprehension of the means that would bring Imr- iE>;;^^nd peace to the minds of young iieople. 3. TJw analysis of the jwwers of Fnebel will be of great aid. We see that there was a deep philosophy in this plain German man ; he was studying out a plan by which the usually wasted years of j-oung children could bo made pro- ductive. The volume will be of great value not only to every kindergartner, but to all who wish to understand the philoso- phy of mental development, Ia, Jonmal of Eduoation.— " An excellent little work,* W, Va, School Journal.—" Will bo of great vahie." Educational Coarant, Ky.— " Outfht to have a very extcnsiye circu- lation nmouif thu teiicliers of the country." Educational Becord, Can,—" Ought to bo iu the bauds of every pro. fesBional teacher. ' Fnnniiucn frcebel. 1 i 5l tfc CHICaOO. tht! Works of the I, larp>, fU'iir tyjw, ice, 80 centH ; to ra. Boiiiul in limi» I ; by mail, 5 ci-ntH .11 who want to get 'n. ntea coniu'ctcd with il the kindergarten , then follows his phv. To til is ia leph Payne's esti- portrayal of Frce- faa a 'summary of ivn views, f volume the stu- ucation finds nia- ionsti-uctrng, in an nanner an estimate 'hension of the kin- ThelifeofFroehel, his own hand, is il. In this we see ? of his mind when le lets us see how l)eing misunder- ileasure when face e was crystallizing would bring liar- }ople. 1 will be of great :>phy in this plain Ian by which the •uld bo made pro- 3 not only to every rstand the philoso- ! work.' it>." ^ery extensive cjrcu- 3 bauds of every pro- rS^O con^'b; -ail. « cents extra. f.,,„„ia Thousands of copie«;jtlH.:W edition have ^e " Xuble the new edition is ^. V.^^^been in- I'^J^n^'on'^V'iS^^^^^ added on . '''^\„ M,,ral Train- ing. Mr. '";^ in,, ^ revised preface: .".l"'^^",^ it seems Edition of t "nowledKO K^ate- fitting to ^^Sf 'appreciation J^^^iL is the only «» aut ^^^ ^^^^^^^ pro^ntej^^ Kew, York School Journal. ^^^^^ ,,,. !!l aiND ALL OHDEHH TO 24 E. L. KELLOOO A CO., NEW YORK d- CHICAGO. England— "On uu important subject, ond No. 4. Hughes' Securing and Retaining Atten- tion. By James L. Hughes, Insppctor St-hools. Toronto, Cnnadn. Author of MiBtakes in TeuchinK. Cloth, 116 pp. Price, BO cents ; to tearhvis, 40 crntH ; by mail, 5 ci'iitu extra. This valuable little book lias already become widely known to American teachers. This new edition has been iilniost entirely re-written and several new important eluii)ters added. It is the only edition authorized by tlie author. The tt'stimonials to the old edition arc more than deserved for the new one. Ednoational Timei. adinirnlily exocut«d." School Ouardian, England.-" Wo iiiihositntlnnly rocomnnMid it " fr?,STett?h^H°?oite?'--"=™'-'' *^'^''«'- '^"""l 1«»^v« l*n«flt o«S?*BlS?.hl^n«l? Vt°"'' ^•>eJ'ly.-"Tho teacher who aims nt best sue- w?A*IK?^Stted^,?"i?..?'''° •'"''^ '^''' '"™"'« "> "'«> B'^hool-roon. Maryland School Journal.—" Always clour, never tedlouH." Va. Ed. Journal.—" ExcellcMt hints us to sceurlnijr utteiitlon." Ohio Educational Monthly.—" We advise reuderH to send for a co|)y." Faoiflc Home and School Journal.— "An excellent little manual." .irSj".