LIBRARY 
 
 UNIVERSITY OF CALIFORNIA. 
 
 OF 
 
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 Q 
 
 _ *e. 
 
 Oass SS34- 
 
SCHOOL DEVICES 
 
 A BOOK OF 
 
 W 'AYS AND SUGGESTIONS FOR 
 TEACHERS 
 
 BY 
 
 EDWARD R: SHAW 
 
 Of the High School, Ycnkers, N. Y. 
 
 WEBB DONNELL 
 
 Of Washington Academy, East Machias, Me. 
 
 
 NEW YORK 
 E. L. KELLOGG & CO. 
 
 1891 
 
Copyright, 1886 and 1888, by 
 EDWARD R. SHAW, 
 
 AND 
 WEBB DONNELL. 
 
PREFACE. 
 
 THIS book has been prepared with the object of 
 presenting in compact form a great number of devices 
 for bringing freshness and life into the school-room. 
 
 Unless great vigilance is exercised, monotony creeps 
 in, and becomes the depressing accompaniment of 
 school work. No worker needs more of invention 
 than the teacher, yet no other worker has an envi- 
 ronment that is so hostile to its development. The 
 teacher is reaching down continually to minds below 
 
 him. Day after day spent under these conditions 
 clogs invention. 
 
 In recognition of this fact, the great body of progres- 
 sive teachers seek to take advantage of the best 
 experience of others, adapting to their own needs 
 whatever may be deemed suited thereto. In confir- 
 mation of this, we point to the great number who are 
 subscribers to school periodicals for the express pur- 
 pose of obtaining new suggestions which they may 
 apply in their own school-rooms. But a school journal 
 must cover the whole range of educational work, and, 
 therefore, the space devoted to devices must of neces- 
 
4 PREFACE. 
 
 sity be limited. This book aims to supplement the 
 work of the papers by placing in convenient form, for 
 constant use at the teacher's desk, the result of much 
 experience in making the work of the school-room 
 effective and attractive. 
 
 While the device is of undoubted advantage in school 
 work, it is important to consider its relative position 
 as a factor in education. Some teachers, in their 
 efforts to secure attention and make their work at- 
 tractive, have unfortunately lost sight of the proper 
 balance that should be maintained between that which 
 is novel and the fundamental principles which under 
 lie all teaching ; and have come to believe, erroneously, 
 that good teaching requires one to be continually seek- 
 ing for new and striking ways in which to present 
 ideas, substituting brilliancy and variety for the pains- 
 taking drill which the majority of teachers find essen- 
 tial to success in their work. A device should be used 
 as a condiment to add spice to the constant iteration 
 and reiteration of first principles. 
 
 In addition, however, to that which is to be regarded 
 as partaking purely of the character of a device, there 
 will be found in the book a great number of ways and 
 suggestions which will be of especial advantage to 
 those who are just entering upon the work of teaching. 
 These, having had no previous experience, must rely 
 to a great extent on that of others. While the idea of 
 teaching by any given formula is not to be advocated, 
 yet it is believed that in a multitude of suggestions 
 for accomplishing a given result, the teacher can 
 
PREFACE 5 
 
 select that which seems best suited to his own 
 needs. 
 
 We have inserted a large number of devices upon 
 many topics, not with the idea that they should all be 
 used in any particular case, but to afford a wide range 
 for selection. 
 
 While the greater part of the book is fresh and 
 original, having been gathered from our own experi- 
 ence and from the experience of many other teachers 
 whose work has fallen under our observation, we take 
 pleasure in giving credit to the numerous school peri- 
 "bdicals of the country from whose pages we have 
 drawn devices which seemed worthy of permanent 
 preservation. In most instances, whatever has been 
 selected has been recast to adapt it more fully to our 
 use. 
 
 YONKEBS, N. Y., May, 1886. 
 
The author of this volume has recently published a 
 helpful book for teachers, entitled "The National Question 
 Book." It contains 6,000 questions and answers on 
 twenty-two different branches of study. It is a general 
 review of the common and high school studies. It is 
 carefully GRADED into grades corresponding to those 
 into which teachers are usually classed. It is a useful 
 reference book for every teacher and private library. 
 Many thousands of copies have already been sold. It is 
 by far the most helpful and accurate book of questions 
 published. Beautifully bound in buckram. Price $1.50 
 net, postpaid. First-class agents wanted to introduce it. 
 Address E. L. KELLOGG & G0. 9 New York or Chicago. 
 
CONTENTS. 
 
 CHAPTER I. 
 
 PAGE 
 
 Language . . 9 
 
 CHAPTER II. 
 Geography - . . 42 
 
 CHAPTER III. 
 Spelling .62 
 
 CHAPTER IV, 
 Reading . . . 74 
 
 CHAPTER V. 
 Arithmetic. 85 
 
 CHAPTER VI. 
 Personal Suggestions 132 
 
 CHAPTER VII. 
 Schoolroom Suggestions 144 
 
8 CONTENTS. 
 
 CHAPTER VIII. 
 
 PAGE 
 
 Outside the Schoolroom 174 
 
 CHAPTER IX. 
 History . . . . 180 
 
 CHAPTER X. 
 Physiology . . . 200 
 
 CHAPTER XI. 
 Seat-work .215 
 
 CHAPTER XII. 
 Drawing 224 
 
 CHAPTER XIII. 
 Penmanship and Apparatus 237 
 
 CHAPTER XIV. 
 
 Bible Readings .......... 245 to 278 
 
OF THE 
 
 SCHOOL DEVICES. 
 
 '- _ 
 
 CHAPTER I. 
 
 LANGUAGE. 
 
 Mind-Pictures. Try to set the little people's im- 
 agination at work, even when they are very young. 
 It is sure to be pleasant work to the small dreamer. 
 Let him listen to some simple but pretty word-picture, 
 and then ask him to paint it over again for you in 
 this wise, perhaps : 
 
 "Now, little folks, shut your eyes, and in a minute 
 be all ready to tell me just what the eyes in your mind 
 are seeing." Then read something like this: " AU night 
 the little blossom held up its cup to catch the dew." 
 "The robin and the bluebird, piping loud, 
 Filled all the blossoming orchard with their glee." 
 " I see the lights of the village 
 
 Gleam through the rain and the mist. " 
 " Silent came the gathering darkness, 
 
 Bringing with it sleep and rest; 
 Save a little bird was singing 
 Near her leafy nest." 
 
 "By ten o'clock the sun shone brightly against the 
 window-glass, and the warm fire within helped make 
 the window-sill comfortable ; and here all five of the 
 birds perched, thus getting the full force of the sun's 
 rays." 
 
 Any such bits of pictures may be used, and very soon 
 the little pupil will be able to describe them. Help 
 him to do this in simple words, as if he were looking 
 at the picture in very truth. The exercise may be 
 varied by introducing some nursery rhyme, as 
 
10 SCHOOL DEVICES. 
 
 " There was a little, very little, 
 
 Quiet little man, 
 He wore a little overcoat 
 
 The color of the tan." 
 
 A Way to Prepare Pictures for Young Pu- 
 pils. If you use pictures for language work in the 
 lowest grades, an excellent plan is to paste the pictures 
 upon stiff paper or pasteboard, leaving an edge or bor- 
 der around the engraving. On this border write such 
 words as you think the pupil will probably wish to 
 use, but which are beyond his knowledge to spell. In 
 this manner a difficulty to the pupil's composition is 
 removed ; for if unaided in this way, he works under 
 a restriction that discourages, because the work is 
 simply too hard. 
 
 Supplying the Proper Word. In the following 
 phrases let the pupil supply the proper words; as, 
 " A of gloves," a pair of gloves: 
 
 A of ducks. 
 
 A of mice. 
 
 A of bees. 
 
 A of cattle. 
 
 A of birds. 
 
 A of horses. 
 
 A of partridges. 
 
 A of oxen. 
 
 A of needles. 
 
 A of milk. 
 
 A of books. 
 
 A of paper. 
 
 A Language Lesson. Put these sentences upon 
 the board and have the pupils fill in the blanks. If 
 there is not time during school hours to write the sen- 
 tences on the board, transcribe them upon blank cards 
 and let the pupils copy these upon their slates. While 
 it may take longer to write the cards, they can be used 
 
LANGUAGE. H 
 
 again and again, and taken to another school, should 
 the teacher change his field of labor. 
 
 In these sentences supply the missing pronoun: 
 
 (1) Father drove Martha and to school. 
 
 (2) Let James and carry it. 
 
 (3) May John and get a pail of water ? 
 
 (4) They have all gone but . 
 
 (5) boys are studying Latin. 
 
 (6) The teacher said girls must come early to- 
 night. 
 
 (7) The difference between you and is that you 
 
 have two study periods a day, while I have none. 
 
 (8) To did you give it? 
 
 (9) Who borrowed my slate? . 
 
 (10) Kalph is older than . 
 
 (11) do you wish to see? 
 
 In the following supply the omitted verb : 
 
 (1) I am more tired than you ; will you let me 
 
 down on the lounge? 
 
 (2) Yesterday I on the sofa all the morning. 
 
 (3) Is the table yet? 
 
 (4) Fetch a chair for Mr. Smith, Jane. down, 
 
 please, sir. 
 
 (5) the magazine on the table and let it there. 
 
 (6) The dog came in and down before the table. 
 
 (7) He has away. 
 
 (8) He was ing on the bed when I came home. 
 
 (9) The carpenter has the posts on the ground, 
 
 where he is to build the fence. 
 
 Let the work be brought to the recitation, and the 
 
12 SCHOOL DEVICES. 
 
 sentences read, the class deciding when the correct 
 form is used. 
 
 Weekly Plan of Language Work for Lower 
 Grammar Grades. Monday Letter-writing; drill 
 in naming parts of speech. 
 
 Tuesday Written reproduction of some selection; 
 drill in writing plurals and possessives. 
 
 Wednesday Reading of short poems; practice in 
 talking ; children telling the story of the poem. 
 
 Thursday Memory exercise; recitation of quota- 
 tions from authors ; principal element of a sentence. 
 
 Friday Re views. 
 
 Writing Ordinals. The proper form for writing 
 first, second, third, fourth, etc., is 1st, 2nd, 3rd, 4th, 
 and not 1^, 2*?. d , 3^, 4^; because 4th is as really fourth 
 as the full word. To show that this is true, let 
 the teacher write on the board 5, and ask the pupils 
 to read it. They will say "Five." In another place 
 write "th," and ask them to pronounce it also. In 
 still another place write u 5th," and ask them to read 
 it. They must say " Fifth." If it be true to write 
 fifth, " 5th;" fifteenth, 15th, we must also write as one 
 word 1st, 2nd, 3rd. 
 
 Correcting Bad English. A valuable lesson in 
 grammar can be made by showing to the class the 
 errors which are most commonly made in speaking. 
 Give a sentence containing the word in question, 
 pointing out the error, and write the correct form of 
 the word on the board. 
 
 Many people say " I done it," for " I did it;" " I have 
 
LANGUAGE. 13 
 
 got it," for "I have it;" "He ain't there," for "He 
 isn't there;" " I hain't got none," for "I haven't any." 
 The verbs lay and lie are commonly interchanged. 
 After teaching the inflection of these verbs, it will 
 assist the pupil in using them correctly if he be made 
 to see that lay must have an object, expressed or 
 understood, and that lie has not. Now, if he be taught 
 to consider in using the words whether an object is 
 expressed or understood, he will soon come to use 
 these verbs properly, and will readily see that such a 
 sentence as "The boat lays at her moorings" is wrong, 
 for the reason that the boat cannot lay anything. 
 Other improper usages of words will occur to the 
 teacher to be used in this connection. 
 
