A 1.014.702


MICHIGAN SEI
CHICA!
VERSITY OF MI
ERSITY
OF
· LIBRARIES·
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THE
THE UA
The Reading Circle Library.
No. 7.
HOW TO TEACH MANNERS
IN THE SCHOOL-ROOM.
By MRS. JULIA M. DEWEY,
METHOD AND Critic TeacheR IN THE PUBLIC Schools of Rutland, VT.;
FORMERLY SUPT. OF SCHOOLS, Hoosic Falls, N. Y.
"Who misses or who wins the prize ?
Go, lose or conquer, as you can;
But if you fail, or if you rise,
Be each, pray God, a gentleman."
-Epilogue to Dr. Birch and his Pupils.
NEW YORK AND CHICAGO:
E. L. KELLOGG & CO.
1894.
i
BJ
1857
.05
D52
1894
!
COPYRIGHT, 1888,
E. L. KELLOGG & CO.,
NEW YORK.
GIFT OF
DEAN A. S. WHITNEY
12-5-33
INTRODUCTION,
Importance of the definite teaching of manners. Chil-
dren are close imitators; they will learn some kind of
manners, and one who teaches positively or emphatically
(or contrariwise) may often see a miniature of him-
self in his young pupil. With this truth in mind one
can hardly attach too much importance to punctilious
politeness on the teacher's part in his intercourse with
pupils. But however polite a teacher may be, the in-
formal or unconscious teaching of manners is not
enough. The school-room does not afford opportunity
to exemplify all the necessary practices in good man-
ners, and there is no other way but to teach the various
requirements of an accepted code with reference to actual
examples that may present themselves at any time in
life.
It is to be remembered that many children have no
opportunity of obtaining a knowledge of good manners,
either by practice or precept, except as it is afforded by
the schools. And as habits formed in childhood are the
most enduring, a lack of early training in good manners
will show itself as long as life lasts. Many other reasons
weigh in favor of the definite teaching of manners, one
of which is, if courtesy is demanded of pupils.
The underlying principles of courtesy should be in-
4
INTRODUCTION.
culcated, that children may know it is more than an
empty show.
Children need to learn the definite language courtesy
employes. This to many children is a new language,
and can only be accomplished by definite teaching. Be-
side, if manners are considered of sufficient importance
to be counted a regular part of the school, they will
attract much more importance. Accompanying this by
observance on the part of teacher, the pupil acquires a
valuable knowledge.
Good manners ever prove an invaluable aid in doing
away with many of the unpleasantnesses of school-life.
Courtesy of manner under all circumstances means great
self-control, and a lack of self-control in teacher or
pupil is the origin of most misdemeanors in school.
Aside from the benefits to be derived in the school-
room, gentle manners help one on in the world wonder-
fully. They are more powerful in many cases than
their other knowledge. All doors fly open to the one
who possesses them."
"Manners are the shadows of great virtues."— Whate-
ly. "High thoughts seated in a heart of courtesy."—
Sir Philip Sidney. Mr. Calvert says: "A gentleman is
never unduly familiar; takes no liberties; is chary of
questions; is neither artificial nor affected; is as little
obtrusive upon the mind or feelings of others as on their
persons; bears himself tenderly toward the weak and
unprotected; is not arrogant; cannot be supercilious; can
be self-denying without struggle; is not vain of his
advantages; habitually subordinates his lower to his
higher self; is, in his best condition, electric with truth,
buoyant with veracity.”
INTRODUCTION.
5
In a right conception of good breading the moral
element predominates. With this idea in view, no one
should attempt to instruct in good manners who has
not the ability to instil into the minds of children its
fundamental principles. True courtesy implies strict
honor, self-possession, forbearance, generous and refined
feeling, all culminating in a polished deportment.
When teachers consider manners in this high sense,
and teach them accordingly, they give their pupils that
which will bring them much more happiness in life than
any amount of knowledge teaching without it.
AIM OF THIS WORK.
1. To furnish material for lessons in manners suitable
to be taught in the schools, and adapted to different
grades of pupils.
2. To furnish illustrative lessons showing the main
lines of thought to be pursued, the length of the lesson,
and the simplicity of method to be employed.
3. To impress both teachers and pupils with a need
of the knowledge of good manners.
‘A gentleman can have no better watchword than that sung at
Bethlehem: 'Peace on earth, good will to men.'
"Come wealth or want, come good or ill,
Let old and young accept their part,
And bow before the awful will,
And bear it with an honest heart.
"Who misses or who wins the prize,
Go, lose or conquer as you can;
But if you fail, or if you rise,
Be each, pray God, a gentleman.
"A gentleman, or old or young!
(Bear kindly with my humble lay.)
The sacred chorus first was sung
Upon the first of Christmas days.
“The shepherds heard it overhead;
The joyful angels raised it then:
Glory to God on high, it said,
And peace on earth to gentle-men."
-Epilogue to Dr. Birch and his Young Friends.
T. T. MUNGER in "On the Threshold."
1
CONTENTS.
INTRODUCTION,
Importance of the definite teaching of manners,
The underlying principles of good manners,
Aim of the work,
CHAPTER I.
General directions for teaching manners,
•
Special directions to teachers.
CHAPTER II.
PAGE
3
CYO OD OD LO
13
15
3315
LESSONS ON MANNERS. FOR THE YOUNGEST PUPILS.
Lesson 1. Awakening an interest in manners in general,
2. Kindness an element of politeness,
3. Seeking the happiness of others an element of good
manners,
CHAPTER III.
CONS ON MANNERS. SECOND TWO YEARS.
Lesson 4. Kindness and unselfishness two underlying princi-
ples of good manners,
5. To follow the example of the best people a reason
for cultivating good manners,
22
21
22
23
25
26
6. Gaining the esteem of others a reason for cultivat-
ing good manners,
28

CHAPTER IV
MANNERS IN SCHOOL. FIRST TWO YEARS.
Illustrative Lessons.
Lesson 7. The necessity of good manners in school,
8. Regularity of attendance at school is a mark of
29
30
good manners,
8
CONTENTS.
Lesson 9. Punctuality of attendance at school is a sign of
good manners,
•
10. Cleanliness is one sign of good manners in school,
11. Care in keeping the school-room clean is a sign of
good manners,
•
Subjects for Additional Lessons.
1. Care of school-furniture,
PAGE
31
33
34
2. Care of halls, piazzas, walls,
3. Care of school-grounds,
4. Care of books,
5. Economy in using what is furnished by the school,
6. Care in using and returning borrowed articles,
7. Quiet conduct in the school-room at all times,
Lesson 12. How pupils should conduct themselves toward
their teachers
Subjects for Additional Lessons.
1. Rendering assistance to teachers,
2. Care in not interrupting a teacher,
3. Kind treatment of schoolmates,
4. Respectful treatment of the janitor,
5. Respectful treatment of visitors,
•
•
35
35
•
35
35
35
35
35
35
•
36
36
36
36
36
6. Respectful treatment of those who address the school, 36
CHAPTER V.
MANNERS IN SCHOOL. SECOND Two YEARS.
Illustrative Lessons.
Lesson 13. The necessity of good manners in school,
14. Regularity of attendance at school is a sign of
good manners,
•
15. Punctuality of attendance at school is the sign of
good manners,
•
16. Cleanliness is one sign of good manners,
17. Care for school-belongings is a sign of good man-
ners,
Care of books,
lait
Subjects for Additional Lessons.
Economy in using what is furnished by the school,
Care in using and returning borrowed articles,
Quiet conduct in the school-room at all times,
Lesson 18. How pupils should conduct themselves toward
their teacher,
37
市​话​8
38
40
41

