IN MEMORIAM 
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•51. Y 
 
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APPEECEPTION; 
 
 -OR- 
 
 jfe^.M. C5^u^^.- 
 
 THE ESSENTIAL MENTAL OPERATION 
 
 ACT OF LEARNING. 
 
 AN ESSAY ON 
 
 'A Pot of Green Feathers/' 
 
 BY 
 
 T. G. ROOPER, Esq., M.A., H.M.I. 
 
 SYRACUSE, N. Y. : 
 
 C. W. BARDEEN, PUBLISHER. 
 1891. 
 
 Copyright, 1891, by C. W. Bardbek. 
 
V 
 
 0-' 
 
 EDUCATION* OC^% 
 
This work is published at the suggestion of W. T. 
 Harris, LL.D., Commissioner of Education, who said 
 of it at the recent Pedagogical Conference, at the 
 Johns Hopkins University : 
 
 *^The idea of ^apperception^ is the most important 
 fruit thus far developed by the study of the psychology 
 of pedagogics. R. H. Quick, the eminent English 
 authority, refers in the highest terms to a short mono- 
 graph on pedagogics which he has recently discovered, 
 entitled A Pot of Green Feathers.*' 
 
 544225 
 
EDUCATIOii^ O^PT, 
 
PREFACE. 
 
 As the title of this paper seems a little strange 
 a few words are necessary to explain its mean- 
 ing. Some years ago I was listening to an 
 object lesson given to a class of very young 
 children by a pupil teacher who chose for her 
 subject a pot of beautiful fresh green ferns. She 
 began by holding up the plant before the class 
 and asking whether any child could say what it 
 was. At first no child answered, but presently 
 a little girl said, " It is a pot of green feathers.'^ 
 Thereupon the teacher turned to me and said, 
 J J^" Poor little thing ! She knows no better.'' 
 
 But I fell a thinking on the matter. Did the 
 child really suppose that the ferns were feathers ? 
 Or did she rather use the name of a familiar 
 thing to describe what she knew to be different, 
 and yet noticed to be in some respects like 1 
 
 This train of thought led me to put together 
 what I knew of perception, and the following is 
 the result of my labors. The principal authority 
 which I have closely followed is Dr. Karl Lange's 
 
6 Preface. 
 
 " Apperzeption/' but I have derived much help 
 from Ilerbart's ^^ Psychology/' Bernard Perez's 
 "First Three Years of Childhood/' Romane's 
 " Mental Evolution in Man/' and the lectures of 
 the late Professor T. H, Green. 
 
»^^^ * O . v«' 
 
 THE POT OF GEEEN FEATHERS. 
 
 What do we know of the outer world ? Of 
 
 u that which is not self? Of objects ? How do we 
 
 ^ know anything of the outer world ? We receive 
 
 '^impressions from it ; a table feels hard, a book 
 
 looks brown in color, oblong in shape, and we 
 
 say it is thick or thin. Are we simply receivers 
 
 of these impressions, — hard, brown, oblong ? Are 
 
 our minds inactive in the process of getting to 
 
 know these impressions ? Or are they active ? 
 
 Are lumps of the outside somehow forced in upon 
 
 our minds entire, without corresponding action 
 
 on the minds' part 1 
 
 No ! our minds are not passive, the opposite 
 is true. Through the senses the mind receives 
 impressions, but these contributions from the 
 senses would not be objects of knowledge, would 
 not be interpreted, would not be recognized 
 unless the mind itself worked upon them and 
 assimilated them, converting the unknown stim- 
 ulus from without into a sensation which we can 
 
 (7) 
 
8_ ^ ^_ ^T/pe ^Mind's Part iii Perception. 
 
 * *h(5rd' in'6ur thoughts and compare with other 
 sensations within us. The mind converts the 
 unknown stimulus from without into the known 
 sensation. The outer world then is no more 
 wholly the outer world when you know it. In 
 our knowledge of the outer world there is always 
 something contributed by the mind itself. 
 
 The truth that the mind adds to and changes 
 the impressions which it receives through the 
 senses is illustrated by the very different con- 
 ^ ceptions which exactly the same landscape gives 
 ^^irise to in different people. The geologist can tell 
 you of the strata, the botanist of the vegetation, 
 the landscape painter of the light and shade, the 
 various coloring, and the grouping of the objects ; 
 and yet, perhaps, no one of them notices exactly 
 what the others notice. A plank of wood, again, 
 seems a simple object, and able to tell one tale 
 to all; but how much it tells to a joiner, concern- 
 ing which it is dumb to a casual observer. 
 
 Or again, visit as a grown man the school 
 room or playground where you played as a child^ 
 especially if you have not visited the scene in 
 the interval. How changed all seems! The 
 rooms that used to look so large have become 
 dwarfed. The tremendous long throw which 
 
Comparison in Perception, 9 
 
 you used to make with a ball from one end of 
 the playground to the other, to what a narrow 
 distance it has shrunk ! Yet the room and the 
 ground are what they were. It is your mind 
 that has changed. The change in your mind 
 has brought about for you a change in the thing. 
 
 Two people, then, or even oneself at different 
 times of one's life may perceive the same object 
 without obtaining the same perception. Yet if 
 the external object stamped itself on the mind 
 as a seal or die stamps itself on wax, if the mind 
 were as passive as wax, how could one object 
 give rise to such different impressions ? The 
 difference must be due to the mind. 
 
 Neither is it difficult to understand that this is 
 80 if we think what is the nature of the process 
 by which the mind intercepts the impressions 
 which it receives from outward objects. When 
 the mind receives an impression it refers it to a 
 previously received impression that happens to 
 resemble it. Thus every new impression is in- 
 terpreted by means of old ones, and consequently 
 every new perception is affected, colored as it 
 were, by the already acquired contents of the 
 mind, and nothing can be known or recognized 
 at all until reference and comparison have been 
 
10 Interpretation of Impressions, 
 
 made to previous perception. My object to-day 
 is to make this point, perception^ which I admit 
 is not easy, as clear as I can make it. 
 
 Perception of an object is not so simple a 
 matter as at first it seems to be. *^ Oh," some 
 one will say, ^^ simple enough! A dog runs by 
 me : through my senses 1 receive sensations of 
 the animal, and I know that I see a dog." But 
 this is no perfect account, for suppose two strange 
 animals, say, a Tasmanian Devil and an Orni- 
 thorynchus come up the street together, my 
 senses will make me aware of their presence, 
 but if I have not learned anything about them 
 previously, I shall not know, I do not say merely 
 their names, but even their exact shape and 
 distinguishing marks. I shall say, ^' What in the 
 name of wonder are they ? '' After a little look- 
 ing at the strange pair I should probably say, 
 " One is a kind of bear and the other is a kind 
 of duck — a funny bear and a funny duck." 
 
 Observe how the process of interpretation of 
 my impressions goes on. Looking at the Tas- 
 manian Devil, my impressions divide themselves 
 into two classes, one set of impressions resembling 
 impressions of bears which I have previously 
 received, while the other set finds nothing 
 
Two Elements in the Process of Knowing. 11 
 
 already existing in the mind to which it can 
 attach itself. A kind of fight goes on between 
 new and old. In the end the points of resem- 
 blance overpower the points of dissimilarity, and 
 I judge the one animal (the T. D.), in spite of 
 much unlikeness, to be a kind of bear, — in doing 
 which I am wrong, as it is a kmd of marsupial ; 
 and in judging, by a similar process, the Ornith- 
 orjrnchus to be a sort of bird, because of its bill, 
 the mind equally makes a mistake, or, as we say^ 
 receives a wrong impression. 
 
 There are then at least two parts in the pro- 
 cess of knowing any object. First of all there is 
 the excitation of our nerves, the nervous stimulus 
 which makes us feel that we have a feeling, but 
 does not explain what the feeling is ; and secondly 
 there is the interpretation of the feeling by a 
 mental action through which the undetermined 
 and as yet unknown sensations or gifts of the 
 senses are referred to known impressions and 
 explained. ^' 
 
 It is about this act of mental assimilation of 
 the impressions which we receive from external 
 objects that I am treating to-day. I am not 
 dealing with the question of the origin of our 
 impressions or the physiological basis of them. 
 
12 Working of the Mind upon Impressions, 
 
 but with the growth of knowledge in the under- 
 standing by the working of the mind upon 
 impressions. I think that modern psychologists 
 have carried the analysis of this process suffi- 
 ciently far for the results of their studies to be 
 of practical value to teachers and parents. If 
 we have to teach, is it not useful to know how 
 the mind acquires knowledge ? 
 
 Take an object and set it before a child — say 
 a fern. If the child has never seen a fern before, 
 he knows not what it is. Impressions of it, he 
 receives, but he cannot interpret them adequate- 
 ly. The botanist looks at the same fern and 
 not only sees and knows that it is a fern but also 
 what kind it is, how it is distinguished from 
 other ferns, where it grows, how it may be cul- 
 tivated, and all about it. The difference between 
 the knowledge which the sight of the fern gives 
 to the child and that which it gives to the 
 botanist does not depend upon the fern, but 
 upon the state of mind of the two observers. 
 The mind adds infinitely more to the impression 
 received when it is the botanist's mind which 
 receives it, than when it is the comparatively 
 empty and uninformed mind of the child. What 
 you can know of an object depends upon what 
 • you already know both of it and of other things. 
 
Interpretation, 13 
 
 Philosophers and poets like Kingsley^ Carlisle, 
 Herder, Goethe, as well as educationists and 
 psychologists, impress upon us this truth : *^In 
 regarding an object we can see only what we 
 have been trained to see."* 
 
 Impressions, then, have to be interpreted 
 before they are clear to us. What is the easiest 
 case of our interpreting impressions ? Perhaps 
 some such as the following. I see a man a little 
 way off and say to myself, ^VHere comes my 
 brother.'' I have so often recognized my brother 
 that the whole process of recognition goes on in 
 my mind without any check or hindrance. The 
 existing mental conception of my brother mas- 
 ters completely and promptly the fresh impres- 
 sions which his present appearance makes upon 
 me. The identification of the new and the old 
 is uninterrupted, prompt, and immediate. The 
 same speed and accuracy of interpretation is 
 observable in his prompt and correct recognition 
 
 *Carlise. — We can see only what we have been trained to see. 
 Goethe. — We hear only what we know. 
 Herder. — AVhat we are not we can neither know nor feel. 
 Rousseau. — We can neither know, nor touch, nor see, except 
 
 'as we have learned. 
 In other words the present impression produces only such an 
 effect on the mind as the past history of the mind renders 
 possible. 
 
14 The Shock of New Impressions. 
 
 by a good reader of the words and sentences in 
 his book. 
 
 Now take an opposite case, when it is hard 
 instead of easy to interpret impressions. Sup- 
 pose that we see something which is quite new 
 to us. Suppose that the new impressions do not 
 connect themselves with any previously assimi- 
 lated impressions, and that try as we may to 
 refer them to something known all is in vain. 
 Then we feel puzzled ; a hindrance, or a check, or 
 obstruction occurs in our minds. If the impres- 
 sion be very strong it may cause us to ' lose our 
 heads,' as we say, or it may even overwhelm us. 
 
 It is narrated that one of the natives of the 
 interior of Africa who was accompanying Liv- 
 ingston to Europe no sooner found himself on 
 the great Indian Ocean with nothing but heav- 
 ing waters far and near in his view, than he 
 became overpowered by the immense impres- 
 sion which the new experience made upon his 
 mind, and flung himself overboard into the 
 waves, never to rise again. Similarly at the 
 Paris Exhibition, every evening when the gun 
 is fired at the Eiffel Tower for the last time at 
 ten o^clock it is not unusual to see a sort of 
 frenzy among the visitors. Under the already 
 
How they are Assimilated, 15 
 
 strong impression produced by the electric illu- 
 minations, the luminous fountains, and the varied 
 magnificence of the great show, some people 
 seem to be seized with a veritable panic. Cries 
 of admiration escape from some, and of terror 
 from others, followed by fainting, attacks of 
 hysteria and prostration. 
 
 Similar shocks occasionally prove fatal. Only 
 in September last a little girl, four years old^ 
 was standing on the platform, near Sittingbourne, 
 with her parents, who were on their way to Kent 
 for the hop-picking season, when an express 
 train dashed through the station. The little 
 one was terror-stricken, and on the journey 
 down screamed every time an engine came 
 within sight or hearing. She dropped dead^ 
 The doctor ascribed death to the shock. 
 
 To assimilate then a wholly new impression 
 is necessarily a task of some difficulty, but the 
 results are luckily not always so sensational as 
 those which I have just described, and the fol- 
 lowing is an account of what more usually takea 
 place. 
 
 If the new impression is not of a nature to 
 make us feel strongly, and if it is isolated and 
 unconnected with any other knowledge present 
 
If) lliG Assmdlation of Imj^ressions, 
 
 to our minds, it probably passes away quickly 
 and sinks into oblivion, just as a little child may 
 take notice of a shooting star on a summer night, 
 and after wondering for a moment thinks of it 
 no more ; if, however, our feelings are excited, 
 and if the object which gives the impression 
 remains before us long enough to make the im- 
 pression strong, then the impression becomes 
 associated with the feelings and the will comes 
 into play, in consequence of which we determine 
 to remember the new impression, and to seek 
 an explanation of it. With this object the 
 mind searches its previous stock of ideas more 
 particularly, comparing the new with the old, 
 rejecting the totally unlike and retaining the 
 like or most like, and in the end it overcomes 
 the obstacle of assimilation and finds a place for 
 the new along with the old mental stores, thereby 
 enriching itself, consciously or unconsciously — 
 unconsciously in earlier years, and consciously 
 afterwards. 
 
 As an instance, I will suppose a child who 
 has seen onl}^ blue violets finds a white one. 
 Of his impressions of the white flower, some 
 are new and some are old. The greater part 
 are old and lead him to infer that he sees a 
 violet, but the impression of whiteness is new 
 
Contest with former Impressions, 17 
 
 and leads him to say, " This is not a violet." 
 Let us represent the characteristics by which he 
 recognizes a blue violet by the letters A B C D, 
 the D standing for the color blue and A B C for 
 all the rest of the flower. When now he finds a 
 white violet he again notes A B C as before, but 
 instead of D, the color blue, he receives the im- 
 pression E, the color white. Had the color been 
 the same, the impression of the flower would 
 have coincided with previous impressions of 
 violets, but the difference between D and E 
 causes an obstruction or hindrance to this infer- 
 ence. The mind is not at ease with itself; the 
 agreement of new and old only reaches a certain 
 way. The old mental image and the newly 
 acquired one don't exactly tally. 
 
 What happens? In the two mental images 
 now present and side by side in the mind, the 
 new and the old (the new being more vivid, the 
 old being more firmly established), the like ele- 
 ments, namely ABC, strengthen each other 
 and unite to make a clear image, while the 
 unlike elements D and E, the blue and the 
 white, obstruct each other, become dim and at 
 last obscured. The like elements in the end 
 overcome the obstruction caused by the unlike 
 and beat them out of the field of mental vision, 
 
18 Points of Connection Discovered, 
 
 so that the two partly resembling impressions 
 become blended or fused, as by mental smelting; 
 into one. The two are recognized as one by the 
 mind. The old appropriates or assimilates the 
 new. The child finds an old jSa?pression for 
 the new T^/^pression, and says to itself, " There 
 is a violet." 
 
 Of course an impression need not belong to 
 only one previously acquired impression or group 
 of impressions; it may be connected with other 
 groups. In this case it will be recalled to con- 
 sciousness on more frequent occasions than if it 
 belonged to one other mental state only. Hence 
 a new impression, if you give it time^ may find 
 for itself many more points of attachment with 
 previous impressions and ideas than it found just 
 at first. 
 
 For instance, I may visit Amiens Cathedral. 
 Presently when I have admired the building I 
 recall to mind various historic events that took 
 place at the capital of Picardy. I remember 
 that Julius CaBsar started thence to conquer 
 Britain, that Peter the Hermit was born there, 
 and that not far off Edward HI. won the battle 
 of Crecy, and that its name often comes up in 
 the long hundred years war. I think of the 
 
The Studies of Children should he Simjplijied, 19 
 
 Peace of Amiens in 1802, the visit of Buonaparte 
 to Amiens when he prepared to invade England, 
 lastly of the German army in 1870. One im- 
 pression calls up another^ and the whole mass 
 together strengthen and confirm and amplify the 
 original impression. Isolated, these separate 
 events are of less interest than when grouped 
 together with my actual inspection of the ancient 
 building. 
 
 A wise man, therefore (if I may draw a pass- 
 ing moral), does not, if he can help it, decide or 
 act in a hurry, under the influence of new im- 
 pressions, but he will give them time to find 
 points of connections with old impressions. 
 What may to-day seem irreconcilable with truth, 
 or honor, or happiness, may prove when time 
 has been allowed for assimilation inconsistent 
 neither with sincerity, nor good name, nor good 
 fortune. 
 
 Educationists, like Mr. Arnold, also, will con- 
 tinue to implore the public to simplify the studies 
 of children, being convinced that unless the 
 mind has leisure to work by itself on the stuff or 
 matter which is prescribed to it by the teacher, 
 the thinking faculty on which all progress depends 
 will be paralyzed and dead knowledge will be a 
 
20 The Effect of Cravi, 
 
 substitute for living. The mind will have no 
 power of expanding from within, for it will 
 become a passive recipient of knowledge, only 
 able to discharge again what has been stuffed 
 into it, and quite powerless to make fresh com- 
 binations and discoveries. Cram is the rapid 
 acquisition of a great deal of knowledge. Learn- 
 < ing so acquired, though useful for a barrister, has 
 <q^ less educational value than the public believe, for 
 I it does not promote but rather tends to destroy 
 the active and constructive powers of the mind. 
 
 When the mind has much difficulty to over- 
 come in assimilating a new impression, and hence 
 has to spend time in so doing, it is benefitted by 
 the process ; for in the first place the necessity 
 of care, caution, accurate observation, and much 
 ^0 rummaging (if I may venture on the expression) 
 ^ among the ideas of the mind tends to sharpen 
 ^ ' / the senses, the sight; the touch, the hearing, and 
 the rest, by making them sensitive to fine shades 
 which might otherwise escape us, and in the 
 second to amplify and enlarge meagre impres- 
 sions. 
 
 ^ The eye, by itself, for example, only reveals 
 
 " ^'^^-to us surfaces. How then do we seem to see 
 
 solid bodies ? A baby stretches out its hand for 
 
When the Mind is Benefitted, 2L 
 
 the moon : how is it that what seems so near to 
 him looks so far off from us ? Because in our 
 case the impressions conveyed by the eye are sup- 
 plemented by the impressions received through 
 the touch, and the two distinct sets of impress- 
 sions combined together in the mind furnish us 
 with the conception of a third dimension, besides 
 length and breadth — viz., depth. The child 
 who has not yet got so far as to have sufficiently 
 often united the impressions derived from look- 
 ing with those derived from touching and mov- 
 ing, cannot rightly interpret the impressions 
 which he receives. The moon seems quite close 
 to him. 
 
 Impressions on the other hand which pass 
 7 easily into their place in the mind do not always 
 i tend to clearness of ideas. People may look at 
 ^ an object hundreds of times for a special purpose 
 and beyond serving that purpose get no per- 
 manent impressions at all. Many people who 
 look at a clock or watch many times a day can- 
 not at once, when asked, draw from memory a 
 dial with the hours correctly placed upon it. 
 
 The process of assimilation may even mislead 
 just as familiarity with an object may hinder 
 accurate observation. Goethe says there is a 
 
22 Errors of Mind, not of Sense, 
 
 moment in his life when a young man can see 
 no blemish in the lady he loves, and no fault in 
 the author he admires. A man in love may 
 think that his Angelina sings divinely sweet, 
 though her voice is like a crow's. He interprets 
 the impressions which he receives according to 
 previously formed impressions. 
 