 For Beginners in Composition. For composi- 
 tion work with small pupils select simple topics, and 
 such as are sure to be familiar to them. The follow- 
 ing questions are suggested which they may answer 
 in the form of a narrative : 
 
 At what time did you start for school ? 
 
 What did you bring with you ? 
 
 Who came with you ? 
 
 In what did you carry your books ? 
 
 Tell what you can about the books. 
 
 What did you see on your way ? 
 
 Whom did you meet ? 
 
 What did you say to them, and what replies did 
 they make ? 
 
 Whom did you find in the school-house ? 
 
 What did you do after you came into the school- 
 room ? 
 
14 SCHOOL DEVICES. 
 
 To such questions as the following, as extended 
 answers as possible should be required : 
 
 What is found inside an apple when it is cut open ? 
 
 What is the material of a little girl's apron ? 
 
 Of what are shoes made ? 
 
 Who makes the leather, and from what is it made ? 
 
 What covers the outside of a tree, and what is its 
 usual color ? 
 
 Of what are baskets made ? 
 
 Describe the different parts of an apple. 
 
 Tell all you can about the colors of flowers. 
 
 How many holidays are there in a year ? Name 
 them. 
 
 Mention the different things that grow in your 
 garden. 
 
 What animals like to eat apples ? 
 
 What do animals eat besides apples ? 
 
 Word-developing. Say to the class, "There is a 
 man standing on a small island in the middle of a 
 lake. How will he get to the shore ?" Some will 
 answer, "He will swim;" others, "He will row over 
 in a boat." Ask them to describe the manner of row- 
 ing, and let a figure of an oar be drawn on the board. 
 Write ' ' oars, " i ' rowed, " ' ( swim, " upon the board. i l If 
 the man stops rowing, what will happen to the boat ?" 
 "It will float," "It will drift." Ask for the full 
 meaning of "float" and "drift," and write them on 
 the board. "What will happen if the boat gets into 
 the rapids?" "Upset," will be answered. This may 
 be continued until a sufficient number of words have 
 been developed. Let each word be correctly spelled 
 and pronounced, and accurately defined. Let each 
 
LANGUAGE. 15 
 
 pupil in turn form a sentence with one or more of 
 these words in it, and write it on the board. Finally, 
 tell the class to write out the whole story which has 
 been outlined, and bring it to be read at the next 
 recitation. 
 
 An Easy Exercise in Composition. Having 
 spoken to a class about the senses and what they tell 
 us, direct the class to write out what their senses tell 
 them about the following things : an apple, a knife, a 
 lead-pencil, a bottle of ink, a flower, a clock, a piece of 
 chalk, a box, a piece of charcoal, etc. 
 
 Compositions from Pictures. If pupils are 
 asked to bring to school all the pictures they can get 
 from books and papers, the teacher will thus obtain 
 much good material for composition work. Take the 
 pictures, trim them close to the edge of the engrav- 
 ing so as to cut off all reading, then paste them upon 
 pieces of pasteboard, and they are in condition for 
 long wear. Distribute them to pupils and ask them to 
 write what they can about the picture. When a pupil 
 has written about a picture, let him write his name 
 upon the back of it, so that it may not be given him a 
 second time. 
 
 Plan for Oral Composition. Cany to the class 
 some entertaining book either a story or a description 
 of travel and have a page or two read by one of the 
 class. The book is to be closed at this point and 
 another asked to tell what has been read. The rest 
 may correct any errors either in language or in the 
 statement of what has been read. When a sufficient 
 
16 SCHOOL DEVICES. 
 
 amount has been produced, ask all the members of the 
 class to write out what they have heard and bring it 
 in the next day. After some practice in this kind of 
 work, they may be allowed to take the main points of 
 the story or description and add any thoughts of their 
 own which are appropriate to the subject. 
 
 Debating Exercises. Select some subject within 
 the capacity of the pupils, and appoint a number to 
 debate it. If the number be six, assign three to the 
 affirmative and three to the negative side. Let a jury 
 of scholars be chosen, who, when all the arguments 
 are presented, shall decide for the one side or the 
 other. It will be well to have the arguments pre- 
 sented in alternate order; first, one upon the affirma- 
 tive side, followed by one upon the negative. 
 
 Select subjects that are of practical importance and 
 of general interest, and in regard to which the pupils 
 can readily gain information either by inquiry or read- 
 ing. 
 
 Language-drill in Every Lesson. Make every 
 lesson a drill in language. Whatever be the topic, 
 correct all errors in grammar and pronunciation. En- 
 courage your pupils to choose carefully and wisely the 
 form in which they state either questions or answers. 
 Wise guidance in this direction will bear rich fruit in 
 later years. 
 
 Letter-writing. In connection with the work in 
 grammar and rhetoric, see that your pupils have 
 plenty of practice in writing letters. Probably in no 
 branch are pupils found so deficient, on leaving school, 
 
LANGUAGE. 17 
 
 as in this. Have frequent exercises in writing busi- 
 ness letters, and in these see that the following points 
 are observed: (a) They should be brief and to the 
 point. (6) They should contain nothing but matter 
 relating to the business in question, (c) Nothing 
 should be written in such a manner as to allow a 
 chance of misunderstanding, (d) The date, name, and 
 address of the writer should be plainly written. 
 
 In ordinary letters of friendship, while it is absurd 
 to give rules, it is of advantage to bring out the points 
 given below. Pupils frequently have the erroneous 
 idea that an unusual and formal style must be used in 
 letter-writing, thus destroying the simplicity and nat- 
 uralness of their productions. 
 
 1. Letters should be written in a conversational 
 style, and this can be obtained by writing just as one 
 would speak to another, face to face. 
 
 2. Unless the letter is to a very intimate friend, the 
 writer should say but little of himself. 
 
 3. Let it be remembered that in writing a letter one 
 is placing in black and white that which may stand 
 for years. Care should therefore be exercised that 
 nothing be written which one might afterwards regret. 
 
 Matter for Letters. 1. Write a letter to a class- 
 mate who left school a week ago, relating whatever of 
 interest has occurred in school for a few days past. 
 
 2. Write a letter to a friend describing how you won 
 in one of your games. 
 
 3. Write a letter to a friend inviting her to a game 
 of tennis or croquet to-morrow afternoon. 
 
 4. Write a letter in the third person inviting Mrs. 
 Kate Wildey to dinner. 
 
18 SCHOOL DEVICES. 
 
 5. Write a letter to your mother, supposing her to 
 be away from home for a week. 
 
 6. Write a letter to a friend regretting that you 
 were unable to drive over to see him last Saturday. 
 
 Forms of Business Letters. Give your pupils 
 such forms of letters as one would use in many differ- 
 ent kinds of business. Such, for instance, as the fol- 
 lowing to a publishing house : 
 
 Providence, R I., Dec. 5, 1885. 
 Houghton, Mifflin & Co. 
 Gentlemen, 
 
 Enclosed find four dollars ($4), for which 
 please send the Atlantic Monthly for one year to my 
 address. 
 
 Yours truly, 
 
 J. L. PARSONS. 
 
 Papers Written from Recitation Notes. - 
 Not only should the pupil be required to reproduce 
 from material placed before him or related by the 
 teacher, but he should be required to take notes in the 
 recitation and elaborate them, reading them the next 
 day in class as called upon. If the pupil is studying 
 science, let him write out a full report of experiments 
 made by himself or by the teacher. These may be il- 
 lustrated by drawings of the apparatus used. It will 
 be well to allow illustrations in any of the composi- 
 tions if the writer is capable of producing them. For 
 such work unruled paper should be used. 
 
 Equivalent Forms of Expression. As a drill in 
 language, ask your class to change a given expression 
 into one containing the same idea, but set forth in dif- 
 ferent language. Ask them to express dry, matter-of 
 
LANGUAGE. 
 
 19 
 
 fact prose in a lively, poetic form ; and, in general, let 
 them take any sentence and express it in a different 
 way. Give them newspaper-cuttings to express in a 
 clearer, more incisive manner. They will thus get in 
 the habit of choosing the form of speech which will 
 most accurately express the meaning desired. 
 
 Device for Use of Capitals. Let the pupils 
 of the grammar grades copy in their note-books this 
 condensed plan of the rules for the use of capitals : 
 
 
 
 s 
 
 jr 
 
20 SCHOOL DEVICES. 
 
 Excerpts to Write Out from Memory. In the 
 newspapers will be found many short stories or de- 
 scriptions, well written and entertaining, which it will 
 pay to cut out and paste upon cards for use in repro- 
 duction. Let a card he handed to each student, allow 
 three or four minutes in which to read the printed 
 sketch, and then collect them. After which require 
 each one to write out from memory what he has read. 
 Below are given excerpts to show what is meant: 
 
 HOW THE JINGLET GETS INSIDE. 
 
 The making of sleigh-bells is quite an art. The little iron 
 ball is too big to be put in through the holes in the bell, and 
 yet it is inside. How did it get there? The little iron ball is 
 called the " jinglet." When you shake the sleigh-bell it jingles. 
 In making the bell this jinglet is put inside a little ball of mud, 
 just the shape of the inside of the bell. This mud ball with 
 the jinglet inside is placed in the mould of the outside, and the 
 metal is poured in, which fills up the space between the ball 
 and the mould. When the mould is taken off, you see a sleigh- 
 bell, but it will not ring, as it is full of dirt. The hot metal 
 dries this, so that it can be shaken out. When this has been 
 done the little iron jinglet will be found inside the bell, and 
 the bell will ring. It took a great many years to think out the 
 way to make a sleigh-bell. The Christian Union. 
 
 SAVING A LIFE. 
 
 One day last winter, '83-'84, when the mercury was down 
 somewhere in the forties below, an open sleigh -stage was mak- 
 ing its way along a mountain road between two Montana 
 towns. The only passengers were a woman and her young 
 child. They were scantily clad for the rigorous weather, and 
 the woman removed one of her wraps to protect the child. The 
 
LANGUAGE. 21 
 
 driver discerned that she was growing drowsy, and warned her 
 of the deadly peril of falling asleep. It was of no use, nor did 
 the vigorous shaking he gave her serve to keep her awake. 
 Finally the driver seized her, threw her out into the road, and 
 drove off with the child at a rapid pace. This last expedient 
 was successful. Awakened by the shock of the fall, the 
 woman saw the stage disappearing with her child. Her mater- 
 nal instincts w r ere aroused. She ran after the stage as fast as 
 she could; the driver slackened up a little, but did not stop till 
 he saw that the poor mother was thoroughly warmed by the 
 exercise. Her life was saved. An hour later the stage reached 
 a station, where buffalo robes were obtained to protect her 
 against the deadly cold for the remainder of the journey. The 
 Youth's Companion. 
 
 Require Plan in Composition-writing. In 
 
 composition work the pupil should be taught to plan 
 his work in a logical way. He should first make an 
 outline of the subject, arranging the topics in divi- 
 sions and subdivisions. After some practice of this 
 sort, upon selecting a subject he will instinctively be- 
 gin to analyze it, picking out the chief points, and the 
 different ways in which these chief points may be 
 treated. 
 