42
43
43
43
43
43
CONTENTS.
9
CHAPTER VI.
MANNERS AT HOME. FIRST TWO YEARS.
Illustrative Lessons.
Lesson 19. Awakening an interest in home manners,
20. The attention due to home friends
Subjects suggested for additional lessons,
CHAPTER VII.
MANNERS AT HOME. SECOND TWO YEARS.
Illustrative Lessons.
Lesson 21. The polite attentions due to home friends,
Reminders,
CHAPTER VIII.
PAGE
45
46
47
48
49
MANNERS IN PUBLIC. FIRST TWO YEARS.
Illustrative Lessons.
Lesson 22. The necessity of good manners in the street,
23. Undue curiosity shown in the street is impolite,
CHAPTER IX.
MANNERS IN PUBLIC. SECOND TWO YEARS.
Illustrative Lesson.
Lesson 24. The necessity of good manners in the street,
Subjects for Additional Lessons for Both Grades.
58
51
52
54
1. Polite attention toward elderly people on the street,
2. Polite attention towards strangers who make inquiries,
3. Church manners,
55
55
4. Manners at places of entertainment,
55
CHAPTER X.
TABLE MANNERS. FIRST TWO YEARS.
Illustrative Lessons.
Lesson 25. The necessity of good table manners,
26. Punctuality at the table is desirable,
27. Polite attention is specially due the lady of the
house,
28. Selfishness at the table is a sign of bad manners,
29. Some forms of polite expressions used at table,
56
57
58
59
60
10
CONTENTS.
1588
PAGE
'CHAPTER XI.
TABLE MANNERS. SECOND TWO YEARS.
Illustrative Lessons.
Lesson 30. The necessity of good table manners,
31. The deference due the lady of the house at table,
32. Some polite usages at table,
•
CHAPTER XII.
LESSON ON MANNERS. FOR ADVANCED PUPILS.
Lesson 1. To suggest the underlying principles of good man-
ners,
CHAPTER XIII.
64
MANNERS IN SCHOOL.
Lesson 2. The necessity of good manners in school,
3. Regularity and punctuality of attendance are signs
of good manners,
4. Cleanliness is one sign of good manners in school,
5. Care for school-belongings is a sign of good
manners,
68
6. How pupils should conduct themselves toward their
teacher,
Subjects for additional lessons,
•
Reminders,
8 55 8 SFF
71
66
67
67
69
CHAPTER XIV.
PERSONAL HABITS.
73
•
2+
74
Lesson 7. The necessity of attention to personal habits,
Suggestions for instruction relating to personal habits,
CHAPTER XV.
MANNERS IN PUBLIC.
Lesson 8. Some particulars of street manners,
Suggestions for further instructions,
Reminders,
76
78
REC
CONTENTS.
II
CHAPTER XVI.
TABLE MANNERS.
Lesson 9. The importance of good table manners,
Subjects for additional lessons,
Reminders,
PAGE
81
82
82
CHAPTER XVII.
MANNERS IN SOCIETY.
Suggestions for lessons,
Reminders,
89998
85
87
CHAPTER XVIII.
MISCELLANEOUS ITEMS.
Practical training in manners,
Suggestive stories, fables, anecdotes, and poems,
1. Little Jack.
2. The Boy and the Sparrows.
3. The Unhappy Boy.
4. Which was the Gentleman ?
5. The Elder Brother.
6. The Gnat and the Bull.
7. A Real Lady.
8. Cautions.
9. Letter of Recommendation.
10. A Gentlemanly Lad.
11. A Series of Don'ts.
12. Family Intercourse.
Memory Gems,
90
91
13. The Drum and the Vase of
Sweet Herbs.
14. Love.
15. Treatment of the Aged.
16. Civility to Strangers.
17. A Good rule.
18. Character.
19. Honor.
20. Consideration for Others.
21. Truthfulness.
22. Delicacy.
. 102
HOW TO TEACH MANNERS IN
THE SCHOOL-ROOM.
Chapter X.
GENERAL DIRECTIONS FOR TEACHING
MANNERS.
1. IN teaching manners to young children there is no
better example to be followed than that of a careful
mother, who takes advantage of incidents of every-day
life to impress a truth upon the mind of her child. By
such means the ideal standard is kept in close relation
to the child's conduct until it is taken up and assimilated
into his nature. For this reason it is better to begin
the definite teaching of manners with reference to the
school, and as far as possible to allow actual occurrences
to suggest or illustrate the point to be considered. The
lesson that will fit the needs of the occasion is the most
effective. Just here it may be remarked that, within
bounds, a teacher is justified in taking advantage of
these opportunities, even if it somewhat disturbs the
formality of a rigid programme of school-work.
$
14 TEACHING MANNERS IN THE SCHOOL-ROOM.
2. The mother's method may be followed still farther
in making the definite lesson as informal as possible.
Questions should be asked to awaken thought, and the
lesson should partake more of the nature of a familiar
conversation than of a school exercise. Pupils should
be allowed to tell what they know on certain points, and
new truths should be "developed" as in other subjects.
3. The instruction to older pupils may be given in a
similar manner, but less simply; or the item may be read
with or without comment. This lesson serves to instruct
those ignorant of prevailing forms, and to keep the
matter before the minds of others who are better in-
formed. When pupils are old enough, if not provided
with a text-book on manners, it is well for them to
make a note of the directions given.
4. The time given to this subject must be regulated
by the other work in the school. A few minutes daily
will amount to a great deal in the course of years.
5. A plan that has been successfully pursued is to al-
low ten minutes for the opening exercises of school, and
to make a brief lesson in manners a part of these exer-
cises. It is not the aim of the author that the illustra-
tive lessons shall be arbitrarily followed. That would be
to aim at an impossibility. If success is expected, it is
even more necessary in this branch than in others that
the work be stamped with the individuality of the
teacher. There must also be a certain compass of ex-
pression and force and earnestness of manner in giving
these lessons which cannot be imparted to the printed
page.
6. Brevity is essential, as the effect sought would be
Anners. 15
DIRECTIONS FOR TEACHING MANNERS.
Moreover, it is not
lost if the lesson became tiresome.
intended to add to the already overburdened curriculum
of most schools. Teachers should exercise care in se-
lecting items adapted to the age and capacity of their
pupils. It is needless to add that as far as there is op-
portunity teachers should see that precept and practice
go hand-in-hand.
SPECIAL DIRECTIONS TO TEACHERS.
1. The manners of pupils are usually similar to those
of the teacher. It is therefore of the utmost importance
that he should himself exemplify true courtesy, because
he will be imitated. His whole bearing and manner in
the presence of pupils should be above criticism. If not
conversant with the details of a code of manners, it is
obligatory upon him to become so, and to conform his
manners to it.
2. A high and loud tone of voice should not have
place in a school-room.
There is perhaps no more unrefining influence uncon-
sciously exerted by a teacher than that of a loud voice.
Emerson says, "Loudness is rude, quietness always gen-
teel," and in nothing is the truth more apparent than in
the voice. As children are close imitators, if teachers
speak in a loud and dictatorial manner, so will their
pupils.
A teacher's voice should be as melodious as nature
permits, and its effect should be heightened by all the
modulations and intonations used in polite conversation.
Suitable language voiced in this manner not only has a
16
TEACHING MANNERS IN THE SCHOOL-ROOM.
most refining influence on the character and manners of
pupils, but is often the only instrumentality needed in
the formal "government" of the school.
3. A teacher should assume no attitude in a school-
room which is not proper for the pupils. Here again the
natural propensity of children to imitate should be re-
membered. Teachers have been known to censure
children for carelessness in posture when they them-
selves were guilty of the same. There is no instruction
of this kind so impressive as that of example, and if
teachers wish their pupils to be patterns of propriety in
attitude, motions, actions, they themselves must furnish
the model.
4. Teachers should not be careless in personal habits.
Besides formal instruction relative to habits of cleanliness
and tidiness, the teacher should show the importance of
these habits by strict adherence to them. Teachers
should dress neatly and in good taste. This does not
necessarily involve expense. There should be no gaudi-
ness of dress, but due attention should be paid to har-
mony of color and suitableness of fabric, and garments
should be made in prevailing styles. Attention to these
details will belp to refine the tastes of pupils.
5. Teachers should watch their tones and words with
great care. It is not enough that expressions should be
grammatical, but they should be devoid of anything inel-
egant. All proprieties of speech should be observed, even
(or especially) with the youngest children. Severe expres-
sions, arising from lack of self-control on the part of
the teacher, are productive of demoralization in the
school, and have a most unrefining effect on the pupils.
}
1
directions for TEACHING manners.
17
Let teachers observe the direction which they give to
their pupils,—
"Guard well while you are young
Ear and eye and tongue,--”
and it will be much more effectual than the memorizing
of the couplet. A polite request is at any time more
refining and effective than a stern command. Instead
of saying
"Do this" or "Do that," if teachers make a
practice of asking "Will you kindly do this ?" or
"Please do that," they will find their wishes more cheer-
fully complied with, and less selfishness displayed in the
requests made by pupils.
6. Teachers should not only guard their words, but the
expression of their countenances. The expression should
be pleasant and indicative of kindness and common
A stolid expression or constant smiling are both
exceedingly objectionable in a school-room, as elsewhere.
sense.
Children are very susceptible either to smiles or
frowns, and both should be used with discretion.
Approving smiles, like approving words, may be given
as rewards, but a too liberal use detracts from their
value. It may seem to be setting up an ideal standard
to say that when in the school-room an angry or a pet-
ulant look should never come upon a teacher's face. It
is sometimes necessary to express regret, sorrow, or se-
verity in this manner, but anger and irritability never,
as that shows lack of self-control; and one of the serious
results of such a lack is impoliteness.
7. Teachers should not indulge in modes of discipline
that are unrefining in their tendencies. Happily the old
18 TEACHING MANNERS IN THE SCHOOL-ROOM.
barbaric modes of punishment are passing away. If
complete abolition of corporal punishment does not seem
feasible, any teacher ought to be possessed of sufficient
delicacy and refinement to avoid making such punish-
ment public. It should never be inflicted in the pres-
ence of the school.
PRACTICAL TRAINING IN MANNERS.
1. Ask the children daily to tell what opportunity
they have improved of being kind and polite.
2. The teacher should remark on any improvement
shown by the pupils, and lead pupils to talk of it. It is
well to allow them to talk without restraint so as to ob-
tain their real opinions. Tact will be needed to ward
off a feeling of self-gratulation or conceit, which may
otherwise be brought out when pupils tell of their own
polite acts.
3. Impress pupils with the idea that good manners is
one of the subjects pursued in the schools, and that it
will help them in life, and that practice shows progress
in this particular branch.
4. Without seeming to demand it, teachers should lead
children to offer them any service that is not menial.
Such attentions as disposing of wraps, umbrellas, etc.,
fetching them when needed, picking up things accci-
dentally dropped, handing crayon, eraser, etc., lifting
or moving things, offering a chair, helping to put things
in their places at the close of school, should be rendered
to teachers by pupils. If, at first, in order to make
children see what offices are proper, the teacher must
ask for them, it should be as one would ask an equal,
DIRECTIONS FOR TEACHING MANNERS.
19
and not a servant; and any service rendered should be
most politely acknowledged.
5. The older children should be made to understand
the propriety of assuming some responsibility over the
younger. This is almost universally practiced in schools
where "busy work" is done, when the older pupils help
to distribute materials for such work, and to assist in
its execution. They should also assist those who need
aid in putting on or taking off wraps, overshoes, etc.
Children should understand that girls need not neces-
sarily assist girls, and boys boys, but that help should be
offered and accepted, as is convenient.
6. Children should be encouraged to try to settle dis-
putes or to quell disorder in any form. This does not
imply a system of monitorship. As young children are
pleased to do these things, it needs tact and watchful-
ness on the teacher's part to keep down an over-
bearing or officious spirit. This may be accomplished
by appointing certain pupils for a definite length of
time, and by removing them from "office" when they
exceed their authority. These advisers are not to be
encouraged in tale-bearing. It should be considered
just cause for removal, unless the tale is told in order to
get the teacher's advice as to the best mode of settling a
difficulty.
7. Pupils should be trained to receive and entertain
those who come to visit the schools. They should enter-
tain as politely in a school-room as in a parlor. When
visitors come, a pupil should answer the bell, politely
invite the company to enter, find them comfortable
seats, take their wraps if they wish to dispose of them,
20 TEACHING MANNERS IN THE SCHOOL-ROOM.
and offer any other attention the occasion may seem to
demand. To do this properly at the time implies pre-
vious training-pupils acting as visitors. In this as in
other things, officiousness on the part of pupils should
be guarded against. Give opportunities to all pupils in
turn to show these attentions.
8. Whenever it is possible, every direction in man-
ners should be exemplified in the school-room. When
the school-room does not furnish illustrations, directions
should be made as real as possible to the youngest pu-
pils, as, for instance, they should actually be shown how
to hold the fork, how to drink from a tumbler, how to
enter a room, etc.
9. The polite phrases of society should be used by the
teacher to the pupil, and vice versa.
In the discipline of the school, when children have
had training in good manners, the question "Is this
polite?" will oftentimes prove more effectual than a
severe reprimand. This has been demonstrated by actual
experience, even in schools difficult of control.
LESSONS ON Manners.
21
Chapter XX
LESSONS ON MANNERS.
LESSON I.
For the Youngest Pupils.
Purpose. To awaken an interest in manners in gen-
eral.
Method.—A common incident in real life briefly de-
scribed, followed by questions and answers.
The Lesson.
As I was sitting on the piazza the other evening,
watching the sunset and listening to the chirp of the
birds, a boy passed along the sidewalk, and as he looked
up and saw me, he touched his hat and smiled and said,
"Good evening, Miss B." I smiled back and answered
him, and as he passed on I thought about him. Why
did I think about him?
"Because he was so pleasant to you.'
Can you tell what I thought?
"You thought he was good.'
"
"You thought he was a nice boy."
Why did I think so?
"Because he touched his hat."
"Because he smiled."
"Because he said, 'Good evening, Miss B.""
22 TEACHING manners IN THE SCHOOL-ROOM.
Yes, because he was polite to me. Can you tell why
we should be polite?
"It makes people think of us."
"It makes people like us."
What must we learn, then, if we wish people to like
us?
"To be polite."
LESSON II.
Purpose.—To suggest kindness as an element of polite-
ness.
Method.-A supposed incident is used, and questions
given.
The Lesson.
Suppose a new little girl should come into our room.
Perhaps she would come from a country far away from
this place. Her dress might be queer, and she might
not look like any other little girl in the room.
do you think these boys and girls would do?
"Look at her."
Oh, I hope not, for how would she feel?
"I guess she wouldn't like it.”
"I think she would be scared."
66
Perhaps she would cry.'
""
Whet
If she should speak in her own way, not like ours,
what would happen then?
"Like enough we should laugh.'
Oh, no, I hope not.
"I should feel sorry for her."
""
What would you do for her, May?
"I would go and stand by her and speak to her."
LESSONS ON MANNERS.
23
What would you say?
"Please come and sit with me.”
What would you say of May, children, if she should'
do and say what she thinks she would?
"That she is a good girl."
"She is a kind girl.”
"And a polite girl."
What would you say of those children who stared and
laughed at her?
"(
They were not kind.”
"They were not polite."
What do you mean by politeness?
"It is to speak kind words.”
"And to do kind acts."
Yes. I will tell you what it is, in a pretty verse:
"Politeness is to do and say
The kindest thing in the kindest way."
Note.-This couplet is to be memorized.
LESSON III.
Purpose. To suggest seeking the happiness of others
as an element of good manners.
Method.-A story told founded on an incident liable
to happen at any time, and a conversation deduced.
The Lesson.
One day I looked out on the play-ground, where there
were many children playing and seeming to have the
best kind of a time. On the other side of the ground
was one little girl looking as sad and lonely as you can
think, I was about to go and see if I could cheer her
24 TEACHING MANNERS IN THE SCHOOL-ROOM.
up, when another little girl whose name was Jennie,
and who had been playing with all her might, happpened
to see her. She left her place and went to the stranger,
and said in a sweet way, 66 Wouldn't you like to come
and play too? Come and take my place." And away
they went hand-in-hand, looking as happy as two butter-
flies.
Now, what do you think of Jennie?
"She was good.
"
"She was kind."
“She asked the new girl to go and play."
Was that all?
"She gave up her place in the game that the little
girl might play."
Was that very kind?
66 Yes, Miss B."
How did it make the little stranger feel?
"Happy."
What do you say of such acts?
"They are polite."
How, then, shall we be polite to others?
"By trying to make them happy."
Note.-Although all the underlying principles of
politeness can be taught unconscionsly to the youngest
pupils, it is better to teach but two formally, without un-
familiar terms. The end sought in the first year of in-
struction in this subject is to rouse thought and inter-
est, and to lead the pupil to make simple judgments. In
the next higher grade of lessons, other principles may
be formally taught, and new terms brought out. In
the highest grade all principles should be taught.
LESSONS ON MANNERS.
25
Purpose.
Chapter IX.
LESSONS ON MANNERS.
SECOND TWO YEARS.
LESSON IV.
To suggest kindness and unselfishness as
two underlying principles of good manners.
Method.-A familiar conversation.
The Lesson.
Suppose a boy seated in the easiest chair in the room,
reading and enjoying himself, should rise on seeing his
mother enter, and offer her the chair. What would you
say of that boy?
"That he was kind.”
Then what kind of a heart would you suppose he had ?
"A kind heart."
And of whom did this kind heart lead him to think?
"Of his mother."
"
Do you suppose he disliked to give up the chair?
66
"I think he did.”
"I think he was glad to give it up."
How could that be?
"Why, he wanted the chair, but he loved his mother
so much he was glad to give it up."
Mary has told it very well. What can you say of him
beside that he was kind?
་་
26 TEACHINg manners IN THE SCHOOL-ROOM.
"He was unselfish."
What is it to be unselfish?
"To think of others before ourselves.'
And to what do kindness and unselfishness lead?
"To politeness.'
"
There is a rule that may help you in being unselfish
and polite, and I wish you to learn it. It is this:
"Do to others as you wish others to do to you.
LESSON V.
""
Purpose. To suggest as a reason for cultivating good
manners that we thus make our manners like those of the
best people.
Method.-Questions and answers.
The Lesson.
Of what did we talk in our last lesson?
"Of kindness."
"And trying to make others happy."
What is it to think of the happiness of others before
our own?
"Unselfishness."
And if we practice unselfishness, what can be said of
us?
"That we have good manners.
But do all kind and unselfish people have good
manners?
(Some are in doubt.) Let us see. I do not think a
truly kind heart will allow any one to be rude, but how
is it in this case? It is not thought polite to eat with
the knife. Have you ever known kind people to do it?
"Yes, Miss B.”
LESSONS ON manners.
27
Why do you think they do it?
"Because they know no better.”.
Can they learn better?
"Yes, Miss B."
How?
"From other people.
މ
How from other people?
"They can watch, and do what they see nice people
do."
And how do these nice people know?
Perhaps they have watched some other nice people."
If one who has used his knife in eating learns better,
what ought he to do?
"To stop using it."
And if he continues to use it, what will be thought of
him?
“That he is odd or queer.
""
Should you like to be thought odd or queer?
"No ma'am.'
Then what must you do?
"We must watch people who know what good man-
ners are, and try to make our manners like theirs."
What kind of people are polite?
"The best people."
If we learn to do as the best people do, how shall we
be considered?
"To be best people."
Now tell me one reason why our manners should be
good.
"Because the best people have good manners.'
And another?
"Because we wish to be considered best,"
""
.:
28
TEACHING MANNERS IN THE SCHOOL-ROOM.
LESSON 6.
Purpose. To suggest gaining the esteem of others as
a reason why good manners should be cultivated.
Method.-A story.
The Lesson.
A boy once wished to find a place to work. He went
to a shop in town where he had heard help was needed.
Many were there before him, and he thought he
stood no chance at all of getting the work, but much to
his surprise he was empoyled. He said, "Why, sir, I
did not expect it when so many were ahead of me."
"Do you wish to know why I hired you?" said the gen-
tleman. "You came in quietly, you took off your hat,
you gave you chair to an old man, you stood patiently
until your turn came, and then you spoke pleasantly and
in a manly tone of voice; in fact, I saw you were a well-
bred boy, and that is the reason I hired you.'
99
If this boy had been rude, what would have happened?
"He would not have been employed."
How did the gentleman feel toward him?
"He liked him."
What was his one reason for liking him? He had never
seen him before.
"His manners were good."
If your manners are good, how will people feel toward
you?
"They will like us."
Tell me, then, a reason why you should be polite.
"We should be polite because people like us better
for it."
MANNERs in SCHOOL.
29
Chapter XV.
MANNERS IN SCHOOL.
FIRST TWO YEARS.
ILLUSTRATIVE LESSONS.
LESSON 7.
Purpose. To show the necessity of good manners in
school.
Method.-A guessing lesson.
The Lesson.
Shall we have a guessing game to-day?
"Yes'm."
Very well. You may guess, Arthur, why I like to
have a boy enter this room quietly.
"Because you have told him to."
What is it to do as I have told him?
"It is minding you."
You may guess, Mary, what I should think of a boy
who came in noisily.
"That he was rude."
And the other boy was
"Polite."
?
Then if he minded me, it made him—?
"Polite."
30 TEACHING manners IN THE SCHOOL-ROOM.
C:
You may guess, George, why I like to have Johnnie
pick up my crayon when I drop it.
"You want it."
Yes, but I could get it for myself. Why do I like to
have Johnnie do it for me?
"It shows how kind he is.'
If he should not pick it up, would it be because he was
unkind ?
"Perhaps he wouldn't think."
What have we learned about those who try to think of
doing others a kindness?
"That they are polite.'
"
You may guess how I feel toward Johnnie when he is
kind and polite to me.
"You like him."
May I guess that you like me when I am kind and
polite to you?
"Yes, Miss B.”
Suppose we should always be kind and polite to each
other here in school, what kind of a school should we
have?
"A good school."
"A pleasant school."
Then we must try and make our manners in school
good. I must be polite to you, and you polite to me.
LESSON 8.
Purpose. To show that regularity of attendance at
school is a mark of good manners.
Method.-A conversation.
A
B
MANNERS IN SCHOOL.
31
The Lesson.
You may read a part of yesterday's lesson, Susie.
"I can't."
Why not?
"I was not here yesterday, and I don't know the
lesson.'
Why were you not here?
"I did not wish to come."
What did you lose by not coming?
My lessons.'
99
Does that make any hard work for me, Susie?
"Yes'm. You will have to teach the lesson again."
What will the rest of the class do while I am teach-
ing you this lesson?
"They will have to wait for me.”
What is thought of a school when the pupils do not
come steadily?
"That it is not a good school."
Tell me, then, why it is unfair for pupils to stay away
from school, when they can come.
"It makes extra work for the teacher."
"It keeps the rest of the class waiting."
"It gives the school a bad name."
Yes, and all this is unkind, and if unkind
- ?
"It is impolite."
LESSON 9.
Purpose. To show that punctuality of attendance at
school is a sign of good manners.
Method.—A contrast drawn and lesson deduced.
32 TEACHING MANNERS IN THE SCHOOL-ROOM.
The Lesson.
It is not a little boy in our room of whom I am about
to tell you. I hope there is not such a child in our room.
But there is a boy somewhere who has to be called and
called in the morning, and then he yawns, and takes
another nap, and puts off getting out of bed as long as
he possibly can. He is late at breakfast, late in doing
his morning's work, and late at school. He goes into his
school-room after the rest are at their work, and disturbs
the teacher and the children, feels very unhappy, and
perhaps gets a mark that he does not like.
There is another boy somewhere, and I guess right
here in this room. He does not wait for his mother to
call him, but when it is time he springs out of bed, and
is ready in time for his breakfast, and gets his work done,
and starts for school with a happy face, and arrives there
in time for a game with his school-mates and a pleasant
word with his teacher before school begins. Which one
of these boys would you rather be, John?
"The one who is not late.”
Why?
"Because it makes trouble when we come in late."
How does it make trouble?
"We do not mind you, for you have told us not to
be late.”
"Sometimes you have to stop the lesson and help us
take off our things."
“And show us the place in the book."
And how about the class?
MANNERS IN SCHOOL.
33
They look at us when we come in, and forget their
lesson.'
If you are unkind enough not to mind me, and to
disturb the class, what are your manners?
"Bad."
Tell me how it is if you try not to be late.
"We are kind and polite."
LESSON 10.
Purpose. To show that cleanliness is one sign of good
manners in school.
Method.-A conversation.
The Lesson.
You may tell me what you do in getting ready to go
on a visit.
"We bathe.”
"And comb our hair."
"And clean our nails."
"And put on our best clothes."
Why should you do all this?
"Because we wish to look nice.”
Why do you care to look nice?
66
People see us."
What of that?
"We ought to make ourselves as nice as we can to
other people.
66
""
They like us better if we are clean.".
Then what is one reason why you make yourselves
tidy?
"To make people like us.'
""
34 TEACHING MANners in the sCHOOL-ROOM.
Are there any people here whom you wish to like you?
"Yes, Miss B., you and our school-mates."
Tell me one way to make us like you.
"To keep ourselves clean."
"And our clothes clean."
If you do this with the idea of pleasing others, what
can we say of you?
"We are polite."
LESSON 11.
Purpose. To show that care in keeping the school-
room clean is a sign of good manners.
Method.—A conversation.
The Lesson.
There is a rug at the door, children. Why is it there?
"We are to clean our shoes on it when they are
muddy."
Jack did not know, did he, when he came in? What
is the use of cleaning your shoes?
"It keeps the floor clean."
How else can you keep the floor clean?
"We need not throw paper on it.'
"Nor anything else."
"
And why keep the floor clean?
"That our room may be nice.'
"You wish us to keep it clean.'
""
Once in a while some little children are careless about
it. Do you suppose they are thinking about you or me?
"No, Miss B., neither one."
Then we must call them impolite.
MANNERS IN SCHOOL.
35
In what way, then, can you show good manners?
"By trying to keep our school-room neat and clean.”
SUBJECTS FOR ADDITIONAL LESSONS.
Care of school furniture.
Care of halls, piazzas, walls.
Care of school grounds.
Care of books.
Economy in using what is furnished by the school.
Care in using borrowed articles and in returning them.
Only quiet conduct permissible in the school-room at
any time.
LESSON 12.
Purpose. To show how pupils should conduct them-
selves toward their teachers.
Method.-A conversation.
The Lesson.
Suppose when I wished to speak to you I should call
you boy instead of Harry, how would you like it?
"I shouldn't like it."
Well, I might call you pupil?
"I shouldn't like that either."
How would it do to call you child, Mary?
"No one would know which child."
What must I call any of you that you may know who
is meant?
"You must call us by our names."
Do you like your own name?
"Yes'm."
36 TEACHING MAnners in the school-room,
I
Do you suppose I like my name?
"Yes'm."
Then what should you do when you speak to your
teacher?
“We should call you by your real name."
Why?
"Because it is polite if you wish it."
Note.-A teacher's name should be taught to pupils when they
first enter school.
SUBJECTS FOR ADDITIONAL LESSONS.
1. Rendering assistance to teachers.
2. Care in not interrupting a teacher.
3. Kind treatment of school-mates.
4. Respectful treatment of the janitor.
5. Respectful treatment of visitors.
6. Respectful treatment of those who address the
school.
Note.--Subjects for many lessons may be found in Reminders,
Chapter XII., etc.
MANNERS IN SCHOOL.
37
Chapter V.
MANNERS IN SCHOOL.
SECOND TWO YEARS.
ILLUSTRATIVE LESSONS.
LESSON 13.
Purpose. To show the necessity of good manners in
school.
Method. A suggestive incident related, followed by a
conversation.
The Lesson.
One time a little girl whom I knew had a birth-day
party, and I was invited. I went, and saw many little
girls and boys wearing their best clothes, their brightest
faces, and pleasantest smiles. They also had brought
the best of something else. Do you know what?
"Their best manners.
Yes. These same boys and girls were in my school,
and as I saw how lovely they could be at a party, it made
me wish something. Do you know what?
"That they would be so in school."
What difference would it make?
"It would make the school pleasanter."
"It would make it better."
38
TEACHING MANNERS IN THE SCHOOL-ROOM.
I wish you would all think what politeness in school
would lead you to do.
"We should be kind to you."
"We should mind you.
""
And then you would be what kind of pupils?
"Obedient."
Yes. What else would you do?
"Learn our lessons."
What kind of pupils would you be?
"Diligent pupils.”
“Industrious pupils.'
99
If you are obedient and industrious all day, how would
you feel when school closed?
"Happy."
How many think it will pay to be polite in school?
How many will try?
If we study and practise good manners here, how will
it be in other places?
"Our manners will be good."
Give two reasons why our school manners should be
good.
"Good manners help to make a pleasant school."
"Good manners studied and practised in school aid in
their practice elsewhere."
Note.-Terms obedient, diligent, etc., are supposed to
have been given in moral lessons.
LESSON 14.
Purpose. To show that regularity of attendance at
school is a sign of good manners.
Method.-A conversation.
MANNERS IN SCHOOL.
39
The Lesson.
When I called the roll this morning, did every one
answer to his name?
"No, Miss B., some were not here."
.
Why do you suppose they were not here?
"Perhaps they were sick."
"Perhaps they had to work."
وو
Perhaps they had gone away on a visit."
"Perhaps they did not wish to come.
How many reasons does that make?
"Four."
How many good reasons?
"Two."
What are the poor reasons?
"That they are away on a visit.”
"That they do not wish to come.”
What do you say of children who often stay away from
school.
"That they are not steady in coming."
Yes, or that their attendance is not regular. Tell me
how many people wish you to be regular in your attend-
ance at school.
"You do, because we lose our lessons if we stay away."
"And our school-mates, because they have to wait for
us to make up lost lessons."
"And our parents, and all good people who know us,
because they wish us to learn.”
"We all wish our school to have a good name."
Then what do you think of an absence that can be
helped?
"It is unkind."
"It is impolite."
40 TEACHING mannerS IN THE SCHOOL-ROOM.
LESSON 15.
Purpose. To show that punctuality of attendance is a
sigh of good manners.
Method.-A story followed by a conversation.
The Lesson.
I once knew a little girl with blue eyes and rosy cheeks
and lovely golden hair. Everybody loved her because she
was so sweet and loving and kind. But even this dear
little girl had some faults, and one was in putting off
whatever she had to do.
When her mamma would say, "Bessie, it is time to
start for school," she would answer sweetly, "Yes, mam-
ma, I shall go in a minute," but the minutes would fly
and Bessie would not start. Of course she was often
late. What trouble did she cause by her tardiness?
"She had a tardy mark against her name, and spoiled
the record of the school."
"She displeased her mamma.
"And her teacher."
""
"She disturbed the class by going in late."
Then, even if she were a very nice little girl in most
things, what did this show her to be?
"Selfish a 1 unkind and impolite."
Why?
"Because she made others unhappy.
What do you say of one who is always at school on
time?
"We say he is punctual."
What is one way by which politeness in school can be
shown?
"By punctuality.
manners in SCHOOL.
41
LESSON 16.
Purpose. To show that cleanliness is one sign of good
manners.
Method.—A conversation.
The Lesson.
Suppose a boy should come to school with his face and
hands unwashed and his hair uncombed, what would you
say of him?
"That he was not nice."
How would you feel toward him?
"We should not like to look at him."
"Nor sit beside him."
"Nor touch him."
What do you say of people whom you do not wish to
see or touch?
"They are disagreeable."
""
What must people expect when they make themselves
disagreeable?
"That they will not be liked."
If they show so little care for the good opinion of
others, what may be said of them?
"That they are disrespectful."
And if they are disrespectful?
"They are impolite."
Then how can pupils show politeness to teacher and
school-mates?
"By being clean and tidy."
42 TEACHING MANNERS IN THE SCHOOL-ROOM.
LESSON 17.
Purpose. To show that care for school belongings is a
sign of good manners.
Method.-A conversation.
The Lesson.
Think just two minutes of the question I am about to
ask you, and then, if you have something to say, raise
hands. How can we keep our school-rcoms, school-
buildings, and school-grounds in good order? You may
begin with our room, Mary.
"When it is muddy we must clean our shoes on the
mat before we come in."
"We must not throw things on the floor."
"We must keep things in their places."
"We must not mark the desks."
"Nor the wall."
How is it with the steps, or piazzas, or the halls ?
"We must take the same care of them as of the in-
side."
What of the yard?
"We must not throw papers or anything else in it."
"Nor trample down the grass."
Except on the playground."
Suppose, instead of taking care of things in this way,
some boy should carelessly throw things about, mar
the furniture, or trample down the grass?
“He would be a bad boy."
"Nobody would like him.”
"If he kept doing it, perhaps he would be sent
home."
manners in SCHOOL.
43
If he kept doing it when he knew better, and when
he was told not to, what would you say of him?
"That he was disobedient."
And what may be said of one who neglects the wishes
of others?
"That he is impolite."
Yes, or ill-bred. If pupils take good care of every-
thing belonging to school, what can be said of them?
"That they are well-bred."
SUBJECTS FOR ADDITIONAL Lessons.
1. Care of books.
2. Economy in using what is furnished by the school.
3. Care in using borrowed articles and in returning
them.
4. Only quiet conduct permissible in the school-room
at any time.
LESSON 18.
Purpose. To show how pupils should conduct them-
selves towards their teacher.
Method.-A short incident related and conclusion
drawn.
The Lesson.
One time I heard a mother say to her two boys, "I
wish you to do some work for me. There are the chick-
ens to be fed, Henry, and old Doll is waiting for Charles
to give her her morning's meal." The boys both heard
distinctly. This is how Henry's face looked: round as an
apple, eyes bright, a pleasant smile on his lips, and with
an "all right, mother," he started on a run to the barn
44 TEACHING MANNERS IN THE SCHOOL-ROOM.
where the hens were.
This is how Charles looked: a
long face, eyes dull and sober, a scowl on his forehead,
as he moped along to feed old Doll, after being repeat-
edly told to do so by his mother. Tell me what the
first face meant.
“It meant that Henry was the better boy."
"It meant that he intended to obey his mother."
"And to do so right off."
"And in a pleasant way."
What did the other face mean?
"It meant that Charles did not like to obey."
"And he intended to take his own time.”
"And he was cross about it.'
Yes, you would know he was ill-natured by the scowl.
What do you say of Henry's treatment of his mother?
"It was kind and polite."
Did any of you ever act like Charles? And here
in school? If you treat me kindly and politely, how
will you show it in one way?
66
By obeying you immediately and cheerfully."
MANNERS AT HOME.
45
Chapter VX.
MANNERS AT HOME.
FIRST TWO YEARS.
ILLUSTRATIVE LESSONS.
LESSON 19.
Purpose. To awaken an interest in home manners.
Method.-A conversation.
The Lesson.
Whom do you love best in all the world?
Papa and mamma.
Why do you love them best?
They are good to us.”
They take care of us."
"They love us."
How ought you to repay them?
"We ought to be kind to them.”
How kind?
"We ought to be kinder to them than to any one
else in the world."
What means about the same thing as kindness?
"Politeness."
If so, ought you ever to be impolite to them?
46 TEACHING Manners IN THE SCHOOL-ROOM.
"No, Miss B., we ought to be more polite to them
than to any one else."
Note.-A similar lesson on politeness to brothers and sisters
may be given here.
LESSON 20.
Purpose. To specify attentions due to home friends.
Method.-A conversation.
The Lesson.
How ought we to treat everybody?
"Politely."
Whom should we treat the most politely of any one?
"Our father and mother."
"And brothers and sisters.
"And everybody at home."
When you first see the people at home in the morn-
ing, do you ever forget to speak to them?
CC
Yes, Miss B."
And what else sometimes happens?
"We look cross.
""
"And perhaps we cry."
Would you like to know how you can always be pleas-
ant and polite to your own home friends in the morn-
ing?
"Yes'm."
I will tell you. There is a little key which you can
all have, and if you will not forget to use it, it will
always make you pleasant and polite in the morning.
It is this: "Good-morning, mamma!" "Good-morn-
ing, papa!" and a "Good-morning!" to all who are
MANNERS AT HOME.
47
present. But this must be said in a certain way. Can
you tell me how?
"Pleasantly."
And how should you look when you say it?
"Good-natured."
"We should smile."
Yes, a pleasant "Good-morning!" and a smiling face
will help to make the whole family happy. I wish you
to remember about this key, and shall ask you to learn
these words:
'Good-morning! that's the golden key
That unlocks every day for me."
Note. Similar lessons may be given here, closing with the
"keys,"
"When evening comes, 'Good-night!' I say,
And close the door of each glad day."
"When friends give anything to me,
I'll use the little Thank you' key."
"Excuse me,
,
Beg your pardon,' too,
When by mistake some harm I do."
"Or, if unkindly wrong I've given,
With the 'Forgive me' key I'll be forgiven."
48
TEACHING MANNERS IN THE SCHOOL-ROOM.
Chapter VXX.
MANNERS AT HOME.
SECOND TWO YEARS.
ILLUSTRATIVE LESSONS.
LESSON 21.
Purpose. To specify some polite attentions due to
home friends.
Method.-A story told, followed by a conversation.
The Lesson.
""
I once knew a little girl whom most everybody praised
for being polite. Whenever she met people away from
home, or whenever there was company at her home, she
She would ask visitors to take
was very polite to them.
the easiest chairs, she would bring a hassock for their
feet, she would watch their comfort in every way. She
said "Yes, sir," and "No, Miss B.," and "Excuse me,
and "I beg your pardon," and all those polite things.
One day when I was the visitor and had been treated
very politely by the little girl, I happened to hear her
mother ask her to raise the shade. A little while be-
fore, she had asked me, in the sweetest manner, if she
should lower this same shade for me; but in answer to
her mother's request she frowned and did not move
MANNERS AT HOME.
49
from her chair. Pretty soon her little brother came to
her to be amused, but she pushed him away and said :
"Go away, Harry, I can't be bothered with you."
When her father came in tired at night, and asked her
to get his slippers for him, she did it in a very ungracious
manner.
Those who have something to say of this little girl
may raise hands.
"She was not good to her father and mother.”
"Nor to little Harry."
"She was polite to company.
""
66 'But not to her own people."
""
Why should we be polite to our home friends?
"Because they are kind to us, and love us.
How should we be polite to them?
"We should look out for their comfort."
"And always speak politely to them."
""
(Here lead children to specify courtesies of act and
speech. Specially refer to a boy's polite treatment of
his mother.) 320.
SUBJECTS FOR ADDITIONAL LESSSONS.
Special politeness to very old people in the family.
Polite treatment of visitors.
Polite treatment of servants.
Reminders.
1. Be sure to say "Sir?" to your father when he calls
your name, and "Yes, sir," and "No, sir," in answer
to a question. Cheerfully wait upon your father.
Never contradict him; mind him quickly.
2. Treat your mother as if she were the queen. Say
50 TEACHING MANNERS IN THE SCHOOL-ROOM.
"Yes, mamma," or "Yes, mother," when she calls
your name, and "No, mamma," etc., in answer to her
questions. Boys and girls should show their mothers
every polite attention due other ladies.
3. "Please" and "Thank you" should be said to
servants. 108.
MANNERS IN PUBLIC.
51
Chapter VIII.
MANNERS IN PUBLIC.
FIRST TWO YEARS.
ILLUSTRATIVE LESSONS.
LESSON 22.
Purpose. To show the necessity of good manners in
the street.
Method.-An incident related.
comment.
The Lesson.
Pupils allowed to
The other day, as I was walking on the sidewalk, two
or three boys came running down the hill, and nearly
pushed me over. They never stopped to ask me to ex-
cuse them, but ran on, calling to every one, "Out of
the way!" Some little girls on the other side of the
street were laughing very loudly and causing every one
to look at them.
What do you say of these boys and girls?
They were rude.”
"The boys were unkind."
Ought not boys to run?
"Not against people.
وو
Ought not little girls to laugh?
52 TEACHING Manners in the school-room.
"Not loudly in the street."
Why not?
"Because it is not the custom of well-bred girls."
How should people act on the street?
'They should give people their share of the walk.”
66 They should not cause people to look at them."
Yes, they should be little ladies and gentlemen on
the street.
182.
LESSON 23.
Purpose. To teach that undue curiosity shown on the
street is impolite.
Method.-A story, followed by a conversation.
The Lesson.
Once there was a little boy who was deformed.
Who will tell me what that means?
It means that he was a hunch-back."
"Or that he had a queer foot."
""
Yes, this poor boy had not feet like yours, and coul、.
walk very little without crutches. One day he was tak-
ing a walk with his nurse, and was trying to take a few
steps without his crutches. Of course it was very hard
work for him, and he went very slowly. Some boys
were skipping down the hill towards him, and he looked
as if he would give all he had in the world if he could
skip too. But what do you suppose these boys did as
they came near? They stopped still, and stared at the
poor little fellow. It made him feel bad, for his cheeks
grew red and tears filled his eyes as he hobbled away
from them.
MANNERS IN PUBLIC.
53
What would you have done, John, if you had been
one of those boys?
"I would have walked right by without looking."
"I would have looked at his face, but not at his feet."
"I would have acted as if he were like other boys."
Yes, that is the way to do. Think how you would
like to be treated if you were in this boy's place.
Is it the custom of well-bred people to stare at one on
the street?
"No, Miss B."
We will try to remember then-
“Never to stare at people on the street.”
54 TEACHING MANNERS IN THE SCHOOL-ROOM
Chapter XX.
MANNERS IN PUBLIC.
SECOND TWO YEARS.
ILLUSTRATIVE LESSONS.
LESSON 24.
Purpose. To show the necessity of good manners on
the street.
Method.-A conversation.
The Lesson.
Suppose we play taking a walk to-day. Where shall
we go, Belle?
"Around the square.'
Very well. You may start now, and Mary and Kate
and Jennie may take hold of hands, and as they go
along the street they may talk and laugh at the top of
their voices. If they meet any one, they need not take
any trouble to give up a part of the sidewalk.
you say, Ned?
"That wouldn't be right.”
Why not?
What do
"Because it wouldn't be nice for them to talk loud in
the street.'
"
And you, Harry?
MANNERS IN PUBLIĊ.
55
"They ought to let people pass on the sidewalk.”
Oh, I thought I saw some boys the other day who did
not do it. Were they wrong?
Yes'm, they were.”
How should we act in the street?
"We should be quiet."
"And we should not be selfish and take all the walk.”
Why should our behavior on the street be good?
"Because many people see us there, and notice if it is
not good."
SUBJECTS FOR ADDITIONAL LESSONS FOR BOTH GRADES.
Polite attentions towards elderly people on the street.
Polite attention towards strangers who make inquiries.
Simple instruction in church manners.
Simple instruction in manners at places of entertain-
ment.
Note.-Many suggestions for these lessons may be found in
lessons for advanced grades.
56 TEACHING manners in THE SCHOOL-ROOM.
Chapter X.
TABLE MANNERS.
FIRST TWO YEARS.
ILLUSTRATIVE Lessons.
LESSON 25.
Purpose. To show the necesssity of good table-man-
ners.
Method.-A contrast drawn. Children allowed to com-
ment.
The Lesson.
A little girl came to the table very hungry. There
were a good many older people there, and as she had
been taught to wait until the older ones were served, she
sat very still and waited very patiently until every one
else at the table was enjoying a nice dinner. She grew
hungry every minute, and could hardly keep the tears
back, but still did not ask for anything. When it was
found that she had been forgotten, but was so patient
and well-behaved, every one praised her, and you may
be sure she had the best dinner they were able to give
her.
.
Another little girl came to another table very hungry.
She waited for no one, but immediately began to ask
for this and that, and not in the nicest way, either. She
made herself so disagreeable that every one at the table
was glad to have her served first.
TABLE MANNERS.
57
Did it pay the first little girl to wait?
"Yes'm. Everybody thought she was so nice."
How about the other one?
"They thought she was a naughty girl."
What is one way, then, by which you may make people
like you?
"By behaving politely at the table."
LESSON 26.
Purpose. To show that punctuality at the table is de-
sirable.
Method.-An incident related, followed by a conversa-
tion.
The Lesson.
Johnnie, like many little boys, was fond of sleeping
in the morning. The bed always seemed the softest and
his dreams the most interesting just as the rising bell
rang. He would wake just enough to think there would
be time enough before breakfast to go to sleep again and
finish out that one dream. But nap followed nap until
the sharp ting-a-ling-ling of the breakfast bell roused
him. Then he would try to dress hurriedly, but every
thing generally went wrong, and he would get out to
breakfast too late for the delicious hot cakes the rest of
the family had enjoyed. How do you think it made him
feel to eat a cold breakfast?
"Cross.”
Tell me what you think of such a boy as Johnnie.
"He was lazy."
"He didn't do as his mother wished him to."
Did he make his mother trouble?
"Yes'm. His breakfast had to be kept for him."
+
58 TEACHING MANNERs in the SCHOOL-ROOM.
"It would have been kinder if he had eaten with the
rest."
Think of Johnnie, and tell me what you mean not to
do any more.
"To be late at the table."
Why?
"Because it makes trouble and isn't kind."
And if not kind?
"Not polite."
Does this mean the home-table only?
"No, Miss B. It means when we are at home or
when we are visiting."
LESSON 27.
Purpose. To show that polite attention is specially
due the lady of the house, at table.
Method.-A conversation.
The Lesson.
Who sits at the head of the table?
"Mother."
Who, then, is the most honored one at the table?
"Mother."
And mother is sometimes called "the lady of the
house." How can we tell when we ought to do certain
things at the table?
“We can watch the lady of the house."
""
Then how shall we know when to sit at the table?
"When the lady of the house sits."
Yes, no one should sit until she does.
And when the
meal is over, how long should we stay at table?
"Until the lady of the house rises.”
TABLE MANNERS.
59
Suppose it is necessary to leave the table before that?
"We must ask the one at the head of the table to ex-
cuse us.
""
Unless we do these things what will be thought of us?
"People will think we have not been taught good
manners."
LESSON 28.
Purpose. To show that selfishness at the table is not
a sign of good manners.
Method.-A conversation.
The Lesson.
How many of you like oranges? I see that you all
do. Suppose you were to have oranges for breakfast,
and when they were brought on one should be much
larger than the other, which would you want?
"The biggest one."
Certainly, there is nothing wrong in that, but would
you take the largest one?
"No, Miss B."
Why not?
"I would leave that for mamma.
"It isn't polite to take the largest and best for your-
self."
Who should have the best?
"Mamma and papa.
Suppose grandmamma or grandpapa should be at the
table?
"Then they should have the best."
Tell me who should have the best when there is any
choice.
"The older people.
60 TEACHING MANNERS IN THE SCHOOL-ROOM.
How should the others feel about it?
"They should be glad to give the best to others."
LESSON 29.
Purpose. To specify some forms of polite expressions
used at table.
Method. An incident related. Criticisms elicited
from pupils.
The Lesson.
I once sat down to dine at a table where there were
three children. They seemed to be nearly starved, al-
though I knew they had eaten a good breakfast. As soon
as they had taken their seats they called out, "I want
some bread," ""Give me some meat," "Pass that jelly ;"
and when they were served they began to eat as if it
were their first meal in a long time. I think some of
you would have been surprised at those children's man-
ners. What have you to say about them, Jennie?
1
•
"They ought to have kept still until they were
served."
"They ought to have said, 'I would like some bread,
if you please.""
"And Will you please give me some meat?'”
"And 'Will you be so kind as to pass the jelly?" "
Yes, that would have been much better. What should
you say when something is passed to you at table, and
you do not wish it?
"Not any, I thank you."
“I don't care for any, thank
you.'
If you remember to do these things, what will be said
of you?
"That we know how to speak politely at the table."
TABLE MANNERS.
61
Chapter XX.
TABLE MANNERS.
SECOND TWO YEARS.
ILLUSTRATIVE LESSONS.
LESSON 30.
Purpose.--To show the necessity of good table man-
ners.
Method.-Questions.
The Lesson.
Suppose you should see at any table a young lady,
very pretty and very nicely dressed, a perfect stranger
to you, and she should say to the servant, in quite a
loud tone of voice, "Hurry, and bring me my dinner."
What would you think of her, Henry?
"I should think she had not learned to be polite."
Suppose she should eat very rapidly, putting the food
to her mouth with a knife, what would you think of
her, Kate?
“I should think she knew very little about good man-
ners."
And if she should take the choicest of everything on
the table for herself?
""
"I should say she was very selfish.'
How have you formed these opinions of the young
lady?
Į
62 TEACHING manners IN THE SCHOOL-ROOM.
:
"From her table manners.'
Then good table manners are very important. Why?
"Because people judge us by them."
LESSON 31.
Purpose.-To show the deference due the lady of the
house at table.
Method.-A conversation.
The Lesson.
Who is the lady of the house, usually?
"The mother of the family."
What seat at table does she usually occupy?
"She sits at the head of the table.”
Is there any way of knowing when we shall take our
seats at table? Shall we take them just as it happens?
"We should take them when mother does, not before."
Or if we are away from home?
"When the lady of the house does."
Yes, or when the one who presides at the table sits.
How long should we sit at table, John?
“Until we have finished eating."
It is not proper to leave as soon as we have finished.
Can any one tell when we should rise from the table?
"When the lady of the house rises.”
Yes. Suppose it is necessary to leave before that?