 This leads us to see that it is not right to say, 
 as we sometimes do say^ ^^ My senses play me 
 false." The senses do not lie. The ear does 
 not in the instance in question convey sweet 
 sounds. The sense of hearing does not judge at 
 all. The ear conveys the sound truly enough. 
 The judgment concerning the sound is made in 
 the mind of the listener. The judgment it is 
 which is falsified by prejudice, the lover being 
 naturally prepossessed in favor of his mistress. 
 
 So the wanderer in the grave yard by night 
 in the uncertain light of the misty moon judges 
 a tall grave-stone to be a ' sheeted ghost.' His 
 eye is not at fault. His judgment is. He re- 
 ceives the impression from the object truly, but 
 he refers his impression to the wrong group or 
 store of previous know^ledge. He should refer 
 it to optical phenomena, diffraction of light and 
 the rest. He actually does think of pictures and 
 
Previous Impressions Enlarged hj Assimilation. 23 
 
 stories of vague appearances of human shapes 
 without human substance and all the supersti- 
 tious imaginings of poor frail human nature. 
 His senses are not under control of his reason^ 
 
 We have seen then how each impression that 
 we receive from external objects is consciously 
 or unconsciously interpreted and made known 
 to us by a kind of internal classification through 
 jivhich its resemblance connects it. We have 
 now to see that in this process of interpretation 
 of a new impression by that which is old, the 
 previously existing mass of knowledge which 
 interprets the new is itself modified and made 
 clearer. 
 
 Suppose a child lives in the flat of the fen 
 near Cambridge, and that by going to the Gog- 
 magog Hills he learns to form an idea of what 
 a hill is. Then suppose him to be transported 
 to Birmingham, where he gees out to the 
 Lickey Hills. These he will recognize as hills 
 by aid of the previous conception of a hill 
 which he has formed in his mind, but at the 
 same time he enlarges his ideas of a hill^ 
 and if he travels further west and climbs the 
 Malvern Hills and the Welsh Hills he will 
 still further amplify his conception. Now let 
 
24 When Learning a Name is Instructive, 
 
 him study the elements of geology and physical 
 geography, and learn to trace the connection 
 between the shape of hills and the rock or soil 
 composing them, together with the action of wind 
 and water, heat and frost, and the word hills will 
 still have yet an extended meaning. 
 
 Every time you refer an object to a class, as 
 when you say, ^^ Yonder mass — it may be Ingle- 
 borough — is a hill,'^ you not only explain the 
 thing about which you are talking (Ingleboro'), 
 but you also add to your idea of the class to 
 which you refer it (hill). The new thing is ex- 
 plained by old or already existing ideas, but for 
 the service which the old does the new in thus 
 interpreting it, the old idea receives payment 
 or recompense in being made itself more clear. 
 
 Suppose you have a dozen pictures : apes, bears, 
 foxes, lions, tigers, etc. Then every time you 
 show one of these to a child, and the child learns 
 to say " That tiger is an animaV " That lion is 
 an animal," he not only learns something about 
 the tiger, the lion, and the rest, but also extends 
 his conception of what an animal is. Hence we 
 can see when it is that learning a name is instruc- 
 tive : it is when the name is a record of some- 
 r thing actually witnessed. If, however, you tell 
 
Effect of Assimilation on Mental Images. 25 
 
 /a child who does not know what a ship is, or 
 
 f what wind is, or what the sea is, that a sail is 
 
 I the canvas on which Ihe wind blows to move 
 
 ) the ship across the sea, the names are only 
 
 names and do not add to his knowledge of objects. 
 
 So far we have chiefly considered the case 
 where impressions from the outside world or 
 from outward objects are being interpreted by 
 the mind, as the case of violets, the pot of ferns, 
 and the like ; but a similar process goes on 
 rwholly in the mind between ideas which exist\ 
 [there after external objects have been removed. ^ 
 Consider how weak fugitive impressions may be 
 strengthened and held fast by this process. 
 Alongside the feeble, and therefore fugitive, im- 
 pression arises a mass of previously acquired and 
 nearly connected impressions and ideas, dominat- 
 ing the former, and by means of connections with 
 other stores of knowledge setting up a movement 
 in the mind which lights up the obscure impres- 
 sion, defines it and fixes it in the mind ineradi- 
 cably. 
 
 For example^ I find a little white flower on 
 the top of Great Whernside, Hubus Charnce- 
 morus, I might notice it for a moment and 
 pass on oblivious. Suppose, however, that it 
 
26 Psychological Association, 
 
 occurs to me next day to think of the so-called 
 zones of vegetation, and how the Pennine Hills 
 were covered with the ice sheet as Greenland 
 now is, and how England then had an arctic flora, 
 and how it may be that this flower, which in 
 England only grows 2,000 feet above the sea, 
 being killed by the warmth of lower levels, may 
 perhaps be a botanical relic of that sm-prising 
 geological epoch: and then what interest at- 
 taches to that flower. Why the very spot on 
 which it stands seems stamped in the mind in- 
 delibly. 
 
 Nothing new then can be a subject of knowl- 
 edge until it is associated not merely mechani- 
 cally (as a passing breeze with the story which 
 I read under a tree) but by a psychological pro- 
 cess with something in the mind which is already 
 stored up there, the new seeking among the old 
 for something resembling itself, and not allow- 
 ing the mind peace until such has been found, 
 or until the new impression has passed out of 
 consciousness. 
 
 This process of interpreting impressions and 
 ideas by reference to previous impressions and 
 ideas must not be confounded with the reference 
 of such interpreted impressions to self When 
 
Self-GonsGiousnes8 in Becognition, 27 
 
 you refer this process to self, when you recog- 
 nize your self as going through the process, and 
 as being the subject of the assimilating process, 
 this is self-observation. You may have this 
 self-consciousness either along with the inter- 
 preting process, or after it, or not at all. Dogs, 
 parrots, and many animals, clearly interpret im- 
 pressions and objects as one of a class, as a kitten 
 did which, after eating a piece of raw^ meat, 
 afterwards chewed a ball of red blotting paper, 
 inferring it to be meat from its color; but they 
 do not do this with recognition of self as the 
 subject of the process. Children do not appear 
 to be conscious in their thoughts and actions 
 much before they are three years old, and their 
 minds seem at first much to resemble the minds 
 of animals. 
 
 We may now further apply this principle of 
 the growth of the mind to practical work in the 
 xjlass room. 
 
 When something new presents itself to us, it 
 does not as a rule, ex!Cept when it affects the 
 emotions in some way, arrest our attention, 
 unless it is connected with something already 
 known by us. 
 
 A young child visited the British Museum, 
 and was next day asked what he had noticed. 
 
28 The Art of Connecting Facts Together, 
 
 He remarked upon the enormous size of the 
 door mats. Most other impressions were fugitive, 
 being isolated in his mind. The mats he knew 
 about, because he compared them with the door 
 mat at home. Among all the birds, the only 
 one he remembered was the hen, and passing by 
 the bears and tigers with indifference he was 
 pleased to recognize a stuffed specimen of the 
 domestic cat. The child only remembered what 
 he was already familiar with, for the many im- 
 pressions from other objects neutralized each 
 other and passed into oblivion. 
 
 One great art in teaching is the art of finding 
 links and connections between isolated facts, and 
 of making the child see that what seems quite 
 new is an extension of what is already in his 
 mind. Few people would long remember the 
 name and date of a single Chinese king picked 
 by chance from a list extending back thousands 
 of years. Facts of English history are not much 
 easier to remember than this for children who 
 are not gifted with strong mechanical memories. 
 Hence the value of presenting names, dates, and 
 events, in connection with external memorials, 
 such as monuments, buildings, battlefields, or 
 with poems and current events, and the like. 
 Story, object, and poem, illustrate and strengthen 
 
The Young Child's First Task, 29 
 
 each other. It ought not to be hard to teach 
 English history in the town of York, where there 
 is a continuous series of objects illustrating the 
 course of aflfairs from pre-historic times to the 
 present date. Our object in teaching should be 
 to present facts in organic relation to each other, 
 instead of getting them learnt by heart as a list 
 of disconnected names. 
 
 If, then, all the growth of the mind takes 
 .. place from earliest to latest years through the 
 ] apprehension of new knowledge by old, then the 
 first business of the young child in the world is 
 to learn to interpret lightly the impressions that 
 he receives from objects. To receive and master 
 the gifts of his senses is his first duty. 
 
 But this task cannot in the early stages be 
 fulfilled in a strictly systematic way. You can- 
 not present all the world piecemeal to the child^ 
 object after object, in strictly logical order. One 
 educationist objected to little children visiting a 
 wood or forrest because the different sorts of 
 trees were all jumbled together instead of being 
 scientifically classed and arranged as they would 
 be in a botanical garden. The child, however^ 
 must take the world as he finds it. Impressions 
 come crowding in upon him in such numbers 
 
30 The Isolation of Perceptions, 
 
 that he has no time at first for paying minute 
 attention to any one. In truth so massed and 
 grouped are his impressions, that one may al- 
 most say that the outer world presents itself to 
 him as a whole — of course an obscure, unanalysed 
 whole, — and that it is a matter of difiiculty to 
 isolate one perception clearly from its concomi- 
 tant perceptions. 
 
 The whole must be analysed into parts bit by 
 bit. Out of the mass of obecure and ill-defined 
 impressions, educationists should study which 
 are they which stand out and arrest attention 
 most readily, and in what order they do this. 
 We do not find that those impressions are most 
 striking which are logically the most important, 
 but rather those to which the practical needs of 
 ( daily life give prominence — food^ clothing, par- 
 Tents, brothers, sisters, other children and their 
 xexperiences. Such are the things that children 
 are most taken up with. But each impression 
 once grasped is the basis or starting point for 
 understanding another, and thus the manifold 
 variety of objects is simplified and brought within 
 the compass of memory by a sort of unconscious 
 reasoning. 
 
 A child, for instance, who kept a chicken, but 
 never saw chicken at table, being limited in its 
 
Connection iy General Resemblances, 31 
 
 meat-diet to beef, when at last the chicken came 
 to table roasted, called it '^ heirbeef," clearly in- 
 terpreting by an elementary process of reasoning 
 the new by the old. Take a child to a wild-beast 
 show and observe how he names the animals by 
 aid of a very general resemblance to those he 
 may previously know. The elephant is a donkey 
 because he has four legs; the otter is a fish; 
 and so on. These comparisons are not jests, nor 
 even mere play of fancy, but the result of an 
 effort of an inexperienced mind to assimilate 
 new impressions. The child is only following 
 the mental process which we all have to follow 
 in becoming masters of our impressions and ex- 
 tending our knowledge. Clearly the limited 
 stock of ideas of the child renders it easier for 
 him to make mistakes than for us to do so, but 
 in some matters it is well to remember that we 
 are no further advanced than children, and con- 
 sequently often behave as such. 
 
 A little French child, a year old, who had 
 travelled much, named an engine Fafer (its way 
 of saying Ghemin de fer)\ afterwards it named 
 steamboat, coffee-pot and spirit lamp, anything 
 in short that hissed and smoked, ^' fafer '' — the 
 obvious points of resemblance spontaneously fus- 
 
X 
 
 3 2 Thhigs must have Names^ 
 
 ing together in the child's mind and becoming 
 classified not quite incorrectly. Another child 
 who learnt to call a star by its right name applied 
 star as a name to candle, gas, and other bright 
 objects, clearly interpreting the new by the old, 
 by use of an unconscious elementary classification 
 or reasoning. 
 
 Thus we see the value and helpfulness of lan- 
 guage, in the process of acquiring and interpret- 
 ing impressions. Having once separated out 
 from the indistinct masses of impressions borne 
 in upon him from the outside world some one 
 distinct impression, and having marked that im- 
 pression with a name, the child is thenceforth 
 readily able to recognize the same impression, in 
 this instance that of brightness, when mixed up 
 with quite other masses of impressions, and to 
 fix its attention on that one alone. 
 
 Thus the word helps the mind to grow and 
 expand. The use of the word is real help to the 
 knowledge of things. The name when learnt in 
 connection with the observation and handling 
 of an object is not merely a name, a barren 
 symbol for nothing signified, but is a means for 
 acquiring fresh knowledge as occasion serves. 
 A name thus learnt (/. ^., in presence of the 
 
hut Names must suggest the Things, 33 
 
 object) when applied by the learner to a new 
 impression exactly resembling the former is 
 really an expression of and an addition to the 
 mental stores. It is then as the filling in of a 
 sketch or as the further completion of an un- 
 finished circle. 
 
 How different is such naming from learning 
 by heart of names of objects without handling 
 the things signified. How often have text-books 
 of science^ geography, and history been prescribed 
 to be got up for examination^ and how often 
 have the results been disappointing. The stu- 
 dent thus taught sees only the difference of a 
 letter in the alphabet between CarboNic Acid 
 and CarboLic Acid, JacobiN and JacobixE, and a 
 mere transposition of a figure in expressing an 
 incline as 8 inches in 1 mile, instead of 1 inch 
 in 8 miles. The words call up no mental image. 
 The figure 8 is a symbol only, as it does not call 
 up the image of 8 things. 
 
 ' A name given in the presence of the object 
 serves afterwards to recall the image or picture 
 of that object, and it does this the more perfect- 
 ly, the more accurately the object is studied in 
 the first instance. Children for want of language 
 Bignify many of their impressions by gestiu'es 
 
34 Expression hy Gesture. 
 
 before they can describe them in words; and 
 gesture language, especially if encouraged, pre- 
 cedes spoken language, besides accompanying it. 
 Children are imitative; they love to act over 
 again what they have seen, especially when 
 much impressed, as in George Elliott's pathetic 
 description of the baby -boy attending his mother's 
 funeral in puzzled wonder, and thinking how 
 '^ he would play at this with his sister when he 
 got home." With children, this "acting," or 
 *^ playing at being," more resembles talking over, 
 giving expression to and describing what has 
 been seen, noted, and assimilated, than aimless 
 exercise of the muscles and the intelligence. 
 
 How profoundly right, therefore, Froebel was 
 in making so much of action-songs in his Kinder- 
 garten, and how excellent his games are, in 
 which every action of the child corresponds to 
 some observed impressions with which the child 
 is familiar. Froebel's actions correspond to 
 realities, and are not mere physical movements. 
 They are forms of expression of things. They 
 correspond to facts, and advance the observation 
 and knowledge of things which ought to be 
 familiar to everyone, such as sowing, reaping. 
 
 Now to go back to my pot of ferns. The 
 child sees ferns for the first time, and cannot 
 
When Mistakes should he Encouraged, 35 
 
 tell what they are. lie receives impressions 
 which are new, and these seek interpretation in 
 the manner which I have described. They 
 hunt about in the mind for similar impressions 
 previously received; at last the impression of 
 the fern attaches itself to the impression of 
 feathers ; the crisp curl of the frond and its deli- 
 cate branches much resemble feathers ; it is true 
 there is a hindrance to the judgment ; the fern 
 is not quite like the feather; some points are 
 like and some are not; in the end, however, 
 those which are alike overpower those which are 
 unlike, and the child says, *' These are feathers.'' 
 
 The child has not got false impressions : he 
 interprets wrongly; further study, fresh obser- 
 vation and comparison, will soon rectify the 
 error. Hence the need of taking careful note 
 of children's mistakes, distinguishing between 
 thoughtless answers and those which, although ^ 
 very wrong, arise from mental effort misdirected. 
 Careless answers should be checked, but well- 
 meant thought, even if unsuccessful, should be 
 encouraged. Therefore an answer like that of 
 the green feathers should be dealt with in the 
 way of praise rather than of censure. ^ 
 
 Sometimes it is not merely an object that is 
 incorrectly interpreted, and subsequently better 
 
36 Temporary Disturlance hy New Ideas, 
 
 understood. It occasionally happens to us that 
 a whole group of thoughts is thus modified by 
 the acquisition of some new knowledge, and in- 
 stead of the new merely forming an addition to 
 the old it wholly changes it. Such was the 
 result of the teaching of Copernicus and Galileo, 
 and in our own day of Darwin. The discoveries 
 of these men caused such wide reaching altera- 
 tion of preconceived ideas that the new knowl- 
 edge was at first received with discomfort and 
 mental uneasiness, which caused the discoverer 
 to be looked upon with suspicion^ regarded as an 
 enemy, and persecuted. When in the case of 
 an individual, some new conception changes the 
 character in this way by some powerful influence, 
 as in the case of St. Paul, we call it a conversion. 
 
 Well, then, it may be said, in these cases your 
 position is given up. The new should be re- 
 garded as the means by which the old is known, 
 instead of the old as interpreting the new. But 
 this is not the case ; for however overpowering 
 the new conception maybe for a time yet in the 
 end the whole store of knowledge in the mind 
 proves too strong for it, overpowers it, and finds 
 some place for it, after which the mind is at 
 peace with itself, and appears to have been en- 
 
Correction of Children's Interpretations. 3Y 
 
 larged and not diminished or divided by the 
 fresh experience, however strange and unusual 
 it may have been. 
 
 I have shown, then, that when the child called 
 a pot of ferns a pot of green feathers he was by 
 no means using a name without attaching any 
 meaning to it, and that he should have been 
 encouraged for a praiseworthy effort to explain 
 what he saw. 
 
 It is, however, the business of parents and 
 teacher to help the child to learn exactly what 
 it is that he names. A child, for instance, saw 
 a duck on the water^ and was taught to call it 
 " Quack." But the child included in this name 
 the water as well as the duck and then applied 
 it to all birds on the one hand and all liquids on 
 the other, calling a French coin with the eagle 
 on it a " Quack," and also a bottle of French 
 wine '^ Quack." Such a mistake in naming is to 
 be guarded against as obviously tending to con- 
 fusion of thought. The poet Schiller as a child 
 lived by the Necker, and called all rivers which 
 he saw ^^ Necker." Such aif error is less serious 
 as it is easily put right. If the child notes its 
 impressions and refers them intelligently to pre- 
 vious impressions as best it can, then it is not 
 important if he is not quite correct about names. 
 
38 Class-Names should come first. 
 
 We — teachers and parents — may take a hint 
 from this, and be more ready to give class-names 
 to begin with, leaving details to come later. 
 Teach the child in front of a picture of a herring, 
 .£>r better, pictures of herring, sole, and pike, 
 " That is a fish " first of all, and only afterwards 
 " That fish is a herring.'' For teaching general 
 names, such as bird, beast, fish, and reptile, in 
 presence of pictures of eagle, cow, herring, and 
 adder, has a two-fold use. The class-name (fish, 
 beast, &c.) thus given (1) directs the child's at- 
 tention to a few points among many, and those 
 easy to grasp, and hence is a guide to the child's 
 mental powers, which are apt to be overwhelmed 
 by the number of individual impressions of things, 
 all disconnected and isolated, much in the same 
 way as in an intricate country full of cross roads 
 your way is made easy if you are told to ignore 
 all other tracks and follow the road bordered by 
 telegraph popts ; and (2) it enables the child to 
 understand the usual conversation of its elders 
 and the words and language in books. 
 
 Grown-up people use general terms in daily 
 conversation which children only slowly acquire 
 without help from teachers. Many of these 
 simpler class names are easily taught and are a 
 
Quicker hut less Certain Interpretation, 39 
 
 pleasure to the children to learn, for they answer 
 to the natural early stages of elementary reason- 
 ing. Country children often have a small vocab- 
 ulary of general terms compared with town 
 children, and less understand the language of 
 books ; but on the other hand from exercising 
 their senses on objects and being brought into 
 close contact with out-of-door work they often 
 have a greater real power of observing and inter- 
 preting things outside themselves and greater 
 originality in this respect than town children who 
 are sharper in talk and society. However, both 
 kinds, the knowledge of language and the mastery 
 of objects, should be taught together, for both are 
 indispensable in life. 
 