*' J»"»ei H. Hooie, state Normal School, Cortland, N. Y., says :- "The book must prove or trreut benefit to the profession." Sunt. A.W. Edion, Jersey, City, N. J., says:-" A irood treatise bos long'been needed, and Mr. Huifhes has supplied the want." *""*"*" ""* No. 5. The Student's Calendar. For 1888. Compiled by N. O, Wilhelm. ElcRant desitm on heavy cardboard, 9x11 inches, printed in gold and color. Price, 60 cts. ; to teachers, 48 cents. ; by mail, 8 cts. In book form, for any year, paper cover. Price, 30 cts. ; to teachers, 24 cts. ; by mail, 3 cts. extra. This beautiful, novel, and useful calendar is designed to assist teachers in preparing exercises for Memorial Days and also to suggest topics for " talks," compositions, etc. The idea IS entirely new. Opposite each date is a very short life of some great man who was born or died on that dav. The design is superb, and printing, etc., tasteful and elegant, makmg it an ornament for any room. TO YORK * CHICAGO. d Retaining Atten- 'hoolfl, Toronto, Cnna»1i». . Cloth, 116 pp. Price, y mail, ■'i voiitn extra. Y become widely known "(lition has been itlnioHt w important eliai)ters ^ed by the autlior. The re than des«rved for tlie n Important giibjoct, nnd iltntlnnly rocomrat'iiil it." rhe book is a gulile nnd a Cher would derive benefit icher who aiina at best sue- nonths in the school-rooni r, never tcdIouH." ceuriuK utteiitlon." I'eiulors to wind for a copy." xeellcnt little manual." lol, Cortland, N. Y., says :- le profession." lys:— "A Kood treatise has lied tlio wont." lar. HELM. EleRant design '8, printed in gold and Scents. ; by mail, Sets, r cover. Price, 30 cts. ; extra. ilendar is designed to 8 for Memorial Days, compositions, etc. The date is a very short life died on that day. The tasteful and elegant, E.L.KELL0OCUU'O.,^KyV^OHK* It 1manvms| Viiuer cover, Pf'*-" ' ;..,ntH • by mail I cent tx U Liberal discount in (lUantitieH. Ti, .ro i« a nec''^ "*• *"" i luorTa'ppropriate. It sliouW u s^ouli bo noUHl that while o«r ecu «>n8 of the^ Utile books'irej J> .j^. ■A^ RIND Aix onnciw TO 9« E. L. KELLOaa * CO., iVA'kf YOJiK it i 'UJCAUO. Kellogg s School Mvuigcmcnt : " A Prncticul Ouido for tlio Tcuchcr in tlu« Hclil, and Ih lUlwl witli original and practical ideaH on the milnect. It in invalnalilo to the teacher who desires to inaku iiis school a " well-governed " school. 1. It suggests inethwls of awakening an interest in the studies, ond in hcIuk)! work. "The problem for the teacher," says Josenli Payne, " is to get the pupil to study." If he can do this he will \m educated. 2. It suggests methixls of making the school attractive. Ninety-nine hundredths of the teachers think young people should come to school anyhow ; the wise ones know that a pupil who wants to come to school will do something when he gets there, and so make the school attractive. 8. AImjvo all it shows that the pupils will he self-governed when well governed. It shows how to develo[» the pro<;css of self-government. 4. It shows how regular attention and courteous behaviour may ho si'cured. B. It has an admirable preface by that remarkable man and teacher, Dr. Thomas Hunter, Pres. N. Y. City Normal College. Home and Sohool.— " Is Juat the book for ovory toauhor who wUhui to Ik) a iHittur Uiuchcr." Educational Journal.--" It contains many valuable) hints." Boston Journal of Education,— "It 1h thonioHt hiimiino, instructive, 3ri)rliiul (Mhu'iitional work wu huvu miul In luuiiy a day." Wii. Journal of Education,— "Oommoiuls Itaeir ntonooby the num- ber or liDrciiidii.s (leviiHM for scourinMr orilor. Industry, and Interest. Iowa Central Sohool Journal.