"We should ask to be excused."
Can you think of any other politeness to be shown the
mother, or the lady of the house, at table?
"We should be prompt at meals."
Where?
Both at home and away from home."
TABLE MANNERS.
63
Why?
"Because it is impolite to keep people waiting for us."
LESSON 32.
Purpose. To specify some polite usages at table.
Method.-A conversation.
The Lesson.
I would like you to tell me some things about table
manners. You may think of polite ways of asking for
things at table, and I will write them on the blackboard
as you give them. Bur first you may tell me whom you
should ask.
"A servant, if there is one."
And if not?
Any one who can easily reach what is wanted."
You may tell me how to ask.
"Please pass the bread."
66
May I ask you for the bread ?"
"Will you be so kind as to pass the bread ?"
Yes, and if you are asked if you would like the bread,
what should you say?
"If you please.'
“And 'Thank you,' if you take it.”
If you should not wish it?
"No, I thank you."
"Or, 'Not any, I thank you.'
How do you know these expressions are polite?
"Polite people use them."
SUBJECTS FOR ADDITIONAL LESSONS.
Use of fork and spoon, with practical illustrations.
Impoliteness of rapid eating.
64 TEACHING manners IN THE SCHOOL-ROOM.
Chapter XXX.
LESSON ON MANNERS.
FOR ADVANCED PUPILS.
LESSON 1.
Purpose. To suggest the underlying principles of
good manners.
Method.-Item to be read with or without comment,
or questions to be asked.
The Lesson.
Some one says "True politeness consists in making
every one happy about you." It is true that forgetful-
ness of self and thoughtfulness of the comfort and hap-
piness of others makes one's behavior very acceptable
to others. A kind heart is undoubtedly the foundation
of good manners; but if this be so, there are other qual-
ities of equal importance that form a superstructure on
which good manners rest. We use the term gentleman
and lady with reference to outward appearance, but they
also imply that a person is honest and true and refined.
Who would think of calling one a gentleman if his word
could not be trusted? Charles I. said to the Commoners,
"You have not only the word of a king but of a gentle-
man." Could a lady be guilty of indelicate language?
Would a real gentleman or lady ridicule the unfortunate?
LESSON ON MAnners.
65
True courtesy implies much more than an outside show.
Even what seems a mere form is usually founded in
kindness and common sense. It is necessary that we
become familiar with these forms. We do not like to be
called odd or peculiar. We do not like to be consid-
ered ignorant of what good and wise people have decided
it proper and right to do. We wish rather to copy the
manners of the best people that we may gain their es-
teem and be classed with them. If we learn and prac-
tise good manners while we are young, when older we
shall practise them unconsciously, as they will have be-
come a habit.
(Questions to be used if preferred.)
What leads people to be polite?
How has some one defined true politeness?
What did Charles I. imply by his statement?
Why is it necessary to become familiar with the formal-
ities of good manners? Give illustration of some prac-
tice of polite society that might be termed a formality.
Enumerate the underlying principles of good manners.
·
66 TEACHING MANNERS IN THE SCHOOL-ROOM.
Chapter XXXI.
MANNERS IN SCHOOL.
LESSON 2.
Purpose. To show the necessity of good manners in
school.
Method.-Item to be read with or without comment,
or questions to be asked.
The Lesson.
Young people sometimes seem to think good manners
are to be put on as fine clothes are, not for every-day
wear, but for company only. Those who put this theory
into practice will find that good manners fit them in
company no better than garments cut for some one else.
If manners really spring from a kind heart, they will be
practised everywhere. Good manners in school continu-
ally practised will soon become a habit. Courteous pupils
rarely need reprimand or reproof. They treat their
teacher as they would a friend, and in this way help
greatly in making the school pleasant and profitable.
Such pupils remember their school-days with pleasure.
Questions. What is the appearance of one who is only
occasionally polite?
What is the real source of good manners?
Where should they be practised?
MANNERS IN SCHOOL.
67
Are good manners as important in a school-room as in
a parlor?
What is the effect of good manners in the school?
LESSON 3.
Purpose. To show that regularity and punctuality of
attendance at school are signs of good manners.
Method.-Item to be read with or without comment,
or questions to be asked.
The Lesson.
In all well-regulated schools, teachers and school-offi-
cers place much stress upon regularity of attendance;
consequently an avoidable or inexcusable absence shows
disrespect to school authority.
When a pupil enters a school-room late it interrupts
and disturbs all who are present. An avoidable inter-
ruption or disturbance is, of course, impolite. Any dis-
regard of the rules of school shows a lack of respect for
teachers and school-officers. Lack of respect and true
politeness never go together.
Questions. What is the rule in this school relative to
regularity of attendance?
What in reference to punctuality?
What absences or tardinesses show disrespect to school
authority?
How does disrespectful conduct affect the manners?
To what kind of manners do regularity and punctual-
ity tend?
LESSON 4.
Purpose. To show that cleanliness is one sign of good
manners in school.
T
68 TEACHING MANNERS IN THE SCHOOL-ROOM.
Method.—Item to be read with or without comment,
or questions to be asked.
The Lesson.
Cleanliness of person and tidiness of dress are unmis-
takable signs of good breeding. The minutest detail of
the toilet should be attended to. Frequent bathing and
propor attentions to the hair, the teeth, the nails, are of
no slight importance. The clothing also should be
clean. Pupils who fail to observe these directions not
only show lack of respect for themselves, but for their
teachers and school-mates. Disrespect is impoliteness.
Questions. What opinion do you form of a person
who is untidy?
What details of the toilet may be neglected?
How does slovenliness of dress affect the reputation of
one who indulges in it?
Of what does untidiness show a lack?
Is disrespectful treatment of another ever polite?
LESSON 5.
Purpose. To show that care for school belongings is
a sign of good breeding.
Method.—Item to be read and questions asked.
The Lesson.
Proper respect for the school will deter pupils from
throwing on school-grounds, or on the steps of buildings,
or on the floors of the corridors or of the school-room,
whatever is unsightly.
The same may be said with reference to chalk or pen-
cil marks, or anything that defaces school-buildings or
school furniture.
MANNERS IN SCHOOL.
69
In stormy weather pupils should not enter a school-
building without first cleaning the shoes or removing
rubbers. They should enter quietly and never be noisy
or boisterous inside of a school-room. Running or jump-
ing, or stepping on the seats or desks, is not allowable.
Pupils should take care of what they use but do not
own. Books or any materials furnished by the school
should be carefully and economically used. Moreover,
if pupils are well-bred their own books will be devoid of
finger-marks or cuts, or of marks and soil of any kind
except that which comes from constant use.
. Questions. If pupils have the proper feeling for their
school, what care will they take of the grounds? Of the
buildings? Of the furniture?
How show good breeding in economy?
What rule holds good in returning borrowed articles?
How should school-books be used even by their
owners?
Show how all these things are indicative of good
breeding.
Show how they are one step towards good citizenship.
LESSON 6.
Purpose. To show how pupils should conduct them-
selves towards their teachers.
Method.-Item to be read with or without comment.
The Lesson.
1. When pupils are placed under the charge of a teacher
it is supposed the teacher knows what is for their best
good; consequently a teacher's directions should be re-
spected and obeyed. In matters pertaining to conduct,
70 TEACHING MANNERS IN THE SCHOOL-ROOM.
pupils should yield their opinions to that of a wise and
faithful teacher, and should do it with quick and cheer-
ful obedience. Sulking, contradiction, or delay in obey-
ing are not only wrong, but inexcusably rude.
2. Oftentimes pupils seem to regard it as no impolite-
ness to interrupt a teacher either by inattention, disor
der, or questions, when a lesson is in progress. There
are times when certain questions relative to lessons are
in order, but irrelevant questions, or unnecessary re-
quests, or hand-raising or shaking before a teacher has
finished speaking, are just as impolite in a school-room
as elsewhere. There are, of course, certain usages
peculiar to a school-room which would not be considered
in order elsewhere, because unnecessary; but, generally
speaking, good manners in a school-room and in a parlor
are the same.
3. Pupils should be kind and thoughtful in assisting
teachers whenever it is possible, by handing anything
needed, or by waiting upon them in any way. Boys,
especially, should be quick to offer help in erasing black-
boards, in lifting heavy articles, or in picking up any-
thing accidentally dropped. All pupils should help to
put things in their proper places and to keep the school-
room in order. This is kindness and politeness.
4. Boys should always take off their hats before en-
tering a school-room, and should not put them on at
dismissal, until they reach the outside door. If a teach-
er should stand at that door, hats should not be put
on until the teacher is passed. When boys meet a
teacher in the street they should always raise their hats,
whether the teacher be a gentleman or a lady. Both in
MANNERS IN SCHOOL.
71
school and out, when pupils speak to or of their teacher,
they should speak the real name, and not use the indefi-
nite title, "Teacher."
SUBJECTS FOR ADDITIONAL LESSONS.
Kind treatment of school-mates: when they are under
criticism; when they are peculiar in dress, speech, or
manner; when they are unfortunate; when they are
strangers.
Respectful treatment of the janitor.
Respectful treatment of visitors.
Respectful treatment of those who address the
school.
REMINDERS.
1. Do not fail to say "Good-morning, Miss" to
your teacher, and "Good-afternoon Miss
when you
leave her.
وو
2. When you pass directly in front of your teacher,
say "Excuse me.”
3. Never fail to say "Thank you" (not "Thanks")
for the smallest favor.
4. Do not continually raise the hand, and never shake
it in school, to attract attention.
5. Never stand at your desk, or step forward raising
your hand, and shaking it at your teacher.
6. When a school-mate is reading or answering a ques-
tion, do not raise hands until he has finished.
7. Do not "fuss" with pencils, strings, pins, or any-
thing else when you ought to give your whole attention
to your lesson.
8. When your hands are not occupied with books or
72 TEACHING manners in THE SCHOOL-ROOM.
other things, as directed by a teacher, they should be
clasped in your lap.
9. If you have a desk-mate, give him his full share
of seat, desk, and shelf.
10. When you pass directly in front of your school-
mates, say "Excuse me."
11. Do not stare at strangers who enter the school-
room.
12. Do not slide down in your seat nor lounge in a
school-room.
13. When you stand to recite, stand erect, without
leaning against the desk. Stand on both feet.
•
14. Do not swing the feet, nor scrape them on the floor,
nor keep them in constant motion.
15. Always be provided with sponge or slate-cloth.
16. Hand a book right side up.
17. In handing a pointer, pencil, or pen, hand the
blunt end.
18. Never call from the outside to a pupil in a school-
room.
19. Do not call from the school-room to some one
outside.
20. Do not look in at windows of a school-room.
21. Always rap before entering any school-room but
your own, or any teacher's office.
22. Do not chew gum in school.
23. Do not eat in school.
Note.-When these "reminders” are given to young pupils
they should be in the form of short lessons, and the thought
should be brought out by relating incidents and by questioning
as in illustrative lessons.
,
PERSONAL HABITS.
73
Chapter XXV..
PERSONAL HABITS.
Note.-These directions, although exceedingly im-
portant, are not, in many cases, agreeable topics of con-
versation. Therefore, in giving them, teachers must
use their good taste and discretion in deciding whether
to give arbitrarily or not. When they are given without
comment they should be impressed on the memory of
the child by calling for frequent repetitions of items,
and by patient and continued enforcement of directions,
whenever the occasion presents itself. The connection
between the direction and the spirit of kindness should
be traced whenever it is possible to do so. Lessons on
manners in school may be taken as a guide when it is
thought best to enlarge upon any item. Whether or
not a lesson be given to the younger children on the
importance of attending to personal habits may be left
to the discretion of a teacher.
LESSON 7.
Purpose. To show the necessity of attention to per-
sonal habits.
Method.—An item read with or without comment.
The Lesson.
Although personal habits are not pleasant topics of
conversation, it seems necessary to give them some con-
sideration. Many young people indulge in certain
74 TEACHING MANNERS IN THE SCHOOL-ROOM.
practices that are disagreeable and impolite, perhaps not
so much from lack of knowledge of what is proper as
from thoughtlessness and from not appreciating the im-
portance of giving these matters due attention. Young
people should realize that these matters, although seem-
ingly trifling, are sufficient to show whether they have
been accustomed to polite society or not. There is noth-
ing which tells more quickly. Minute attention to per-
sonal habits gives one an air of refinement and attrac-
tiveness which can be gained in no other way.
SUGGESTIONS FOR INSTRUCTION RELATING TO PER-
SONAL HABITS.
1. Whatever has been said in reference to cleanliness
in school applies out of school as well. Cleanliness is a
pretty certain sign of good breeding. Every considera-
tion of health and good taste and refinement urges to
cleanliness. Never think to hide uncleanliness.
your habits are not neat, it will be known.
If
2. Never neglect the details of the toilet. Such
toilet offices as cleaning the nails, the ears, the nose, are
proper only in the privacy of one's apartment. The
nails should not be bitten. It destroys their beauty,
and is an impolite and unhealthy habit.
""
3. Many people have a habit of continually feeling of
the face or hair. This is not a mark of refinement of
manners, and should not be indulged in. "Fussing
with anything, twirling things, drumming, should be
avoided. When the hands are not necessarily employed,
they should be kept quiet.
4. The feet should not be kept constantly and un-
PERSONAL HABITS.
75
necessarily in motion, nor should they be brought into
notice when possible to avoid it. Young ladies should
not sit with the feet extended and crossed. No one
should sit with the feet on the rounds of a chair. Tap-
ping on the floor with the foot is not in good form.
5. Spitting is a disgusting habit. Avoid it whenever
it is possible. Never give attention or refer to a sore on
the face or hands when others are present. Yawning
and stretching in company are considered rude. Hic-
coughing and sneezing should be avoided, if possible.
6. The mouth should be kept closed, unless there is
some good reason for opening it. One who has a habit
of keeping the mouth open continually is considered
weak mentally, if not physically.
7. Incessant smiling or laughing is silly and disagree-
able. Smiling or laughing is allowable when there is
something to laugh at. Giggling is unpardonable.
Hearty laughter is allowable in some places, but boister-
ous laughter never. As a general thing the countenance.
should be kept in repose. This implies neither a silly
nor a stern expression, but one indicative of kindness
and common sense.
8. A loud or otherwise disagreeable voice is not a
mark of the best manners. If such a voice is natural, it
may be trained and toned down as in singing. A per-
son of real refinement may have a peculiar voice, but
not a disagreeably loud one. Humming is disagreeable
and impolite.
9. Boys should not carry their hands in their pockets.
Boys should not whistle when it will disturb or annoy
any one.
76 TEACHINg manners IN THE SCHOOL-ROOM.
:
Chapter XV.
MANNERS IN PUBLIC.
LESSON 8.
Purpose. To specify some particulars of street
manners.
Method.-Item read with or without comment.
The Lesson.
No polite person will indulge in loud or boisterous
conduct on the street. Loud talk or laughter is very
ill-mannered. Only a quiet demeanor is allowable, and
one who indulges in any other is guilty of rudeness.
A complaint often made against pupils is that they are
inclined to be rude and selfish in not giving those whom
they meet their due share of the walk in passing.
Oftentimes boys in their play are so heedless as to jostle
against those passing on the sidewalk. This is selfish
and rude. If it happens accidentally, suitable apologies
should be made.
Questions. In what tone of voice should one speak
in the street? What does loud laughter in the street
indicate? What demeanor is allowable? What fault
is found with the manners of pupils on the street?
What are your own observations in the matter? What
are your criticisms ?
manners in PUBLIC.
77
SUGGESTIONS FOR FURTHER INSTRUCTION.
In going to a place of amusement or entertainment it
is not polite to performers or audience to arrive late.
Arrive in season, take your seat quietly, and remain
quiet and attentive throughout the whole entertainment.
If there is any delay before the entertainment begins,
the time should not be spent in loud laughing or talking.
Nothing should be done to attract attention. Eating
candy, nuts, or anything else at a place of entertain-
ment is not in good form.
ress.
Too much cannot be said against talking or whisper-
ing or moving about when an entertainment is in prog-
It shows either a lack of knowledge as to what
is proper, or a disregard of propriety. It is also a rude-
ness to the performers, and a great source of annoyance
to those who wish to listen. If the entertainment does
not prove interesting, it is still the part of a lady or
gentleman to remain through it all and to give respect-
ful attention. It is very impolite to leave the place be-
fore the entertainment is concluded, in order to avoid
passing out with the crowd.
Loud and long continued applause is impolite. It is
proper to show pleasure if the entertainment pleases, but
it must be done without boisterousness.
Rapping on the floor with canes, stamping of feet,
whistling, etc., are insults, and if continued should
receive the attention of a policeman.
It is a sign of good breeding to be in church before
the service begins. If unavoidably late, enter very
quietly, between parts of the service. Never whisper
78 TEACHING manners in THE SCHOOL-ROOM.
or laugh in church. It is irreverent and ill-bred. Never
look around when people enter. Never be guilty of
rudeness or boisterousness in a church, whether on Sun-
day or other days. Always show a proper respect for
the place.
In your own church be polite to strangers. If it seems
to be your place to do so, show them to a seat. Let no
peculiarity of dress or manner on the part of strangers
keep you from showing them any civility in church. In
attending a church not your own be respectful in your
conduct. Do not show curiosity nor ridicule observances
that may seem peculiar.
REMINDERS.
In giving these to the pupils seek to arouse discussion.
1. When walking on the sidewalk, if you meet a person,
keep to the right of the walk.
""Tis a rule of the land that when travelers meet
In high-way or by-way, in alley or street,
On foot or in wagon, by day or by night,
Each favor the other and turn to the right.”
2. It is polite to recognize friends and acquaintances on
the street. It is a custom of gentlemen to take off their
hats when friends are met. They should take off their
hats to gentlemen as well as to ladies. Both boys and
girls should show special respect to any old person they
may meet. The salutation should always be in a pleasant
and friendly tone of voice. The face should show respect
to acquaintances, and cordiality to friends. The name
should be added to the salutation, as "Good-morning,
MANNERS IN PUBLIC.
79
Mr. A." Never give the salutation as if it were a ques-
tion. Never greet any one by "Halloa."
3. If a gentleman is walking or driving with a lady
acquaintance, he should take off his hat to any lady
whom she recognizes.
4. When a lady accidentally drops anything in the
street, any gentleman near, whether an acquaintance or
not, should pick it up and hand it to her. The lady should
not fail to acknowledge the courtesy. As the gentleman
passes on, he should touch his hat to the lady. This
civility of picking up things or assisting in any way
should be shown to elderly and infirm people by girls as
well as by boys.
5. It is impolite to turn and look at people after they
have passed. It is rude to stare at them if peculiar in
dress or manner. Special care should be taken not to
stare at the deformed or unfortunate. Put yourself in
their places and think how you would like to be treated.
6. It is considered impolite for people to gather in
groups or crowds on the sidewalk and to obstruct the way.
If two people meet who wish to converse with each other,
one should turn and walk in the direction in which the
other is going. It is not considered proper to stop for
conversation on the street.
7. It is not the custom of well-bred people to chew
gum, nor to eat fruit, nuts, or anything else, on the
street.
8. One of the rudest things a boy or girl can do is to
call out to a teacher or other person on the street. It is
only the most ill-bred who will do it. The law can
punish for it.
80
TEACHING MANNERS IN THE SCHOOL-ROOM.
.1
9. If a stranger inquires the way, take great pains to
direct him, even if it requires some effort.
10. When in street cars or steam cars, if seats are lack-
ing, it is the rule that gentlemen give up their seats to
ladies. Ladies should not fail to thank gentlemen for
this kindness.
Whenever any attention is shown a lady, such as
opening or closing a window, taking bundles from the
racks, etc., the lady should politely acknowledge it, and
the gentleman should touch his hat as he turns away.
No one should occupy more room than is necessary, if
by so doing others are deprived of a seat.
TABLE MANNERS.
81
り
​Chapter XVI.
TABLE MANNERS.
LESSON 9.
Purpose. To show the importance of good table
manners.
Method.—An item read with or without comment or
questions asked.
The Lesson.
Perhaps the question of how to eat is not of quite the
importance as what to eat, but in some particulars per-
taining to the laws of health the two are of equal rank.
How to eat is of much more importance than many
young people think, inasmuch as it is a certain test of
delicacy and refinement. If a person eats immoderately
fast, no one truly refined will set him down as a gentle-
man. If one defies the regulations which society has
made relative to table manners, he is classed as decidedly
ill-bred or ignorant. It is well to study the etiquette of
the table, and to put in use those practices that have been
decided by the best society as being proper.
Questions. Should the rules of society as to table
manners be disregarded? What does a lack of good
table manners indicate? Are table manners indicative
of character ?
82 TEACHING MANNERS IN THE SCHOOL-ROOM.
SUBJECTS FOR ADDITIONAL LESSONS.
Deference to the Lady of the House at Table.
Suggestions. Do not be late at the home table. Never
be late when a guest. Do not take your seat at the
table until the lady of the house takes hers, nor rise
from the table until she gives the signal. If necessary
to leave the table before the meal is over, ask to be ex-
cused of the one presiding.
Polite Phraseology of the Table.
Suggestions. When it is desired that any article on
the table be passed, a servant should be asked, if there is
one near. If not, the request should be made of some
one at the table, as follows: "Please pass the bread,"
"I would thank you for the bread,” “Will you be kind
enough to pass the bread ?" etc.
When offered anything at the table, the acceptance
should be accompanied by "Thank you." If anything
is declined, it should be with "No, I thank you," or
"Not any, I thank you."
Selfishness at Table.
· Suggestions. To take the best when there is any
choice in the food is to show a very selfish disposition.
This does not apply when urged to do so, but to seem to
wish the best is inexcusable.
REMINDERS.
1. Sit reasonably near the table, neither too near nor
too far away. Never place the elbows on the table.
Do not sit so far away as to be obliged to lean forward,
TABLE MANNERS.
83
Do not bend over the plate. Do not spread the elbows
when cutting meat, etc.
2. Young people should wait patiently and quietly
until the older ones at table have been served.
While
waiting to be served, the knife or fork or napkin ring,
or any other table article, should be left untouched.
The hands should be quietly folded in the lap until one
is served. The napkin may be spread over the lap when
one first sits down at the table. Gentlemen do not now
tuck the napkin under the chin.
3. It is proper to begin eating as soon as served,
although there should be no indecorous haste. An ex-
ception to this rule is that no one should begin to eat
the dessert until all are served.
4. Do not help yourself first to anything on the table.
Never put your own knife, fork, or spoon into the food
except as it has been served to you. It is rude to reach
across the table or to rise and reach in order to help
yourself. If servants are not near, ask politely of some
one at the table that the dish be passed.
The
5. Rapid eating is impolite and unhealthy.
mouth should not be filled too full, and the food should
be thoroughly chewed. Do not chew the food so as to be
heard. Do not smack the lips in eating. Do not draw
in the breath when eating soup, drinking milk, tea, etc.
Be careful not to show the food in your mouth. Do not
attempt to eat the last drop of soup nor the last morsel
of food on the plate.
6. The knife is used in cutting up the food, but it
should not convey the food to the mouth. The fork
should be used for this purpose. There is a proper way
S4 TEACHING MANNERS IN THE SCHOOL-ROOM.
of holding knife and fork which can best be learned by
observing some one who does it properly. Soup should
be eaten from the side of the spoon.
7. When drinking tea or coffee, drink from the cup
and not from the saucer. When drinking from a goblet
or tumbler, be careful not to tip them too much. It is
not in good form to throw the head back and invert the
tumbler. It is not well to drink much water while
eating.
8. If necessary to eject anything from the mouth
while eating, use the fork in conveying it from the
mouth to the plate. Fruit stones may be removed with
the fingers and placed upon the plate.
9. When salt is taken from the salt-cellar, it should
be put on the plate and not on the table-cloth. Vege-
tables should be eaten with a fork, if possible, rather
than with a spoon. When small dishes are used in
serving vegetables, fruit, etc., they should not be taken
in the hand, but left on the table.
10. It is a disputed question what to do with the
knife and fork when the plate is passed for a second
supply. It seems the better plan not to leave them on
the plate, as they are liable to fall off or to be in the
way, but to hold them in the right hand, or to place
them on the table in such a manner as not to soil the
cloth.
11. Do not use a tooth-pick in public. It is a common
practice, but not with the best-bred people. Never
indulge in the disgusting practice of removing bits of
food from the teeth with the tongue or fingers. The
teeth should receive attention in private,
!
MANNERS IN SOCIETY.
85
Chapter XVI.
MANNERS IN SOCIETY.
SUGGESTIONS FOR LESSONS.
1. When a request is to be made, no matter how
slight, it should be given in the form of a request and
not of a command. Such expressions as "Please" and
"Will you be so kind ?" should be very frequently used.
When a request has been complied with, "Thank you”
should never be forgotten.
2. Gentlemen should not remain seated when there
are ladies or older people standing in the room. No
young people should remain seated when by so doing
they oblige older people to stand. Young people should
not occupy the easiest chairs nor the most comfortable
places in a room when older people are present.
3. Whispering in company is ill-mannered. Laugh-
ing at something not understood by the whole company,
or at least by all who would notice the laughing, is
very impolite. Exchanging glances or meaning smiles
is rude. Boisterous laughter is always rude.
4. If asked to sing or play or to contribute in any
legitimate way to the entertainment of company, one
should, if possible, comply with the request without
waiting to be urged. When one is trying to entertain a
•
86 TEACHING MANNERS IN THE SCHOOL-ROOM.
company, the company should give respectful attention,
never annoying the performer by whispering or talking
or moving about. When games are proposed, unless
there is some reason for not doing so, every one who is
invited to join in them should do so with right good
will. Good manners are based on kindness, and a kind
heart will lead any one to contribute as much as possible
to the enjoyment of all.
5. One should give respectful and kindly attention to
another who is talking to him. No matter if the con-
versation is not of great interest, it should be listened to
without interruption. This is especially true when
elderly people talk to those younger. When it is neces-
sary to discontinue the conversation, one should ask to
be excused. When two people begin to talk at the same
time, each should be ready with an "Excuse me," or
"I beg pardon," to yield the privilege of speaking first
to the other.
6. It is a mark of good manners to show courtesy to
servants or to any in humble stations in life. A polite
request is always better than a stern command. Who-
ever shows disregard of the feelings of a servant or one
in humble station, gives unmistakable proof of ill-
breeding.
7. It is courteous to commend what is commendable.
One should take pains to express commendation in words
to the one who deserves it. This is really no more than
common politeness. Many find it easy to speak words
of blame, but do not seem to think what gratification a
word of deserved praise affords.
MANNERS IN SOCIETY.
87
REMINDERS.
1. When asked a question to be answered by Yes or No
it is considred more polite to say "Yes, Mrs. A." than
"Yes, ma'am." "Yes, sir" and "No, sir" are allow-
able, but "Yes, Mr. A." is better. When something is
said, and the one to whom it is said does not hear or
understand, the following questions are proper: "Sir "
"I beg pardon," "What did you say, Mrs. A. ?"
When a person's name is spoken before a question is
asked, the response should be "Sir ?" or "Yes, Mrs.
A. ?"
2. When entering a private house gentlemen should
remove their hats. Any one should remove rubbers.
Umbrella, hat, overcoat, or waterproof should be left in
the hall.
3. In entering a parlor, host and hostess should be
first sought out and spoken to. If the family only be
present, the one entering may properly shake hands with
all. This is partly a matter of choice, but if it is either
a formal or an informal call (not a business call) it is
highly proper. When the company is large, it is unnec-
essary. The same direction applies in leaving.
4. When in company or when making a call, lounging
or rocking should not be indulged in. Sitting with the
chair tipped in any way, or with the feet on the rounds.
of the chair, is not allowable. Ladies should not sit
with the feet or knees crossed. Gentlemen should not
sit with the feet elevated. The feet should remain on
the floor, and should be as inconspicuous as possible.
No one should sit with the fect far apart.
88 TEACHING Manners in thE SCHOOL-ROOM.
5. Fumbling or fussing with the watch-chain or with
a ribbon or anything else should be avoided; also drum-
ming with the fingers or twirling things. When the
hands are not necessarily occupied they should be kept
quiet. The same may be said of the feet. Swinging
the feet or keeping them in motion or prominently in
sight is not proper. Constant and unnecessary motion
of hands or feet gives one an appearance of restlessness
which is not at all conducive to elegance of manner.
Repose of manner should be cultivated.
6. Avoid passing directly in front of people when
possible. It is better, however, to pass in front of
others with "Pardon me," or
a
"Excuse me," than to
crowd behind them. A gentleman should allow a lady
to pass through a door before him, holding it open for
her, if necessary. Gentlemen should go up-stairs before
a lady, and behind her in coming down.
7. It is rude to stare at people in company, especially
if they are peculiar in any way Seem not to notice any
deformity or any peculiarity of dress or manner. Re-
member the Golden Rule.
8. Demonstrations of affection are out of place in com-
pany or anywhere else in public. Girls should not sit or
walk with their arms about each other, or clasp hands,
or lean against each other. A gushing manner is silly
and impolite.
9. Reading to one's self in company is not excusable.
Reading aloud is still wors,e unless by special request.
10. When strangers are to be presented to each other,
the directions are as follows: Gentlemen should be pre-
sented to ladies (as, Miss B., allow me to present Mr. C.),
MANNERS IN SOCIETY.
89
young men to elderly men, young women to elderly
women. People who have been introduced should make
some conversation with each other, and not turn rudely
away without a word.
11. When people make calls they should inquire at the
door for those whom they wish to see. They should also
send in their names if unkown to the one who comes to
the door. When callers enter a room, persons in the
room not inquired for should soon leave. No member
of the family should enter the room when one is receiving
calls unless it is very necessary, and then an apology
should be offered.
90 teaching manners in the scHOOL-ROOM.
Chapter XVII.
MISCELLANEOUS ITEMS.
1. Never enter a private room without rapping.
Never look over a person's shoulder when he is reading
or writing. Never read what is designed for another
person only. Be courteous in thought as well as in act.
2. Take good care of borrowed articles, and return
them in reasonable time. Never lend borrowed articles.
It is proper for the one who borrows to return the article
in person or to send by a servant. To compel the owner
to send for his property is a gross violation of good
manners.
3. When necessary to make an inquiry of a stranger it
should be prefaced with "Excuse me,
"❝ Pardon me,"
or "Will you kindly tell me?"
visits or parties it is
Punctuality in keep-
4. In extending invitations for
proper to state the time definitely.
ing all engagements is a mark of good breeding in society
as well as in business.
5. When gentlemen are walking with ladies it is a
proper courtesy to offer to relieve them of their parcels,
parasols, shawls, etc.
6. When gifts or favors have been received, prompt
acknowledgment should be made. The slightest favor
deserves acknowledgment.
MISCELLANEOUS ITEMS.
91
SUGGESTIVe stories, ANECDOTES, FABLES,
AND POEMS.
1. LITTLE JACK.
There was one little Jack, not very long back,
And 'tis said to his lasting disgrace
That he never was seen with his hands at all clean,
Nor yet ever clean was his face.
His friends were much hurt to see so much dirt,
And often and well did they scour !
But all was in vain, he was dirty again
Before they had done it an hour.
When to wash he was sent, he reluctantly went
With water to splash himself o'er,
But he left the black streaks all over his cheeks,
And made them look worse than before.
The pigs in the dirt couldn't be more expert
Than he was at grubbing about;
And the people have thought the gentleman ought
To be made with four legs and a snout.
The idle and bad may, like to this lad,
Be dirty and black, to be sure;
But good boys are seen to be decent and clean,
Altho' they are ever so poor.
-Jane Taylor.
2. THE BOY AND THE SPARROWS.
A boy once found a nest of young sparrows, and put
them into his hat. He then set the hat on his head,
thinking no one would know what was under it. As he
walked through the streets, instead of lifting his hat to
bow to people, he held it fast upon his head. This
made everybody wonder. At last one man said, “Let
92 TEACHING MANNERS IN THE SCHOOL-ROOM.
me see if his hat has grown to his head." Away went
the sparrows, as he lifted the hat from the boy's head.
Everybody laughed; and now if a boy does not lift his
hat when he meets any one, people say, "Perhaps he
has sparrows under his hat."-Selected.
3. THE UNHAPPY BOY.
Once there was a king who had a little boy whom he
loved. He gave him beautiful rooms to live in, and
pictures and toys and books. He gave him a pony to
ride, and a row-boat on a lake, and servants. But for
all this the young prince was not happy. He wore a
frown wherever he went, and was always wishing for
something he did not have. At length a magician came
to court. He said to the king, "I can make your son
happy." So he took the boy into a private room and
wrote something on a piece of paper. Next he gave the
boy a candle and told him to light it and hold it under
the paper and see what he could read. The boy did as
he had been told, and white letters on the paper turned
into a beautiful blue. They formed these words:-
Do a kindness to some one every day.
The prince made use of the secret and became the
happiest boy in the kingdom.-Selected.
4. WHICH WAS THE GENTLEMAN?
Master Frank Amory went to the picnic, and so did
Jimmy Bell. Frank's father was a rich man. Jimmy's
father was a day-laborer. Frank wore handsome new
clothes, and Jimmy's knees and elbows were patched, his
hat was torn, and he had no shoes. There was only one
MISCELLANEOUS ITEMS.
93
barrel of ice-water, with one drinking-cup; and as it was
a hot day there was a crowd around the barrel most of
the time. A half dozen girls had just come to get a
drink when Frank at the head of a file of boys came
running up, and snatching the cup rudely began to
drink.
"Shame on you, Frank!" said one of the girls.
"Don't you know you always ought to let girls drink
first ?"
"I don't know as girls are any better than I am,"
said Frank, as he started off again.
Not long after, Jimmy and some other boys had come
to the barrel, when shy little Minnie Carey came up.
"Wait boys!" said Jimmy, dipping out a cup of water.
"Let Minnie drink first." And he very politely handed
her the cup. Minnie drank, and thanked him as she
handed it back again.-Selected.
5. THE ELDER BROTHER,
The sun was set. The twilight dim had gathered,
And 'gainst the window-pane
The fierce north wind sent sudden spiteful flurries
Of mingled sleet and rain.
My easy-chair was drawn before the fire,
Benny was on my knee,
When low he whispered, "I don't see, Aunt Dolly,
When folks are small like me,
"How they get on without a nice big brother.
Why, even Tommie Stead-
Who bullies all my mates-don't dare touch me;
He's afraid, you see, of Ned.”
94 TEACHING MANNERS IN THE SCHOOL-ROOM.
Just then he shyly pointed o'er his shoulder
With such a proud, fond look
At his tall brother Edward sitting near us,
Intent upon a book.
He carries the umbrella when 'tis raining,
And gives the most to me;
And helps me find the very far off places
In the geography,
"And 'splains' the sums and makes the fractions easy."
Here Benny heaved a sigh.
"I don't like riffemtic; but Ned says, 'Benny,
Be brave, my lad, and try.'
"He has long patience, and he's very clever.
Why, once he made a cart,
And once he made a trap that caught a sparrow,
And 'cause it hurt my heart
"To see the wild thing flutter, he soon freed it,
And smiled when off it fled;
And when I'm scared because it's dark or lightens,
He takes me in his bed.
"Our pastor said, last Sunday, that Lord Jesus
Up in the heavenly host,
Our elder brother is. It made me love him
Like my dear Ned-a'most."
The blue eyes closed. Perhaps the gentle sandman
Had touched the golden head;
For low it drooped. But smiles still curved the sweet lips;
He dreamed, perhaps, of "Ned.”
-Elizabeth Cumings.
6. THE GNAT AND THE BULL.
A gnat who had flown about until he was tired sat
down to rest on the horn of a bull, After sitting there
MISCELLANEOUS ITEMS.
95
a long time he thought he would go home. So he made
a loud buzzing noise and said to the bull:
"Would you like to have me stay longer or shall I go
now ?"
"Just as you please," said the bull. "I did not know
when you came, and I am sure I shall not miss you when
you go away.
""
Little people often think themselves of greatest conse-
quence.
-Esop.
7. A REAL LADY.
A porter, an aged man, was passing along one of our
streets with a heavy package on his shoulder, when he
dropped his bale-hook and it rolled off the sidewalk into
the gutter. Two or three young men standing near
laughed at his misfortune, and offered no help. An
elegantly dressed lady passing, quietly stepped into the
street, and with her delicately gloved hand picked the
bale-hook from the gutter and handed it to the old man.
In trying to thank her, his hat fell off and rolled into
the gutter. Again she stepped into the street, picked
up his hat, and handed that to him.
"God bless you,"
said he, and so the old man was made happier, the lady
was made happier, and the young men received a lesson
which may make their lives happier, if they have sense
enough to act upon it.-Selected.
8. CAUTIONS.
If you your lips would keep from slips,
Five things observe with care :
To whom you speak, of whom you speak,
And how, and when, and where,
وو
96
TEACHING MANNERS IN THE SCHOOL-ROOM.
If you your ears would keep from jeers,
These things keep meekly hid,-
Myself and I, and mine and my,
And how I do or did.
9. LETTERS OF RECOMMENDATION.
A gentleman advertised for a boy, and nearly fifty
applicants presented themselves. Out of that number
he selected one and dismissed the rest. "I should like
to know," said a friend, "on what ground you selected
that boy, who had not a single recommendation.”
"You are mistaken," said the gentleman. "He has a
great many. He wiped his feet when he came in, and
closed the door after him, showing that he was careful.
He gave his seat instantly to that lame old man, showing
that he was thoughtful. He took off his cap when he
came in, and answered my questions promptly, showing
that he was gentlemanly. He picked up a book which
I had purposely placed on the floor, and replaced it on
the table; and he waited quietly for his turn instead of
pushing and crowding, showing he was orderly and
honorable. When I talked to him, I noticed that his
clothes were brushed, his hair in order. When he wrote
his name, I noticed that his finger-nails were clean.
Don't you call these things letters of recommendation ?"
-Selected.
10. A GENTLEMANLY LAD.
My idea of a gentlemanly boy is a lad who treats
every young woman as he would like his sister to be
treated, and every older woman as he would wish his
mother to be treated.-Selected,
MISCELLANEOUS ITEMS.
97
11. A SERIES OF DON'TS.
Don't slight a boy because his home is plain and un-
pretending. Abraham Lincoln's home was a log-cabin.
Don't slight a boy because of the ignorance of his
parents. Shakespeare, the world's poet, was the son of
a man who was unable to write his own name.
Don't slight a boy because he chooses a humble trade.
The author of Pilgrim's Progress was a tinker.
Don't slight a boy because of physical disability. Mil-
ton was blind.
Don't slight a boy because of dullness in his lessons.
Hogarth, the celebrated painter and engraver, was a
stupid boy at his books.
Don't slight any one. Not alone because some day
they may far outstrip you in the race of life, but because
it is neither right, nor kind, nor polite.-Selected.
12. FAMILY INTERCOURSE.
Family intimacy should never make brothers and
sisters forget to be polite and sympathizing to each other.
Those who contract thoughtless and rude habits towards
members of their own families will be rude and thought-
less towards all the world. But let the family inter-
course be true, tender, and affectionate, and the man-
ners of all uniformly gentle and considerate, and the
members of a family thus trained will carry into the
world and society the habits of their childhood. They
will require in their associates similar habits.-Silvio
Pellico.
98
TEACHING MAnners in the school-room.
13. THE DRUM AND THE VASE OF SWEET HERBS.
A drum was once boasting to a vase of sweet herbs
in this way:
"Listen to me! My voice is loud and
can be heard far off. I stir the hearts of men so that
when they hear my bold roaring they march out bravely
to battle.'
The vase spoke no words, but gave out a fine, sweet
perfume that filled the air, and seemed to say: I can-
not speak, and it is not well to be proud, but I am full
of good things that are hidden within me, and that
gladly come forth to give cheer and comfort. But you,
you have nothing in you but noise, and you must be
struck to make you give that out. I would not boast if
I were you.-Esop.
14. LOVE.
The night has a thousand eyes,
And the day but one;
Yet the light of the bright world dies
With the dying sun.
The mind has a thousand eyes,
And the heart but one ;
Yet the light of a whole life dies
When love is done.
—F, W. Bourdillon.
15. TREATMENT OF THE AGED.
A play was to be performed at the principal theatre
of Athens, and the seats were soon taken. When the
theatre was full, an old man came in and looked around
for a seat. He saw a party of young Athenians beckon-
ing to him. In order to get to them he had to climb
over seats and push his way through the crowd, and
MISCELLANEOUS ITEMS.
99
...
when at last he reached them, they sat down, and, in
stead of giving him the seat he had expected, took up all
the room, leaving the old man standing. In this theatre
were some seats fitted up for strangers. These were
filled by young Spartans, who were much displeased at
the conduct of the Athenians, and beckoned to the old
man to come to them. When he was near them, they all
arose and received him with great respect. As the whole
assembly saw this they burst into a shout of applause.
The old man then said, "The Athenians know what is
right, but the Spartans practise it.”—Selected.
16. CIVILITY TO STRANGERS.
It was through his civility to two strangers that Mr.
Winans of Philadelphia is said to have obtained, some
years ago, his invitation to go to St. Petersburg and
manufacture locomotives for the Russian Czar. The
Russian agent had been shown with indifference through
the larger establishments of Philadelphia, but on their
coming to Mr. Winans, who owned a third or fourth rate
factory, he took so much pains to show all its parts and
workings, and was so patient in his explanations and
answers to their inquiries, that within a year he was sur-
prised when asked to transfer his works to Russia. He
went, and accumulated a large fortune.
17. A GOOD RULE.
When you rise in the morning, form the resolution to
make the day a happy one to a fellow-creature. It is
easily done: a left-off garment to the man who needs it;
a kind word to the sorrowful; an encouraging word to
100 TEACHING MANNERS IN THE SCHOOL-ROOM.
the striving; trifles, in themselves as light as air, will do
at least for the twenty-four hours. And if you are old,
rest assurred it will send you gently and happily down
the stream of time to eternity. By the most simple.
arithmetical sum look at the result. If you send only
one person happily through the day, that is three hun-
dred and sixty-five in the course of a year. And suppose
you live forty years after you begin that course, you have
made fourteen thousand six hundred persons happy, at
all events, for a time.
18. CHARACTER.
Nothing can compensate for the lack of manliness in
a man, and womanliness in a woman. The man may be
a capable business man, an eloquent speaker, and ac-
complished scholar; but if he lacks manliness, he remains
only half a man. The woman may be intelligent, ac-
complished, refined; but if she lacks womanliness, she
lacks everything. In some of the Old-World universities.
there are courses in "Humanity." It is a pity that the
teaching of humanity in the wider sense of that which
makes man man, and woman woman, does not occupy
a larger place in the catalogues of our schools and
colleges.-Dr. Trumbull.
19. HONOR.
Mr. Smiles in one of his admirable books says that
Wellington was once offered half a million for a State.
secret, not of any special value to the government, but
the keeping of which was a matter of honor.
66 It ap-
pears you are capable of keeping a secret," he said to the
MISCELLANEOUS ITEMS.
ΙΟΙ
•
official. "Certainly," he replied.
the general, and bowed him out.
“And so am I,” said
20. CONSIDERATION FOR OTHERS.
Sir Ralph Abercrombie, when mortally wounded, found
under his head the blanket of a private soldier, placed
there to ease his dying pains. "Whose blanket is this?"
"Duncan Roy's. "See that Duncan Roy gets his
blanket this very night," said Sir Ralph, and died with-
out its comfort.
""
21. TRUTHFULNESS.
Calvert says, "A gentleman may brush his own shoes
or clothes, or mend or make them, or roughen his hands
with the helve, or foul them with dye-work or iron-work;
but he must not foul his mouth with a lie."
22. DELICACY.
The gentleman never sees deformity. He will not talk
to a beggar of his rags, nor boast of his health before the
sick, nor speak of his wealth amongst the poor; he will
not seem to be fortunate amongst the hapless, nor make
any show of his virtues before the vicious.-T. T. Munger.
102 TEACHING MANNERS IN THE SCHOOL-ROOM.
--
Memory Gems.
1. Hearts like doors can open with ease
To very, very little keys;
And ne'er forget that they are these:
"I thank you, sir," and "If you please."
2. Good boys and girls should never say,
"I will," and "Give me these.”
Oh, no, that never is the way,
But "
Mother, if you please."
3. To do to others as I would
That they should do to me
Will make me honest, kind, and good,
As children ought to be.
4. I know a little girl, and who she is
I'll tell you by-and-by;
When mother says, "Do this
She says,
"Do this" or "that,"
What for?" and "Why?"
She'd be a better girl by far,
If she would say, “I'll try.”
5. Be kind, little children,
To those who are poor,
And ne'er against sorrow
And want shut the door.
6. See, mamma, 'tis half-past eight;
I must haste, or I'll be late.
Teacher says, "Make this your rule,
Never to be late at school."
7. A little child may have a loving heart,
Most dear and sweet,
And willing feet.
MEMORY GEMS.
103
A little child may have a happy hand,
Full of kind deeds
For many needs.
A little child may have a gentle voice
And pleasant tongue
For every one.
8. Be kind and be gentle
To those who are old,
For dearer is kindness,
And better, than gold.
9. True politeness consists in making every one happy
about us.
10. Deal with another as you'd have
Another deal with you;
What you're unwilling to receive
Be sure you never do.
11. Good manners cannot be put on at pleasure, like
an outside coat, but must belong to us.
12. Children, do you love each other?
Are you always kind and true?
Do you always do to others
As you'd have them do to you?
Are you gentle to each other?
Are you careful day by day
Not to give offence by action,
Or by anything you say?
13. In the school-room while we stay,
There is work enough to do;
Study, study through the day,
Keep our lessons all in view.
14. By-and-By, is a very bad boy,
Shun him at once and forever;
For they who travel with By-and-By
Soon come to the house of Never.
104 TEACHING MANNERS IN THE SCHOOL-ROOM.
i
15. Five minutes late, and the school is begun.
What are rules for if you break every one?
Just as the scholars are seated and quiet,
You hurry in with disturbance and riot.
Why did you loiter so long by the way?
All of the classes are formed for the day.
Hurry and pick up your reader and slate;
Room at the foot for the scholar that's late.
-Mrs. M. L. Rayne.
16. Give a boy address and accomplishments, and you
give him the mastery of palaces and fortunes, wherever
goes.-Emerson.
he
17. Good manners are made up of petty sacrifices.-
Emerson.
18. True courtesy is real kindness kindly expressed.-
Dr. Witherspoon.
19. Love as brethren, be pitiful, be courteous.—St.
Paul.
20. The gentleman never sees deformity.-Munger.
21. Sidney, at the battle of Zutphen, handed a cup of
water for which he longed with dying thirst to the
wounded soldier beside him, and said: "He needs it
- more than I."
22. If one is centrally true, kind, honorable, delicate,
and considerate, he will almost, without fail, have man-
ners that will take him into any circle where culture and
taste prevail over folly.-Munger.
23. A beautiful behavior is the finest of the fine arts.
-Emerson.
:
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Allen's Mind Studies for Young Teach-
ERS. By JEROME ALLEN, Ph.D., Associate Editor of the
SCHOOL JOURNAL, Prof. of Pedagogy, Univ. of City of
N. Y. 16mo, large, clear type, 128 pp. Cloth, 50 cents; to
teachers, 40 cents; by mail, 5 cents extra.
There are many teachers who
know little about psychology,
and who desire to be better in-
formed concerning its princi-
ples, especially its relation to the
work of teaching. For the aid
of such, this book has been pre-
pared. But it is not a psychol-
ogy-only an introduction to it,
aiming to give some funda-
mental principles, together with
something concerning the phi-
losophy of education. Its meth-
od is subjective rather than ob-
jective, leading the student to
watch mental processes, and
draw his own conclusions. It
is written in language easy to
be comprehended, and has many