 Young children are perhaps quicker than older 
 people to note superficial resemblance of things. 
 Because, no doubt, they have fewer old impres- 
 sions stored in the mind wherewith to compare 
 new impressions, and comparison among a few 
 things is more rapidly and expeditiously made. 
 They have to pay for this advantage, however, 
 because they are liable to misinterpret impres- 
 sions — to call a pot of ferns a pot of feathers, to 
 refer impressions to the wrong group in their 
 mind, groups with which they are accidently 
 and not logically connected. 
 
40 The Use of Fairy Stories, 
 
 What is more, objects are not so clearly dis- 
 tinguished — set over against each other — with 
 children as with grown people. Children hardly 
 distinguish themselves into soul and body. They 
 know of their undivided personality— body, mind, 
 and soul — that it moves^ feels happy, sad, hungry, 
 &c., and they attribute the same feelings to all 
 other things. Birds, beasts, and inanimate ob- 
 jects are like affected as themselves. ^^ Jack the 
 dog is thirsty," ^^ Poll is angry," '* Kitty is sleepy," 
 ^^ The stars blink," ^^ The engine goes to bed," 
 ^'The knife is naughty to cut me." They do 
 not distinguish between figures of speech or 
 metaphors and realities. Their minds move in a 
 region of twilight in which the real and unreal, 
 the true additions to knowledge, the actual gifts 
 of the senses are confused and blurred and 
 altered by the additions which the mind itself 
 makes to them, and they cannot separate the 
 one from the other. 
 
 To this stage of mental progress how appro- 
 priate are fables, allegories, fairy stories, parables, 
 and the like. If anyone thinks that it would be 
 better if the child^s mind could move only in 
 the sphere of the exact I would reply, (1) that 
 this does not seem to be nature's process; (2) 
 
Function of the Imagination, 41 
 
 that looking to the mode of growth of the mind 
 it does not seem even possible ; and (3) that if 
 you try to keep the child's mind to exactness 
 you may clip and pluck the wings of imagination. 
 
 Now without imagination there is little ad- 
 vance in knowledge, little discovery in the sphere 
 of science ; and in the sphere of morality, with- 
 out some imagination you are quite unable to 
 put yourself in the place of another, which is 
 the basis of sympathy and mental support, and 
 the foundation of the social fabric. The mere 
 sight of a neighbor's joy or sorrow does not 
 a.waken sympathy. 
 
 Three little children were thrown out of a 
 train in an accident, and one was frightfully 
 mangled to death, but the other two, who were 
 unhurt, and could not realize what had happened, 
 stooped down and went on plucking dasies with 
 unconcern. In the case of young children you 
 can hardly go too far in the way of associating 
 new learning with personal feeling, even at the 
 expense of exactness; and the infant-school 
 teacher who, in a lesson on the Sun, instead of 
 dwelling on its roundness, brightness, and heafc, 
 began by calling it a lamp in the sky, lighted in 
 the morning and put out at night ; lighted for 
 
42 The Teacher's Art 
 
 men to go about their work, and put out for them 
 to go to sleep, showed a true knowledge of the 
 key that opens the door into the child's mind. 
 
 This information is not exact, but inasmuch 
 as it is based on what children understand and 
 like to hear about, it finds a ready entrance into 
 their minds. But it is clear that what is to the 
 child its natural mode of expression is arrived 
 at by the teacher only through imagination, and 
 hence arises the teacher's difficulty. It is a useful 
 hint to study the children's own lead and follow 
 it. School necessarily limits the child's life. 
 You cannot bring all creation into the four walls 
 of the class-room. But what you lose in extent 
 you gain in depth : you lose variety, you gain in 
 concentration. Before school-time, all things 
 engage the child's attention in turns, and nothing 
 long. At school he has to attend to a few things^ 
 and to keep his attention fixed upon them for 
 short periods at first, but for increasingly longer 
 ones. It is a matter of practice and experience 
 to find out what things most readily arrest at- 
 tention, and in what way information can best 
 be conveyed so as to arrest attention, and it is 
 in these matters that the skill of the teacher 
 comes in. 
 
Difficulties in Teaching History. 43 
 
 N^ I am not sure that if the teacher's art is to 
 be summed up briefly it may not be described as 
 f the art of developing the power of fixing atten- 
 tion. 
 
 For instance, when we present a picture or 
 even an object to a child, neither object nor 
 (still less) picture explains itself. The object 
 needs to be pointed out piece-meal, and all its 
 parts called attention to separately ; for the child 
 only sees it as a whole about which it can say 
 but little and soon tires of. The picture but 
 very partially represents the objects which the 
 artist depicts, much being suggested and left to 
 the imagination of the beholder. Even when 
 we say we actually see an object we forget how 
 much of what we think we see is really infer- 
 ence from some small part of what we see, and 
 nothing is more deceptive than merely ocular 
 evidence. Thus pictures of things which the 
 children have seen are much better, and the 
 former should serve as a preparation for the 
 latter. 
 
 But even pictures will only go a certain way 
 in making known to us things past and things 
 remote, facts of history and geography. The 
 greater part of advanced instruction must be 
 
44 The Human Part of the Narative. 
 
 conveyed by words. Is it an historical scene we 
 are treating of? The child and many grown 
 people interpret all by their own experience ; 
 towns and houses in history resemble in his 
 mind those with which he is familiar ; men and 
 women move about in the dresses of his near 
 neighbors ; their aspect and language are in his 
 mind the same as those of his people with whom 
 he daily converses. Such inaccuracies may be 
 partly conceived. Hence Goethe says ^^ The 
 past is a bcok with seven seals.'' 
 
 The best plan is to read the past with one 
 eye on the present. Look at the pictures of the 
 Holy Family as drawn by Italian and Dutch 
 painters. The chief fact which they intend to 
 depict is not obscured but made clearer by the 
 painter having made the homely surroundings 
 French and Italian rather than original. In 
 History and Geography, in order to help the 
 child to understand old times and realize what 
 distant lands are, we must store his mind with 
 conceptions based upon frequent observations of 
 present time and of his own home and its sur- 
 roundings. 
 
 How far such observations may carry the 
 student in interpreting the unseen, is proved by 
 the beauty and correctness of the descriptions of 
 
Advanced Stage of Knowledge. 45 
 
 Alpine Countries which were written by Schil- 
 ler before he had seen the Alps. In history the 
 most human part of the narrative takes the 
 firmest hold of the mind, and the story of King 
 Alfred and the Cakes, though not a very noble 
 historical anecdote, serves at least to fix the 
 name of the king in the child's mind, who would 
 not so easily remember the peace of Wedmore. 
 Eating he knows more about than making 
 treaties. 
 
 We may now trace the process of acquiring 
 \ knowledge in its more advanced stage. The 
 / child has now learnt that a pot of ferns is not a 
 ) pot of feathers. Perhaps, however, he has only 
 seen one kind of fern — say a Lady Fern. After 
 a few weeks he may see another — perhaps a 
 Maiden Hair. The points of resemblance be- 
 tween the two make him say " That is a fern " : 
 the points of difference hinder the process of 
 assimilation and make him doubt ; in the end the 
 mass of old impressions resembling each other 
 overpower impressions which differ, and he says 
 *^ This is a fern,'' and in so doing he enlarges 
 his conception of what a fern is. 
 
 Let us now suppose that he comes across a 
 good teacher who shows him many kinds of 
 ferns, and points out the difference between ferns 
 
46 Scientific Distinctions. 
 
 and flowering plants and mosses. Every fresh 
 distinction, every observation of a new fern helps 
 to modify his previous knowledge. Old and 
 new impressions react on each other. 
 
 But now mark how essentially the same and 
 yet how different are the two mental states, the 
 earlier one, namely, when the child, I would say 
 the child's mind, recognizes of its own accord the 
 second plant as a fern by means of its previous 
 acquaintance with another fern, judging from a 
 more or less superficial resemblance; and the 
 latter state of mind when he has learnt all the 
 scientific distinctions by which a fern is classified 
 in a different class from flowering plants and 
 mosses. We have now passed from Infant School 
 learning to the instruction which is appropriate 
 to the Upper School and the advanced classes. 
 The child has outgrown a state in which the mind 
 reasons unconsciously, and has arrived at a state 
 in which reasoning is conscious ; he has left be- 
 hind a condition or stage of development in which 
 he was at the mercy of his impressions, and has 
 progressed to a state of mind in which he can 
 compare, check, and control his impressions. He 
 has passed from a state in which he unconsciously 
 accepted what was present to his mind, to a state 
 in which he can infer, judge and criticise. 
 
Imagination vs. Insanity, 47 
 
 The pot of ferns is now seen to have more 
 points in which it is unlike feathers than points 
 Mil which it resembles them. Of the many im- 
 pressions derived fromlooking at the pot of ferns, 
 / the feather-like impression which at first stands 
 Vout from the rest and forces itself on the mind, 
 to the exclusion of the other impressions which 
 would, if attended to, modify the judgment, is 
 now by means of conscious reasoning brought 
 under proper control, and put in a subordinate 
 position. What appeared to be a fact is now 
 seen to be a fancy, and after all a fancy which 
 expresses some element of truth — viz., the re- 
 semblance between ferns and feathers. 
 
 These considerations, perhaps, throw some 
 light upon Dr. Allbutt's warning to parents about 
 the dreams and illusions of children. The fancies 
 of childhood, he thinks, are sometimes the ante- 
 chamber of insanity in adults. I do not think 
 he intended to knock on the head many poetic 
 and popular conceptions about children's pretty 
 fancies, as was stated in some evening review 
 of his remarks.* It is clear, however, that the 
 
 ♦Childhood's Dreams : Imagination or Insanity ? 
 In the course of the meeting of the Medico-Psychological Asso- 
 ciation held at York last night, Dr. Clifford Allbutt (of Leeds) 
 read a paper on the •* Insanity of Children," which, if its state- 
 ments be well-founded, knocks on the head many poetic and pop- 
 
48 Imagination vs. Insanity. 
 
 crude method of aBsimilating knowledge, which 
 is natural and apparently inevitable in a child, 
 ought by degrees to yield to more accui*ate con- 
 ceptions under the influence of wise instructions. 
 
 ular conceptions. Wordsworth speaks of a child's ideas being a 
 reminiscence of "the fairy palace whence he comes/' Dr. All- 
 butt sees in them only a step towards the insane asylum. Most 
 people regard it as a healthy sign if the children have pretty 
 fancies, and those are thought to be happiest who keep their 
 illusions longest. But Dr. Allbutt would reverse this judgment. 
 The fairy dreams of childhood are only the result of defective 
 organization, and healthy growth consists in their evaporation. 
 Here are some of the chief passages of Dr. All butt's paper: — The 
 imagination of children was the vestibule of the insanity of adults ; 
 in children they saw in simple primary forms that with which 
 they were familiar in the more complex and derivative forms of 
 insanity in adults. If a man lived in a vain show, far more so 
 did the child ; if a man's mind was but a phantom in relation to 
 the world, so fantastic was the child's mind in relation to that of 
 the man. Fantastic- that was the key to the childish mind. In 
 him was no definite boundary between the real and the unreal. 
 Day-dreams which in an adult would be absurd, were to a child 
 the only realities. As the child grew older, and the sense-impres- 
 sions organized the«nselves more definitely and submitted to 
 comparison, phantasy became make-believe, and the child slipped 
 backwards and forwards between unconscious, semi-conscious, 
 and conscious self-deception. Pretty were the fancies of a child, 
 yet the healthy growth of the child consisted in their evaporation. 
 But if the growth of the mind were something other than healthy, 
 then these fancies kept their empire ; they did not attenuate, and 
 the child did not put off its visions. They were not likely to 
 forget that the persistence of insanity in children might prevent 
 the due advance of the organization of the results of im- 
 pressions, and might ultimately, as the adolesence approached, 
 leave the sufferer in a state of more or less imbecility.— PaW Mall 
 Gazette. 
 
Conscious vs. Unconscious Confusion, 49 
 
 It is one thing to confuse ideas unconsciously \ 
 it is another thing to do so consciously. The 
 child makes an unconscious mistake in calling 
 ferns feathers, but if this confusion is cherished 
 by the child after he well knows the real dis- 
 tinction between the two, and if he acquires or 
 cultivates a habit of mind in which reality is 
 made to give way to make-believe and pretence, 
 the child may lose control over its judgment and 
 become in the end imbecile. The best antidote 
 to foolish imaginings appears to me to be the 
 time-honored fables of jEsop, the sacred parables 
 and allegories, and the best modern fancies for 
 children, like those of Andersen or Ruskin. Fan- 
 tastic the child will be; it is our business to 
 make his fancy healthy. 
 
 The object then, of learning in education is 
 not only to make the mind fuller and to enrich 
 the understanding, but if the instruction be of 
 the right kind the additional knowledge ought 
 to make the old knowledge more exact and bet- 
 ter defined. The method of acquiring the ex- 
 tended knowledge, also, ought to have even more 
 far-reaching results than the information itself. 
 Accustomed to right methods of study the child 
 will learn to be cautious in dealing with fresh 
 
60 The Limitations of Knowledge. 
 
 impressions; to feel the pleasure of receiving 
 new impressions and the need of care in refer- 
 ring them to their proper class ; to realise the 
 danger to which everyone is liable of forming 
 hasty judgments, and to weigh evidence for and 
 against a provisional judgment. 
 
 In short, study ought at least to make the 
 student acquainted with the limits of knowledge 
 in general, and the limitations oihis knowledge 
 in particular. The country proverb, " He does 
 not know a hawk from a heronshaw," illustrates 
 the sort of progress that learning should produce 
 in a child. He must acquire at school the 
 power of apprehending quickly and correctly. 
 He must become sharp in receiving impressions, 
 and accurate in referring them to the class to 
 which, not fancy, but reasoned judgment, leads 
 him to refer them. 
 
 Accurate and complete conceptions, true logical 
 definitions in all matters that we deal with in 
 daily life, cannot be obtained by any of us. We 
 can only keep the ideal of perfect knowledge 
 before our eyes as a guide to us in the path of 
 right knowledge. The educational value of the 
 acquisition of knowledge is to improve the 
 natural powers of thought and judgment, and to 
 
The Purpose of Education, 51 
 
 enable the learner to deal with the masses of 
 observed facts which press more and more 
 heavily on us as we have to move an^id the 
 complications of mature life. In acquiring 
 knowledge the mind is naturally active, and not 
 merely passive. The active element is most 
 precious, and modern education often tends to 
 strangle it. Yet instruction which does not add 
 increased energy to the thinking powers is fail- 
 ing its purpose. Learning cannot be free from 
 drudgery, and a great deal of the process of 
 teaching and learning — say what you will— must 
 be a tax on patience and endurance; neither 
 can we entirely dispense with the mere mechan- 
 ical exercise of the memory; but if the method 
 persued is correct, the drudgery ends in an in- 
 crease of the energy of the mind, and a desire 
 and a power to advance to new knowledge and 
 discovery. 
 
 You cannot undertake at school to fit every 
 child for entering a trade, or craft; or profession, 
 without further learning ; but what he has learnt 
 as a child ought to develop his constructive 
 faculties, and to enable him to deal effectively 
 with the matter which he will have to handle 
 in the stern school of life ; and if, in addition to 
 
52 The Best Education. 
 
 this, he has acquired an ingrained preference for 
 the good before the bad, the true before the false, 
 the beautiful before the foul, and what is of God 
 before what is of the Devil, his education has 
 been as complete as it admits of being made. 
 
 As in the early stages of life, so in the later, 
 our knowledge and our conduct depend as much 
 on what is within us as to what is without. 
 The work of life cannot be well done mechani- 
 cally ; in this everyone must be partly original 
 and constructive, for the world is not merely 
 what we find it, but partly what we make it, 
 and what Coleridge has finely said of Nature 
 applies to all we think and do. 
 
 O Lady, we receive but what we give, 
 And in our life alone does nature live ; 
 Ours is her wedding garment, ours her shroud ! 
 And would we ought behold of higher worth 
 Than that inanimate cold world allowed 
 To the poor, loveless, ever-anxious crowd ? 
 Ah ! from the soul itself must issue forth 
 A light, a glory, a fair luminous cloud 
 Enveloping the earth. 
 
 That education is the best, not which imparts 
 the greatest amount of knowledge, but which 
 develops the greatest amount of mental force. 
 
GOLD MEDAL, PARIS, 1880. 
 
 CW.BARDEEN.Pubiisher, 
 
 4 i 9-425 So. Clinton St., 
 SYRACUSE, N. Y. 
 
 BOOKS m TEACHINa. 
 
 C. W. Bardeen follows a unique line of Publications. He pub- 
 lishes more books directly for the help of teachers than any firm 
 we know of. — Intelligence, Chicago, July 1, 1885. 
 
 C. W. Bardeen, of Syracuse, N. Y., is the most enterprising and 
 progressive publisher of teachers' books in this country, and the re- 
 cent Paris Exposition has given him the Gold Medal. — Educational 
 Courant, Ky., October, 1889, 
 
 INDEX TO CATALOGUE, 
 
 History and Science of Education. 
 
 Fagt 
 
 2. Cyclopaedia of Education. 
 
 3. Biography of Noted Educators. 
 : 4. Life and Works of Pestalozzi. 
 
 6. Froebel and the^Kindergarten. 
 [ 6. The Orbis Pictus of Comenius. 
 i 7. The Five Great English Books.] 
 
 8. Books for Young Teachers. 
 
 9. Papers on Educational Topics. 
 
 10. School Room Classics. 
 Methods in Special Subjects.] ; 
 
 11. Arithmetic by the Grube Method. 
 
 12. Useful Appliances in Arithmetic. 
 
 13. Specialties in Arithmetic. 
 
 14. Helps in Teaching Penmanship. 
 
 15. Helps in Language Teaching. 
 
 16. Exercises in English Syntax. 
 
 17. Helps toward Correct Speech. 
 
 Page 
 
 18. Helps in Teaching Literature. 
 
 19. Helps in Teaching History. 
 
 20. Houghton's Conspectus of Political 
 Parties. 
 
 21. Instruction in Citizenship. 
 
 22. Music in the School Room. 
 
 23. Our New Music Book. 
 
 24. Preparation for Examination ia 
 Drawing. 
 
 25. Official Question Books. 
 
 26. The Regents' Questions. 
 Records, blanks, Apparatus, Etc^ 
 
 27. Helps in Regents' Examinations. 
 
 28. School Records and Reports. 
 
 29. Maps, Charts, and Globes. 
 
 30. Blackboard Material. 
 
 31. Blackboard Appliances. 
 
 32. The School Bulletin Agency^ 
 
- THE SCHO OL B IJLLETIN PUBLIC A 7I0XS.- 
 
 The Cyclopedia' of Education. 
 
 This largest and handsomest of our publications is an octavo volume of 
 662 pages, price $3.75. How Indispensable it is to the teacher and to the 
 school library may be judged from the following testimonials. 
 
 " It is admirable in every way. The book is worthy of a lower shelf in 
 every teacher's \\\)V2iYY.— Educational News, June 8, 1889. 
 
 "This handsomely printed book is worth adding to the pedagogical 
 shelf of any reference library."— !Z7^e Cntic, March 23, 1889. 
 