 To Exercise the Imagination. The following 
 are designed for written exercises. The title, direc- 
 tions, and hints may be written upon the board. Each 
 pupil should write the title properly upon his paper 
 and then, with the aid of the suggestions given, relate 
 the imaginary details. 
 
 1. The adventures of a five-cent piece. 
 
 Tell where and when it was coined. Who first ob- 
 
22 SCHOOL DEVICES. 
 
 tained it from the taint. How many times it was spent, 
 and for what purposes. Where it is now. 
 
 2. The life of a canary-bird. 
 
 Imagine a canary telling all that has happened to 
 him from the first day of his life. Where he has lived. 
 What he has done. What he thinks of some of the 
 people he has seen. What he likes to do. What he 
 would do if he could. 
 
 3. A family of five people at tea. 
 
 Imagine five people at tea. Describe and name 
 them. Tell what they are talking about. Tell some 
 of the things they say. Tell where they go as they 
 leave the room. 
 
 4. A brook. 
 
 Imagine a pretty little brook, winding about among 
 the meadows and through the woods. Tell where 
 it starts, and where it expects to go to. What it 
 finds in its way, and why it is so crooked. What 
 flowers grow upon its banks. What it does for the 
 flowers that grow on its banks. Tell about a big 
 shady pool in one place and what lives there. Tell 
 about a shallow place where the sun shines, and the 
 stones at the bottom of this place. How people cross 
 the brook; what animals do when they come to it. 
 What happened once at a certain place. What makes 
 it grow larger ; where it goes. 
 
 5. What I should like to do. 
 
 Imagine that you are now able to do just as you 
 please; state what you would. do. Give particulars 
 and reasons for your choice. 
 
LANGUAGE. 23 
 
 Suggestions about Local Subjects for Com- 
 positions. There is, in almost every locality, some 
 folk-lore, legend, or tradition. Let the pupils hunt up 
 these and embody them in a paper. "Historical 
 Hereabouts" is a good subject for such a paper. For 
 an instance of tradition, say to the class, l * I have heard 
 a story of a hermit who used to live about here years 
 ago. Many things are told of him which are interest- 
 ing. Now, I wish you to inquire here and there, learn 
 all you can about him, and make an interesting paper 
 to read to the class or school." 
 
 Again, the teacher may say, " You have seen apiece 
 of marble in the rough, or after it has been sawed, and 
 also after it has been polished. The way in which this 
 is done is very interesting. Who would like to go to 
 the marble cutter's, watch the work, and then write 
 a description of it ?" 
 
 A Letter Written upon Blackboard by All 
 the Class. Send a pupil to the board and tell him to 
 begin a letter. After he has written a few sentences, 
 send another to add a new thought, and then another 
 and another. The last pupil is told to close the letter. 
 
 Choice of Words. To create the habit of choosing 
 the best word to express an idea or describe an object, 
 place upon the board sentences arranged as in the fol- 
 lowing, and ask the pupil to choose the proper word. 
 The examples given may be extended by the teacher : 
 C nice ) 
 
 1. She has < agreeable > manners. 
 
 ( graceful ) 
 
 (lovely ) 
 
 2. She has a ^pretty > dress. 
 
 ( elegant } 
 
24 SCHOOL DEVICES. 
 
 C some ) 
 
 3. He is < somewhat > better. 
 
 ( much ) 
 
 (fearfully ) 
 
 4. The weather is < terribly > cold. 
 
 ( unusually ) 
 
 5. She looks very] 
 6- Almost j 
 7 ' Itisa {rSly }^ce book. 
 
 9. This is { ^e^y \ said than done. 
 
 10. Mine is not \ ff [ good as his. 
 ( s ) 
 
 {magnificent ] 
 ndid day. 
 beautiful j 
 
 12. Her dress looks j ^ y 
 
 Order of Criticism. The following order of criti- 
 cism for written work may be used by teachers and 
 by students in deciding upon the merits and defects of 
 compositions. It will be seen that the first point to be 
 noticed in any given article is the thought, taken as a 
 whole. It will be apparent that this is of more conse- 
 quence than the spelling and the use of capitals. 
 While these points are important, the student should 
 be made to feel that in this work he must have a clear 
 
LANGUAGE. 25 
 
 conception of the thought before beginning to write, 
 and that this will be first taken into consideration by 
 the teacher. Other points follow in the order of im- 
 portance. 
 
 I. The thought. 
 II. Order of thought. 
 III. Expression, or use of language. 
 
 1. Use of words. 
 
 2. Style. 
 
 3. Grouping of sentences. 
 
 4. Capital letters. 
 
 5. Spelling. 
 
 6. General appearance. 
 
 Frequently it is profitable to collect all the essays, 
 assign them to different members of the class, asking 
 each to read the essay and write a criticism upon it. 
 If the criticism is unduly severe and captious, hand 
 both essay and criticism to another student who will 
 give a just estimate of both. 
 
 Plan for Rapid Correction of Compositions. 
 
 Where a large number of impromptu compositions, 
 or reproductions from memory, are handed in every 
 few days, and it is found difficult to go over each one 
 carefully, it is well to use the following plan. Select 
 at random eight or ten of the papers and correct them, 
 noting carefully the characteristic errors. Bring these 
 before the class and make clear your corrections. 
 These corrections will probably apply to a large part 
 of the papers. At the next writing of compositions, 
 take eight or ten papers belonging to other pupils and 
 
26 SCHOOL DEVICES. 
 
 continue in this way until each pupil's work has passed 
 under your eye. 
 
 To Fold and File Essays. Essays should be 
 folded lengthwise and placed in a pile so that the cen- 
 tre of the page, where the fold conies, shall be upon 
 the right hand. Then let the name be written across 
 the top, and a rubber band placed about them. Any 
 desired essay can be quickly found by running over 
 the bunch with the right hand, each essay being 
 raised entire, as there are no edges of leaves on the 
 right side. In obliging pupils to follow this plan, the 
 teacher trains them to file papers as business men do. 
 
 Assigning a Subject for a Composition. 
 Often a subject may be invested with interest and 
 given a strong start by some such introduction as 
 the following: u The subject I wish to assign for the 
 next composition is about a wonderful instrument. 
 In all the range of inventions since the world began, 
 not one can be compared with this. The more you 
 think of it and study it, the more strongly will you be 
 impressed with the great skill of the inventor, and the 
 more plainly will you see the many marvellous uses to 
 which it is adapted, feiid how much has depended on 
 it during all time. The subject is (the teacher here 
 writes upon the blackboard) The Human Hand. 
 
 Character Sketches. Select from fiction or 
 travels a few sketches of character and read these to 
 the class for illustrations. As soon as the class has a 
 clear idea of what is meant by a character sketch, 
 say that for the next composition you shall expect 
 
LANGUAGE. 27 
 
 from each a character sketch. They are not to 
 name the person, but may take any character they 
 know. Of course, the teacher will use time enough in 
 reading the character sketches, and in speaking of 
 them, to show the class that in their first attempts 
 they should select some person whose characteristics 
 are strongly marked. 
 
 I II ustrati ve Syntax. Instead of giving pupils false 
 syntax to correct, vary the work by writing on the 
 board as many of the rules of syntax as you wish to 
 give for a lesson, and ask the pupils to write sentences 
 to illustrate these. If, for instance, the rules given in- 
 clude these, " Two or more singular subjects connected 
 by or or nor require a singular verb," " Two or more 
 singular subjects connected by and require a plural 
 verb," the pupil should write on his slate such sen- 
 tences as the following: " Neither gold nor silver 
 was found in the mine," " Either John or Henry is 
 going," " Mary and Susan are going," "The sun and 
 the moon were visible." 
 
 A Talk on Language. To break the monotony 
 of the usual work and at the same time to increase the 
 knowledge of the pupils, give a short talk on language, 
 such as a teacher gave one morning. He said : "Now, 
 if you will give me your attention for a few moments, 
 we will talk over some of the mistakes that people are 
 apt to make in conversation. For instance, I heard 
 one of the scholars say to another, as I came into the 
 schoolroom, Til go a little ways with you.' He 
 probably meant that he would go a little way, or a 
 short distance, with his companion. I also heard one 
 
28 SCHOOL DEVICES. 
 
 of the girls say to another, 'He don't know.' Will 
 any one tell me the full form of 'don't?' Several 
 voices, 'Do not.' Very well, 'He do not know' does 
 not sound correct. What should have been said? 
 4 He doesn't know.' 
 
 "I frequently hear one pupil say to another, 'It's 
 time we went.' Went denotes past time. What is 
 the proper thing to say? l IPs time to </o,' or, better, 
 4 It is time we should go.' " 
 
 The teacher continued to show in the same way the 
 incorrectness of such expressions as, This is the longest 
 (referring to two) ; I feel badly; Head the last two 
 verses ; Quite a number ; I would as leave go ; Where 
 have you been to ? He ain't got none. 
 
 A Grammar Lesson. Many incorrect forms of 
 speech are here given which should be brought to the 
 attention of the pupils, and the proper corrections 
 made. Let the pupils make a memorandum of the 
 corrections in their note-book : 
 
 A number of knives and forks were taken. He told 
 John and /, when a person acts like that, they ought 
 to be punished. He said it was him. Everybody has 
 a right to their opinion. These kind of apples are not 
 sweet. I am going to lay down. She set down on the 
 chair. He would have went. She done right. They 
 hadn't ought to. I have got one. I says. He re- 
 peated it again. He took it off of the line. He or his 
 son have gone. I don't know but what I shall do it. 
 She seldom ever went out. He has lots of pictures. 
 The two first verses. He is the largest of the two. He 
 enjoys poor health. Was you speaking ? Not as I 
 know of. Have you shook the carpet ? They have 
 
LANGUAGE. 29 
 
 broke the stick. I see him two days ago. Give me 
 them grapes. If I was rich, I would go. Seldom or 
 ever. He is known through the United States. Two 
 pair of gloves. I should think that John was the 
 oldest. This house to let. The stick is twelve foot 
 long. He is living at Boston. Such another man. 
 They covered it over. A new pair of shoes. Com- 
 bined together. Almost no money. Somewheres in 
 the country. I had rather go. A couple of pounds. 
 I am short in comparison to you. The meat was all 
 eaten up. I fell on the floor. He is averse to it. 
 That ain't. Nobody else saw him. The other one. 
 They mutually agreed. Down on him.. They were all 
 drownded. I called to price your goods. His actions 
 admit of no apology. He left his books to home. 
 
 Device for Building Up Conjugation of the 
 Verb. If the pupil can be made to see the principle 
 by which the various tenses of the verb are built up, 
 he will be able to apply it readily in forming the re- 
 quired part of any verb. If the verb " love" is taken, 
 begin with the present, and show that the simple form 
 of the verb (love) is found in all the persons except the 
 second and third persons singular, which add "st" 
 and "s" respectively. 
 
 Next show that in the past or imperfect tense the 
 past participle (loved) is used in all the forms but the 
 second person singular, which adds to this " st." 
 
 Tell the class that the sign of the future is " shall " 
 or "-will;" but when " shall " is used for the first per- 
 son, "will" must be used for the second and third 
 persons; and when " will" is used for the first person, 
 "shall " must occur in the second and third. 
 