JEROME ALLEN, Ph.D., Associate Editor practical illustrations. It will
of the Journal and Institute.
aid the teacher in his daily work
in dealing with mental facts and states.
To most teachers psychology seems to be dry. This book shows
how it may become the most interesting of all studies. It also
shows how to begin the knowledge of self. "We cannot know
in others what we do not first know in ourselves." This is the
key-note of this book. Students of elementary psychology will
appreciate this feature of Mind Studies."
CONTENTS.
CHAP.
I. How to Study Mind.
ITS
II. Some Facts in Mind Growth.
III. Development.
IV. Mind Incentives.
V. A few Fundamental Principles
Settled.
VI. Temperaments.
VII. Training of the Senses.
VIII. Attention.
IX. Perception.
X. Abstraction.
XI. Faculties used in Abstract
Thinking.
CHAP.
XII. From the Subjective to the
Conceptive.
XIII. The Will.
XIV. Diseases of the Will,
XV. Kinds of Memory.
XVI. The Sensibilities.
XVII. Relation of the Sensibilities
to the Will.
XVIII. Training of the Sensibilities.
XIX. Relation of the Sensibilities
to Morality.
XX. The Imagination.
XXI. Imagination in its Maturity.
XXII. Education of the Moral Sense.
SEND ALL ORDERS TO
8
E. L. KELLOGG & CO., NEW YORK & CHICAGO.
Allen's Temperament in Education.
With directions concerning HOW TO BECOME A SUCCESSFUL
TEACHER. By JEROME ÄLLEN, Ph.D., Author of "Mind
Studies for Young Teachers," etc. Cloth, 16mo. Price, 50
cents, to teachers, 40 cents; by mail, 5 cents extra.
There is no book in the English language accessible to
students on this important subject, yet it is a topic of so much
importance to all who wish to become better acquainted with
themselves that its suggestions will find a warm welcome
everywhere, especially by teachers. The value of the book will
be readily seen by noticing the subjects discussed.
CONTENTS:--How we can know Mind-Native Characteristics of
Children-How to Study Ourselves-The Sanguine Temperament-The
Bilious Temperament The Lymphatic Temperament-The Nervous
Temperament-Physical Characteristics of each Temperament: Tabula-
ted-The best Temperament-How to Conduct Self Study-Many Per-
sonal Questions for Students of Themselves-How to Improve-Specific
Directions-How to Study Children-How Children are Alike, How
Different Facts in Child Growth: Tabulated and Explained-How to
Promote Healthy Child Growth, Full directions concerning how to
treat temperamental differences. How to effect change in tempera-
ment.
Under "How TO BECOME A SUCCESSFUL TEACHER," the
following topics are discussed: "What books and papers to
following
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"How to get the greatest good from institutes.”—“Shall I
attend a Normal school ? " How to get a good and perman-
ent position?” "How to get good pay?" How to grow a
better teacher year after year. "Professional honesty and
dishonesty."—"The best and most enduring reward.”
Blaikie's Self Culture,
BY JOHN STUART BLAIKIE. 16mo, 64 pp., limp cloth. Price, 25
cents; to teachers, 20 cents; by mail, 3 cents extra.
Three invaluable practical essays on the Culture of the Intel-
lect, on Physical Culture, on Moral Culture. In its 64 pages this
little volume contains a vast amount of excellent advice. It wil
help hundreds of young teachers to make a right start, or set
them right if they are on the wrong track. Although published
expressly for teachers, it will prove profitable reading for all, no
matter what their calling, who wish to improve-and who does
not? As a part of a course of reading, some such book is invalu.
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in its present form, is so neat yet cheap, that it ought to be read
by every young teacher in the country, and to be on every read.
ing-circle list. It is to be a prominent book on the new profes
sional course of reading for teachers.
Nicely printed. with side-heads and bound in limp cloth.