 "An elegant volume, which will find a place in the library of every 
 teacJier. The bibliography at the end of the book is the best educational 
 check -list in the country."—^. Heber Holbrook, in Normal Exponent, May, 'I 
 
 "It is the most ambitious work of the kind yet published in English, 
 and is, therefore, a verv valuable volume for the teacher's library. More- 
 over, its value is increased greatly by the addition of a very extensive Bibli 
 ography of Pedagogy, both English and foreign."— Pc>pV Educator, Mch. '89, 
 
 " This work occupies a distinct and peculiar field, and will be of contin 
 ual value to the educator. The special aim of the editor, Mr. A. Fletcher, 
 has been to give a clear but concise account of facts and questions belong 
 ing to educational topics. Here are a few titles which will give some idea 
 of the scope of the work : Pestalozzi, Attendance, Analysis of Sentences, 
 Chemistry, Technical Education, Precocity, Pedagogy, Hamiltonian Method, 
 Hegel, Universal Language, Utilitarianism, University, Kindergarten. Un- 
 der these, and many scores of other topics, there is given a mass of carefully 
 combined information, much of which could not be found elsewhere."— 
 Christian Union, Feb. 22, 1889. ^: 
 
 "A handbook of ready reference on educational subjects of a high plane 
 •of scholarship has long been a desideratum in this country, and this work in 
 a large measure supplies this want. It is a handbook of reference on all sub- 
 jects of education— its history, theory, and practice. The list of contributors 
 to the work embraces the leading educational writers of England, including 
 such names as Oscar Browning, J. S. Curwen, Sir Philip Magnus, Arthur 
 Sidgwick, and James Sully. These men are writers of the broadest scholar- 
 ship, capable of thinking deeply on educational subjects, and what they 
 have to say is entitled to the highest confidence of the educational world. 
 The object dilgently kept in view by the writers of this work has been to 
 make it useful to all who take an interest in educational questions, and 
 especially to those engaged in teaching. "With this purpose in view the ob- 
 ject has been to present a practical view of educational facts and questions 
 discussed. An exhaustive treatment of the great variety of subjects has 
 not been aimed at, the end sought being to bring their pedagogic features 
 into clear outline. Not the least useful part of the work is a ' Select and 
 Systematic Bibliography of Pedagogy,' occupying some forty pages. The 
 work makes a large octavo volume of 562 pages. The mechanical execu- 
 tion is unusually satisfactory."— Jbwmo/ of Pedagogy, June, 1889. 
 
 C. W. BARDEEN, Publisher, Syracuse, N, Y. 
 
THE SCHOOL BULLETIN PUBLTCATTONS. 
 
 Biographies of Noted Educators.^ 
 
 1. Pestalozzi : his Aim and Work. By Baron De Guimps. Translated by 
 Margaret Cuthbei-tson Crombie. Cloth, 12mo, pp. 336, $1.50. 
 
 " A teacher knowing nothing of Pestalozzi would be like the lawyer that 
 has never heard of Blackstone. We commend this book strongly as specially 
 adapted to younger students of pedagogy."— 6>/iio EcVl Monthlij, June, 1889. 
 
 *' To those who seek to know how one of the world's greatest refoimera 
 planned and executed his work, how this and that grand principle was 
 wrought out, how truth was dissociated from eiTor, this volume will be a 
 delightful treasure. And there are many such who are not content to know 
 the name and nothing more, but seek to undei*stand the man and the motive. 
 To such this book is indisi^ensBhle.''^— Educational Couraiit^ July, 1889. 
 
 2. Autohiograp?iy of Fiiedrich Froebel. Translated and annotated by 
 Emilie Micuaelis and H. Keatley Moore. Cloth, 12mo, pp. 183, $1.50. 
 
 *' He writes so simply and confidentially that no one can fail to under- 
 stand everything in this new translation. It would be of great benefit to 
 American youth for f athei-s and mothei-s to read this book for themselves, 
 instead of leaving it entirely to professional teachers."— iVei^; YorkHerald^ 
 Aug. 4, 1889. 
 
 3. A Memoir of Boger Ascham. By Samuel Johnson, LL.D. With an 
 Introduction by James S. Carlisle. Cloth, 16mo, pp. 200, $1.00. 
 
 This volume, formerly published in the " Garnet Series " of the Chau- 
 tauqua Library has been recently transferred to the School Bulletin Publi- 
 cations. 
 
 It. John Amos Comenius^ Bishop of the Moldavians ; his Life and Educa- 
 tional Works. Cloth, 12mo, pp. 220, $1.00. 
 
 Our recent republication of his famous Orbis Pictus has added interest 
 to the life of the famous reformer. 
 
 5. Essaijs on Educational Bef(mners. By R. H. Quick. Cloth, 16mo, 
 pp. 331, $1.50. 
 
 Much the best edition of this famous work, which its vivacious style 
 makes the most interesting of educational histories. 
 
 6. Pedagogical Biography. A series of reprints from Quick's " Educa- 
 tional Reformers," giving the most important sketches separately, in pam- 
 phlet form, at a uniform price of 10 cts. each. There are 7 numbers, as follows: 
 
 I. The Jesuits, Ascham, Montaigne, Ratich, Milton. 
 
 II. John Amos Comenius. III. John Locke. 
 
 rv. Jean Jacques Rousseau. V. John Bernhard Basedow. 
 
 VI. Joseph Jacotot. VII. John Henry Pestalozzi. 
 
 C. W, BARI>EEN, Publisher, Syracuse, N. Y. 
 
THE SCHOOL BULLETIN PUBLICATIONS. 
 
 f - — '■ 
 
 Life and Works of Pestalozzi. 
 
 1. Pestalozzi : his Aim and Work. By Baron De Guimps. Translated 
 by Margaret Cuthbertson Crombie. Cloth, 12mo, pp. 336, $1.50. 
 
 Demands a deep and earnest \iQv\x%d\.— Teachers' Aid, London, Feb. 2, 
 1889. 
 
 Among the best books that could be added to the teacher's library.— 
 Chautauquan, Oct., 1889. 
 
 It is sufficient to say that the book affords the fullest material for a 
 knowledge of the life of the great educational vQioiraiev.— Literary Woiid^ 
 June 22, 1889. 
 
 Should be carefully studied by every teacher.— 7"^ Pacific Educational 
 Journal^ Aug., 1889. 
 
 The most satisfactory biography of Pestalozzi accessible to English 
 residers.— Wisconsin Journal of Education, Aug., 1889. 
 
 There is not a teacher anywhere who cannot learn something by the 
 perusal of this work.—Science, June 7, 1889. 
 
 The work is a timely reminder how far we have strayed in following the . 
 deity of " examination," which should have been kept in its place as the 
 handmaid of education.— 7%^ Schoolmaster, London, Feb. 16, 1889. 
 
 fS. Pestalozzi and PestcUozzianism. By R. H. Quick. Paper, 16mo, pp. 
 40, 15 cts. 
 
 This is a reprint from Quick's Educational Reformers, and contains the 
 best brief abstract that has ever been written. 
 
 S. The Pestalozzian Series of Arithmetics. Teachers' Manual and First- 
 Year Text-Book for pupils in the first grade. Based upon Pestalozzi's 
 method of teaching Elementary Number. By James H. Hoose. Boards, 
 16mo, 2 editions. PupiVs Edition, pp. 156, 35 cts. Teacher's Edition, contain- 
 ing the former, with additional matter, pp. 217, 50 cts. 
 
 This is a practical exposition of the Pestalozzian Method, and has met 
 with great success not only in the Cortland Normal School, where it was 
 first developed, but in many other leading schools, as at Gloversville, Baby- 
 lon, etc. It is diametrically opposed to the Grube Method, and good teach- 
 ers should be familiar with both, that they may choose intelligently between 
 them. 
 
 U. Lessons in Number, as given in a Pestalozzian School, Cheam, Surrey. 
 The Master's Manual. By C. Reiner. Cloth, 16mo, pp. 224. $1.50. 
 
 5. Lessons in Form, or, an Introduction to Geometry as given in a Pesta- 
 lozzian School, Cheam, Surrey. By C. Reiner. Cloth, 16mo, pp. 215. $1.50. 
 
 Both 4 and 5 in one volume, $2.00. 
 
 These works were prepared in 1835 under the supervision of Dr. C. Mayo 
 in the first English Pestalozzian school, and have particular value as repre- 
 senting directly the educational methods of the great reformer. 
 
 C* W. BAKDEEN, Publisher, Syracuse, N. Y. 
 
TUE SCHOOL BULLETIN PUBLICATIONS, 
 
 Froebel and the Kindergarten. 
 
 1. Autobiography of Friedrich Froebel. Translated and annotated by 
 Emily Michaelis and II. Keatlt Moore. Cloth, i2mo, pp. 183. $1.50. 
 
 Useful and interesting * * * among the best that could be added to 
 the teacher's library. ~rA€ Chautauquan^ Oct., 1889. 
 
 There is no better introduction to the Kindergarten.— Tfwco/wi/i Journal 
 of Education, Sept., 1889. 
 
 It is a book which can be trusted to make its own way.— The Independent^ 
 Oct. 10, 1889. 
 
 These two books [Froebel and Pestalozzi] recently from the press of the 
 enterprising and discriminating house of C. W. Bardeen, are the last and not 
 the least important contribution to American pedagogical literature. The 
 professional library is incomplete without Wi&m.— Canada Sclwol Journal^ 
 Sept., 1889. 
 
 2. Child and Child-Nature. Contributions to the understanding of 
 Froebel's Educational Theories. By the Baroness Marenholtz-Buelow. 
 €loth, 12mo, pp. 207. $1.50. 
 
 It is a fit companion to the Autobiography and the two are published in 
 the same style— a capital idea— and a royal pair of volumes they make.— 
 Educational Courant, Oct., 1889. 
 
 Its design is to illustrate the theory and philosophy of Froebel's system. 
 It does this so clearly and pleasingly as to give no excuse for criticism. * * 
 * * The volume is one profitable for every mother, as well as every teacher 
 of chi[dveii.->.Chicago Interocean, Sept. 14, 1889. 
 
 S. The First Three Years of ChUdhwd. By B. Perez, with an Intro- 
 duction by Prof. Sully. Cloth, 12mo, pp. 294. $1.50. 
 
 The eminent English psychologist. Prof. Sully says that Perez combines 
 in a very happy and unusual way the different quaUfications of a good ob- 
 server of Children, and that he has given us the fullest account yet pub- 
 lished of the facts of child-life. * * * The typography of the work is 
 excellent, and in external appearance the book is by far the handsomest 
 American edition i^saed..— Journal of Pedagogy, April, 1889. 
 
 A. The Kindergarten Systern. Principles of Froebel's System, and their 
 bearing on the Education of Women. Also Remarks on the Higher Educa- 
 tion of Women. By Emily Shirrefp. Cloth, 12mo, pp. 200. $1.00. 
 
 5. Essays on the Kindergarten. Being a selection of Lectures read be- 
 fore the London Froebel Society. Cloth, 12mo, pp. 175. $1.00. • 
 
 6. Primary Helps. A Kindergarten Manual for Public School Teachers, 
 vSvo, boards, pp. 58, with 15 full page plates. 75 cts. 
 
 7. The New Education. Edited by W. N. Hailmann. Vols. V and VI, 
 the last published. Each 8vo, cloth, pp. 146. $2.00. 
 
 8. The New Education.. By Prof. J. M. D. Meikeljohn. Paper, 16mo, 
 pp. 85. 15 cts. » 
 
 C. W. BARDEEN, Publisher, Syracuse, N. Y. 
 
■THE SCHOOL BULLETliy xUBLIOATIONS.- 
 
 sj The OrMs Pictus of Comenius. 
 
 This beautiful volume, (Cloth, 
 8vo, large paper, top-edge gilt, 
 others uncut, pp. 197, $3.00) is a 
 reprint of the English edition of 
 1727, but with reproduction of the 
 151 copper-cut iUustratix)ns of the 
 original edition of 1658. A copy 
 of the rare original commands 
 a hundred dollars, and this re- 
 print must be considered the 
 most important contribution to 
 pedagogical literature yet made. 
 It was not only the first book 
 of object lessons, but the first 
 text-book in general use, and in- 
 deed, as the Encycl&pcedia Bri- 
 tannica states, "the first chil- 
 dren's picture-book." 
 
 EXTRACTS FROM CRITICISMS. 
 
 The book is a beautiful piece of work, and in every way superior to 
 most of the f ac similes we have so far been presented with.— A^. Y. Worlds 
 
 C. W. Bardeen, of Syracuse, has placed lovers of quaint old books un- 
 der obligation to him.—A^. T. Sun. 
 
 We welcome this resurrection of the OrUs Pictus Senmalum FictuSy 
 which has lain too long in suspended amination. This master-piece of Com- 
 enius, the prince of European educators in the 17th century, was the- 
 greatest boon ever conferred on the little ones in primary schools.— A^a^ion. 
 
 Comenius's latest editor and publisher has therefore given us both a 
 curiosity and a wholesome bit of ancient instruction in his handsome re- 
 print of this pioneer work.— CW^ic. 
 
 The old wood illustrations are reproduced with absolute fidelity by a 
 photographic process, and as the text follows closely letter by letter the old 
 text, the book is substantially a copy of the rare original.— Xi^^ran/ World. 
 
 It would be impossible to find an educational work which would exer- 
 cise a stronger fascination upon the minds of the joung.—Am. Book-maker. 
 
 The reproduction gives an excellent idea of the work and makes a most 
 interesting volume for reference, especially as an illustration of the customs, 
 manners, beliefs, and arts of the 17th gqwXmxy.— Independent. 
 
 Every educational library must have a copy of the book, if it wishes to- 
 lay any claim whatever to completeness, and as the edition is limited, orders 
 should be sent early. We say right here that twenty-five dollars will not. 
 take our copy unless we are sure we can replace it.— Educational Courant, 
 
 ^ C. W. BARDEEN, Publisher, Syracuse, N, Y. 
 
THE SCHOOL BULLETIN PUBLICATIONS. 
 
 The Five Great English Books. 
 
 The recognition of Teaching as a Science was much earlier in England 
 than in this country, and the five books which are there recognized as stan- 
 dards, have probably no equals in soundness and scope. Hence they are 
 usually the first books adopted by Reading Circles, and are indispensable to 
 the library of an intelligent teacher. These are: 
 
 1. Essays on Educational B^oimers. By Robert Henry Quick. Cloth, 
 16mo, pp. 330. Price $1.50. 
 
 This is altogether the best History of Education. " With the suggestion 
 that study sliould he made interesting,''^ writes Principal Morgan, of the Rhode 
 Island State Normal Scho^^ we most heartily agree. How this may be 
 done, the attentive reader will be helped in learning by the study of this 
 admirable book." 
 
 9. The First Three Years of ChUdlwod. By B. Perez. With an intro- 
 duction by Prof. James Sully. Cloth, 12mo, pp. 294. Price $1.50. 
 
 This is incomparably the best psychology for primary teachers, and 
 forms the proper Basis for pedagogical knowledge. The Journal of Pedagogy 
 says (April, 1889): *' Some of the greatest questions relating to primary edu- 
 cation can only be solved by an accurate observation and correct interpre- 
 tation of the infant mind, and as the author of this volume combines the 
 proper qualifications for the work with ample opportunity, his observations 
 and deductions are entitled to the highest confidence." 
 
 S. Lectures on tJie Science and Art of Education. By Joseph Payne. 
 Cloth, 16mo, pp. 384. Price, $1.00. 
 
 The student is now ready to take up the Science of Education, which is 
 nowhere else so brilliantly and effectively presented. The lectures are sin- 
 gularly fascinating, and the full analysis and indexes in this edition make it 
 easy to collate and compare all that the author has uttered upon any topic 
 suggested. 
 
 h. The Philosophy of Education, or the Principles and Practice of Teaching, 
 By THOMi." Tate. Cloth, 16mo, pp. 440. Price $1.50. 
 
 This gives the application of the Science to the Art of Teaching, and is 
 without a rival in its clear presentation and abundant illustrations. The 
 author is not content with giving directions. He shows by specimens of 
 class-work just what may be done and should be done. 
 
 5. Inti'Oductory Text-Book to School Editcaiioti, Method and ScJiool Man,' 
 agement. By John Gill. Cloth, ICmo, pp. 270. Price $1.00. 
 
 This supplements the work of all the rest by practical directions as to 
 School Management. Of the five this has had a sale equal to that of all the 
 rest combined. The teacher's greatest difficulty, his surest discomfiture if 
 he fails, is in the discipline and management of his school. That this man- 
 ual has proved of inestunable help is proved by the fact that the present 
 English edition is the 44th thousand printed. 
 
 C. W. BARDEEN, Publisher, Syracuse^ N. Y. 
 
J 
 
 TRE SCHOOL BULLETS PUBLICATIOI^S. 
 
 Books for Young Teachers. 
 
 1. Common School Law for Common School Teachers. A digest of the 
 provisions of statute and common law as to the relations of the Teacher to 
 the Pupil, the Parent, and the District. With 500 reference's to legal decis- 
 ions in 28 different States. 14th edition, wholly re-written, with references 
 to the Code of 1888. By C. W. Bardeen. 16mo, cloth, pp. 120. Price 75 cts. 
 
 The reason why the teacher should make this his first purchase is that 
 without a knowledge of his duties and his rights under the law he may fail 
 either in securing a school, in managing it, or in drawing the pay for his ser- 
 vices. The statute provisions are remarkably simple and uniform. The de- 
 cisions of the Courts, except upon two points, here fully discussed, follow 
 certain defined precedents. An hour to each of the eleven chapters of this 
 little book will make the teacher master of any legal difficulties that may 
 arise, while ignorance of it puts him at the mercy of a rebellious pupil< an 
 exacting parent, or a dishonest trustee. 
 
 £. Hand-Bookfor Young Teachers. By H. B. Buckham, late principal of 
 the State Normal School at Buffalo. Cloth, 16mo, pp. 152. Price 75 cts. 
 
 It anticipates all the difficulties likely to be encountered, and gives th© 
 beginner the counsel of an older friend. 
 
 5. The School Boom Guide, embodying the instruction given by the author 
 at Teachers' Institutes in New York and other States, and especially in- 
 tended to assist Public School Teachers in the Practical Work of the School- 
 Room. By E. V. DeGrapf. Thirteenth edition^ with many additions and 
 corrections. 16mo, cloth, pp. 398. Price $1.50. 
 
 As distinguished from others of the modern standards, this is a book of 
 Methods instead of theories. It tells the teacher just what to do and how to 
 do it ; and it has proved more practically helpful in the school-room than 
 any other book ever issued. 
 
 h. A Quiz-Book on tJie Theory and Practice of Teaching. By A. P. 
 South WICK, author of the "Dime Question Books." 12mo, pp. 220. Price $1.00. 
 
 This is one of the six books recommended by the State Department for 
 study in preparation for State Certificates. The others are Hoose's Methods 
 ($1.00), Hughes's Mistakes (50 cts.), Mtch's Lectures ($1.00), Page's Theory and 
 Practice ($1.25), and Swett's Methods ($1.25). We will send the six post-paid 
 for $5.00. 
 
 5. Mistakes in Teaching. By James L. Hughes. American edition, vnth 
 contents and index. Cloth, 16mo, pp. 135. Price 50 cts. 
 
 More than 15,000 have been used in the county institutes of Iowa, and 
 elsewhere superintendents often choose this book for their less thoughtful 
 teachers, assured that its pungent style and chatty treatment will arrest 
 attention and produce good results. 
 
 6 How to Secure and Retain Attention. By James L. Hughes. 16mo, 
 cloth, pp. 97. Price 50 cts. 
 
 This touches attractively and helpfully upon the first serious difficulty 
 the teacher encounters. No young teacher should neglect these hints. 
 
 7. Primary Helps. A Kindergarten Manual for Public School Teachers. 
 By W. N. Hailmann. 8vo, boards, pp. 58, with 15 full-page plates. Price 75 cts. 
 
 In these days, no primary teacher can afford to be ignorant of " The New 
 Education," and this is perhaps the only volume that makes kindergarten 
 principles practically available in public schools. 
 