— "Teachers will find It a helpful and suirgOHtlve book." , Canada Educational MonthlT,— " Valuable advice and useful sutrges- tlons." Normal Teacher,—" The author believes the way to manage is to oir- lllze, cultivate, and i-oflne." Sohool Moderator,— " Contains n large amount of valuable reading ; Bcliool govornmout is admirably presonted." Progreuive Teacher.— "Should occupy an honored place in every tcaclior'8 library. " Ed, Courant.— " It will help the teacher greatly.' Va, Ed. Journal.—" The author draws from u large experience." ro OJiK d CUJCAUO. ment: • In tlio Hcl>l work, Ih IIIUmI with uriKinal It Ih invuhmlilo to the ool a " woll-govenii'd " inu; an IntoreHt in the rohliMM for tlu' toacher," to Btudy." If ho can do tho Hchool attractive. rN think youuK peoplo riHo ones know that a III do Homething when ittnictive. i will be Belf-govemed ( develop the pro<;et)s of id courteous behaviour [vt remarkable man and Y. City Normal College, every toaohor whu wUhui valuable) hlnte." Host hiimuno, instructive, lUiiy It day." itm!\t at onoo by the num- Industry, and interest, will find it a helpful and I advice and useful suirges- le way to maDago is tu oir- lount of valuable reodiair ; a honored place in every ■atly.' II u lurtfo experience." \ vbnSOnjJmB^^^ occupations •" (or ClnVl"-",'" JJi*S,><.lH of New York \ J ^^i„„i ^f tiu, Children B A>«» ^ j n. Hhaw of tlu> l H j.^^^.,., ..refatory ""^it ^^yjllnaHonu. "-''^^'^"^'V.if 5 cen b .xtru. Vonkera, K Y. Ha" ^^ ^^^^^ . ^,y ma.l. 5 c m ^ vSr^Vi^^ ^vTry Une Ib full of t»u« (luefltlon. ineu"^ lL»truction. ^^^ ,,ead8, toy-m«n«y. etc. 1. Arithmetic Ib t^««^, X*^^^^^^ wolghtB. etc. 9 The tables are taught Dy tio^ SFormlBtaughtbyblockB. 4 Lines with sticks, tunguagewlthp^ures. 6. Occupations are given ^^ 7. Everything iBplam and pr^^^y ^^.^E. B-vTRACT FROM f^"""*^" uiniiortturtcn, o( , ^!tTn« the re.«»t« u.'blcveKl .»..y„^.^".^!."uti;'f^.».y."-; idvo B"">*'*I?i°!Jxperieucc or -I'^O.^JifnUlV.' could tH!roU"--.,,( tlUBiui".- chlia'B life, .iw^ gducatloii.; ,,.,,,cve, as llKlvesconcroto.y'J ,,„« •P'''^i^*^,l°-"¥^"n-d of this book h«BU^^^^ Toledo li**'-' _.. contains a great "V""/ ,;'"h,i„8ophlcal." Bohool Education.- .\ ^ho method is certainly pWlosop^^^^^^,, ChrlrtUn Advance^ Jh^"^ ^ ^„ "^^"rf practTcaSormatlon/; Va. Ed. J<>"»i^^-vA_.''The book la ««""*'';*?:,.♦ this ig the bert PhlladolpWa T^!f J";- Je tooks are all good, but this Is f oWoh'e "*;'• .. ^, ^^ u as very valuable." The Ed««««**l-.7wrthlnrweU of **>'« ^""r^ ^^^vlceable book." School B'*!!'*}"- ,--. _» Will be found a very scrvi Chicago InteUlgenoe. ;)|i \f'. t \ «<& 'V:' BSND ALL ORDEBS TO 28 E. L. KELLOGO & CO., NEW YORK . relation to the school-room- The dialogues, recitat^n^ "•— «" \ declamations, gathered m ^^-er c^rp^rSett r^SimtTd7orJJf3-«-^« used b/ teachers for actual grounnrom ^^-^^^^^^t |rhterfi"e^*-^^-' inferest^for those Avho use f«n^a or disobedience to ^^ „S mvr„,« ia Bomething for the youu^ i ^ ^*^^iBSsau— "• 7 "Memontt»*^"j i^S^^^^Si;^^^ »«*"^* ^;!f ^Tnll -" rSiVvery good Boluctious." •Weitem Ed. Journal. ^"^ ! ■ f ft »s' 8Kin> AI.L ORDERS TO 80 E, L. KELLOGG mpiled by Amos M. Kellooo, editor of the School Joue- NAL. Elegant green and gold paper cover, 64 pp. Price, 15 cents each ; to teacliers, 13 cents ; by mail, 2 cents extra. 