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Browning's Educational Theories.
By OSCAR BROWNING, M.A., of King's College, Cambridge,
Eng. No. 8 of Reading Circle Library Series. Cloth, 16mo,
237 pp. Price, 50 cents; to teachers, 40 cents; by mail, 5
cents extra.
This work has been before the public some time, and for a
general sketch of the History of Education it has no superior.
Our edition contains several new features, making it specially
valuable as a text-book for Normal Schools, Teachers' Classes,
Reading Circles, Teachers' Institutes, etc., as well as the student
of education. These new features are: (1) Side-heads giving the
subject of each paragraph; (2) each chapter is followed by an
analysis; (3) a very full new index; (4) also an appendix on
'Froebel," and the "American Common School."
OUTLINE OF CONTENTS.
I. Education among the Greeks-Music and Gymnastic Thco-
ries of Plato and Aristotle; II. Roman Education-Oratory; III
Humanistic Education; IV. The Realists-Ratich and Comenius;
V. The Naturalists - Rabelais and Montaigne; VI. English
Humorists and Realists-Roger Ascham and John Milton; VII.
Locke; VIII. Jesuits and Jansenists; IX. Rousseau; X. Pes-
talozzi; XI. Kant, Fichte, and Herbart; XII. The English Pub-
lic School; XIII. Froebel; XIV. The American Common
School.
PRESS NOTICES.
Ed. Courant. "This edition surpasses others in its adaptability to gen-
eral use.'
79
Col. School Journal.-“Can be used as a text-book in the History of
Education.”
Pa. Ed. News.—“ A volume that can be used as a text-book on the His-
tory of Education.
School Education, Minn.—" Beginning with the Greeks, the author pre-
sents a brief but clear outline of the leading educational theories down to
the present time."
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minds that have worked in the same field, cannot but be a powerful stimulus
to him in his work,"
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Calkins' Ear and Voice Training by
""
MEANS OF ELEMENTARY SOUNDS OF LANGUAGE. By N. A.
CALKINS, Assistant Superintendent N. Y. City Schools;
author of "Primary Object Lessons," Manual of Object
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pp. Price, 50 cents; to teachers, 40 cents; by mail, 5 cents extra.
An idea of the character of this work may be had by the fol-
lowing extracts from its Preface:
"The common existence of abnormal sense perception among school
children is a serious obstacle in teaching. This condition is most