 8. Dime Question Book, No. 4, Theory and Practice of Teaching. 16mo, 
 paper, pp. 40. Price 10 cts. By A. P. Southwick. 
 
 •% A capital preparation for examination. C 
 
 C. W. BARI>EEN, Publisher, Syracuse, N, Y. 
 
-THE SCHOOL BVLLETIN PUBLICATIONS.- 
 
 Papers on Educational Topics. 
 
 1. Some Facts about our Public Sc/iools. A plea for the Township Sys- 
 tem. By C. W. Bardeen. 8vo, pp. 32. 25 cts. 
 
 2. Educational Journalism. Historical and Descriptive, with a list of 
 Journals now Published. By C. W. Bardeen. 8vo, pp. 30. 25 cts. 
 
 r 
 
 S. Teaching as a Business for Men. By C. W. Bardbbn. 8vo, pp. 20. |/ 
 25 cts. 
 
 h. The Teacher's Commercial Value. By C. W. Bardbbn. Svo, pp. 20. y 
 25 cts. 
 
 Intelligence^ Chicago, says of the two last : " If the reader wants two 
 •spicy and sensible essays by the keenest educational writer of the day, he 
 will find in the above what he wants." 
 
 5. National Education i?i Italy, Germany ^ England^ and Wales. By Prof. 
 C. W. Bennett. Svo, pp. 28. 15 cts. 
 
 6. Modem Languages in Education. By Prof. Geo. F. Comfort. 16mo. 
 pp. 40. 25 cts. Cloth, 50 cts. 
 
 7. Politics and Schools. By Sidney G. Cooke. Svo, pp. 23. 25 cts. 
 
 8. Limits of Oral Teaching. By John W. Dickinson, Svo, pp. 8. 15 cts. ^ 
 
 9. Latin in High Schools. By H. P. Emerson. Svo, pp. 9. 25 cts. 
 
 10. Natural Science in the Public Schools. By Wm. T. Harris. 16mo, ^ 
 pp. 40. 15 cts. 
 
 11. Powers and Duties of School Officers. By A. P. Marble. 16mo, pp. v> 
 27. 15 cts. 
 
 IS. Sex in Mind and Education. By Prof. H. Maudsley. 16mo, pp. 42. ^ 
 15 cts. 
 
 13. The New Education. By Prof J. M. D. Meiklejohn. 16mo, pp. 35. v^' 
 15 cts. 
 
 lU. Education as a Department of Government. By Warner Miller. \ / 
 Svo, pp. 12. 15 cts. 
 
 15. Aspects of IndustHal Education. By II. H. Straight. Svo, pp. 12. ^^'' 
 15 cts. 
 
 16 University Degrees. What they Mean, what they Indicate, and How 
 to Use them. By Flavel S. Thomas. 16mo, pp, 40. 15 cts. 
 
 C. W. BAROEEN, Publisher, Syracuse, N, Y» 
 
THE BCnOOL BVLLETIir PUBLICATIONS. 
 
 The School Eoom Classics. 
 
 Under the above title we have published a series of Monographs upon 
 Education, as follows, all 16mo, in paper, at 15 cts. each. 
 t* 1. Unconscious Tuition, By Bishop Huntington. Pp. 45. 
 
 " There is probably nothing finer in the whole range of educational lit* 
 erature."— O^io Educational Monthly, 
 
 "It cannot be read without a wholesome self -weighing, and a yearning 
 which develops true character."— 27i« Schoolmaster^ Chicago 
 
 5. The Art of Questioning. By J. G. Frrcii. Pp. 36. 
 
 "Mr. Fitch is happily inside his subject, and as clear as a bell."— -C%ri** 
 Han Begister. 
 
 3. The Philosophy of School Discipline, By John Kennedy. Pp. 23. 
 
 " Clear and logical, and goes down to the very foundation."— Z7i5i<?a 
 Herald. 
 
 U. The Art of Securing Attention. By J. G. Fitch. Pp. 43. 
 
 "Perhaps I overestimate Fitch's works, but I fail to find in the state- 
 ment of any other educational writer a juster comprehension of the needs 
 and difficulties of both teacher and pupil, or more common sense put into 
 neater, clearer style."— 7Vi« Student, Philadelphia. 
 
 5, Learning and Health. By B. W. Kichardson. Pp. 39. 
 "A timely topic ably treated."— iV. JS. journal of Education, 
 
 ** Certainly worth many times its weight in gol^.'''— Eclectic Teacher, 
 
 6, The New Education. By J. M. W. Meiklejohn. Pp. 35. 
 
 " Absolutely the best summary we have seen of the doctrines of Froebel 
 In their present development. "—iV". Y. School Journal. 
 
 7, A Small Tractate of Education, By John Milton. Pp. 2&. 
 
 " Far more important in the literature of the subject than the treatise 
 of Juocke.^^—Encyclopaidia Brittanica, 
 
 8, T/ie School Work-Shop. By Baroness von Marenholz-Buelotv, trans- 
 lated by Miss Blow. Pp. 27. 
 
 *'In this treatise the kindergarten view of Industrial Education receives 
 Its best exemplification."— iV. E. Journal of Education, 
 
 9, Sex in Mind and in Education. By Henry Maudsley. Pp. 42. 
 "A masterly treatment of a delicate subject.**— iV. E, Journal qf Edu- 
 cation, 
 
 10, Education as Viewed by Thinkers. Pp. 47. 
 
 This contains 95 classified quotations from leading authorities of every 
 time and country, and will be of use to every writer and speaker. 
 
 11, How to Teach Natural Science in Public Schools. By Wm. T. Harris. 
 Pp. 40. 
 
 Since this was first published in 1871 for the schools of St. Louis, it ha» 
 been regarded as the standard authority upon the subject, and this edition, 
 revised by the author, was prepared by the request of the Committee oo 
 Physics-Teachmg in 1887 of the National Association. 
 
 C. W. BARDEEN, Publisher, Syracuse, N. Y* 
 
-TEE SCHOOL BULLKl'IN PUBLICATIONS.- 
 
 Arithmetic by tlie Grube Metliod, 
 
 1. First steps among Figures. A drill book in the Fundamental Rules 
 of Arithmetic. By Levi N. Beebe. Cloth, 16mo, 3 editions. Pujnls' Edi- 
 tion, pp. 140, 45 cts. Oral Edition, pp. 139, .50 cts. Teachers^ Edition, includ- 
 ing all in both the others, with additional parallel matter. Index, and Key, 
 pp. 326, $1.00. 
 
 These books give the only practical exposition of the Grube Metlwd, now 
 generally admitted to produce the best results with beginners. It has been- 
 used ten years in the primary schools of such cities as Norwich, Conn., and 
 Auburn, N. Y., and for many years every student in the Albany State Normal 
 School has been directed to purchase a copy to take with him for his subse- 
 quent use in teaching. 
 
 From a multitude of testimonials we copy the following : 
 
 *' We are still successfully using Beebe's First Steps. It has many admi- 
 rable qualities." — SupH N. L. Bishop, Norwich, Conn. 
 
 '' I think it especially excellent for a system of graded schools, where 
 uniformity of teaching is essential. It develops in practical shape an idea 
 that I have long sustained as to the proper method of teaching arithmetic.'* 
 SupH B. B. Snow, Auburn, N. T. 
 
 " I have recommended Beebe's First Steps as the best work in primary 
 arithmetic. . . . The book is received with much favor, and is very helpful 
 to me in my work. "— P/'(?/*. A. N. Rusted, State Normal Sdwol, Albany, N. Y. 
 
 "I am much pleased with the book, and wish every primary teacher to 
 have a copy."— /S'wj9'< J. M. Frost, Hudson, N. Y. 
 
 "By vote of the Board of Education a copy of the Teachers' Edition 
 was placed on the desk of every primary teacher in the ciiY.—SupH Edward 
 Smith, Syracuse, N. Y. 
 
 "I consider Beebe's First Steps the best work of the kind that I have 
 ever seen, and I take every opportunity to recommend it."— i/ary L. Sutliff% 
 Haiku, Maui, Ilawaian Islands, Feb. 9, 1888. 
 
 S The PeMalozzian Series of Arithmetics. Teachers' Manual and First- 
 Year Text-Book for pupils in the first grade. Based upon Pestalozzi's 
 method of teaching Elementary Number. By James H. Hoose. Boards, 
 16mo, 2 editions. Pupils' Edition, pp. 15G, 35 cts. Teacher'' s Edition, contain- 
 ing the f onner, with additional matter, pp. 217, 50 cts. 
 
 This is a practical exposition of the PestaXozzian Method, and has met with. 
 I^reat success not only in the Cortland Normal School, where it was first 
 developed, but in many other leading schools, as at Gloversville, Babylon, 
 etc. It is diametrically opposed to the Grube Method, and good teachers 
 should be familiar with both, that they may choose intelligently between 
 them. 
 
 5. Lessons in Number, as given in a Pestalozzian School, Cheam Surrey, \^ 
 The Master's Manual By C. Reiner. 16mo, pp. 224. $1.50. 
 
 This work was prepared in 1835 under the supervision of Dr. C Mayo In. 
 the first English Pestalozzian school, and has particular value as represent- 
 ing directly the educational methods of the great reformer. 
 
 ۥ W. BAKDEEN, Publisher, Syracuse, N. Y. 
 
 V 
 
THE SCHOOL BULLETIN I'UBLfOATIONS, . 
 
 Useful Appliances in Arithmetic. 
 
 1. The Word Method in Number. A series of 45 Cards, on which are 
 .printed all the possible Combinations of Two Figures. In box. By H. R. 
 Sanford, Institute Canductor. Size 3^ x 6 inches. Pilce 50 cts. 
 
 These cards need only to be seen, as the principle is familiar and ac- 
 cepted. The type, in written figures, is large enough to be seen across tho 
 room, and the combination on one side is given in reversed order on the 
 other, so that as the teacher holds the card before him he knows the figures 
 presented to the class. The pupil is taught to look upon the combination 
 4-J-9 as itself 13, not as "4 and 9 are 13," just as he looks upon DOG as an 
 entire word, not as D-O-G. Success is certain if new combinations are in- 
 troduced only after those already given are thoroughly learned. Reviews 
 should be constant. 
 
 2. A FractionoX Apparatm. By W. W. Davis. A box of eight wooden 
 balls, three and one-half inches in diameter, seven of which are sawn into 
 2, 3, 4, G, 8, 9, and 12 parts respectively, while the eighth is left a sphera 
 Price $4 00. 
 
 With this apparatus every principle and rule can be developed, and the 
 pupils can be led to deduce rules for themselves. 
 
 Many other expedients are resorted to, but they are all objectionable. 
 Suppose a teacher takes a stick and breaks it in the middle, will the pupil 
 perceive two halves of a stick or two sticks? In teaching fractions object- 
 ively, that should be taken for unity from which if a part is taken unity is 
 destroyed. This is not the case with a stick or cube. Apples are objection- 
 able for three reasons ; first because they cannot always be obtained ; sec- 
 ond because they are perishable ; and third, because the attention of the 
 pupils is diverted by a desire to know whether they are sweet or sour, etc. 
 I^or can the teacher readily saw wooden balls into divisions even enough for 
 the purpose designed, the charm of this method being the exact presentation 
 to the pupil's eye of the fact illustrated. 
 
 S. A Manual of Suggestions for Teaching Fractions especially designed 
 for accompanying the above apparatus. By W. W. Davis. Paper, 12mo, 
 pp. 43. 25 cts. 
 
 This accompanying manual gives probably the best arrangement of the 
 subject into sixty lessons ever made, with practical suggestions which all 
 teachers will find valuable. 
 
 h. Cube Root Blocks, carried to Three Places. In box. $1.00. 
 
 Our blocks are unusually large, the inner cube being two inches, and the 
 additions each one-half inch wide. 
 
 5. Numeral Frame, with 100 baUs, $1.25 ; with 144 balls, $1.50. 
 
 "Initiate children to arithmetic by means of the hallfr-VQie alone, there- 
 by making their elementary instruction a simple and natm al exten sion of 
 their own daily observation," says Laurie, in his standard bock on Primarjf 
 Instruction (p. 112), and as he leaves the subject of arithmetic, he adds this 
 note (p. 117), as if in fear he had not been sufficiently emphatic : 
 
 " The teaching of arithmetic should be begun earlier than is customary, 
 said always with the ballfram^.'" 
 
 C. W. BilKDEEN, Publisher, Syracuse, IT. Y» 
 
THE SCHOOL BULLETm PUBLICATIONS. 
 
 Specialties in Arithmetic. 
 
 J. Intermediate Problems in Arithmetic for Junior Classes ; contaming 
 more than 4000 problems in Fractions, Reduction, and Decimals. By Emjia 
 A. Welch. Cloth, 16mo, pp. 172. Price 75 cts. Key to Part II, pp. 30, 50 cts. 
 
 In Syracuse and many other large schools, this takes the place of the 
 small arithmetics in common use, forming with any larger or " practical '* 
 arithmetic a complete two-book series. The results obtained are in every 
 instance far above those reached by the ordinary text-book. For city and 
 graded schools no other collection of problems will compare with these ia 
 practical value and satisfactory results. 
 
 2. A Work in Number for Junior Classes in Graded Schools. By Martha 
 Roe. Cloth, 16mo, pp. 116. Price 50 cts. 
 
 This is similar to the above, and was prepared expressly for the Cort- 
 land State Normal School. ^ 
 
 S. The SO Possible Problems in Percentage, embracing a full and exhaust- 
 ive discussion of the Theory of General Percentage, with 100 illustrative ex- 
 amples. By W. H. Bradford. Manilla, 16mo, pp. 34. Price 25 cts. 
 
 h. Latitude and Longitude, and Longitude and Time. Embracing a com- 
 prehensive discussion, with over 100 illustrative questions and examples. 
 By J. A. Bassett. Manilla, 16mo, pp. 42. Price 25 cts. 
 
 5. Metric Tables and Problems: a comprehensive drill in the Metric 
 System, with 175 Problems and Answers. By Oscar Granger. Manilla, 16 
 mo, pp. 23. 25 cts. 
 
 6. The International Bate-Line, or Where does the Bay Begin? By 
 Henry Collins. Paper, 16mo, pp. 15. Price 15 cts. 
 
 7. A Manual of Mensuration, for use in Common Schools and Acade- 
 mies. By H. H. HuTTON. Boards, 16mo, pp. 150. Price 50 cts. 
 
 These five books treat exhaustively and with abundant illustration those 
 features of arithmetic that are so often the occasion of difficulty. It is 
 characteristic of good teaching to make the weak places strong, and these 
 books will make pupils surest just where the average pupil is most uncertain. 
 
 8. Algebra for Beginners. By O. S. Michael. Cloth, 16mo, pp. 120. 
 Price, 75 cts. 
 
 A remarkably simple presentation of the subject, that may be used with 
 profit in every beginning class. 
 
 9. Number Lessons, somewhat after the Grub6 Method, ^ving on one 
 side the combinations of the digits, and on the other an unlimited series of 
 drill-exercises. Heavy card -board, 10x11 inches. Price 10 cts. 
 
 10. Age- Cards, containing 9 columns of figures, to determine a person's 
 age by adding the top numbers of those columns in which the number repre- 
 senting the person's age is found. Heavy card-board, 4x6. Price 10 cts, 
 
 11. The Regents'' Questions in Arithmetic, containing the 1293 questions 
 given from 1866 to 1882. Manilla, 16mo, pp. 93, 25 cts. Key, pp. 20, 25 cts. 
 
 ^^ The Arithmetic Questions on Slips are no longer published. 
 
 \i. Dims Question Book, No. 18, Arithmetic. By Albert P. Southwiok, . 
 Paper, 16mo, pp. 39. Price 10 cts. y. 
 
 0. W. BARDEElsr, Publisher^ Syracuse, IS^. Y* 
 
-THE SCHOOL BULLETIN PUBLICATIONS.- 
 
 Helps in Teaching Penmanship. 
 
 1. WelWs Improved Practical Methods of Penmanship, Chautauqua Series, 
 Copy Books, Nos. 1, 2, 3, 4. Manilla, 7x8^, pp. 24, per dozen, SI. 20. 
 
 No. 1 presents a series of 24 oval exercises, combining in simple form 
 all of the curve movements employed in writing— and may be used to ad- 
 vantage through two terms. It is designed to teach arm movement, pure 
 and simple. 
 
 No. 2 contains a series of drills in large text hand, by means of which 
 the straight line movement so essential to correct formation is thoroughly 
 mastered ; and introduces the standard capital letter movements systemati- 
 cally grouped and followed by drills on the letters themselves. 
 
 No. 3 is designed through a series of well arranged exercises to de- 
 velop and apply the sliding or lateral movement in connection with the arm 
 action. The movement acquired by this drill is the essential element in all 
 business or current hand writing, giving both freedom and smoothness to 
 the text. This number introduces the forms of all small letters and capitals, 
 with a complete drill on the numerals. 
 
 No. 4 gives an attractive series of extended capital movement drills, 
 together with useful combinations of the capital letters in connection with 
 words. The special object of this number is to promote freedom and speed 
 in execution ; it also contains a review of all the letters. 
 
 In the Syracuse schools, where the method has been in use since 1879, 
 numbers 1, 2 and 4 are each used two terms, and No. 3, four terms. 
 
 In a testimonial dated June 26, 1889, Sup't Blodgett and every one of the 
 20 principals of public schools in Syracuse unite in saying : 
 
 " This branch, which ten years ago was considered so difficult to handle 
 and so generally barren of good results has become one of the most popular 
 and helpful adjuncts of our school work. 
 
 " A fundamental primAple of this system is in the substitution of the arm 
 movements for those of the fingers for all purposes of writing, by means of 
 which the youngest scholars may secure a freedom and strength in the 
 character of their penmanship much in advance of anything hitherto shown. 
 
 "We take the term examination papers as the only true test of a schol- 
 ai''s advancement in penmanship, and as measured by this severe standard 
 the results uniformly obtained are not only highly satisfactory, but are in 
 many instances a revelation as to the possibUities in teaching business writ- 
 ing to children in the public schools. 
 
 "We are satisfied that this plan of teaching as introduced and carried 
 on in our city schools here is entirely feasible, and that under like conditions 
 equally good results may be obtained anywhere." 
 
 3. A Lesson on Arm Movement in Writing, By Chas. R. Wells. Paper, 
 8vo, pp. 32, illustrated, 25 cts. 
 
 This is an exposition of the principles and practice of the above system. 
 
 3. Penmxinship in Public Schools, By J. L. Bubritt. 12mo, pp. 62, and 
 ' chart. 60 cts. 
 
 U. The Writing Portfolio. By C. J. Brown. Nos. 1-5, each 25 cts. 
 
 C. W. BARDEEK, Publisher, Syracuse, N, Yi^ 
 
THE SCHOOL BULLETIN PUBLICATIONS. 
 
 Helps in Language Teaching. 
 
 1. Normal Language Lessons : being the instruction in Grammar given 
 at the Cortland State Normal School. By Prof. S. J. Sornberger. 16mo, 
 boards, pp. 81. 50 cts. 
 
 Whatever text-book the teacher uses, or if he uses no text-book at all, 
 he will find this manual of great assistance. Its classification is simple, its 
 definitions are careful, its tabular analyses are complete, and its reference by 
 page to all tJie best authors makes it invaluable. 
 
 9. Exercises in English Syntax. By A. G. Bugbeb. 16mo, leatherette, 
 pp. 87. 35 cts. 
 
 This differs from other handbooks of sentences for class-drill in that it 
 does not print wrong sentences to be corrected, — a practice now generally 
 condemned, because incorrect fonns should never be put before the child's 
 eye.— but leaves blanks in the sentence to be filled by the pupil from a 
 cnoice of expressions given, thus calling in the most effective way to right 
 usage and its reasons. It is of especial assistance in preparation for Re- 
 gents' examinations, which always include much work of this kind. Send 
 for special circular with specimen sentences, and recommendations. 
 