10th thousand. Special terms to schools for 25 copies and over. This is a most valua- ble collec- tion of mu- sic for all schools and institutes. 1. Most of the pieces have been se- lected by the teachers as favorites in the xhools. They are the ones thepu- ^)ils love to sing. 2. All the pieces " have a ring to them ;" they are easily learned, and will not be forgotten. 3. The themes and words are appropriate for yoimg people. In these respects the work will be found to possess unusual merit. Nature, the Flowers, the Seasons, the Home, our Duties, our Creator, are entuned with beautiful music. 4. Great ideas may find an entrance into the mind through music. Aspirations for the good, the beautiful, and the true are presented here in a musical form. 5. Many of the words have been written especially for the book. One piece, " The Voice Witliin Us," p. 57, is worth the price of the book. 6. The titles here given show the teacher what we mean : Ask the Children. Beduty Everywhere, Be in Time, Cheerfulnese, rhristmas Bells. Daya ol Summer O lory. The Deai est Spot, Evening Pong, Gentle Words, Going to School, Mold up the Ktaht Hand, I Love hine, Kind Deeds, Over in the Meadows, Our I 'nppy School, Sca»t«>r the Germs of the Henutiful, Time to Walk, Tne Jol y Worker!!, The !• acbcr's Life, Tribute to Whittler, etc., etc 8 TO YORK & CHICAGO. ;e has just been fly reduced. iitor of the School Joue- iper cover, 64 pp. Price, cents ; by mail, 2 cents I terms to schools for 25 • them ;" they are easily >priate for young people. )und to possess unusual Jeasons, the Home, our li beautiful music, e into the mind through B beautiful, and the true irritten especially for the a Us," p. 57, is worth the teacher what we mean : , Be in Time, Cheerfulness. , The Deaiest Spot, Evening a up the Klaht Hand, I Love , Over in the Meadows, Our ienutifui, Time to Walk, Xno 3 to Whittier, etc., eto. 81 8KOT> AI.I> ORDERS TO E. L. KELLOGG & CO., NEW YORK & CHICAGO^ The f^f'^t Hundred Books. -Containing Siu John ^--^'^^l^^^^X TIS* W '^^S^^^nA'^'S.rs^^rc.Z ; by mail. 2 cen?s wTtTmk every teacher will ^V^s^Xdty Vu^nd books of the world are His «P»f °° „'L«peare, Wt does he people. He knows there was a f^akespeare^ Cv the names of the really Kjeat^n^^^^^^^ ?' certificate " ^Tvo'^i^-TrljSZ- these books are given ; valuable ideas. , , , , -^ aaa „* this book was reached. 8. In England a ^^l^ "f 50,J00 «* ^\^ I ,^„,i ^pace you get 4 It is very cheap, very lianuy. " iHou'ci. «» it ta «Uool to «ad irom or to dte»». Pooler's N. Y. S chool Laws . " A Mmual of the School 1^"« »' ^^- ^S pp. ""I' *'"• commissioners are given. J g4?y E Wtetrought toknow what is in it^ t' L and Freeman -" C,.ntain« a large amount of information. SeaUr.- wCh many times Its cost.- I pp ttSND ALL ORDBRB TO E. L. KEr.LOOO & CO., NEW YORK * CHTCAOO. Seeley's Grubes Method of Tcachino \ ARITHMETIC. Explained and illustrated. Also the im- provements on the method made by the followers of Grube in Gormany. By Levi Seeley, Ph.D. Cloth, 176 pp. Price, fl.OO; to teachers 80 cents; by mail, 7 cents extra. 1. It IS A Philosophical Work. — This book has a sound philosophical basis. The child does not (aa most teachers seem to think) learn addition, then subtraction, then multipli'^u,- tion, then division; he learns these processes together. Grube saw this, and founded liis sys- tem on this fact. 2. It Follows Nature's Plan.