30 SCHOOL DEVICES. 
 
 Then make it understood that the perfect, pluper- 
 fect, and future-perfect tenses end with the past parti- 
 ciple; and that the sign of the perfect is "have," as, 
 " I have loved," etc. ; that the sign of the pluperfect is 
 u had," and that of the future perfect is u shall have" 
 or "will have;" hut that when "shall have" is used in 
 the first person, the forms of " will have" must occur 
 in the second and third, and that when " will have" is 
 used in the first person, ' ' shall have" must occur in 
 the second and third. 
 
 State that the signs of the potential mood are 
 "may," "can," "must," for the present; "might," 
 " could," " would," "should," for the past, to be used 
 with the simple verb "love;" as, "I may love," or "I 
 might love ;" and that have added to the signs of the 
 present give the perfect, and to the signs of the past 
 give the pluperfect; as, " may have," "might have." 
 
 Show them that if is the sign of the subjunctive mood, 
 to be used in the present with the simple verb "love," 
 and in the past with the past participle, and that the 
 second and third persons singular do not add " st" and 
 "s." 
 
 The infinitive mood should be made clear to the class 
 as introduced by the preposition "to." 
 
 After finishing the active voice, and explaining that 
 this represents the subject of the verb as acting, 
 show that the passive voice is formed by placing after 
 the required tense of the verb "to be" the past parti- 
 ciple of the verb to be made passive, and explain what 
 the word passive means. 
 
 The pupils should practise writing out different 
 verbs on slate or paper, following these rules. 
 
 In using these suggestions, the teacher will give one 
 
LANGUAGE. 81 
 
 tense at a time, letting that grow before the class by 
 writing the forms upon the board, and insisting upon 
 their thorough committal to memory before the next 
 tense is written out. Each day review all the tenses 
 previously built up, and drill upon the signs of each 
 tense. To test a class's knowledge of the way in 
 which the passive voice is built up, direct pupils to 
 write out the passive voice of some verb not met with 
 in all the persons of the passive, as, for instance, the 
 verb eat. 
 
 The Infinitive Mood. In teaching the use and 
 government of the infinitive give such a sentence as, 
 " We strive to save," in which is given an example of 
 a finite verb and one not finite, or infinite. Show that 
 a verb which agrees with its subject is a limited verb, 
 and one which has no subject, as save, is unlimited. 
 Show that finite and infinite are the same as limited 
 and unlimited. In this way the pupils will understand 
 what is meant by a finite verb and an infinitive. Show 
 that in parsing an infinitive as governed by the prepo- 
 sition fo, it is regarded in the light of a noun. 
 
 Shall and Will. In the first person will expresses 
 an intention or a promise, as, "I will go," meaning I 
 intend or promise to go. Witt should not be used as a 
 question with the first person ; as, u Will I come?" 
 
 Will in the second person may be used as a com- 
 mand, or simply to foretell what will occur; as, " You 
 will come with me." "You will do nothing of the 
 kind." As a question, will in the second person asks 
 the intention of the person ; as, " Will you do it? " 
 
 Will in the third person declares or foretells; as, 
 " He will be here." 
 
32 SCHOOL DEVICES. 
 
 Shall in the first person declares or foretells, with 
 no reference to wish; as, *'I shall he present." 
 
 As a question, shall in the first person makes an in- 
 quiry, or asks direction; as, u Shall I find you there?" 
 " Shall I go?" that is, decide for me. 
 
 Shall in the second person expresses authority, and 
 therefore promises, commands, or threatens. 
 
 Examples of Correct Usage. Expressing future 
 action : I shall ride to the city to-morrow. Expressing 
 determination: You shall go. Consulting the judg- 
 ment of another: Shall I go with him? Inquiry con- 
 cerning another's intention : At what price shall you 
 sell? Inquiry concerning another's desire : Will you 
 have an orange? Inquiry concerning future action: 
 Will he go with us? 
 
 Let the following blanks be filled with shall or mil. 
 
 I leave for Boston next week. I have my 
 
 own way. You be punished. They reach 
 
 here at noon. 1 put coal on the fire ? 1 write 
 
 to your brother? he come with us? How 1 
 
 solve this problem? you have more coffee? 
 
 you write your name here? At what place you 
 
 buy it? Where you be to-morrow ? we have 
 
 a good time? we see you this evening? When 
 
 you begin? you have a few of them? If he 
 
 goes, you? What you do about it? your 
 
 father punish you? Pupils - - please write their 
 
 names. We do it. They find it hard. he 
 
 be permitted to go? I be in time? When 
 
 we finish our work? 
 
 Matter for a Talk on Words. Use the follow- 
 ing material for a talk on words, taking up a few 
 words at a lesson. 
 
LANGUAGE. 33 
 
 The subject is capable of being expanded to a 
 greater extent than we have space to show here, but 
 the teacher, with this material to start with, can 
 select other words and carry the subject of derivation 
 to a greater length. In connection with this show 
 your class how words are built up by prefixes and 
 suffixes, and explain the meaning which these give to 
 words. 
 
 CUEFEW. From French words meaning cover up 
 your fire. A bell was formerly rung at eight o'clock, 
 when people were expected to retire. 
 
 TARIFF. From Tarifa, a Moorish fortress in 
 Southern Spain, from which position the Moors used 
 to levy taxes on passing ships for the merchandise 
 which they transported, 
 
 GOD'S ACRE. A burial-ground, referring to the idea 
 of the harvest which the Deity will garner at the 
 resurrection of the dead. 
 
 TANTALIZE. From " Tantalus," who was doomed to 
 be continually in sight of water but not allowed to 
 touch it. 
 
 PASTOR. From the Latin word, meaning a shepherd. 
 
 LUNACY. From Luna, the moon, a word kindred 
 with moonshine, or folly. 
 
 CAMBRIC. From Canibray, a place where this kind 
 of cloth was first made. 
 
 TRIVIAL. From Latin words meaning three roads. 
 That is, such talk as one hears on the corners of streets. 
 
 SINCERE. From Latin words meaning without wax; 
 that is, furniture whose defects were not concealed by 
 filling with wax. 
 
 ATONEMENT. At-one-ment, showing the united rela- 
 tion of God and man. 
 3 
 
34 SCHOOL DEVICES. 
 
 GOOD-BYE. " God be wf ye." 
 
 TOPSY-TURVY. " Topside t'other way." 
 
 SIERRA. Saw -like. Referring to the jagged appear- 
 ance of the tops of these mountains. 
 
 MISERY. From miser, a word meaning wretched. 
 
 METHODIST. A name applied to the founders of the 
 sect who were methodical in their devotions. 
 
 PAPER. From the Egyptian papyrus, which was 
 used for writing purposes. 
 
 DAHLIA. From Dahl, a Swede who first cultivated 
 the plant. 
 
 STENTORIAN. From Stentor, a loud-voiced Homeric 
 orator. 
 
 SURNAME. From words denoting a name in addition. 
 
 Surnames. The subject of surnames affords mate- 
 rial for an interesting talk on words. Explain to your 
 class that at one time it was customary for people to 
 have hut one name ; finally, a common word was used 
 to designate a particular clan or family. 
 
 Show how certain names may have arisen from 
 marked peculiarities in those to whom they were ap- 
 plied, as Longfellow, Blackman, Eeed (Bed), Brown, 
 White, and Gray. When such characteristic names 
 were used up, new names were sought from various 
 sources, from animals, as Wolfe, Lyons; and from 
 natural objects, as Stone, Sand; from adjectives, as 
 Strong, Swift, Wise, Kich. Point out the fact that 
 the Scotch Mac, and the Welsh Ap, and the Norman 
 Fitz, mean the son of; thus, MacDougal means the son 
 of Dougal, or Douglass; Fitzhugh, the son of Hugh. 
 
 Substituting Words. Write a short selection 
 which may he taken from the reading books, upon the 
 
LAN&UAGR 35 
 
 blackboard, underscoring certain words. Require the 
 pupils to copy the selection, using some other word or 
 words in the place of those underscored, but preserv- 
 ing the sense; e.g.: 
 
 " While my companions were seeking a suitable 
 spot for camping that night, I improved the little day- 
 light that was left in climbing the mountain alone. 
 We were in a deep and narrow ravine, sloping up to 
 the clouds at an angle of nearly forty-five degrees, and 
 hemmed in by walls of rock, which were at first cov- 
 ered with low trees, then with impenetrable thickets 
 of scraggy birches." 
 
 While my comrades were searching for a pleasant 
 place for pitching the tents that night, I employed the 
 short time which remained before sunset in ascending 
 the mountain by myself. We were in a deep gorge of 
 little extent, inclining up to the clouds at an angle of 
 nearly forty-five degrees, and pinned in by immense 
 heaps of stone, which were at first overspread with 
 small trees, then with impenetrable thickets of scraggy 
 birches. 
 
 Changing Words. Change the italicised words 
 to others of opposite meaning, and those in small cap- 
 itals to others of same meaning. 
 
 1. Discharge the young man. 
 
 2. Never ATTEMPT self-praise. 
 
 3. The SITUATION is secure. 
 
 4. DISLODGE the impudent RASCAL. 
 
 5. INFORM me how to cheer him. 
 
 6. EXALT the broad principle. 
 
 7. Do not GIVE PUZZLING questions. 
 
 8. The just JUDGMENT is rendered. 
 
 9. RECTIFY your mistakes. 
 
36 SCHOOL DEVICES. 
 
 10. Avoid the DIFFICULT WAY. 
 
 11. The weather is intolerable. 
 
 12. The TEACHING encouraged rebellion. 
 
 Choosing the Right Word. Put two or three 
 of these sentences on the blackboard each day. Re- 
 quire the pupils to write out the correct statements, 
 and bring them to the class for the teacher to inspect. 
 
 1. A wise ruler (exceeds, accedes) to the demands of 
 the (populace, populous). 
 
 2. The Zuyder Zee was formed by an (irruption, 
 eruption) of the Atlantic Ocean. 
 
 3. The cause invariably (precedes, proceeds) the 
 (affect, effect). 
 
 4. A wise man (accepts, excepts) good (advice, ad- 
 vise). 
 
 5. We know in part and we (prophecy, prophesy) in 
 part. Bible. 
 
 6. The (medal, meddle) bore an (ingenious, ingenu- 
 ous) (devise, device). 
 
 7. (Great, grate) character is as rare a thing as 
 (great, grate) (genus, genius). Lowell. 
 
 8. The three weird (profits, prophets) on the heath. 
 Irving. 
 
 9. Vines clustered round the lofty (pillows, pillars). 
 Hans Andersen. 
 
 10. In (sculptor, sculpture) (exercised, exorcised) his 
 happy skill. Dry den. 
 
 Drill upon Forms in Letter- writing. Draw a 
 diagram of an envelope on the blackboard, and let the 
 class draw the same on their slates; then direct the 
 diagram -envelope to some person, the pupils directing 
 theirs in the same manner. Call particular attention 
 
LANGUAGE. 37 
 
 to correct punctuation. Let the class direct half a 
 dozen or more letters, till they can do so properly. In 
 the same way teach how to begin and end a letter. 
 For further drill in letter-writing let the pupils write : 
 
 (1) Letters of friendship to the teacher or to each 
 other. 
 
 (2) A neat circular to be sent to customers who are 
 behind with their payments, requesting an immediate 
 settlement. 
 
 (3) An advertisement to a newspaper for a book- 
 keeper one used to the dry -goods business preferred. 
 