SUPT. N. A. CALKINS.
obvious in the defective perceptions
of sounds and forms. It may be
seen in the faulty articulations in
speaking and reading; in the ina-
bility to distinguish musical sonnds
readily; also in the common mis-
takes made in hearing what is
said..
"Careful observation and long
experience lead to the conclusion
that the most common defects in
sound perceptions exist because of
lack of proper training in childhood
to develop this power of the mind
into activity through the sense of
hearing. It becomes, therefore, a
matter of great importance in edu-
cation, that in the training of chil-
dren due attention shall be given to
the development of ready and accu-
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"How to give this training so as
to secure the desired results is a
subject that deserves the careful
attention of parents and teachers.
Much depends upon the manner of
presenting the sounds of our language to pupils, whether or not the
results shall be the development in sound-perceptions that will train
the ear and voice to habits of distinctness and accuracy in speaking and
reading.
"The methods of teaching given in this book are the results of an
extended experience under such varied conditions as may be found
with pupils representing all nationalities, both of native and foreign
born children. The plans described will enable teachers to lead their
pupils to acquire ready and distinct perceptions through sense train-
ing, and cause them to know the sounds of our language in a manner
that will give practical aid in learning both the spoken and the written
language. The simplicity and usef lness of the lessons need only to be
known to be appreciated and used. '
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Currie's Early Education.
"The Principles and Practice of Early and Infant School
Education." By JAMES CURRIE, A. M., Prin. Church of
Scotland Training
Training College, Edinburgh. Author of
"Common School Education," etc. With an introduction
by Clarence E. Meleney, A. M., Supt. Schools, Paterson,
N. J. Bound in blue cloth, gold, 16mo, 290 pp. Price,
$1.25; to teachers, $1.00; by mail, 8 cents extra.
WHY THIS BOOK IS VALUABLE.
1. Pestalozzi gave New England its educational supremacy.
The Pestalozzian wave struck this country more than forty
years ago, and produced a mighty shock. It set New Eng-
land to thinking. Horace Mann became eloquent to help on
the change, and went up and down Massachusetts, urging in
earnest tones the change proposed by the Swiss educator.
What gave New 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.
Forty 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. Grasping the ideas of
this great teacher, he spread them in Scotland; but that
country was not elastic and receptive. Still, Mr. Currie's
presentation of them wrought a great change, and he is to be
reckoned as the most powerful exponent of the new ideas in
Scotland. Hence this book, which contains them, must be
considered as a treasure by the educator.
3. This volume is really a Manual of Principles of Teaching.
It exhibits enough of the principles to make the teacher
intelligent in 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
in 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 how he does it, and then, imitat
ing, claim to be a teacher. The principles must be learned.
4. It is a Manual of Practice in Teaching.