 S. The Regents^ Questions in Grammar, from the beginning to June, 
 1882. By Daniel J. Pratt, Assistant Secretary. 16mo, manilla, pp. 109. 
 25 cts. 
 
 This unequalled series of questions is recognized throughout the country 
 as the best drill-book ever made, and the only satisfactory preparation for 
 examination. 
 
 An edition of these Questions, with complete answers, and references to the 
 grammars of Brown, Murray, Greene, Clark, Kerl, Quackenbos, Weld <& 
 Quackenbos, Hart, Fowler, Swinton, Reed & Kellogg, and Whitney, will be 
 sent post-paid to any address on receipt of One Dollar. It contains 198 
 pages, and is handsomely bound in cloth. 
 
 h. Dim£ Question Booh No. lU, Grammar. By Albert P. Southwick, 
 16mo, paper, pp. 35. 10 cts. 
 
 This is one of the best books In a deservedly popular series, giving full 
 answers to every question, with notes, queries, etc. Conductor John Ken- 
 nedy says: "The bad question book fosters cram; the good one suggests 
 study. Mr. Southwick's system is good. It is happy and nourishing. I 
 hope you may sell a million of them." 
 
 5. The Diacritical Speller. A practical course of exercises in Spelling 
 and Pronunciation. By C. R. Bales. 8vo, boards, pp. 68. 50 cts. 
 
 This work is novel even in a field so thoroughly worked as spelling. Its 
 striking features are conciseness and simplicity. The pupil is not drilled 
 upon what all pupils know, but only upon what most pupils fail in. The 
 collections of words are made with great skill, and the pupil who uses this 
 book is not likely to say Toosday or Reuler. The selection of test-words is 
 particularly happy, and the exercises in synonyms will afford material for 
 many a spare ten minutes.— C'a/i/omia Teacher. 
 
 6. An Aid to English Grammxir ; designed principally for Teachers. 
 By Asher p. Starkweather. 16mo, boards, pp. 230. 75 cts. 
 
 t This is a grammar aid book on a whoUy original plan. It is simply a 
 collection of words which are used as two or more parts of speech, with 
 illustrative sentences to show their correct xxsq.—ScJuxA Herald^ Chicago. 
 
 Q.yf. BARDEEN, Publisher, Syracuse, N. Y. 
 
THE SCHOOL BTTLLETIN PUBLICATIONS. 
 
 Exercises in English Syntax. 
 
 By A. G. BuGBEE. Leatherette, 16mo, pp. 87. 35 cts. 
 
 This differs from other handbooks of sentences for class-drill, in that it 
 does not print wrong sentences to be corrected— a practice now generally 
 condemned because a wrong form should never be put before the child's 
 eye— but leaves blanks in the sentence to be filled by the pupil from a choice 
 of expressions given, thus in the most effective way calling attention to- 
 right usage and its reasons. Thus : 
 
 1. " His wealth and — bid adieu to each other." Use him or he. 
 
 2. '* art most in fault." Use t7u)u or ihee. 
 
 3. ... and were chosen." Use her or she, and he or him. 
 
 4. " — do you think was there ? " Use who or whom. 
 
 No book we have ever published has met a readier or more hearty re- 
 ception. From the many good words that have come to us, we select the 
 following : 
 
 "I am thoroughly pleased with Bugbee's Exercises in English Syntax, 
 Having used for some years a ms. work of my own of similar character, I 
 would be pleased to lay it aside for better and more convenient form. 
 Please give me your introductory rates."— H. E. Cha^berb, principal No. 12y 
 New Orleans, and editor of Progressive Teacher. 
 
 "It is not intended to take the place of a grammar but to become a 
 valuable auxiliary to it. The value of the book ifs apparent at a glance."— 
 Commonwealth, Boston. 
 
 " The advantages of this plan are so apparent that not a word of com- 
 mendation need be spoken."— Carolina Teacher. 
 
 *' A useful and sensible manual, and all the better for being free from 
 ambitious nowQltiQS.'"— Independent. 
 
 " Nothing else so excellent in its way has come to our notice, and we 
 think its use will do much to train children to correct habits of speech. It 
 is based on good sound ^ocimiQ.^''— Educational Courant, Louisville, Ky. 
 
 " Teachers are well nigh as anxious for exercises in English syntax as 
 they were before the crusade against teaching that subject. It would be 
 difficult to desire the work essayed better done than in this monograph. It 
 aids the teacher in all of the standard work of the class ; it suggests scores 
 of things that the teacher wonders why he has not tried for himself. 
 America is to be congratulated upon having such an array of ingenious men 
 In the school-room, and publishers like Mr. Bardeen, who knows how to 
 find them and how to use them."— iV. E. Journal of Education. 
 
 C. W. BARDEEN, Publisher, Syracuse, N. Y. 
 
-THE SCHOOL BULLETIN PUBLICATIONS.^ 
 
 Helps in Teaching History. 
 
 1. A Thousand Questions in American History. 16mo, cloth, pp. 2*r. 
 Price $1.00. 
 
 This work has been prepared by an eminent teacher for use in his own 
 ■school — one of the largest in the State. It shows rare breadth of yiew and 
 discrimination, dealing not merely with events but with causes, and with the 
 side-issues that have so much to do with determining the destiny of a nation. 
 
 2. Helps in Fixing the Facts of American History. By Henry C. No»- 
 TELAJM. 16mo, cloth, pp. 298. Price $1.00. 
 
 Here all facts are presented in groups. The L— exington. 
 iey-word to the Revolution, for instance, is I— ndependence. 
 LIBERTY, as shown in the accompanying table B— urgoyne's Surrender, 
 of Key-Words ; and in like manner the events of E — vacuation. 
 the late civil war are kept chronologically dis- R— etribution. 
 thict by the key-words SLAVES FREED. Chart T— reason. 
 No. 1 indicates by stars the years in each decade Y— orktown. 
 irom 1492 to 1789, in which the most remarkable events ocoured, while the 
 colored chart No. 2 arranges the events in twelve groups. 
 
 5. Topics and Beferences in American History, with numerous Search 
 Questions. By Geo. A. Williams. 16mo, leatherette, pp. 50. 50 cts. 
 
 This is a book of immediate practical value to every teacher. The refer- 
 ences are largely to the lighter and more interesting illustrations of history, 
 of a kind to arouse the thought of pupils by giving vivid conceptions of the 
 ■events narrated. By dividing these references among the members of a class, 
 the history recitation may be made the most delightful of the day. 
 
 It. Dime ^tiestion Books^ No. 5, General History, and No. 6, United States 
 History and Civil Gonemment, By Albert P. Southwick, 16mo, paper, pp. 
 37, 32. 10 cts. each. 
 
 5. Outlines and Questions in United States History, By C. B. Van Wib. 
 16mo, paper, pp. 40, and folding Map. 15 cts. 
 
 The outgrowth of four years' practical work in the school-room with 
 map prepared by a pupil as a suggestive model. 
 
 6. Tablet of American History, with Map of the United States on the 
 back. By Rupus Blanchakd. Heavy paper, mounted on rollers, 3J^ by 5 
 feet. Price, eoopress paid, $3.00. 
 
 The demand for a colored chart to hang upon the wall and thus catch 
 the often-lifted eye of the pupil, has led to the preparation of this chart by 
 an experienced author. The events of the four centuries are grouped in 
 parallel belts of different colors, and upon the comers and sides are namea 
 of the States and Territories, with their etymology, etc., history of political 
 parties, portraits of all the Presidents, Coats ot Arms of all the States, etc. 
 The map is engraved expressly for this chart by Rand & McNally, is colored 
 ^th by States and by counties, and gives all the latest railroads, the new ai> 
 rangement of time-lines, showing where the hour changes, etc. 
 
 C« W, BARDEEN, Publisher, Syracuse, N. Y. 
 
THE SCHOOL BULLETIN PUBLICATIONS. 
 
 HoniMoD's Conspectus of Political Parties. 
 
 Cloth. Quarto, pp. 100. Price $5.0O. 
 
 Do You Know the History of Political Parties ? 
 
 Can You Trace the Growth of the Tory, Whig, Federal, Democratic*, 
 and Republican parties, with all such temporary off -shoots as the Clintonian, 
 Anti-Mason, Nullification, Loco-Foco, Hunker, Barnburner, Free-Soil, Silver- 
 Gray, Anti-Nebraska, and the rest? 
 
 Would You Like to be able to explain these terms to your class in his- 
 tory when you came to them ? 
 
 Would You Appreciate a Colored Chart that made all these parties as 
 plain as day, so that a glance would show what a week's study would not 
 fix? Then buy HOUGHTON'S CONSPECTUS. 
 
 'XJ^ld.SL't Xt C3r±xrofii. 
 
 1. A Folded Colored Chart 5 feet long, with the history of all the Political 
 Parties from the adoption of the Constitution to 1880. 
 
 2. A Folded Colored Chart 5 feet long, with the Cabinets of all the Ad- 
 ministrations, and the main political issues involved during the four years. 
 
 3. A Colored Political Chart, double-page, showing the territory con- 
 trolled by the Republican and that by the Democratic party in 1880. 
 
 4. A Colored Chart showing the sources from which Government Rev- 
 enue is derived. 
 
 5. A Colored Chart showing the avenues into which Government Ex- 
 penditure is directed. 
 
 6. Four Colored Charts showing the political proportions of the States ia 
 various relations from 1789 to 1880. 
 
 7. A Colored Map showing the Acquisition of Territory of the United 
 States, and its division among the States and Territories. 
 
 8. A List of all Presidential Candidates. 
 
 9. Platforms of all Political Parties in all the campaigns. 
 
 10. Lists of all the Governors of all the States. 
 
 11. Mwih other Political Information of vai-ious kinds and in convenient 
 form. 
 
 You will find here just the information so often asked and so seldom 
 answered at Teachers' Examinations and in private convei*sation. It is 
 safe to say that the same amount of study could hardly be expended so 
 profitably in any other direction. For Civil Government and History classes, 
 it is invaluable. 
 
 » The most important features of this book, including the Colored Charts^ 
 may also be had in map-form, to be hung upon the wall, at the same price^ 
 
 C. W. BARDEEX, Publisher, Syracuse, N. Y. 
 
-THE SCHOOL BULLETIN PUBLICATIONS.- 
 
 , Helps toward Correct Speech. 
 
 1. Verbal PitfaUs: a manual of 1500 words commonly misused, includ- 
 ing all those the use of which in any sense has been questioned by Dean 
 ANord, G. W. Moon, Fitzedward Hall, Archbishop Trench, Wm. C. Hodg- 
 son, W. L. Blackley, G. F. Graham, Richard Grant White, M. Scheie de Vere, 
 Wm. Mathews, " Alfred Ayres, ' ' and many others. Arranged alphabetically, 
 with 3000 references and quotations, and the ruling of the dictionaries. 
 By C. W. Baedeen. 16mo, cloth, pp. 223. 75 cts. 
 
 Perhaps the happiest feature of the book is its mteresting form. Some 
 hundreds of anecdotes have been gathered to illustrate the various points 
 made. These have the advantage not only of making the work entertain- 
 ing, but of fixing the point in the mind as a mere precept could not do. The 
 type indicates at a glance whether the use of a word is (1) indefensible, (2) 
 defensible but objectionable, or (3) thoroughly authorized. 
 
 2. A System of RJietoric. By C. W. Bardeen. 12mo, half leather, pp. 
 813. $1.75. 
 
 3. A SJiorter Course in Bhetoric, By C. W. Bahdeen. 12mo, half leather, 
 pp. 311. $1.00. 
 
 h. Outlines of Sentence Making, By C. W. Bardeen. 12mo, cloth, pp. 
 187. 76 cts. 
 
 5. Practical Pfwnics. A comprehensive study of Pronunciation, form- 
 ing a complete guide to the study of elementary sounds of the English Lan- 
 guage, and containing 3,000 words of difficult pronunciation, with diacriti- 
 cal marks according to Webster's Dictionary. By E. V. De Graff. IGmo,. 
 cloth, pp. 108. 75 cts. 
 
 The book before us is the latest, and in many respects the best, of the 
 manuals prepared for this purpose. The directions for teaching elementary 
 sounds are remarkably explicit and simple, and the diacritical marks are 
 fuller than in any other book we know of, the obscure vowels being marked, 
 as well as the accented ones. This manual is not like others of the kind, a. 
 simple reference book. It is meant for careful study and drill, and is es- 
 pecially adapted to class xxs,Q.—Neio England Journal of Education. 
 
 6. Pocket Pronunciation Book, containing the 3,000 words of difficult 
 pronunciation, with diacritical marks according to Webster's Dictionary. 
 By E. V. De Graff. 16mo, manilla, pp. 47. 15 cts. 
 
 Every vowel that can possibly be mispronounced is guarded by danger 
 signals which send one back to the phonic chart for instructions. We are 
 glad to notice that the Professor is leading a campaign against the despoil- 
 ers of the vowel u ; he cannot hold communion with an educated man whose 
 third day in the week is " Too^dsLy.''^— Northern Christian Advocate. 
 
 7. Studies in Articulation : a study and drill-book in the Alphabetic Ele-^ 
 ments of the English language. Fifth thousand. By J. H. Hoose. 16mo» 
 cloth, pp. 70. 50 cts. 
 
 This work not only analyzes each sound in the language, but gives a» 
 illustrations hundreds of words commonly mispronounced. _ 
 
 Dr. Hoose 's " Studies in Articulation " is the most useful manual of the 
 kind that I know of. It should be a text-book in every Teachers' Institute. 
 —A. J. Rickoff, formerly Sup' t of Schools at Cleveland and at Yonkers. 
 
 8. Hints on Teaching Orthoepy. By Chas. T, Pooler. 16mo, paper, pp. 
 15. 10 cts. 
 
 9. Question Book of Orthography, Orthoepy, and Etymology, vdth Notes, 
 Queries, etc. By Albert P. Southwick. 16mo, paper, pp. 40, 10 cts. 
 
 10. Question Book of Beading and Punctuation, vsith Notes, Queries, etc. 
 By Albert P. Southwick. 16mo, paper, pp. 38. 10 cts. .^^, ,y; 
 
 C. W. BARDEEN, Publisher, Syracuse, N. Y. 
 
-THE acnOOL BULLETIN PUBLICATIONS,- 
 
 Helps in Teaching Literature. 
 
 1. A Series of Questions in English and American Literature^ prepai'ed 
 for class drill and private study by Mary F. Hendrick, teacher in the State 
 Normal School, Cortland, N. Y. 16mo, boards, pages 100, interleaved. 35cts. 
 
 This edition is especially prepared for taking notes in the literature 
 class, and may be used in connection with any text-book or under any in- 
 struction. 
 
 S. Eai'ly English Literature, from the Lay of Beowulf to Edmund Spen- 
 ser. By \Vm. B. Harlow, instructor in the High School, Syracuse, N. Y. 
 IGmo, cloth, pp. 138. 75 cts. 
 
 This handsome volume gives copious extracts from all leading authors, 
 •of sufficient length to afford a fair taste of their style, while its biogi-aphical 
 and ciitical notes give it rare value. 
 
 3. Dime Question Book No. S, General Literature, and No. IS, American 
 Literature. By Albert P. Southwick. 16mo, paper, pp. 3.5, 39. 10 cts. each. 
 
 These are among the most interesting books in the series, abounding in 
 allusion and suggestion, as well as giving full answers to every question. 
 They afford a capital drill, and should be used in every class as a prepara- 
 tion for examination. 
 
 h. Ho^v to Obtain the Greatest Value from a Book. By the Rev. R. W. 
 LowRiE. 8vo, pp. 12. 25 cts. 
 
 No one can read this essay without pleasure and profit. 
 
 5. The Art of Questicming. By Joshua G. Fitch. 16mo, paper, pp. 36. 
 15 cts. 
 
 Mr. Fitch, one of Her Majesty's inspectors of schools, now recognized as 
 the ablest of English writers on education, owed his early reputation to this 
 :address, the practical helpfulness of which is everywhere acknowledged. 
 
 6. The Art of Securing Attention, By Joshua G. Fitch. 16mo, paper, 
 pp. 43. 15 cts. 
 
 The Maryland School Journal well says: " It is itself an exempUfication 
 of the problem discussed, for the first page fixes the attention so that the 
 reader never wearies, till he come8 to the last and then vnshes that the end 
 had not come so soon." 
 
 7. The Elocutionist's Annual, comprising new and popular Readings, 
 Recitations, Declamations, Dialogues, Tableaux, etc., etc. Compiled by 
 Mrs. J. W. Shoemaker. Paper, 16mo, pp. 200. 12 Numbers. Price of each, 
 ^cts. 
 
 Though primarily designed for classes in elocution, the character of the 
 selections is so high that any of these volumes may be used with profit in a 
 literature class. 
 
 8. The Bible in the Public Schools. Paper, 24mo, 2 vols., pp. 214, 223. 
 50 cts. 
 
 These volumes contain the most important arguments, decisions, and 
 addresses connected with the celebrated contest in Cincinnati, 1869. 
 
 ^ C.W. BARDEEN, Publisher, Syracuse, N. Y. 
 
• THE SCHOOL BULLETIN PUBLICATIONS.- 
 
 Our New Music Book. 
 
 ^ T h e universal 
 popularity of the 
 [Song Budget^ the 
 sales of which 
 have probably 
 exceeded that of 
 any other school 
 music-book pub- 
 lished, has made 
 it no easy task to 
 prepare a similar 
 coUection to fol- 
 low it in schools 
 where its songs 
 had become fa- 
 miliar. The songs 
 here given are a 
 final choice from 
 more than a 
 thousand which 
 had been selected 
 from every avail- 
 able source, but 
 
 especially from actual and pleasing use in the school room. As the list nar- 
 rowed down to seven, five, three, two hundred, it became more and more 
 difficult to reject, and the last twenty were dropped with extreme reluc- 
 tance. But it was thought best to adhere to the limits of the Song Budget^ 
 and though this book cootains more pages the price will be the same. 
 
 A large portion of the songs have been rearranged expressly for this 
 book. Effort has been make to keep within the compass of children's 
 voices, avoiding the mistake of pitching them too low as well as that of 
 making them too high ; and also to preserve the harmony without making 
 the accompaniment too difficult. The proportion of higher class music is 
 somewhat greater than in the Song Budget^ but the advance is no more than 
 corresponds with the more cultivated taste that already appears from in- 
 creasing instruction in the art of singing. The Song Budget was fully up to 
 the school-child's musical taste of fifteen years ago. The Song Century is 
 believed to be quite abreast of the musical taste of to-day. When schools 
 all over the land are familiar with these songs and call for another collec- 
 tion, it is to be hoped the possibilities of choice will be still wider. 
 
 ) To hundreds of teachers who have aided him in making this collection 
 representative of the best music sung in American schools, the compiler re- 
 turns earnest thanks, and hopes they may find reward in the use of this 
 new century of songs. * 
 
 C. W. BARDEEN, Publisher, Syracuse, N, Y, 
 
THE SCHOOL BULLETIN PUBLICATIONS.- 
 
 Prepare for Drawing Examinations. 
 
 By order of the State Superintendent all candidates for Uniform Certi- 
 cates to teach, of the First and Second Grade, must be examined in Dra^sang. 
 The following publications of the Prang Educational Co. are the only ones 
 that accord with the instruction given at institutes by Dr. John R. French, 
 into v/hose hands the State Superintendent has confided the charge of this 
 branch of study. 
 
 1. The Uses of Models. A Teacher's Assistant in the use of the Prang 
 Models for Form Study and Drawing in Primary Schools. Illustrated., 16mo, 
 pp. 197, 50 cts. 
 