— Grube proceeds to de- vt'loj) (so to speak) the method by whicli the child actually be- comes (if he ever does) ac- quainted with 1, 3, 3, 4, 5, etc. This is not done, as some sup- pose, by writing them on a slate. Nature has her method ; she begins with things; after handling two things in certain ways, the idea of two is ob- tained, and so ot other numbers. The chief value of this hook then consists in showing what may be termed the way nature teaches the child number. 3. It is Valuable to Primary Teachers.— It begins and shows how the child can be tanght 1, then 2, then 3, &c. Hence it is a work especially valuable for the primary teacher. It gives much space to showing how the nimibers up to 10 are taught ; for if this be correctly done, the pupil will almost teach himself the rest. 4. It Can Be Used in Advanced Grades.— It discusses methods of teaching fractions, percentage, etc., so that it is a work valuable for all classes of teachers. 5. It Guides the Teacher's Work.— It shows, for exam- ple, what the teacher can appropriately do the first year, what the second, tl e third, and the fourth. More than this, it sug- gests work fo)- the teacher she would otherwise omit. Taking it altogether, it is the beet work on teaching num- ber ever published. It is very handsomely printed and bound. DR. LEVI SEELEY. ) TO ORK <«: CHICAGO. d 0) ^ Teachino ustrated. Also the iin- le by the followers of 3EELEV, Ph.D. Cloth, ^r8 80 cents; by mail, IS A Philosophical -This book has a sound ihical basis. The child ; (aa most teachers seem learn addition, then ion, then multipli".*- en division; he learns xiesses together. Grube i, and founded liis sys- ;hi8 fact. r Follows Nature's Grube proceeds to de- 3 to speak) the method h the child actually be- if he ever does) ac- 1 with 1, 3, 3, 4, 5, etc. not done, as some sup- T writing them on a Mature has her method ; ins with things; after , the idea of two is ob- he chief value of this nay he termed the way ACHERS. — It begins and 1, then 2, then 3, &c. for the primary teacher. le nimibers up to 10 are the pupil will almost I Grades. — It discusses age, etc., so that it is a re. I. — It shows, for exam- 7 do the first year, what More than this, it sug- therwise omit, /ork on teaching num- nely printed and bound. --- I r •'*:? F I KELLOGG 6- CO.S THE SCHOOlT^URNAL. ^^^^ -r Wu!.V.=!l«VfT^5S?^e. P« yea. . -OO Love'B industrial Education Curr e'8 EarJy Education. The Readln«_ClrcleUbrai^ ^^-TAil^^TMind studies for Teachers. patrldge'8 ' Q"'"*irtus7rai<:d. pSrte;rTa,r3 on Teaching. The Practical Teacher. 1.75 1.25 .50 .50 .30 .60 .50 1.75 1.26 1.50 1.50 ..50 1.25 ^^^^^^^^^'^^" t.oo 1.25 BNcnAsoARi OK School De Teachers' Manual Ser^es^^^^ .^^ ?otn^"o";.-8Erci;t.orhy%o.n«. - ^outhwUk-s Handy Helps. Reception Day. S..NOS. ^^^^^^ Song Treasuresj^ v^^^,^^i„^, „,usic. ooo;er'sN Y.'state School Laws ?heBes? Hundred Books. Tne Dc=» ..,.„„„, ,_ ,o;iehers, 75 .OO .30 .15 .30 .20 The Best Hundreo ou--^. ^^^,^ \o per cent. ''^^-^Xh'h ex«pU^^^ •"•"i^6 CUnt"on P^ce, New York. NEW BOOKS FOR TEACHERS ■llhn 's " Mi> hi .SV/r./zV-s for Youiii: Teachers." P.y i'uoK. Ji-U'JMK, Al.r.lN, I'Milin >:f thc Si-Jiih't Joitnu't. 41I1 ilunisniKl. i6mo, 12S pp., pcxpcr cover, 30 tta. ; ncul c lotU IjindiiiK- 50 cts, •'. AHioh ios^rciphy of Fnrbel." A i;U';i' .stat(.nRiU in I'mljil's nwn words of the principles o( the i