SEND ALL ORDERS TO
14 E. L. KELLOGG & CO., NEW YORK & CHICAGO.
Fitch's Lectures on Teaching.
Lectures on Teaching. By J. G. FITCH, M.A., one of Her
Majesty's Inspectors of Schools. England. Cloth, 16mo,
395 pp. Price, $1.25; to teachers, $1.00; by mail, postpaid.
Mr. Fitch takes as his topic the application of principles to
the art of teaching in schools. Here are no vague and gen-
eral propositions, but on every page we find the problems of
the school-room discussed with definiteness of mental grip.
No one who has read a single lecture by this eminent man
but will desire to read another. The book is full of sugges-
tions that lead to increased power.
1. These lectures are highly prized in England.
2. There is a valuable preface by Thos. Hunter, President
of N. Y. City Normal College.
3. The volume has been at once adopted by several State
Reading Circles.

66
EXTRACT FROM AMERICAN PREFACE.
Teachers everywhere among English-speaking people have hailed
Mr. Fitch's work as an invaluable aid for almost every kind of instruc-
tion and school organization. It combines the theoretical and the prac-
tical; it is based on psychology; it gives admirable advice on every-
thing connected with teaching-from the furnishing of a school-room
to the preparation of questions for examination. Its style is singularlý
clear, vigorous and harmonious."
Chicago Intelligence.-"All of its discussions are based on sound
psychological principles and give admirable advice."
Virginia Educational Journal.-"He tells what he thinks so as to
be helpful to all who are striving to improve.”
Lynn Evening Item.-"He gives admirable advice."
Philadelphia Record.-"It is not easy to imagine a more useful vol-
ume."
Wilmington Every Evening.-"The teacher will find in it a wealth
of help and suggestion."
Brooklyn Journal.-" His conception of the teacher is a worthy ideal
for all to bear in mind."
New England Journal of Education: "This is eminently the work of
a man of wisdom and experience. He takes a broad and comprehensive
view of the work of the teacher, and his suggestions on all topics are
worthy of the most careful consideration."
Brooklyn Eagle: "An invaluable aid for almost every kind of in-
struction and school organization. It combines the theoretical and the
practical; it is based on psychology; it gives admirable advice on every-
thing connected with teaching, from the furnishing of a school-room to
the preparation of questions for examination."
Toledo Blade: "It is safe to say, no teacher can lay claim to being
well informed who has not read this admirable work. Its appreciation
is shown by its adoption by several State Teachers' Reading Circles, as
a work to be thoroughly read by its members.”
SEND ALL ORDERS TO
E. L. KELLOGG & CO., NEW YORK & CHICAGO. 15
Froebel. Autobiography of
MATERIALS TO AID A COMPREHENSION OF THE WORKS OF THE
FOUNDER OF THE KINDERGARTEN. 16mo, large, clear type,
128 pp. Cloth, 16mo, 50 cents; to teachers, 40 cents; by mail, 5
cents extra.
This little volume will be welcomed by all who want to get a good
idea of Froebel and the kindergarten.
This volume contains besides the

autobiography-
1. Important dates connected with
the kindergarten.
2. Froebel and the kindergarten
system of education by Joseph
Payne.
3. Froebel and his educational
work.
4. Fræbel's educational views (a
summary).
of
In this volume the student of edu-
cation will find materials for con-
structing, in an intelligent manner,
an estimate and comprehension of
the kindergarten. The life
Froebel, mainly by his own hand, is
very helpful. In this we see the
working of his mind when a youth;
he lets us see how he felt at being
misunderstood, at being 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 harmony and peace to the minds of young people.
FREIDRICH FROEBEL.
The analysis of the views of Froebel 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 young chil-
dren could be made productive. The volume will be of great value not
only to every kindergartner, but to all who wish to understand the
philosophy of mental development.
La. Journal of Education.-" An excellent little work."
W. Va. School Journal.-"Will be of great value."
Educational Courant, Ky.-" Ought to have a very extensive circulation
among the teachers of the country."
Educational Record, Can.-"Ought to be in the hands of every pro-
fessional teacher.”
Western School Journal,-"Teachers will find in this a clear account of
Froebel's life.”
School Education.-"Froebel tells his own story better than any com-
mentator."
Michigan Moderator.-"Will be of great value to all who wish to under
stand the philosophy of mental development,"
SEND ALL ORDERS TO
18 E. L. KELLOGG & CO., NEW YORK & CHICAGO.
Hughes' Mistakes in Teaching.
BY JAMES J. HUGHES, Inspector of Schools, Toronto, Canada.
Cloth, 16mo, 115 pp. Price, 50 cents; to teachers, 40 cents;
by mail, 5 cents extra.
Thousands of copies of the old
edition have been sold. The new
edition is worth double the old;
the material has been increased,
restated, and greatly improved.
Two new and important Chapters
have been added on "Mistakes in
Aims," and "Mistakes in Moral
Training." Mr. Hughes says in his
preface: "In issuing a revised edi-
tion of this book, it seems fitting to
acknowledge gratefully the hearty
appreciation that has been accorded
it by American teachers. Realiz-
ing as I do that its very large sale
indicates that it has been of service
to many of my fellow-teachers, I
have recognized the duty of enlarg-
ing and revising it so as to make it
still more helpful in preventing
JAMES L. HUGHES, Inspector of the common mistakes in teaching
Schools, Toronto, Canada.
and training."
This is one of the six books recommended by the N. Y. State
Department to teachers preparing for examination for State cer、
tificates.

CAUTION.
Our new AUTHORIZED COPYRIGHT EDITION, entirely rewritten by
the author, is the only one to buy. It is beautifully printed and,
handsomely bound. Get no other.
CONTENTS OF OUR NEW EDITION.
CHAP. I. 7 Mistakes in Aim.
CHAP. II. 21 Mistakes in School Management.
CHAP. III. 24 Mistakes in Discipline.
CHAP. IV. 27 Mistakes in Method.
CHAP. V. 13 Mistakes in Moral Training.
Chaps. I. and V. are entirely new.
SEND ALL ORDERS TO
20 E. L. KELLOGG & CO., NEW YORK & CHICAGO.
Hughes' Securing and Retaining Atten-
TION. BY JAMES L. HUGHES, Inspector Schools, Toronto,
Canada, author of "
"Mistakes in Teaching.' Cloth, 116 pp.
Price, 50 cents; to teachers, 40 cents; by mail, 5 cents extra.
This valuable little book has already become widely known to
American teachers. Our new edition has been almost entirely
re-written, and several new important chapters added. It is the
only AUTHORIZED COPYRIGHT EDITION. Caution.-Buy no other.
WHAT IT CONTAINS.
I. General Principles; II. Kinds of Attention; III. Characteristics of Good
Attention; IV. Conditions of Attention; V. Essential Characteristics of the
Teacher in Securing and Retaining Attention; VI. How to Control a Class;
VII. Methods of Stimulating and Controlling a Desire for Knowledge; VIII.
How to Gratify and Develop the Desire for Mental Activity; IX. Distracting
Attention; X. Training the Power of Attention; XI. General Suggestions
regarding Attention.
TESTIMONIALS.
S. P. Robbins, Pres. McGill Normal School, Montreal, Can., writes to Mr.
Hughes:-"It is quite superfluous for me to say that your little books are
admirable. I was yesterday authorized to put the 'Attention' on the list
of books to be used in the Normal School next year. Crisp and attractive
in style, and mighty by reason of its good, sound common-sense, it is a
book that every teacher should know.”
Popular Educator (Boston):-"Mr. Hughes has embodied the best think-
ing of his life in these pages.
Central School Journal (Ia.).-" Though published four or five years
since, this book has steadily advanced in popularity."
Educational Courant (Ky.).—"It is intensely practical. There isn't a
mystical, muddy expression in the book."
Educational Times (England).—“ On an important subject, and admir-
ably executed."
School Guardian (England).—"We unhesitatingly recommend it."
New England Journal of Education.-" The book is a guide and a
manual of special value."
New York School Journal.-"Every teacher would derive benefit from
reading this volume."
Chicago Educational Weekly.-"The teacher who aims at best suc
ss should study it."
Phil. Teacher.-" Many who have spent months in the school-room would
be benefited by it."
Maryland School Journal.-" Always clear, never tedious."
Va. Ed. Journal. "Excellent hints as to securing attention."
Ohio Educational Monthly.-"We advise readers to send for a copy."
Pacific Home and School Journal.-" An excellent little manual.
Prest. James H. Hoose, State Normal School, Cortland, N. Y., says:-
"The book must prove of great benefit to the profession."
Supt. A. W. Edson, Jersey City, N. J., says: "A good treatise has long
been needed, and Mr. Hughes has supplied the want."

SEND ALL ORDERS TO
E. L. KELLOGG & CO., NEW YORK & CHICAGO. 21
Johnson's Education by Doing.
Education by Doing: A Book of Educative Occupations for
Children in School. By ANNA JOHNSON, teacher to the
Children's Aid Schools of New York City. With a prefatory
note by Edward R. Shaw, of the High School of Yonkers,
N. Y. Handsome red cloth, gilt stamp. Price, 50 cents:
to teachers, 40 cents; by mail, 5 cents extra.
Thousands of teachers are asking the question: "How can 1
keep my pupils profitably occupied?" This book answers
the question. Theories are omitted. Every line is full of in-
struction.
1. Arithmetic is taught with blocks, beads, toy-money, etc.
2. The tables are taught by clock dials, weights, etc.


3. Form is taught by blocks.
4. Lines with sticks.
5. Language with pictures,
6. Occupations are given.
7. Everything is plain and practical.
EXTRACT FROM PREFATORY NOTE.
"In observing the results achieved by the Kindergarten, educators have
felt that Froebel's great discovery of education by occupations must have
something for the public schools-that a further application of the pu
ting of experience and action in the place of books and abstract thinking,
could be made beyond the fifth or sixth year of the child's life.
book is an outgrowth of this idea, conceived in the spirit of the New
Education.'
This
"It will be widely welcomed, we believe, as it gives concrete methods
of work—the very aids primary teachers are in search of. There has been
a wide discussion of the subject of education, and there exists no little
confusion in the mind of many a teacher as to how he should improve
upon methods that have been condemned."
Supt. J. W. Skinner, Children's Aid Schools, says :-"It is highly appe
ciated by our teachers. It supplies a want felt by all.”
Toledo Blade.-"The need of this book has been felt by teachers.”
School Education.--"Contains a great many fruitful suggestions.”
Christian Advance.-"The method is certainly philosophical."
Va, Ed. Journal.-"The book is an outgrowth of Froebel's idea.”
Philadelphia Teacher.-"The book is full of practical information.”
Iowa Teacher.-"Kellogg's books are all good, but this is the best f
beachers."
The Educationist." We regard it as very valuable."
School Bulletin.—“We think well of this book.”
Chicago Intelligence.-" Will be found a very serviceable book."
SEND ALL ORDERS TO
22 E. L. KELLOGG & CO., NEW YORK & CHICAGO.
Kellogg's School Management:
"A Practical Guide for the Teacher in the School-Room."
By AMOS M. KELLOGG, A.M. Sixth edition. Revised and
enlarged. Cloth, 128 pp. Price, 75 cents ; to teachers, 60
cents; by mail, 5 cents extra.
This book takes up the most difficult of all school work,
viz.: the Government of a school, and is filled with original
and practical ideas on the subject. It is invaluable to the
teacher who desires to make his school a "well-governed”
school.
1. It suggests methods of awakening an interest in the
studies, and in school work. "The problem for the teacher,"
says Joseph Payne, "is to get the pupil to study." If he can do
this he will be educated.
2. It suggests methods 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.
3. Above all it shows that the pupils will be self-governed
when well governed. It shows how to develop the process of
self-government.
4. It shows how regular attention and courteous behaviour
may be secured.
5. It has an admirable preface by that remarkable man and
teacher, Dr. Thomas Hunter, Pres. N. Y. City Normal College.
Home and School.-"Is just the book for every teacher who wishes
to be a better teacher."
Educational Journal.-"It contains many valuable hints.”
Boston Journal of Education.-"It is the most humane, instructive.
original educational work we have read in many a day.”
Wis. Journal of Education.-" Commends itself at once by the num
ber of ingenious devices for securing order, industry, and interest.
Iowa Central School Journal.-"Teachers will find it a helpful and
suggestive book."
Canada Educational Monthly.-" Valuable advice and useful sugges-
tions."
Normal Teacher.-"The author believes the way to manage is to civ
ilize, cultivate, and refine."
School Moderator.-" Contains a large amount of valuable reading;
school government is admirably presented."
Progressive Teacher.-"Should occupy an honored place in every
teacher's library."
Ed. Courant.-"It will help the teacher greatly."
Va. Ed. Journal.-" The author draws from a large experience.”