 It is believed that any teacher, by fully studying and working out the 
 exercises in this Manual in the order given, can become so well acquainted 
 with the metliods on which they are based as to be able not only to teach the 
 study of Form and Drawing intelligently in primary schools, but also to use 
 the knowledge acquired through these exercises in the branches of primary 
 work. 
 
 For the purpose of aiding those who may desire to make themselves ac- 
 quainted with the methods and exercises, we furnish also: 
 
 ^. Box of Materials for institute work in Form Study and Drawing. 
 Box 63^x9 inches. 50 cts. If sent by mail, 65 cts. 
 
 This contains one model each of the 12 principal solids; 4 tablets; 50 
 sticks, blue, red, and yellow, 1 to 5 inches long; 100 press-board tablets, giv- 
 ing all the plane-figures; 16 sheets of colored paper; 12 sheets white paper; 1 
 eraser; 1 ruler; 1 pair scissors. 
 
 We offer also the following: 
 
 5. P7'ang''8 Models for Form Study and Drawing. $1.50. 
 
 This contains hard-wood models of 15 different solids, and 4 press-board 
 tablets of each of 9 different plane figures. It cannot be sent by mail. 
 
 k. Prang's Larger Models. $10.00. 
 
 5. Prang's Drawing Books, Shorter Course, 5 numbers, each 15 cts. 
 
 6. TeacJiers' Manual for Prang's SJwrter Course. 50 cts 
 
 7. Teachers' Manual for Ungraded Schools. 50 cts. 
 
 8. Teachers' Manual for Graded Schools. 50 cts. 
 
 IN PENMANSHIP 
 
 we would recommend 
 
 9. How to Teach Penmanship in Public Schools. By J. L. Burritt. IUus- 
 trated, 12mo, pp. 62 and Folding Chart. 60 cts. 
 
 This is the only book we know of written directly to aid the teacher, 
 without reference to advertisment of certain "systems" of penmanship. 
 It may be used with any series of writing books or with no series at all. It 
 treats not only of the principles of penmanship, the relative length and 
 slope of letters, etc., but also of the details of teaching,— the practical ex- 
 pedients to arouse interest and to overcome difiaculties. It will be of aid to 
 the most experiedced teachers. 
 
 C. W. BARDEEN, Publisher, Syj^acuse, N. Y. 
 
THE SCHO OL B ULLETIN PUBLIC A TIONS. 
 
 Instruction in Citizenship. 
 
 1. Civil Government for Common Schools^ prepared as a manual for 
 public instruction in the State of New York. To which are appended the 
 Constitution of the State of New York as amended at the election of 1882, 
 the Constitution of the United States, and the Declaration of Independence, 
 -etc., etc. By Henrt C. Northam. 16mo, cloth, pp. 185. 75 cts. 
 
 Is it that this book was made because the times demanded it, or that the 
 publication of a book which made the teaching of CItU Government practi- 
 cable led to a general desire that it should be taught? Certain it is that this 
 subject, formerly regarded as a " finishing " branch in the high school, is 
 now found on every teacher's examination-paper, and Is commonly taught 
 in district schools. Equally certain is it that in the State of New York this 
 text-book is used more than all others combined. 
 
 ^. A Chart of CivU Government. By Charles T. Pooler. Sheets 12x18, 
 ^ cts. The same folded, in cl ^ covers, 25 cts. 
 
 Schools using Northar .V Civil Government will find this chart of great 
 use, and those not yet ready to introduce a text-book will be able to give no 
 little valuable instruction by tho charts alone. Some commissionei-s have 
 purchased them by the hundred and presented one to every school house in 
 the county. 
 
 3. Handbook for School Teacliers and Trustees. A manual of School 
 Law for School Officers, Teachers and Parents in the State of New York. 
 By Herbert Brownell. 16mo, leatherette, pp. 64. 35 cts. 
 
 This is a specification of the general subject, presenting clearly, defi- 
 nitely, and with references, important Questions of School Law. Particular 
 ;attention is called to the chapters treating of schools under visitation of the 
 Regents— a topic upon which definite information is often sought for in vain. 
 
 h. Common School Law for Common School Teachers, A digest of the 
 provisions of statute and common law as to the relations of the Teacher to 
 the Pupil, the Parent, and the District. With 500 references to legal decis- 
 ions in 28 different States. 14th edition, wholly re-written, with references 
 to the new Code of 1888. By C. W. Bardeen. 16mo, cloth, pp. 120. 75 cts. 
 
 This has been since 1875 the standard authority upon the teacher's rela- 
 tions, and is f i equently quoted in legal decisions. The new edition is much 
 more complete than its predecessors, containing Topical Table of Contents, 
 and a minute Index. 
 
 5. Laws of New York relating to Commxm Schools, with comments and 
 instructions, and a digest of decisions. 8vo, leather, pp. 867. $4.00. 
 
 This is what is known as " The New Code of 1888," and contains all re- 
 Tisions of the State school-law to date. 
 
 6. The Powers and Duties of Officers and Teachers. By Albebt P. Mar- 
 ble. 16mo, paper, pp. 27. 15 cts. 
 
 A vigorous presentation in Sup't Marble's pungent style of tendencies 
 -as well as facts. 
 
 7. First Principles of Political Economy. By Joseph Aidbn. 16mo, 
 •cloth, pp. 153. 75 cts. 
 
 Ex-President Andrew D. White says of this book : " It is clear, well 
 arranged, and the best treatise for the purpose I have ever seen." 
 
 C. W. BARDEEN, Publisher, Syracuse, N, Y, 
 
-THE SCHOOL BULLETIN PUBLICATIONS,- 
 
 Music in tlie Scliool Eoom. 
 
 1. The Song Budget. A collections of Son^s and Music for Educational. 
 Gatherings. By E. V. De Grapp. Small 4to, paper, pp. 76. 15 cts. 
 This book owes its popularity to two causes : 
 
 (1) It gives a great deal for the money. 
 
 (2) The songs are not only numerous (107), but they are the standard favor- 
 ites of the last fifty years. 
 
 This is why the book contains more music that will he vsed than any other- 
 book published. For in all other books that we know of, two thirds of the 
 tunes are written by the compilers, who are of course partial to their own 
 productions. Sup't De Graff wrote no songs of his own, but gathered those 
 which his lotig experience as a conductor of teachers' institutes had shown 
 him to be the most generally familiar and pleasing. 
 
 In fact, the success of this book has been due to the fact that only those 
 songs were admitted that have proved to be universal favorites. This in- 
 volved a large original outlay, as much as fifty dollars having been paid for 
 the right to use a single song. But the best were taken wherever they 
 could be found and at whatever cost, and the result is a school singing book. 
 of popularity unexampled. For instance, a single firm in Cleveland, Ohio» 
 J. R. Holcomb & Co., had purchased of us up to Feb. 15, 1888, no less than 
 9730 copies, 4500 within the last six months, besides 2100 of the School Boom- 
 Chorus. 
 
 S. The School Boom Chorus. A collection of Two Hundred Songs for 
 Public and Private Schools, compiled by E. V. De Graft. Small, 4to, boards,, 
 pp. 148. 35 CIS, 
 
 This is an enlarged edition of the Song Budget, with twice the number 
 of songs. The plates of the last edition are so arranged that it is identical 
 with the Song Budget as far as page 68. so that both books can be used to- 
 gether. The Budget and Chorus are particularly adapted for Teachers' Asso- 
 ciations and Institutes. At these prices every meeting of teachers can be sup- 
 plied with one or the other, while the fact that the tunes are standard 
 favorites makes it easy for any audience to join in the singing at sight. 
 
 5. The Diadem of School Songs: containing Songs and Music for alt. 
 grades of Schools, a new system of Instruction in the elements of Music^ 
 and a Manual of Directions for the use of Teachers. By Wm. Tilxinghast. 
 Small, 4to, boards, pp. 160. 50 cts. 
 
 This book, of which Dr. French, the veteran institute Instructor was- 
 associate author, gives an exceedingly simple and practical system of in- 
 struction as well as a valuable collection of songs. 
 
 U. Half a Hundred Songs, for the School Room and Home. By Hattie: 
 S. Russell. 16mo. boards, pp. 103. 35 cts. 
 
 These songs are all original but without music. 
 
 6. The School Vocalist ; containing a thorough system of elementary 
 instruction in Vocal Music, with Practical Exercises, Songs, Hymns, Chants^ 
 &c., adapted to the use of Schools and Academies. By E. Locke, and S. 
 NouRSE. Oblong, boards, pp. 160. Price 50 cts. 
 
 6. The School Melodist. A Song Book for School and Home. By E. 
 Locke and S. Nourse. Oblong, boards, pp. 160. Price 50 cis. 
 
 7. The Song Life, for Sunday Schools, etc., illustrating in song thfr 
 ioumey of Christiana and her children to the Celestial City. Small 4tO' 
 Doards, pp. 176. Price 50 cts. 
 
 Nos. 5, 6, and 7 are books that have had their day, but of which we have* 
 a few hundred copies of each on hand. These we will sell at 10 cts. each ;, 
 if to go by mail, 6 cts. each extra. They contain much good music. 
 
 C. W. BARDEEN, Publisher, Syracuse, N. Y. 
 
TEE SCHOOL BULLETIN FUBLIGATIONS. 
 
 Helps in Eegents' Examinations. 
 
 1. RegenW* Examination Paper, Six styles. 
 
 For the Regents' examinations we now prepare five forms of Examina- 
 tion paper, all printed from new plates, and with some changes suggested 
 by the board of Regents. 
 
 PRICES PER REAM. 
 
 Note,— All the paper weighs fourteen pounds per ream of 480 full sheets 
 of legal cap, but is put up in reams of 480 half sheets, weighing seven pounds. 
 Please specify the letter, in ordering. NO ORDERS FILLED EXCEPT FOR 
 EVEN REAMS. Even schools which have but two or three scholars to try 
 will find it profitable to keep a ream on hand. So much less attention as to 
 the form of the paper is required of the scholar that he can give his undi- 
 vided attention to answering the questions. It is now the practice of many 
 of the best schools to put the scholars intending to try through one complete 
 examination with questions given at a previous time, using this paper, and 
 having all the formalities complied with. This gives the scholars confidence,, 
 and precludes the nervousness which is often fatal to success. 
 
 B. All printed, for Arithmetic, Geography, or Grammar $2.25. 
 
 C. All printed and numbered for Spelling .^ 2.50. 
 
 D. 37 sheets Spelling, printed and numbered, 
 185 sheets Arithmetic, Geography, Grammar, printed, 
 258 sheets Arithmetic, Geography, Gram., not printed, 
 
 480 sheets complete for 37 pupils, J — 2.00. 
 
 The last form is preferred by nine-tenths of the schools, and we recom- 
 mend it as the cheapest and most satisfactory. The sheets printed on the 
 back are used only for the last sheet in each exercise, usually the second in 
 Arithmetic and Geography, and the third in Grammar. 
 
 E. The same as D. except that all the sheets in Arithmetic, 
 
 Grammar, and Geography are printed upon the back 2.40. 
 
 j F. All printed, for the Advanced Examinations only 2.25. 
 
 i G. All unprinted, suitable for any school examinations 1.75. 
 
 1^" When five reams are ordered at one time, the name of the institution, 
 ordering will be printed on the back, if desired, without extra charge. 
 
 2. Regents'' Examination Cards. A most convenient device for keeping- 
 a permanent record of the studies in which each pupil has passed. Manilla, 
 6J^7 in., per hundred, 50 cts. 
 
 S. Regents^ Examination Record. Half -leather, folio, 9x14 in., in two 
 sizes: a. 72 leaves, for 720 scholars, $2.00; b. 144 leaves, for 1440 scholars^ 
 $2.50. 
 
 Instead of loose cards, the Record gives on each page the record of five; 
 scholars, and is thus fitted for permanent reference. It is substantially- 
 bound, with title-page and alphabetical index. 
 
 C. W. BARDEEN, Publisher, Syracuse, N. Y. 
 
THE SCHOOL BVLLETIN PUBLICATIONS. 
 
 School Kecords and Eeports. 
 
 1. TTie BuUetin Class Register. Designed by Edward Smith, Superin- 
 tendent of Schools, Syracuse, N. Y. Press-board cover. Three Sizes^ (a) 6x7. 
 for terms of twenty weeks; ip) 5x7, for terms of fourteen weeks. When not 
 otherwise specified this size is always sent. Pp. 48. Each 25 cts. (c), like (6) 
 but with one-half more (72) pages. Each 35 cts. 
 
 This register gives lines on each of 12 pages for 29 names, and hy a nar^ 
 TOW /^o/'puts opposite these names blanks for one entry each day for either 
 14 or 20 weeks, as desired, with additional lines for summary, examina- 
 tions, and remarks. Nothing can be more simple, compact, and neat, where 
 !t is desired simply to keep a record of attendance, deportment, and class- 
 standing. It is used in nearly two-thu'ds of the union schools of New York. 
 
 2. The Peabody Class Pecord, No. 1, with 3 blanks to each scholar each 
 day for a year. Boards 4}4x9}4, pp. IGO, $1.00. No. 2, with 5 blanks to each 
 scholar, 8x11, $1.50. Like No. 1, but gives 3 or 5 blanks each day. 
 
 S. Ryan'' 8 School Record, 112 blanks to a sheet, per dozen sheets, 50 cts. 
 
 h. Keller''s Monthly Report Card, to be returned with signature of parent 
 or guardian, cai-d-board 2^4, per hundred, $1.00. 
 
 5. Babcock''s Excelsior Grading Blanks^ manilla, 3x5, with blanks on both 
 sides. Comprising (e) Eeport Cards; (b) Grade Certificates for each of 9 
 ffrades; (c) IV.lM School Certificate (double size). Price of (o) and ib) $1.00 a 
 nundred; of (c) $1.50 a hundred. 
 
 6. Shxiw^s Scholar's Register, for each "Week, with Abstract for the Term. 
 Paper, 5x7* pp. 16. Per dozen, 50 cts. Each pupil keeps his own record. 
 
 7. Jackson.'' 8 Class Record Cards. Per set of 90 white and 10 colored 
 cards, with hints, 50 cts. Only imperfect recitations need be marked. 
 
 8. Aids to School Discipline^ containing 80 Certificates, 120 Checks, 200 
 Cards, 100 Single and Half Merits. Per box, $1.25. Supplied separately per 
 hundred: Half Merits, 15 cts.. Cards, 15cts.,Cliecks, 50 cts.. Certificates, 50cts. 
 
 The use of millions of these Aids, with the unqualified approval of teach- 
 ers, parents, and pupils, is assurance that they are doing great good. 
 
 They save time by avoiding the drudgery of Eecord Keeping and Reports. 
 
 They abolish all notions of "partiality" by determining the pupil's 
 standing with mathematical precision. 
 
 They naturally and invariably awaken a lively paternal interest, for the 
 pupil takes home with him the witness of his daily conduct and progress. 
 
 They are neat in design, printed in bright colors. The Certificates are 
 prizes which children will cherish. The Single Merits and Half Merits are 
 printed on hea^T card board, the Cards and Checks on heavy paper, and both 
 may be used many times— hence the system is cheap, as well as more at- 
 tractive than any other to young children. 
 
 9. Mottoes for the School-Room. By A. W. Edson, State Agent of Massa- 
 chusetts. Per set of 12 on heavy colored card-board 7x4 inches, printed on 
 both sides, $1.00, post-paid, $1.10. 
 
 These mottoes are " Never too Late," "Above all, be Useful," " Dare to 
 Say No," "God Bless our School," "Avoid An^er," "Be Good, Do Good," 
 "Think, Sneak, Act the Truth," "Fear to Do Wrong," "Misspent Time is 
 Lost Forever," "Speak the Truth," "Act Well Your Part," " Strive to Ex- 
 cel," "Try, Try Again," "Be Diligent, Prompt, and Useful," "Think Good 
 Thoughts," " Learn to Study," '^ Before Pleasure Comes Duty," " Think 
 First of Others," " Dare to Do Right," " Order is Heaven's First Law," "A 
 Will Makes a Way," "Study to Learn," "Hold Fast to Honor," "God 
 ^ees Me." (12) 
 
 C. W. BARDEEN, Publisher, Syracuse, K. Y. 
 
-THE SCHOOL BULLETIN PUBLICATIONS.- 
 
 Official Question Books. 
 
 1. The New York State Examination Questions from the beginning to 
 the present date. Cloth, 16mo, pp. 274, 50 cts. 
 
 These annual examinations, only by which can State Certificates be ob- 
 tained in New York, have a reputation all over the country for excellence 
 and comprehensiveness. The subjects are as follows : 
 
 Arithmetic, Grammar, Physics, Geography, 
 
 Book-Keeping, Composition, Chemistry, Civil Government, 
 Algebra, Rhetoric, Geology, Astronomy, 
 
 Geometiy, Literature, Botany, Methods, 
 
 Drawing, History, ZoOlogy, School Economy, 
 
 Penmanship, Latin, Physiology, School Law. 
 
 No answers are published, except in the following special volume. 
 S. Dime Question Book on Book-Keeping, containing all the questions in 
 that subject given at the first 15 New York Examinations for State Certifi- 
 cates, iv'ithfull Answers, Solutions, and Forms, Paper, 16mo, pp. 31, 10 cts. 
 
 3. The Unifoiin Examination Questions. By voluntary adoption of the 
 113 School-Commissioners of the State of New York, certificates are now 
 given only on examinations held under these questions, which are issued 
 sealed from the State Department. All these Questions from the beginning to 
 March 14th, 1889, are now published as follows, and we commend them as 
 worth the attention of all who have to conduct or undergo examinations. 
 ' ' • ' • ■• " ■ 10 cts. 
 
 I. Arithmetic, 
 
 317 Questions, 10 cts. 
 
 II. Key, 
 
 ni. Geography, 
 
 709 
 
 IV. " 
 
 V. Grammar, 
 
 533 
 
 VI. " 
 
 VII. U. S. History, 
 
 429 
 
 VIII. " 
 
 IX. Civil Government, 
 
 355 
 
 X. '• 
 
 XI. Physiology, 
 
 345 
 
 XII. " 
 
 h. Tlu Civil Service Question Book. Cloth, 16mo, pp. 282, $1,50, 
 
 42,000 places are now filled exclusively by appointments dependent on 
 examinations. No favoritism is possible. You do not need the influence of 
 Congressman or of politician. You have only to learn when the next ex- 
 amination is held, apply for the necessary papei*s, present yourself, and 
 answer the questions asked. The appointments are made from those who 
 stand highest, and are open to women as well as to men. All the particu- 
 lars as to these examinations, the places and dates where held, and how to 
 apply, are here given with 943 specimen questions iiiAinthmetic, 575 specimen 
 questions in Geography, 400 specimen questions in English Syntax, 100 each 
 in Amej'ican History and Civil Government, with full treatises on Book-Keep- 
 ing and on Letter- WHting. To prepare for competition for places at $1,000 
 and higher these subjects and these only are required. Any one who can 
 answer the questions here given, to all of which full and complete answers are 
 added, is ready to enter the next examination. 
 
 Hon John B. Riley, Chief Examiner, State of New York, July 10, 1888, 
 says : " I am pleased with your Civil Service Question Book. It will not only 
 be of service to those intending to try the Civil Service examinations, but 
 teachers or others who are obliged to prepare questions for examinatioi>3 in 
 the common English branches will find it a great convenience." 
 
 The N. E. Journal of Education says, Aug. 23, 1888 ; "It is rarely that any 
 book can be found with so many valuable and so few unimportant questions.'* 
 
 5. 3000 Grammar Questions, ivith Answe7's. By Henry Kiddle, A. M., 
 formerly Superintendent of Schools, New York City, and now editor or 
 Brown's Grammars. Cloth, 16mo, pp. 220. Price, $1.00. It is a great thing 
 for teachers to be sure they are right, especially on some of the puzzling 
 questions. As an authority Mr. Kiddle is second to no man living, and these 
 answers prepared by him may be regarded as absolutely correct. 
 