 (4) An advertisement describing and locating sev- 
 eral houses for sale and to let, and stating prices. 
 
 (5) A telegraph despatch, not exceeding ten words, 
 ordering five cases of prints and two cases of dress- 
 goods, to be sent by express. 
 
 Examine these letters, pointing out and correcting 
 mistakes, and commending wherever possible. 
 
 Lessons on the Agreement of Verb and 
 Subject. 
 
 i. 
 
 The wolves are in the woods. 
 
 The seal is found in the Arctic ocean. 
 
 Scissors are made of steel. 
 
 Eich salt mines have been found in Western New 
 York. 
 
 Edison has invented many useful things. 
 
 In these sentences is is used with a singular or a 
 plural noun? 
 
 Is has used with a singular or a plural noun? 
 
 Is are used with a singular or a plural noun? 
 
 Is have used with a singular or a plural noun? 
 
 Is and has must be used with singular subjects. 
 
38 SCHOOL DEVICES. 
 
 Are and have must be used with plural subjects. 
 
 Write ten sentences containing the verbs has and 
 have. Analyze each. 
 
 Write four statements about a horse, using the 
 words is and has. 
 
 Write four statements about apples, using the words 
 are and have. 
 
 In the same manner write statements using the fol- 
 lowing words with is and has, and are and luive : 
 clouds tables knife cars 
 
 sand houses grass mustard 
 
 books paper letters pepper 
 
 H. 
 
 The girl sews, reads, and wi*ites. 
 Girls sew, read, and write. 
 
 Is the subject of the first sentence singular or plural. 
 
 How does the subject of the second sentence differ 
 from the first? 
 
 What other words in the second sentence are differ- 
 ent? 
 
 Why must you use different forms of the verb in the 
 second sentence from those in the first? 
 
 The form of the verb is often determined by the 
 number of the subject. 
 
 You see that verbs may have singular and plural 
 forms just like nouns. With singular subjects we 
 must use singular verbs, and with plural subjects we 
 must use plural verbs. 
 
 Change the following singular forms to plural forms, 
 and plural forms to singular: 
 
 EXAMPLES \ Singular f orm The boy runs and jumps. 
 ( Plural form Boys run and jump. 
 
LANGUAGE. 39 
 
 Cuckoos build no nests. 
 
 The willow is a graceful tree. 
 
 Elephants surpass all other land animals in size. 
 
 Fishes have gills and fins. 
 
 A volcanic mountain is sometimes quite low. 
 
 The kangaroo has a pouch in which it carries its 
 young. 
 
 Write ten sentences in the plural form, and change 
 each into a singluar form. 
 
 I, we, he, she, it, they, you. 
 
 Which of these pronouns name but one, or have the 
 singular form? 
 
 Which have the plural form? 
 
 Write sentences containing these pronouns as sub- 
 jects. 
 
 in. 
 Louise and Nellie paint. 
 
 How many persons paint? 
 
 When should a singular or a plural form of the verb 
 be used? 
 
 What word connects the words Louise and Nellie? 
 
 Subjects connected by and take a plural verb. 
 
 Write five sentences with the subjects connected by 
 and. 
 
 Her sister or her cousin sings. 
 How many persons sing? 
 Then what form of the verb should be used? 
 Are the words sister and cousin singular or plural? 
 What word connects sister and cousin $ 
 Singular words connected by or take a singular verb. 
 Write five sentences with singular nouns connected 
 by or used as the subjects. 
 
40 SCHOOL DEVICES. 
 
 Her sisters or her cousins sing. 
 
 How does this sentence differ from the last one 
 given? 
 
 What form of verb is used? 
 
 Why is this form used? 
 
 Plural nouns connected by or take a plural verb. 
 
 Write five sentences with plural nouns connected 
 by or used as subjects. 
 
 Direct pupils to keep a copy of these rules, and en- 
 courage them to apply the rules to their own errors. 
 Also require sentences composed to illustrate the rules. 
 
 Incidental Teaching of Literature. Consider- 
 able knowledge of English Literature ought to be ob- 
 tained by pupils while pursuing such studies as gram- 
 mar, analysis, reading, and composition. The class in 
 reading, for instance, instead of going again and 
 again over the familiar, short extracts to be found in 
 the ordinary " Header," should take up some extended 
 work of the best writers in prose and poetry, such as 
 Whittier's " Snow-bound," Hawthorne's " Twice-Told 
 Tales," or Longfellow's "Evangeline." Such works 
 are published in pamphlet form at a low price. In 
 analysis something more than the mere separation of 
 a sentence into its related parts should be attempted. 
 If the idea is effectively expressed, the reason fo^ its 
 effectiveness should be pointed out. If fine thoughts 
 are met, let those be dwelt upon, and associated with 
 the author's name. In composition work the best 
 writings should be studied practically in the class to 
 find what vigorous, yet simple, use the masters make 
 of the English language. For this purpose excellent use 
 can be made of the writings of Nathaniel Hawthorne. 
 
LANGUAGE. 41 
 
 Locating Quotations. As a variation in lan- 
 guage or literature work, give a list of quotations or 
 names of books, and ask the pupils to find out the au- 
 thor of each. They will enjoy the work, and will re- 
 ceive decided benefit from it. A few quotations and 
 titles are given to illustrate the suggestion. 
 
 " Oh wad some power the giftie gie us, 
 To see ourselves as ithers see us." 
 
 " The shades of night were falling fast." 
 
 " What is so rare as a day in June." 
 " To be, or not to be: that is the question." 
 " O the little birds sang east, and the little birds sang west.'* 
 " Give me liberty, or give me death I" 
 
 The Battle Hymn of the Republic. 
 " Give me three grains of corn, mother." 
 
 America. 
 
 " Still stands the forest primeval." 
 "The breaking waves dashed high." 
 
 "Never, forever, 
 Forever, never." 
 
 "Home, Sweet Home." 
 
 Our Mutual Friend. 
 
 The Deserted Village. 
 
 "A man's a man for a' that." 
 
42 SCHOOL DEVICES. 
 
 CHAPTER II. 
 
 GEOGRAPHY. 
 
 Order of Topics for the Study of the Grand 
 Divisions of the Earth. 
 
 1. Striking characteristics. 
 
 2. Brief history. 
 
 3. Position, etc. 
 
 11. Highlands. 
 2. Lowlands. 
 3. Profile. 
 4. Progressive map. 
 
 5. Drainage. 
 
 6. Political divisions. 
 
 C 1. Border water. 
 
 7. Natural divisions. < 2. Projections. 
 
 (3. Isthmuses. 
 (1. Causes. 
 
 8. Climate. < 2. Peculiarities. 
 
 ( 3. Healthfulness. 
 ( 1. Vegetable. 
 
 9. Life. < 2. Animal. 
 
 (3. Human. 
 
 10. Productions. 
 
 11. Exports. 
 
 12. Imports 
 
 13. Prominent cities. 
 
 14. Journeys. 
 
 15. Comparisons, 
 
GEOGRAPHY. 43 
 
 Foundation Work in Geography. When a 
 child begins the study of geography the maps in his 
 text -book may have very little meaning for him. He 
 is not, at an early age, able to look down upon an 
 extended portion of the earth and see it in his mind 
 stretched out as on the map. He has not had suf- 
 ficient experience as yet. As introductory work, let 
 the pupil begin to draw on paper plans of localities 
 with which he is familiar. The schoolroom is a good 
 example for the first effort. An outline of the proper 
 proportion should first be drawn, and in it should be 
 located in their proper places the various articles of 
 school furniture. The playground may next be taken. 
 Later on, the pupil's own home, with its land and build- 
 ings, can be properly represented; and, finally, the 
 surrounding country, with its rivers, streams, roads, 
 mountains, etc. By following such a plan the pupil 
 will be led to feel that he is looking down upon the 
 actual country represented by the map he is studying. 
 In this way the colored page before him becomes real 
 land and water, and he comprehends the location of 
 mountains, rivers, and cities, because he has repre- 
 sented in the same way the localities which are 
 familiar to him r 
 
 Longitude and Latitude. Begin the lesson by 
 reviewing the class on the shape of the earth and its 
 daily rotation. Call their attention to the globe as 
 representing the shape of the earth, and then show a 
 large ball of white knitting-cotton or string with a 
 knitting-needle run through the centre, as also repre- 
 senting the form of the earth. Have near at hand 
 some black pins and some black sewing-cotton, 
 
44 SCHOOL DEVICES. 
 
 Suppose a man starts from a hotel to walk along a 
 strange road without any milestones. He knows he 
 can walk one mile in fifteen minutes; how far can he 
 walk in an hour? 
 
 Of course the class will answer four miles. At the 
 end of an hour he comes to a church ; how far will this 
 be from the hotel? 
 
 4 'Four miles." 
 
 How does he know? 
 
 "By the time occupied in walking." 
 
 So he will say, "The church is four miles from the 
 hotel, or the hotel is four miles from the church." 
 
 If the road runs directly from east to west, he might 
 say that the church is four miles to the east of the 
 hotel, or the hotel is four miles to the west of the 
 church. 
 
 From this we infer that distance may he measured 
 by time taken in traversing it. Upon the surface of 
 the earth, distance is so measured. 
 
 Take the white ball, and, holding it at the right degree 
 of inclination, put in a pin to represent a man standing 
 in New York City. Have a gas jet or some convenient 
 spot on the ceiling to represent the sun, and let a pupil 
 so turn the ball that the man in New York City shall 
 have the sun as nearly as possible over his head. 
 Place another pin to the north to represent a man in 
 Montreal. Ask what time of day it will be to these men. 
 
 ' ' Twelve o'clock : noon. " 
 
 Turn the ball to the east very slowly, and tell the 
 class the ball is supposed to have been turning for an 
 hour. The man in New York City looks up to the sun. 
 What change has taken place? 
 
 " The sun is not over his head." 
 
GEOGRAPHY. 45 
 
 Put in a pin to represent a man who now has the sun 
 directly overhead, and tell the class this man is stand- 
 ing in Milwaukee. Ask them how long it took the 
 earth to turn through that distance. 
 
 The class infers that Milwaukee is one hour's journey 
 for the earth to turn from New York City or from 
 Montreal. So is Mohile. Suppose it is known how 
 many miles a point on the earth turns through in an 
 hour. Then, instead of saying one hour's journey, we 
 might say it is so many miles ; but as a point on the 
 earth turns through several hundred miles an hour, it 
 is more convenient in talking about this distance to 
 use a longer measure than a mile a measure called a 
 degree. 
 
 Write the word and the sign upon the blackboard, 
 and make this inference from what has been told, 
 writing it upon the blackboard: " A degree, in geog- 
 raphy, contains many miles." 
 
 Instead, then, of saying Milwaukee is an hour of the 
 earth's journey from New York City, or so many 
 hundreds of miles, we say it is so many degrees. 
 
 Connect the pins from north to south with a piece of 
 black cotton, and continue the cotton to the knitting- 
 needle, which may represent the poles of the earth. 
 Lead the class to infer that as New York and Montreal 
 have noon at the same time, all places on the line pass- 
 ing from pole to pole through these cities have noon 
 at the same time. 
 
 As Milwaukee and Mobile are on the same line, the 
 class will see that all places on the line from pole to 
 pole, passing through these cities, have noon at the 
 same time. Tell the class that these lines are called 
 mid-day lines or meridians which means the same. 
 