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E. L. KELLOGG & CO., 25 CLINTON PLACE N. Y?
Love's Industrial Education.
Industrial Education; a guide to Manual Training. By
SAMUEL G. LOVE, principal of the Jamestown, (N. Y.)
public schools. Cloth, 12mo, 330 pp. with 40 full-page
plates containing nearly 400 figures. Price, $1.50; to
teachers, $1.20; by mail, 12 cents extra.
1. Industrial Education not understood. Probably the only
man who has wrought out the problem in a practical way is

INDUSTRIAL
EDUCATION:
¿LOVE
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 then another, until
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 state-
ments of Mr. Love should be carefully read.
3. It is an educational book. Any one can give some
formal work to girls and boys. What has been needed has
been some one who could find out what is suited to the little
child 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 occupa-
tions better than without them.
SEND ALL ORDERS TO
E. L. KELLOGG & CO., NEW YORK & CHICAGO. 25
Payne's Lectures on the Science and
ART OF EDUCATION. Reading Circle Edition. By JOSEPH
PAYNE, the first Professor of the Science and Art of Edu-
cation in the College of Preceptors, London, England.
With portrait. 16mo, 350 pp., English cloth, with gold
back stamp. Price, $1.00; to teachers, 80 cents; by mail,
7 cents extra. Elegant new edition from new plates.
JOSEPH PAYNE.
Teachers who are seeking te
know the principles of education
will find them clearly set forth in
this volume. It must be remem-
bered that principles are the basis
upon which all methods of teach-
ing must be founded. So valu-
able is this book that if a teacher
were to decide to own but three
works on education, this would
be one of them. This edition
contains all of Mr. Payne's writ-
ings that are in any other Ameri-
can abridged edition, and is the
only one with his portrait. It is
far superior to any other edition
published.
WHY THIS EDITION IS THE BEST,
(1.) The side-titles. These give the contents of the page,
(2.) The analysis of each lecture, with reference to the educa
tional points in it. (3.) The general analysis pointing out the
three great principles found at the beginning. (4.) The index,
where, under such heads as Teaching, Education, The Child,
the important utterances of Mr. Payne are set forth. (5.)
Its handy shape, large type, fine paper, and press-work and
tasteful binding. All of these features make this a most val-
uable book. To obtain all these features in one edition, it
was found necessary to get out this new edition.
Ohio Educational Monthly.-"It does not deal with shadowy uneories;
It is intensely practical.'
Philadelphia Educational News.-"Ought to be in library of every
progressive teacher.'
Educational Courant.-"To know how to teach, more is needed than
a knowledge of the branches taught. This is especially valuable."
Pennsylvania Journal of Education.-"Will be of practical value fì
Normal Schools and Institute



HEND ALL ORDERS TO
E. L. KELLOGG & CO., NEW YORK & CHICAGO. 27
Parker's Talks on Teaching.
Notes of "Talks on Teaching" given by COL. FRANCIS W.
PARKER (formerly Superintendent of schools of Quincy,
Mass.), before the Martha's Vineyard Institute, Summer
of 1882. Reported by LELIA E. PATRIDGE. Square 16mo,
5x6 1-2 inches, 192 pp., laid paper, English cloth. Price,
$1.25; to teachers, $1.00; by mail, 9 cents extra.
The methods of teaching employed in the schools of Quincy,
Mass., were seen to be the methods of nature. As they were
copied and explained, they awoke a great desire on the part
of those who could not visit the schools to know the underly-
ing principles. In other words, Colonel Parker was asked to
explain why he had his teachers teach thus. In the summer
of 1882, in response to requests, Colonel Parker gave a course
of lectures before the Martha's Vineyard Institute, and these
were reported by Miss Patridge, and published in this book.

The book became famous;
more copies were sold of it in
the same time than of any
other educational book what
ever. The daily papers, which
usually pass by such books
with a mere mention, devoted
columns to reviews of it.
The following points will
show why the teacher will
want this book.
1. It explains the "New
Methods." There is a wide
gulf between the new and the
old education. Even school
boards understand this.
2. It gives the underlying
principles of education. For it

must be remembered that Col. Parker is not expounding his
methods, but the methods of nature.
3. It gives the ideas of man who is evidently an
"educa-
tional genius," a man born to understand and expound educa-
tion. We have few such; they are worth everything to the
human race.
4. It gives a biography of Col. Parker. This will help the
teacher of education to comprehend the man and his motives.
5. It has been adopted by nearly every State Reading Circle.
SEND ALL ORDERS TO
30 E. L. KELLOGG & CO., NEW YORK & CHICAGO.
Patridge's "Quincy Methods,"
The "Quincy Methods," illustrated; Pen photographs from
the Quincy schools. By LELIA E. PATRIDGE. Illustrated
with a number of engravings, and two colored plates.
Blue cloth, gilt, 12mo, 686 pp. Price, $1.75; to teachers,
$1.40; by mail, 13 cents extra.
When the schools of Quincy, Mass., became so famous
under the superintendence of Col. Francis W. Parker, thou
sands of teachers visited them. Quincy became a sort of
"educational Mecca," to the disgust of the routinists, whose
schools were passed by. Those who went to study the
methods pursued there were called on to tell what they had
seen. Miss Patridge was one of those who visited, the schools
of Quincy; in the Pennsylvania Institutes (many of which
she conducted), she found the teachers were never tired of
being told how things were done in Quincy. She revisited
the schools several times, and wrote down what she saw; then
the book was made.
1. This book presents the actual practice in the schools of
Quincy. It is composed of "pen photographs."
2. It gives abundant reasons for the great stir produced by
the two words "Quincy Methods." There are reasons for the
discussion that has been going on among the teachers of late
years.
3. It gives an insight to principles underlying real educa-
tion as distinguished from book learning.
4. It shows the teacher not only what to do, but gives the
way in which to do it.
5. It impresses one with the spirit of the Quincy schools.
6. It shows the teacher how to create an atmosphere of hap
piness, of busy work, and of progress.
7. It shows the teacher how not to waste her time in worry
ing over disorder.
8. It tells how to treat 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, Singing,
Geography, Zoology, etc., etc.
10. There are 686 pages; a large book devoted to the realities
of school life, in realistic descriptive language. It is plain,
real, not abstruse and uninteresting.
11. It gives an insight into real education, the education
urged by Pestalozzi, Fræbel, Mann, Page, Parker, etc.




SEND ALL ORDERS TO
E. L. KELLOGG & CO., NEW YORK & CHICAGO. 29
Reception Day. 6 Nos.
A collection of fresh and original dialogues, recitations,
declamations, and short pieces for practical use in Public
and Private Schools. Bound in handsome, new paper
cover, 160 pages each, printed on laid paper. Price 30
cents each; to teachers, 24 cents; by mail, 3 cents extra.
The exercises in these books bear upon education; have a
relation to the school-room.

RECEPTION
DAYSS
ONC
LLECTIONER
THORIGINAL
DIALOGVES REC
ITATIONSAN
DECLAMAHOI
OP PRACTI
SEINOCH
NEWSORK ELKELLOGG &
NEW COVER.
CHICAGO
1. The dialogues, recitations,
and declamations, gathered it
this volume being fresh, short,
easy to be comprehended and
are well fitted for the average
scholars of our schools.
2. They have mainly been
used by teachers for actual
school exercises.
3. They cover a different
ground from the speeches of
Demosthenes and Cicero-
which are unfitted for boys of
twelve to sixteen years of age.
4. They have some practical
interest for those who use
them.
5. There is not a vicious
sentence uttered. In some
dialogue books profanity is
found, or disobedience to
parents encouraged, or lying
laughed at. Let teachers look out for this.
6. There is something for the youngest pupils.
7. "Memorial Day Exercises " for Bryant, Garfield, Lincoln,
etc., will be found.
8. Several Tree Planting exercises are included.
9. The exercises have relation to the school-room and bear
upon education.
10. An important point is the freshness of these pieces.
Most of them were written expressly for this collection, and
can be found nowhere else.
Boston Journal of Education.-"Is of practical value."
Detroit Free Press.-" Suitable for public and private schools."
Western Ed. Journal.-" A series of very good selections."
SEND ALL ORDERS TO
34 E. L. KELLOGG & CO., NEW YORK & CHICAGO.
WHAT EACH NUMBER CONTAINS.
No. 1
No. 4 Contains
Campbell Memorial Day.
"Longfellow
Michael Angelo “
Shakespeare
Washington
Is a specially fine number. One dia-
logue in it, called "Work Conquers,
for 11 girls and 6 boys, has been given
hundreds of times, and is alone worth
the price of the book. Then there
are 21 other dialogues.
29 Recitations.
14 Declamations.
17 Pieces for the Primary Class.
No. 2 Contains
29 Recitations.
12 Declamations.
17 Dialogues.
24 Pieces for the Primary Class.
And for Class Exercise as follows:
The Bird's Party.
Indian Names.
Valedictory.
Washington's Birthday.
Garfield Memorial Day.
Grant
Whittier
Sigourney
66
་
66
66
No. 3 Contains
"
"6
66
Christmas Exercise.
Arbor Day
New Planting
Thanksgiving
Value of Knowledge Exercise.
Also 8 other Dialogues.
21 Recitations.
23 Declamations.
No. 5 Contains
Browning Memorial Day.
Autumn Exercise.
Bryant Memorial Day.
New Planting Exercise.
Christmas Exercise.
A Concert Exercise.
24 Other Dialogues.
16 Declamations, and
36 Recitations.
No. 6 Contains
Spring; a flower exercise for very
young pupils.
Emerson Memorial Day.
Fewer of the longer pieces and more New Year's Day Exercise.
of the shorter, as follows:
18 Declamations.
21 Recitations.
22 Dialogues.
24 Pieces for the Primary Class.
A Christmas Exercise.
Opening Piece, and
An Historical Celebration.
Holmes' Memorial Day.
Fourth of July Exercise.
Shakespeare Memorial Day.
Washington's Birthday Exercise.
Also 6 other Dialogues.
6 Declamations.
41 Recitations.
15 Recitations for the Primary Class.
And 4 Songs.
Our RECEPTION DAY Series is not sold largely by booksellers,
who, if they do not keep it, try to have you buy something else
similar, but not so good. Therefore send direct to the publishers,
by mail, the price as above, in stamps or postal notes, and your
order will be filled at once. Discount for quantities.
SPECIAL OFFER.
If ordered at one time, we will send postpaid the entire
6 Nos. for $1.40. Note the reduction.
SEND ALL ORDERS TO
E. L. KELLOGG & CO., NEW YORK & CHICAGO.
Quick's Educational Reformers.
By Rev. ROBERT HERBERT QUICK, M. A., of Trinity College,
Cambridge, England. Bound in plain, but elegant cloth
binding. 16mo, about 350 pp. $1.00; to teachers, 80 cts.; by
mail, 10 cts. extra.
New edition with topical headings, chronological table and other aids
for systematic study in normal schools and reading-circles.
No book in the history of education has been so justly popular
as this. Mr. Quick has the remarkable faculty of grasping the
salient points of the work of the great educators, and restating
their ideas in clear and vigorous language.
This book supplies information that is contained in no other
single volume, touching the progress of education in its earliest
stages after the revival of learning. It is the work of a practical
teacher, who supplements his sketches of famous educationists
with some well-considered observations, that deserve the atten-
tion of all who are interested in that subject. Beginning with
Roger Ascham, it gives an account of the lives and schemes of
most of the great thinkers and workers in the educational field,
down to Herbert Spencer, with the addition of a valuable appen-
dix of thoughts and suggestions on teaching. The list includes
the names of Montaigne, Ratich, Milton, Comenius, Locke, Rous-
seau, Basedow, Pestalozzi, and Jacotot. In the lives and thoughts
of these eminent men is presented the whole philosophy of edu-
cation, as developed in the progress of modern times.
This book has been adopted by nearly every state reading-circle
in the country, and purchased by thousands of teachers, and is
used in many normal schools.
Contents: 1. Schools of the Jesuits; 2. Ascham, Montaigne,
Ratich, Milton; 3. Comenius; 4. Locke 5. Rousseau's Emile; 6.
Basedow and the Philanthropin; 7. Pestalozzi; 8. Jacotot; 9.
Herbert Spencer; 10. Thoughts and Suggestions about Teaching
Children; 11. Some Remarks about Moral and Religious Educa-
tion; 12. Appendix.
OUR NEW EDITION.
Be sure to get E. L. Kellogg's edition. There are other editions
in the market that are not only higher in price, but very inferior in
binding and typography and without the paragraph headings that
are so useful. Our edition is complete with all these improve-
ments, is beautifully printed and exquisitely bound in cloth, and
the retail price is only $1.00, with discounts to teachers and read-
ing-circles.
SEND ALL ORDERS TO
E. L. KELLOGG & CO., NEW YORK AND CHICAGO. 37
Shaw's National Question Book.
"THE NATIONAL QUESTION BOOK." A graded course of
study for those preparing to teach. By EDWARD R. SHAW,
Principal of the High School, Yonkers, N. Y., author of
"School Devices," etc. Bound in durable English buck-
ram cloth, with beautiful side-stamp. 12mo, 400 pp.
Price, $1.75; net to teachers, postpaid.
A new edition of this popular book is now ready, containing
the following

NEW
FEATURES:
READING. An entirely new chapter with answers.
ALCOHOL and its effects on the body. An entirely new
chapter with answers.
THE PROFESSIONAL GRADE has been entirely re-
written and now contains answers to every question.
This work contains 6,500 Questions and Answers on 24
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 the wisest teacher. It is plain that 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 show 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 professional. Then, questions are
given appropriate for each of these grades. Answers follow
each section. A teacher will use the book somewhat as
follows:-If he is in the third grade he will put the questions
found in this book concerning numbers, geography, history,
grammar, orthography, and theory and practice of teaching
to himself and get out the answer. Having done this he will
go on to the other grades in a similar manner. In this way
he will know as to his to pass an examination for
SEND ALL ORDERS TO
E. L. KELLOGG & CO., NEW YORK & CHICAGO. 45
Teachers' Manuals Series.
Each is printed in large, clear type, on good paper. Paper
J. G. FITCH, Inspector of the
Training Colleges of England.
cover, price 15 cents; to teach-
ers, 12 cents; by mail, 1 cent
extra.
There is a need of small vol-
umes-" Educational tracts," that
teachers can carry easily and study
as they have opportunity. The
following numbers have been al-
ready published.
It should be noted that while
our editions of such of these little
books that are not written specially
for this series are as low in price
as any other, the side-heads, top-
ics, and analyses inserted by the
editor, as well as the excellent
paper and printing, make them
far superior in every way to any
other edition.
We would suggest that city super-
intendents or conductors of institutes
supply each of their teachers with copies of these little books. Specia
rates for quantities.

No. 1.
Fitch's Art of Questioning.
By J. G. FITCH, M.A., author of "Lectures on Teaching.
38 pp.
Already widely known as the most useful and practical essay on this most
important part of the teachers' lesson-hearing.
No. 2. Fitch's Art of Securing Attention.
By J. G. FITCH, M. A. 39 pp.
Of no less value than the author's “Art of Questioning.”
No. 3. Sidgwick's On Stimulus in School.
By ARTHUR SIDGWICK, M. A. 43 pp.
"How can that dull, lazy scholar be pressed on to work up his lessons
with a will?" This bright essay will tell how it can be done.
No. 4. Yonge's Practical Work in School.
By CHARLOTTE M. YONGE, author of "Heir of Redclyffe," 35 pp.
All who have read Miss Yonge's books will be glad to read of her views
on School Work.
No. 5.
Fitch's Improvement in the Art of Teaching.
By J. G. FITCH, M.A. 25 pp.
This thoughtful, earnest essay will bring courage and help to many a
teacher who is struggling to do better work. It includes a course of study
for Teachers' Training Classes.
SEND ALL ORDERS TO
46 E. L. KELLOGG & CO., NEW YORK & CHICAGO.
No. 6. Gladstone's Object Teaching.
By J. H. GLADSTONE, of the London (Eng.) School Board. 25 pp.
A short manual full of practical suggestions on Object Teaching.
No. 7. Huntington's Unconscious Tuition.
Bishop Huntington has placed all teachers under profound obligations to
him by writing this work. The earnest teacher has felt its earnest spirit,
due to its interesting discussion of the foundation principles of education.
It is wonderfully suggestive.
No. 8. Hughes' How to Keep Order.
By JAMES L. HUGHES, author of "Mistakes in Teaching.”
Mr. Hughes is one of the few men who know what to say to help a young
teacher. Thousands are to-day asking, "How shall we keep order?"
Thousands are saying, "I can teach well enough, but I cannot keep order."
To such we recommend this little book.
No. 9.
Quick's How to Train the Memory.
By Rev. R. H. QUICK, author of “Educational Reformers.”
This book comes from school-room experience, and is not a matter of
theory. Much attention has been lately paid to increasing the power of
memory. The teacher must make it part of his business to store the
memory, hence he must know how to do it properly and according to the
laws of the mind.
No. 10. Hoffman's Kindergarten Gifts.
BY HEINRICH HOFFMAN, a pupil of Froebel.
The author sets forth very clearly the best methods of using them for
training the child's senses and power of observation.
No. 11. Butler's Argument for Manual Training.
By NICHOLAS MURRAY BUTLER, Pres. of N. Y. College for Training of
Teachers.
A clear statement of the foundation principles of Industrial Education.
No. 12. Groff's School Hygiene.
By Pres. G. G. GROFF, of Bucknell University, Pa.
No. 13. McMurry's How to Conduct the Recitation.
By CHAS. MCMURRY, Prof. in State Normal School, Winona, Minn.
In 34 pp. is explained the ideas of the Hubart school of educators as re
gards class teaching. These are now acknowledged to be the scientific
method. Grubé's plan for teaching primary arithmetic is in the same line.
No. 14. Carter's Artificial Production of Stupidity
IN SCHOOLS. By R. BRUDENELL CARTER, F. R. S.
This celebrated paper has been so often referred to that we reprint it
in neat form, with side-headings. 49 pp.
No. 15. Kellogg's Pestalozzi
HIS EDUCATIONAL WORK AND PRINCIPLES. By Amos M. KELLOGG, editor
of the School Journal. 29 pp.
A clear idea is given in this book of what this great reformer and dis-
coverer in education thought and did. His foundation principles are
made specially prominent.
No. 16. Lang's Basedow.
82 pp. Same price as above.
No. 17. Lang's Comenius.
By OSSIAN H. LANG. 32 pp. Same price as abova.

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