 C. W. BARDEEN, Publisher, Syracuse, N, Y. 
 
THE SCHOOL BULLETIN PUBLICATION'S, 
 
 The Eegents' Questions. 
 
 1. The Eegents'' Questions in Arithmetic, Geography, Grammar and Spell- 
 ing from the first examination in 1866 to June 1883. {No questions of later date 
 will be printed. ) Being the 1 1 ,000 Questions for the preliminary examinations 
 for admission to the University of the State of Kc^,' York, prepared by the 
 liegents of the University, and participated in simultaneously by more than 
 250 academies, forming a basis for the distribution of more than a million of 
 dollars. Complete with Key, Cloth, 16mo, pp. 473. $2.00. 
 
 ;?. Complete. The same as above but without answers. Pp. 340. $1.00. 
 
 In the subjects named, no other Question Book can compare with this 
 either in completeness, in excellence, or in popularity. By Legislative En- 
 actment no lawyer can be admitted to the bar in the State of New York 
 without passing a Regents' Examination in these subjects. 
 
 3. Separately. The same, each subject by itself, all Manilla, 16mo. 
 
 Arithmetic, 1293 Questions, pp. 93, 25 cts. Geography, 1987 Questions, pp. 
 70, 25 cts. Grammar, 29T6 Questions, pp. 109, 25 cts. Spelling, 4800 Words, 
 pp. 61, 25 cts. Keys to Arithmetic, Geography, and Grammar, each 25 cts. 
 
 L The Dime Qziestion Books, with full answers, notes, queries, etc. Paper, 
 pp. about 40. By A. P. Southwick. Each 10 cts. 
 
 Elementary Series. Advanced Series* 
 
 3. Physiology. 1. Physics. 
 
 4. Theory and Practice. 2. General Literature, 
 6. U. S. History and Civil Gov't. 5. General History. 
 
 10. Algebra. 7. Astronomy. 
 
 13. American Literature. 8. Mythology. 
 
 14. Grammar. 9. Rhetoric. 
 
 15. Orthography and Etymology. 11. Botany. 
 
 18. Arithmetic. 12. ZoOlo^y. 
 
 19. Physical and Political Geog. 16. Chemistry. 
 
 20. Reading and Punctuation. 17. Geology. 
 
 These 10 in one book. Cloth, $1.00. These 10 in one book. Cloth, $1.00. 
 
 Extra Volumes, 21. Temperance Physiology, 22. Book-Keeping, 23. Let- 
 ter-Writing, each 10 cts. 
 
 The immense sale of the Regents' Questions in Arithmetic, Geography, 
 Grammar, and Spelling has led to frequent inquiry for the questions in the 
 Advanced Examinations. As it is not permitted to reprint these, we have had 
 prepared this series, by which the teacher need purchase books only on the 
 subjects upon which special help is needed. Frequently a $1.50 book is 
 bought for the sake of a few questions in a single study. Here, the studies 
 may be taken up one at a time, a special advantage in New York, since apjM- 
 cants for State Certificates may now present themselves for examination in only 
 part of the subjects, and receive partial Certificates to be exchanged fcyr full Cer- 
 tificates when all tJie branches have been passed. The same plan is very gener- 
 ally pursued by county superintendents and commissioners who are encour- 
 aging their teachers to prepare themselves for higher certificates. 
 
 5. Quizzism. Quirks and Quibbles from Queer Quarters. Being a Melange 
 of questions in Literature, Science, History, Biography, M3rthology, Philolo- 
 gy, Geographv, etc. By A. P. Southwick. Cloth, 16mo, pp. 55. 25 cts. 
 The same witli Key, $1.00. 
 
 A stimulus for home study, and invaluable for school or teachers' 
 gatherings. 
 
 6. A Quiz-Book on the Theory and Practice of Teaching. By A. P. 
 Southwick. Cloth, 12mo, pp. 220. Price $1.00. 
 
 This is one of the six books recommended by the State Department for 
 study in preparation for State Certificates. 
 
 C. W. BABDEEN, Publisher, Syracuse, N, Y. 
 
-THE SCHOOL BULLETIN PUBLICATIONS.- 
 
 Blackboard Appliances. 
 
 1. Erasers.— When you 
 have got a good black- 
 board be sure and get 
 good material to use on 
 it. Much depends on the 
 Erasers used. The Carpet 
 Eraser, once almost uni- 
 versally used, has been 
 rejected ; the hard twine 
 glazes and wears off the slated surface. Tacks carelessly driven, and points 
 projecting into the erasive material, have ruined or defaced many black- 
 boards. Such tacks are not found until they have done some damage. 
 Besides, Carpet Erasers, or any other with flat surface, merely brush the 
 crayon down to the crayon-ledge, and thence to the floor, whence it is con- 
 stantly rising and permeating the air of the school-room. For this reason 
 Dustless Erasers are now almost universally used, their peculiarity being 
 that they are composed of ridges of felt with spaces between into which 
 the crayon-dust falls and where it remains until shaken out, outside the 
 school-room. The latest and decidedly the best is the Star^ which has all 
 the advantages claimed for other dustless erasers, with a peculiar cleansing 
 power due to the manner in w^hich the material is attached. Clwieifs Dust- 
 less Erasers are similar. Either of the above we furnish at 15 cts. each by 
 mail or $1.00 a dozen by express. The School BuUetin Erase rs a re made of 
 the closest and best felt and are 
 wonderfully durable, though 
 some consider them too hard. 
 Price 15 cts. each, $1.50 a 
 dozen. 
 
 2. Crayon.— Ordinary White 
 Crayon we furnish at 15 cts. a 
 box ; special rates on large or- 
 ders. Colored Crayon, 75 cts. a 
 box. Most schools having good 
 blackboards use a harder, dust- 
 less crayon. The Alpha has 
 had a large sale. We furnish 
 it Hard (H) or Medium (M) at 
 75 cts. a box. Similar but bet- 
 ter is the National, which we 
 sell at 50 cts. We hardly dare 
 give the price of the Olmstead 
 Dustless, which is $3.00 a gross. 
 Yet some schools use it and 
 think it pays. 
 
 S. Blackboard Stencils,— The 
 uses of the blackboard may be 
 greatly multiplied by the use of 
 stencils, w^hich any teacher can 
 use to put designs on the board 
 equal to those oy a skilled ar- 
 tist. We have 18 maps, 24x36 
 inches, at 10 cts. each ; a set of 
 Physiology Charts for $1.00; 
 Rolls of Honor at 10 cts., ana 
 more than 300 miscellaneous 
 pictures at 5 cts. each. Send 
 stamp for full catalogue. Every 
 teacher should use them. 
 
 9 C. W. BARDEEK, Publisherr Syracuse, N. Yj 
 
School Bulletin Teachers' Agency. 
 
 Whether this Agency is trustworthy may be judged from the fact that 
 it has fiUed the f oUowing two hundred principalships m New York normal, 
 high, and viUage schools, and academies, besides several times as many sub- 
 ordinate positions. The numbers in parenthesis show how many times we 
 have filled the place. 
 
 Adams, Alexander, Altona, Amenia Sem., Amsterdam Ac, Andes, And- 
 over, Apulia, Auburn [2, $1,200 and $2,000], Ausable Forks, BaldwinsviUe [2],. 
 BayviUe, Belfast, Brasher Falls, Brookfield, Cambridge, Canandaigua, 
 [Union School, $1,700, Academy, $2,000], Canastota, Canoga, Castile, Cayuga, 
 Charaplain, Chatham, Chenango Forks, Chittenango [2], Cicero, Cincinnatus 
 Ac. [2J, Clayville, Coeymans, Collins Centre [3], Colton, Community Ac, 
 Cooper's Plains [2], Crown Point, DeKuyter, Dolgeville [2], Dresden, De- 
 posit, Dundee, Dunkirk, East Bloomfield, East Springfield Ac [4], East Syra- 
 cuse, Easton, Elmira [3], Elmont, Fairfield /S^w., Fair Haven, Fayetteville, 
 Friendship J.C., Geddes, Ghent, Gilbertsville Ac^ Granville, Great Neck, 
 Greenville J.C., Hammondsport, Henrietta [2], Heuvelton, Homer, Hudson, 
 Ilion, Islip, Ives Sem. [2], Jamesville, Jasper, Keeseville, Kyserike, Lafay- 
 ette, Lawrence ville Ac [2], Little Falls, Little Neck, Locke, Lockport, Lodi, 
 Lvsander [2], MrGrawville, Manlius, Manlius Station, Mannsville, Margaret- 
 ville, Maryland, Mayville [2], Middletown, Mohawk, Mooers [3], Moravia, 
 Morrisville, Naples, Newark [2], New Berlin, New Paltz, Nichols, North- 
 port [2], Ogdensburgh, Onondaga Valley, Ovid, Owego, Painted Post [2], 
 Palmer Falls, Palmyra, Plioenix, PompeyJLc. [2], Port Jervls [2], Port Hen- 
 ry, Potsdam Normal [$2,800], Poughkeepsie [2], Pulaski [2, Union and 
 Academy'], Rensselaerville Ac [2], Richfield Springs [2], Home [2], St. Johns- 
 ville [2], Salamanca, Salem, Sandy Creek [2], Saratoga Springs [5, 3 at $1,000 
 and 2 at $1,300], Sauquoit JLc, Savannah, Sidney, Silver Creek, Smithville, 
 So. Edmeston, So. New Berlin, Spencertown, Stamford, Syracuse [3], Ticon- 
 deroga [2], Tonawanda, Trumansburgh, Tully, Unadilla, Union [2], Wad- 
 dington, Walden, Walworth Ac, Warrensburgh, Warsaw, Washingtonville, 
 Waterford [2], Watertown [High], Wellsburgh [2], West Troy, Westbury Sta- 
 tion [2], Westfield, Westport, Whitehall, Whitestown, Whitney's Point [2]. 
 Williamstown, Yates Ac To anyone acquainted with them the rank oi 
 these schools is even more significant than the number of them. 
 
 Among positions in other States may be mentioned : 
 
 For Men: Yt., Supt. Norwich University; Principals at Fairfax and 
 Poultney; Ct., Principal at Rowaytown ; N. J., Supt. [$3500], and Principal 
 [$2500] High School, Jersey City, Principals at Weehawken, New Provi- 
 dence and Paterson, Assistant at East Orange ; Pa., Principals at Oil City [2], 
 Halstead, Hawley, Youngsville, Tobyhanna Mills [2], Sciences at Mansfield 
 Normal; iV. C, Assistant, Niles City, Fla., Principal, Appalachicola ; Ala., 
 Methods, Florence State Normal [$1500] ; La., 2 Assistants at New Orleans; 
 Ark., Assistant at Searcy; III., Principal Tuscola, Modern Languages at 
 Lake Forest ; Ind., President and Music at Coats College, Classics at Prince- 
 ton; Mich., Principal, Michigamme; iiTs., Principal, Leavenworth [$2000]; 
 Sup't, Abilene; Neb., IVIath. Peru Normal, High School, Lincoln; Dak., Supt., 
 Yankton [$1500] ; Colo., Principal, Ouray ; Wash. , Mathematics at Spokane Falls, 
 etc. For Women: M. I., Providence Normal [$600]; Ct., South Norwalk 
 [$650 and $700]. Rowayton, Stamford, Hartford, Thomsonville ; N. J,, East 
 Orange [2 at $600], Paterson; Pa., Youngsville, Hawley, Oil City, [$630], 
 Tidioute ; N. C, Charlotte, Henderson ; S. C, Laurens. Pickens; Ala., Flor- 
 ence Normal [$900], College [$600], Marion Normal, Eufaula, Birmingham 
 [$8001; Texas, Rockdale; Ky., Hardinsburg, Shelbyville ; O., Youngstown 
 [$700] ; Mich., Ishpenning [$700], Iron Mountain [4], Pequammlng ; la., Des 
 Moines [$1500], Marshalltown [$600 and $1000] ; J/b., Bolivar; Colo., Fort 
 CoUins [$700], Ouray [2 at $750], Colorado Springs [$810]; Minn., Moorhead 
 Normal [$1200], St. Peter [$600 and $750] ; Dak., Great Forks L$850]; Cal.^ 
 Napa [$900], San Jose ; Wash.^ Tacoma [$700], etc. 
 
 If you want a hetter position, why not apply to this Agency f 
 
 C. W. BARDEEN, Manager, Syracuse, N. Y. 
 
THE SCHOOL BULLETIN PUBLICATIONS. 
 
 Maps, Charts and Grlobes. 
 
 1. JohnstmCs Wall Maps. These are of three sizes, 27x33 inches, costing 
 $2.50 each; 40x48, costing $5.00 each; and 63x72, costing $10.00 each. 
 
 The Common School Series includes (a) Hemispheres, (&) North America, 
 (c) South America, (c?)United States, (e) Europe, (/) Asia, (g) Africa. Others 
 Bometimes substituted or added are (h) "World, Mercator's Projection, (i) 
 Eastern Hemiphere, (Jc) Western Hemisphere. 
 
 We can furnish also in the 40x48 size: (0 England, (m) France, (n) Italy, 
 (o) Spain, (p) Central America, (q) Orbis Veteribus Notus, (r) Italia Antiqua* 
 is) Grsecia -dntiqua, (0 Asia Minor, (w) Orbis Romanus, (w) De Bello Galileo, 
 (x) Canaan and Palestine, (y) Bible Countries, (z) United States, historical, 
 showing at a glance when and whence each portion of its territory was de- 
 rived— a very valuable map In history classes. 
 
 All these maps are engraved on copper, and printed in permanent oil 
 colors. All are cloth-mounted, on rollers. Spring rollers are added at an 
 extra cost of $1.00, $1.50, and $2,50 respectively. 
 
 We offer a special consignment of T. Ruddiman Johnston's maps 40x48, 
 in sets only, including Hemispheres, North America, South America, United 
 States, political. United States, historical, Europe, Asia, and Africa, 8 maps, 
 regular price $40.00, at $15.00 per set. They were prepared for a firm In the 
 west who have been obliged to discontinue the business, and were sent to 
 us by the Johnston Co. with instruction to close them out at once. Hence 
 the unparallelled price, which applies only to this 100 sets. 
 
 3. Btilletin Map of the United States. Paper, on rollers, 3i^x5 ft., with 
 Blanchard's chart of the United States History upon the back. $3.00. 
 
 This is colored both by States and by Counties and gives correctly the 
 new time lines. 
 
 L Map of New York State, colored both by Counties and by Towns, 
 21^x3 ft. on rollers. Paper, $1.00; Cloth, $2.00. 
 
 6. Adams's Large Map of New For^/S'^a^e, 61x66 inches. Cloth, on rollers, 
 $10.00; on spring rollers, $12.00. We are now the sole proprietors of this 
 latest and best map, and can hereafter fill all orders promptly. 
 
 6. Dissected Map of New York, sawn Into Counties. 75 cts. 
 
 7. Dissected Map of the United States, sawn into States. 75 cts. 
 
 8. Chart of Life Series of Phi/siology Charts, 23x27 inches, four in num- 
 ber, including one to show the effects of alcohol on the system. These show 
 every organ, life-size and in place. Per set, $10.00; on spring rollerc<?, $12.50. 
 
 9. EckharVs Anatomical Charts, consisting of 12 double plates, with 
 more than 100 distinct and separate figures. Per set, $15.00. 
 
 10. Beading C^ar^5 of all kinds. Appleton's, $12.50; Monroe's Complete, 
 $10.00; Monroe's Abridged, $6.00, etc. 
 
 The School Bulletin Globe. While we keep a dozen styles always in stock, 
 we recommend this especially because: 1. It is 12 or 6 inches in diameter. 2. 
 It has a low and heavy Bronzed Iron Frame. Its axis is adjustable. 4. 
 It shows an entire Hemisphere. 5. Its Meridian is movable. 6. Its map is 
 Johnston's. 7. It is shipped to any address at Fifteen Dollars for a 12-inch 
 or Five Dollars for 6-inch size. 8. Every Globe is guaranteed to be abso- 
 lutely rERrECT. (14) 
 
 C. W, BARDEEN, Publisher, Syracuse, N, Y. 
 
-THE SCHOOL BVLLETIN PXJBLIGATIONB,- 
 
 Blackboard Slating. 
 
 No feature of the school-room is of more vital importance to the health 
 of scholars and teachers than the Blackboard. If it be gi-ay or greasy the 
 amount of chalk used fills the air with dust which produces catarrhal and 
 bronchial difficulties, and yet makes so faint a mark that the children's 
 eyes are permanently injured. Choice should be made among the following 
 materials. 
 
 1. Solid Slate. This is durable, but costs from 30 to 50 cts. a square foot, 
 is noisy, not black enough in color, and unhealthful because there is com- 
 monly used upon it the softest crayon. Where solid slate is already in, we 
 recommend the Slate Pencil Crayon, as the only preventive of serious disease. 
 
 But it is better to put either upon the plastered wall, or upon the wall 
 covered with manilla paper, or upon wooden boards, one of the following 
 preparations. 
 
 5. Agalite Slating. This may he sent by mail, and usually gives fair satis- 
 faction. Price, post-paid, for box to cover 400 feet, one coat. $6,00; 200 feet, 
 $3.25; 100 feet, $1.75; 50 feet, $1.00. We furnish the Black Diamond or Sili- 
 cate Slating at the same price, but it can be sent only by express. 
 
 3, Slate Pencil Slating. This remarkable preparation does away alto- 
 gether with chalk-dust, having sufficient grit to take a distinct mark from a 
 slate-pencil. Soft crayon shoidd never be used upon it, unless it is first rubbed 
 down to smoother surface. It is a pure alcohol slating, and therefore dura- 
 ble. Price per gallon, covering 600 ft., one coat, $10.00; quarts, $2.75; pints 
 $1.50. 
 
 U. Hornstone Slating. This is new, and altogether the best in the 
 market, making a really stone surface which is yet absolutely black. There 
 is no waste of chalk, even with soft crayon, while the National H produces 
 a beautiful clear mark. It contains no oil or grease, and grows harder with 
 age. It is put on with a paint-brush, and adheres to any material, so that it 
 may be put on walls, boards, paper, or any other smooth surface. Price 
 $8.00 per gallon, covering 200 feet with two coats, or 100 feet with four coats, 
 
 The application of two coats is recommended for old or imperfect 
 boards, where the surface is not firm enough to make it worth while to put 
 on a first-class surface. It makes the cheapest of all durable slatings, and 
 is put on readily by any one. 
 
 But for new boards, and old boards with good foundations, we recom- 
 mend the two additional coats, with a final rubbing down with pumice- 
 stone. This gives a blackboard never yet equalled. 
 
 Sup't Smith, of Syracuse, says: " Your Hornstone Slating is now in use 
 in four of our buildings, and I have no hesitation in saying that it is superior 
 to solid slate or to any other blackboard surface I ever saw."— Principal 
 Miner, of Skaneateles, says: " Its very smooth surface saves crayon and les- 
 sens the amount of chalk-dust in the room — I do not hesitate to say that 
 it is the best board I ever used." After a year's trial in Rochester it was 
 adopted for universal use in the public schools, even the solid slate boards 
 being covered with it. Large circular with full directions sent on applica- 
 tion. Do not give orders for blackboards till you have seen this slating. 
 
 C. W. BARDEEN, Publisher, Syracuse, N. Y. 
 
ye 35065 
 
 rtio^: 
 
 ^^^22f) 
 
 UNIVERSITY OF CAUFORNIA LIBRARY