46 SCHOOL DEVICES. 
 
 Call attention to the fact that as one place is so 
 many degrees east or west from another, there must be 
 a starting line or meridian, and to distinguish this 
 starting meridian from the others, it is called the prime 
 meridian. While any meridian could be taken for the 
 prime meridian, in order to save confusion the people 
 of the world have fixed upon the meridian that passes 
 through Greenwich, England, as the prime meridian. 
 
 Write upon the blackboard the following for the 
 class to copy and learn. 
 
 Longitude is the distance of one place from another 
 east or west, and is measured in degrees. 
 
 A prime meridian is a meridian fixed to reckon 
 longitude from. 
 
 All places east of a prime meridian to 180 have 
 east longitude and all places west to 180 have west 
 longitude. 
 
 The greatest number of degrees of longitude that 
 any place may have is 180. 
 
 A place must be situated on a meridian exactly op- 
 posite a prime meridian in order to have 180 of lon- 
 gitude. 
 
 A place must be situated on a prime meridian to 
 have no longitude. 
 
 Bring before the class the white ball with black 
 threads wound around it representing the meridians 
 of longitude, and one thread passing around at right 
 angles with the meridians to represent the equator. 
 Tell the class that in order to get exact location the 
 same necessity exists of having a fixed place on the 
 earth from which to measure distances north and 
 south, as in measuring distances east and west. Show 
 on the ball the line representing the equator as being 
 
GEOGRAPHY. 47 
 
 best for a starting-point, because it is equally distant 
 from the north and south poles. 
 
 Wind several lines around the ball on each side of 
 the line representing the equator and parallel to it, 
 and tell the class these are parallels of latitude. 
 
 Write upon the blackboard the following: 
 
 Latitude is distance north or south of the equator, 
 and is measured by degrees. All places north of the 
 equator to 90 have north latitude, and all places south 
 of the equator to 90 have south latitude. 
 
 The greatest number of degrees of latitude that any 
 place may have is 90. 
 
 A place must be situated at one of the poles to have 
 90 of latitude. 
 
 A place must be situated on the equator to have no 
 latitude. 
 
 A place must be situated where a prime meridian 
 crosses the equator in order to have neither latitude 
 nor longitude. 
 
 Drill thoroughly upon each one of these definitions, 
 asking pupils to give examples whenever possible, using 
 both globe and map. Show by the globe why a place 
 cannot have more than 180 longitude or 90 latitude; 
 that degrees of latitude are always the same length, 
 while those of longitude vary according to the distance 
 from the poles. 
 
 Make a practical application of the lesson by taking 
 imaginary voyages over the sea to show how position 
 of ships may be ascertained, and over the land, stopping 
 at important places to determine their latitude and 
 longitude. 
 
 How to Vary a Geography Lesson. Here are 
 
48 SCHOOL DEVICES. 
 
 suggested a few ways of varying the recitation that 
 may be used with profit : 
 
 1. GEOGRAPHY Quiz. Let two children come before 
 the class and cross-question each other until one fails. 
 Then let another take his place. This teaches questions 
 as well as answers, and makes them think quickly. 
 
 II. GEOGRAPHY MATCH.!. Let them choose sides 
 as in a spelling-match. Question rapidly from side to 
 side, and let pupils pass to seats when they fail. 
 
 2. Let them choose sides as before. If one fails, the 
 one who answers has the privilege of choosing one 
 from the other side. If two fail, the one who answers 
 may choose two, etc. If the question comes back to 
 the side with which it began, nothing is gained by 
 either. This is better than No. 1 in that it keeps all 
 on the floor ; but both are good for Friday reviews. 
 
 III. GEOGRAPHICAL LOCATION. Hang up map of 
 Europe, Asia, or of any grand division or country the 
 class has been studying, and let some member of the 
 class stand before the map with a pointer ready to find 
 any city, river, lake, mountain, sea, strait, etc., that 
 the pupils of the class in order may ask him to find. 
 Failure to locate any city, sea, etc., on the part of the 
 pupil at the map, forfeits his place to the one who 
 asked the question. The one securing the place at the 
 map should of course, on taking his place, point out 
 the answer to his question. 
 
 IV. GEOGRAPHICAL OUTLINE. Put an outline on the 
 blackboard, and let the recitation be from that. As- 
 sign one topic to each pupil at the beginning of the 
 recitation, or number the topics and pass numbered 
 slips, letting them draw. Arrange the outline to suit 
 the advancement of the class and the subject in hand. 
 
GEOGRAPHY. 49 
 
 Illinois: 
 
 Boundary, 
 
 Capital, 
 
 Important Cities, 
 
 Eiyers, 
 
 Climate, 
 
 Productions, 
 
 Industries. 
 
 V. GEOGRAPHICAL SKETCHING. Let a pupil draw an 
 outline map on the blackboard without using the book. 
 Require quick work, and do not permit much erasing. 
 The chief object of this exercise is not to test the 
 pupil's skill in map-drawing, but his knowledge of 
 location. When the outline is drawn let him put in 
 mountains, rivers, cities, etc., as you name these. 
 The class may do the same work upon their slates, 
 but facing so as not to see the board. 
 
 VI. GEOGRAPHICAL STORY. In teaching productions 
 of different countries, tell a story of travels, pointing 
 out places on the map as you go. Stop when you 
 come to the name of a country, river, city, or produc- 
 tion, and call on one member of the class to supply it. 
 This exercise, to be effective, must be lively on the 
 part of teacher and pupils. 
 
 VII. GEOGRAPHICAL GAME. Let one pupil give the 
 name of a town or river ; the next, one beginning with 
 the last letter of the name previously given, etc. 
 Example: Kalamazoo, Oswego, Oregon, Nashville, 
 Erie, etc. It may be given first with any geograph- 
 ical names, and then narrowed down to names in a 
 particular country, or to a particular class of names. 
 It may be extended by requiring the pupil to give loca- 
 tion as well as names. 
 
 VIII. GEOGRAPHICAL PUZZLE. Put something like 
 the following on the blackboard as a lesson to be 
 
50 SCHOOL DEVICES. 
 
 studied. The pupils may write it or learn it to recite 
 orally, supplying names: "I have a bunch of flowers 
 given to me by my little friends (two capes on the 
 eastern coast of the United States). Here is a (moun- 
 tain in Australia) one, here is a (river in Arkansas) 
 one, and this one is as (mountains in New Hampshire) 
 as (mountains in Cape Colony). This leaf is (river in 
 Kentucky), that is (mountain in British America), and 
 this one is nearly (river in South Africa). They were 
 picked on the edge of a (mountains in Oregon), by the 
 side of a large (river in Montana)." Put names that 
 may be used in this way on the blackboard, and en- 
 courage the pupils to make such puzzles to be given to 
 the class. 
 
 Locating Productions. Ask the pupils to write 
 or name a list of articles found for sale in the grocery- 
 store. Write this upon the blackboard as early in the 
 week as Wednesday, telling the pupils that on Friday 
 afternoon some time will be spent in talking about 
 these things. Ask the pupils to find out all they can 
 about these articles in the mean time, and to bring in 
 any pictures that will illustrate any points about them. 
 
 At the beginning of the exercise hang a map of the 
 United States and of the world before the school, so 
 that the pupils may point out the countries or parts of 
 countries from which the different products come. It 
 will add much to the interest of the exercise to have in 
 sight small samples of the different articles. The tea, 
 coffee, spices, dates, olives, flour, sugar, etc. , will bring 
 out many interesting facts. Allow the pupils to relate 
 in an easy and natural manner any information they 
 have gained, and at the same time control and direct 
 the exercise so as to make of it all a language lesson. 
 
GEOGBAPHY. 51 
 
 The First Map. When pupils begin map-work, 
 anticipate the step by making on manilla paper a 
 large map of the school-room. Draw it before the 
 pupils, and, taking it by the top, hang it on the north 
 side of the room. They will see at once why the top 
 is north, the right hand east, etc., and will be spared 
 much confusion. 
 
 Outline for North America by the use of 
 moulding-board, wall-map, and drawing. 
 
 1. POSITION. Use the globe for this. 
 
 2. GENERAL FORM. Let pupil show this by drawing 
 outline on the board. 
 
 o q T7ir (Comparative. 
 
 3. bizE. -j Abso j ute 
 
 4. GENERAL BOUNDARIES. 
 
 5. OUTLINE, COAST POINTS, AND ISLANDS. Use the 
 moulding-board for this. As the different points on 
 the coast are moulded, speak of any peculiarity per- 
 taining to them, as points dangerous to seamen, etc. 
 Discuss the waters surrounding a peninsula before 
 taking up the peninsula itself, as Florida and the sur- 
 rounding waters. 
 
 Let the pupils draw outline on slates as the outline is 
 placed on the board. 
 
 6. SURFACE. 
 
 {1. Atlantic Highlands. 
 2. Pacific Highlands. 
 3. Central plain. 
 4. Height of land. 
 5. Slopes. (N., S., K, and W.) 
 After moulding the outline, build up 'the general 
 relief as given by the pupils. 
 
 (6) Separate each mountain system and plateau dis- 
 tinctly. Separate the system into ranges and peaks. 
 
52 SCHOOL DEVICES. 
 
 See that pupils can pronounce and spell all names. 
 Speak of the scenery, productions, etc., of individual 
 portions. Have pupils draw profile outlines from east 
 to west, and north to south. 
 
 7. DRAINAGE. Speak of the circulation from the 
 ocean back again to the ocean. Show the water-sheds 
 upon the moulding-board. Separate the rivers into 
 systems. Mould the principal rivers and lakes. Bring 
 out interesting points, such as Niagara, Yosemite, etc. 
 
 8. SOIL. From the surface and drainage lead the 
 class to infer the character of the soil. Bring out con- 
 trasts, such as the barrenness of Labrador and the 
 fertility of the Mississippi Valley. 
 
 ( Northern. 
 
 9. CLIMATE. Three belts. < Central. 
 
 ( Southern. 
 
 Lead the pupil to infer the climate from the position, 
 after explaining the influence of elevation, proximity 
 to oceans, slope, etc. 
 
 10. PLANTS, ANIMALS, MINERALS, ETC. Use the three 
 belts given above. Many of the points may be inferred 
 from the surface, soil, and climate. 
 
 11. POLITICAL DIVISIONS, PEOPLE, ETC. Take only 
 the large divisions. Make the people of the countries 
 real by pictures, stories, and articles belonging to 
 them. 
 
 12. CITIES. Name, locate, and describe some of the 
 most important cities. Take imaginary journeys from 
 one city to another, and let pupils describe surface, 
 soil, climate, productions, and people of the country 
 through which they pass. . Illustrate these journeys 
 on the moulding-board. Points of history may be 
 brought up incidentally. Have a complete map of 
 
GEOGBAPHY. 53 
 
 North America drawn for review. Use the same plan 
 for a state or country. 
 Bead chapter xii., " Fitch's Lectures on Teaching." 
 
 How to Mould. There are many teachers who, 
 having read of moulding as an aid in the study of 
 geography, would like to try it in their schools, yet 
 do not know how to make the trial. The directions 
 given below will aiford a good basis to begin upon, 
 and from the practice of these suggestions the teacher 
 will gain sufficient experience to pursue moulding in 
 his classes. 
 
 Let a board five feet long and four feet wide be 
 made by taking five lengths out from a board one foot 
 wide and half an inch thick. Place these side by side 
 and fasten them to batten placed beneath. Around 
 the edges of this board nail strips half an inch thick, 
 and one inch and a half wide. The moulding will 
 thus project above the board one inch. This may be 
 placed on a table or desk, and slightly inclined. Place 
 in this about a half bushel of moist loam, not too 
 moist, as it would then stick to the fingers, but with 
 moisture sufficient to render it capable of retaining 
 any shape to which it may be moulded. 
 
 Take for the first trial South America, as this pre- 
 sents an easy outline. An outline may be drawn and 
 the loam filled in between the lines, or, better still, let 
 the outline be formed as the work progresses. The 
 pupils should do the work with such assistance as is 
 necessary from the teacher. Have a wall-map in 
 sight of the subject in hand, also the relief-maps to 
 be found in many of the geographies. Let mountains 
 and rivers, lakes and plains, be represented by the 
 
54 SCHOOL DEVICES. 
 
 appropriate elevation, level, or depression in the loam. 
 Kindle additional enthusiasm by asking one pupil to 
 bring some saltpetre; another, Cay enne pepper ; others, 
 coffee, berries, wool, pieces of iron, gold and silver 
 foil, or paper, cotton, leather, tobacco-leaf, glass, to 
 represent diamonds, spices, etc. Let the pupils place 
 these in their proper localities upon the moulded con- 
 tinent, and South America will become real to them. 
 
 Map-drawing. Have frequent map-drawing from 
 memory, using no construction lines. Let it be done 
 quickly and do not be too precise in your require- 
 ments. A pupil who can draw quickly the outline of 
 a country or a State, no matter if not perfectly true, 
 and can locate cities, rivers, etc., has gained a knowl- 
 edge of geography that will outlast his school exam- 
 inations. 
 
 A Normal Lesson. The following lesson in geog- 
 raphy is one given at a normal school, and is intro- 
 duced here on account of its eminent adaptability to 
 other parts of geography. The average age of the 
 class to which it was given was eleven years. 
 
 State Work Texas. 
 
 General plan. 
 
 Name and history. 
 
 Boundaries. 
 
 Coa*t-line. { ^3, etc. 
 Draw a map of the State. 
 Mould it. 
 ^nrfapp J Diction of slope. 
 
 ce ' ( Mountains, plateaus. 
 Rivers. 
 Soil. 
 
GEOGRAPHY. 55 
 
 C Temperature. 
 
 Climate. < Humidity. 
 
 ( Healthf ulness. 
 
 Productions. 
 
 Occupations. 
 
 C Capital. 
 
 Cities. < Metropolis. 
 
 ( Oldest city, etc. 
 
 Pictures and interesting facts to illustrate any part 
 of the work. 
 
 In a previous lesson the class had compared the 
 the State, in size, with New England, the Middle 
 States, etc., and had learned some of the important 
 facts of its history, with mention of Generals Scott 
 and Taylor. One pupil was directed to give the boun- 
 daries from a wall-map, and the drill was as follows : 
 
 As the pupil pointed, the class named the boundary ; 
 another pupil named State, and class told which boun- 
 dary it formed. Then a pupil was called upon to close 
 his eyes and bound; class did the same. The bays, 
 capes, and coast-line were treated in a similar way. 
 Pupils were sent to the board who drew rapidly, with- 
 out construction-lines, the outline of the State from a 
 wall-map. The teacher pointed and traced parts on 
 the wall-map ; pupils traced the same on the outline. 
 The teacher had moulded the State, and three or four 
 came to the table and told all they could in regard to 
 the surface as exhibited by the moulding. The class 
 was led to see that there were three kinds of surface. 
 The terms " prairie" and u staked plains" were given, 
 and the reason for the name " staked plains." There 
 was a drill on the surface as follows: One child found 
 a lowland on the map, another the same on the mould- 
 ing; one a prairie on the map, another the same on 
 
56 SCHOOL DEVICES. 
 
 the moulding. Some found and traced the three kinds 
 of surface, while others found the same upon the 
 moulded State. The Guadaloupe Mountains were de- 
 scribed from the map and from the moulding, and 
 were drawn in outline upon the board. The class 
 determined the direction and length of rivers by the 
 slope. The important rivers were found on the map, 
 traced in the moulding, and drawn upon the board. 
 Pupils described rivers from the map and moulding 
 with closed eyes. 
 
 SOIL. Teacher : You remember the pictures shown 
 you of the swamps of Louisiana; what kind of soil did 
 you find there ? 
 
 Class: Rich soil. 
 
 Teacher (passing to Texas soil, near Louisiana) : 
 what kind of soil do you think there is here ? 
 
 Class determine that it is rich. 
 
 They were then led to infer the kind of soil on the 
 prairie by being told that wheat grows there; and that 
 of the " staked plains" by being told that cactuses 
 grow there. u How many of you have cactuses at 
 home ?" the teacher asked. By asking a few questions 
 as to the care of these, she prepared a basis for an 
 inference as to the humidity of the climate of the 
 " staked plains." 
 
 By their knowledge of the climate of Louisiana, the 
 climate of the swamps and low portions of Texas was 
 developed. The class was led to infer that the prairies 
 are not as moist as the swamps, and that in these 
 parts of the State the climate is warm and healthful. 
 From what had been said about the cactuses, they 
 were led to infer that the climate of the plains is dry 
 and hot. The pupils then traced on the moulding 
 
GEOGRAPHY. 51 
 
 the parts of the State that are healthful, moist, very 
 moist, dry, etc. Teacher pointed to various parts ; 
 children told the climate of those parts. Teacher 
 asked, "In what direction must one go to find the 
 climate more moist ? to find it drier ? to find it 
 unhealthful ?" One pupil was asked to recount all 
 that had been said about the climate. Another sup- 
 plied what was omitted. 
 
 PRODUCTIONS. The class was led to infer that 
 nearly the same productions would be found in the 
 swampy regions of Texas as in the same portions of 
 Louisiana. One named the productions, while another 
 placed the articles in the proper localities. Pictures 
 of trees, sugar-cane, etc., were shown. In the same 
 way the productions of the prairies and staked plains 
 were taken up. Pictures of the cactus, aloe, and 
 century-plant were shown. There were small pictures 
 of Texan ponies, cattle, and sheep, which the pupils 
 placed on the moulding in the proper places. The 
 lesson ended with productions. At the next lesson a 
 rapid review would be taken. 
 
 It can readily be seen that occupations would be in- 
 ferred from the statement of productions. While the 
 lesson was going forward all new matter was written 
 upon the board under appropriate headings, as Kivers, 
 Productions, etc. 
 
 Mark in the lesson the use of wall-map, blackboard, 
 moulding, how the true relative importance of each 
 is carefully observed. 
 
 Production Map. In many schools there are no 
 opportunities for teaching the productions of a country 
 by placing these upon the moulded country. A sub- 
 
58 SCHOOL DEVICES. 
 
 stitute for this may be arranged in this way: Upon a 
 large sheet of manila-paper let the pupils draw an out- 
 line of the country the class is studying. An outline 
 in blue color with water-lines around is quite effective. 
 Paste upon the map the products of the country in 
 their proper localities. Rice, logwood, tobacco-leaf, 
 wheat, oats, gold and silver leaf, cotton, wool, in 
 fact, nearly every product can be easily fastened to 
 the paper with a little glue. Pupils will gladly bring 
 all the products if asked to do so. The production 
 map can be used to give variety and freshness to the 
 subject in schools that use the moulding-board. 
 
 Zigzag Journeys. For special work in geography 
 give topics such as the following: Make a zigzag 
 journey from New York to St. Louis, stopping at five 
 cities, and spending one day in each. Have the pupils 
 tell what could be seen in each. In order to do this, 
 they are obliged to read up on these cities. Other 
 topics of this sort will suggest themselves. 
 
 Tracing. It adds interest and forms a new way of 
 impressing the facts of geography to let pupils trace in 
 the air with the finger the general direction of rivers 
 and mountain chains, the outlines of continents, lakes, 
 etc., and at each new position of the finger tell what 
 portion of country or what city is to be found there. 
 
 A Guessing Exercise. An occasional exercise 
 like the following will stimulate interest and add en- 
 joyment to the geography hour. The teacher, or a 
 member of the class, having in mind a city, begins to 
 locate it according to the model herewith given. As 
 
GEOGRAPHY. 59 
 
 soon as any one thinks he is able to name the city cor- 
 rectly, let him raise his hand and state what city he 
 thinks it is. The pupils may prepare at their seats 
 papers similar to the model. Supposing the city in 
 mind to be Liverpool, the paper would read : The city 
 I am thinking of is north of the Equator, west of the 
 Ural Mountains. It is on an island. It is a city of 
 Great Britain. It is near the mouth of a river. It is 
 a great commercial city. It is south of the Cheviot 
 Hills. Steamships make it the end of their route. It 
 is noted for its docks. 
 
 Peninsulas, rivers, capes, lakes, seas, mountains, 
 volcanoes, islands, states, even countries, can be used 
 in this way. 
 
 Geography a Means of Culture. Geography 
 may be made a means of broadening the mind by 
 studying the subject, as far as possible, as one would 
 in making an actual trip through the different coun 
 tries. In order to do this, the teacher must make him- 
 self familiar, by outside reading, with the appearance 
 of the country, its inhabitants, social manners, govern- 
 ment, educational advancement, customs, traditions, 
 early history , etc. The more vividly and interestingly 
 these subjects are brought before the pupils, the 
 greater will be their interest in what is presented, and 
 the firmer their remembrance of it. We give here- 
 with a list of topics which may be brought up in con- 
 nection with the study of any country: 
 
 1. Name of country. 
 
 2. Eelative size as compared with some one of the 
 
 United States, which may be taken as a 
 standard. 
 
60 SCHOOL DEVICES. 
 
 3. Position. 
 
 C Customs, manners, social life, traditions, 
 
 4. People. < education, early history, appearance, 
 
 ( vigor, form of government, etc. 
 
 5. Climate. Under this head mention the cause of 
 
 the climate, and how affected by position and 
 surface. 
 
 6. Mountains. 
 
 . 7. Lakes and rivers. 
 
 ' (a) Mineral. If gold or silver is 
 found, give a description of 
 the way in which these are 
 
 Q' -Pivwiii/t+i/mc mined. Likewise of lead, salt, 
 
 8. Productions. \ diamonds, copper, etc. 
 
 (6) Vegetable. 
 
 (c) Animals. Show pictures of all 
 these, if possible. 
 
 Bring out the surface of the country by the mould- 
 ing-table. If the school is supplied with encyclopaedias, 
 urge pupils to read all that is given on the several 
 topics. If the school is not provided with encyclopaedias, 
 get up some sort of a literary entertainment, and pur- 
 chase one of the numerous sets that are now sold at 
 low rates. It will be a source of great profit and en- 
 tertainment to the pupils. 
 
 Suggestive Model for an Examination in 
 Geography. In making a voyage from London to 
 Eome, what countries would you pass ? What large 
 cities near the coast? What large rivers flow into the 
 waters along your course ? 
 
 Mention the cities of Europe that are near mountain- 
 ranges. 
 
 Through what States would a line drawn from New 
 
GEOGRAPHY. 61 
 
 York City to Chicago pass ? What large cities would 
 be near this line ? Mention the rivers which the line 
 would cross. 
 
 Describe the water-shed of the Mississippi and the 
 rivers which drain it. 
 
 Why is the climate of Oregon warmer than that of 
 Minnesota ? 
 
 What waters wash the shores of North America ? 
 
 Mention the largest rivers of Europe, Asia, Africa, 
 North and South America. 
 
 Describe a journey from your present position, 
 selecting your own destination. 
 
 Why is the Great Salt Lake salt, and Lake Erie 
 fresh ? 
 
62 SCHOOL DEVICES. 
 
 CHAPTER III. 
 
 SPELLING. 
 
 Accuracy in Spelling. Teach pupils that they 
 must never write a word when they are uncertain of 
 the way in which it should be spelled. Have a dic- 
 tionary in the school-room and encourage pupils to 
 consult it constantly not only for the spelling and 
 pronunciation of words, hut also for their meaning. 
 
 Phrase-spelling. Let there be occasional exer- 
 cises in phrase-spelling by the classes in Physics, 
 Physiology, History of the United States, Civil Gov- 
 ernment, Ehetoric, and other subjects, as many of the 
 words used in such studies are not often found in the 
 usual spelling lessons. Let the class go to the boards, 
 and each one write his name at the top of the space 
 allotted to his use. The teacher may then select from 
 the text-book phrases, words, and sentences, reading 
 one of these to each pupil at the board. Continue 
 around the class till each one has written several. 
 
 After these have been written, let the class take 
 seats and criticise the spelling. A part of a paragraph 
 from Higginson's " History of the United States" is re- 
 produced here to show more clearly the plan. 
 
 "During this time of delay a committee had 
 
SPELLING. 63 
 
 been appointed to draw up a declaration of inde- 
 pendence, to be used if necessary. . . . The Declara- 
 tion was written by Thomas Jefferson, though a few 
 verbal changes were made by Adams and Franklin, 
 which may still be seen, in their hand-writing, on the 
 original document. There was a long discussion in 
 the Congress, and the Declaration was debated and 
 criticised, word by word, and sometimes very severely 
 attacked. During this attack John Adams was its 
 chief defender; while Jefferson, who had written it, 
 did not say a word." In this extract the first pupil 
 could be directed to write the sentence, "A commit- 
 tee had been appointed;" another, "To draw up a 
 declaration of independence." To others could be as- 
 signed, " If necessary," "The Declaration was written 
 by Thomas Jefferson," "A few verbal changes were 
 made by Adams and Franklin," "The original docu- 
 ment," "There was a long discussion in Congress," 
 " The Declaration was debated and criticised," "Some- 
 times very severely attacked," "John Adams was its 
 chief defender." 
 
 A Pupil's Spelling-book. It may be found ad- 
 visible to allow students in spelling to make a spelling- 
 book of the words they acquire from each lesson. Ten 
 minutes may be taken each day in which to write 
 these words in a blank-book, each one writing the 
 words which he has learned. The words should be 
 written in a column, and the meaning of each may 
 be placed opposite it. 
 
 Avoid Contrasting a Misspelled Word with 
 the Correct Form. A misspelled word should never 
 
64 SCHOOL DEVICES. 
 
 be written on the board, even to show that it is wrong. 
 The tendency will be to confuse the pupil, and cause 
 him to forget which is the correct and which is the in- 
 correct way to spell the word. 
 
 Have Spelling Lessons Written. Spelling les- 
 sons should be written, as far as practicable. The 
 advantage of this is that the pupil learns to spell the 
 words as he will use them. The words should be given 
 out slowly, else in his hurry the pupil will form a 
 habit of bad writing, and so lose hi one branch while 
 he gains in another. A special effort should be made 
 to create a pride in having neatly written exercises. 
 
 Idea as Necessary as Form. It is important 
 that the pupil know the meaning of the word spelled. 
 The form can make but little impression on his mind, 
 if he does not associate with it the meaning con- 
 veyed. 
 
 A Test outside the Spelling-book. Lay aside 
 for a day the monotonous spelling-book, which con- 
 tains a large percentage of words with which the 
 pupil's mind should not be burdened, and try an exer- 
 cise like the following : 
 Let the pupils take their slates and write their own 
 
 names in full. 
 
 Write the teacher's surname. 
 Write the name of the county in which they live. 
 Tell where Scotchmen come from. 
 Tell how old a boy is who was born in 1879. 
 Write the names of four winter amusements, of four 
 summer amusements. 
 4 
 
SPELLING. 65 
 
 Tell how many days in this month. 
 
 Mention what we plant to get potatoes. 
 
 Give a definition of a druggist. 
 
 Name six pieces of furniture. 
 
 Name six kinds of tools. 
 
 Write the names of the seven days. 
 
 Name the year, month, and the day of the month. 
 
 Write a verse from memory. 
 
 A Suggestion. A child learns best how to spell 
 a word when he wishes to use it, and the wise teacher 
 will constantly create that want. When a word is 
 written in black or white, it stamps itself much more 
 firmly upon the mind than when merely committed to 
 memory. In writing, the hand forms the word, and 
 the child will long remember just how he formed it, 
 and its appearance on the board or slate. 
 
 Sketches of Objects for Use in Spelling. In 
 primary spelling work, the teacher may make rough 
 sketches of different objects on the board, and ask the 
 class to write the names of these upon their slates. If 
 any do not know the spelling of a particular word, 
 write it on the board. After this the pupils may be 
 asked to tell what they can about these objects, and a 
 short description of each may be written on the board 
 and copied on the slates. The sketches may be of a 
 number of objects that are connected, and about 
 which a short story can be made. This will give the 
 class practice in invention. It will not take much 
 skill on the part of the teacher to make these sketches, 
 even if his knowledge of drawing is limited. 
 
C6 
 
 SCHOOL DEVICES. 
 
 Dictation Exercises for Second and Third 
 Years. The following sentences are suitable for 
 Dictation exercises in the second and third years. 
 The first half of the sentences given for the second 
 year should be copied by pupils from the blackboard 
 before they are dictated. 
 
 I see a hat. 
 I see a cup. 
 I see a slate. 
 I see a fan. 
 I have a fan. 
 I have a slate. 
 I have a nut. 
 I see a nut. 
 You have a nut. 
 You have a cup. 
 You see the hat. 
 I have the fan. 
 You have the top. 
 I have the top. 
 See the top. 
 Have I a nut? 
 Have I a fan? 
 Have I a top? 
 Have you a slate? 
 Have you the cat? 
 We have a slate. 
 We have a nut. 
 We see the hen. 
 They have a fan. 
 They see the bird. 
 
 SECOND YEAR. 
 
 She has a nut. 
 
 She has a bird. 
 
 She has a doll. . 
 
 See the doll. 
 
 Have they a box? 
 
 She has a box. 
 
 Has she a doll? 
 
 Has she a ball? 
 
 Yes, I see the ball. 
 
 Can I have the cap? 
 
 Can they see the ball? 
 
 They can see a dog. 
 
 I can see a dog and a cat. 
 
 You have a hat and a cap. 
 
 They have a bird and a hen. 
 
 You and I can see the hen. 
 
 He has a top and a ball. 
 
 You can have nuts. 
 
 Can they see the birds? 
 
 He cannot have the tops. 
 
 No, he has not a slate. 
 
 It is a little bird. 
 
 It is not a little fan. 
 
 They have a little dog. 
 
 Is it a little box? 
 
67 
 
 See the bird. 
 Have we a bird? 
 Have we the hen? 
 You have the cap. 
 Have they a slate? 
 Have they a nut? 
 
 The little slate is on the box. 
 
 The book is on the slate. 
 
 I have a li ttle book. 
 
 What have you in the large box. 
 
 What can you see in the book? 
 
 Where is your pencil? 
 
 I cannot see the pencil. 
 Where is your hat? 
 What is in the box? 
 Where are your hens? 
 Where are we going? 
 We are going to see the 
 
 birds eat. 
 
 Will you let John go? 
 He can go with me. 
 Let me play with your 
 
 doll. 
 You can play with her 
 
 doll. 
 
 Her doll is pretty. 
 He has one red top and 
 
 one black top. 
 She has two eyes. 
 We can see three birds in 
 
 the tree. 
 
 Do not let him see the 
 
 birds. 
 I saw four boys in the 
 
 room. 
 I have five fingers on my 
 
 hand. 
 Four balls and two balls 
 
 are six balls. 
 Seven boys ran home. 
 We ate eight nuts. 
 Here are nine cakes for 
 
 you. 
 I gave ten cents for the 
 
 cakes. 
 I have two red roses to 
 
 give to you. 
 I have read your book. 
 I took two pencils from 
 
 my desk. 
 
 THIRD YEAR. 
 
 You have a bell in your 
 left hand. 
 
 John walked to the win- 
 dow. 
 
 George threw his ball to 
 my brother. 
 
 When they left there was 
 a child in the room. 
 
 They showed me their 
 playthings. 
 
 I always wear a clean 
 collar. 
 
68 
 
 SCHOOL DEVICES. 
 
 Mary gave me her long 
 
 pencil. 
 You wrote a story upon 
 
 the blackboard. 
 You placed a pretty flower 
 
 in your hair. 
 Mary opened the door. 
 Miss Brown looked at the 
 
 clock. 
 Miss Jones gave me her 
 
 knife. 
 John cleaned his slate 
 
 with my sponge. 
 You threw a ball to John 
 
 and he caught it. 
 Miss Mills gave a slate to 
 
 me and a book to John. 
 You rang your bell twice. 
 I heard Mary walking 
 
 upon the floor. 
 I heard the birds singing 
 
 in the trees. 
 I wrote a letter to my 
 
 mother. 
 There are four little birds 
 
 in this tree. 
 
 They are all building nests. 
 Their nests are little, but 
 
 pretty. 
 Their singing is very 
 
 sweet. 
 Every bird in the tree is a 
 
 very sweet little singer. 
 
 All boys do not wear shoes 
 
 in summer. 
 The basket is too heavy for 
 
 me to lif t. 
 We are having very warm 
 
 weather. 
 
 John stands near the door. 
 Please give me some 
 
 crumbs for my birds. 
 If you stand here you will 
 
 hear the birds sing. 
 Here are crumbs for your 
 
 bird. 
 How much did you pay for 
 
 your book? 
 I am sure he went to the 
 
 store. 
 No, he does not know I am 
 
 here. 
 We shall have a great 
 
 many apples this year. 
 Which child saw the bird 
 
 fly. 
 
 Every child saw the birds 
 
 fly. 
 They have gone to their 
 
 homes. 
 I bought a slate and 
 
 brought it to school. 
 He does not know I have 
 
 learned to write. 
 He does not live near my 
 
 house. 
 
SPELLING. 69 
 
 Division of Work. A certain teacher uses this 
 plan with his spelling class. The pupils are sent to the 
 board and divided into two divisions, one of which 
 writes the words upon the board and the other the 
 definitions. At the next recitation the order may be 
 reversed. Those writing definitions receive a drill in 
 composition, as they use their own language in giving 
 the meanings of the words. 
 
 To prevent copying at the boards, divide the class 
 into three divisions, and give each division a word in 
 turn ; mingle the divisions, so that no two pupils hav- 
 ing the same word shall stand side by side. 
 
 Two Classes of Words. The spelling-book should 
 not be used to the exclusion of all other sources. Two 
 classes of words should be recognized, those whose 
 meaning is familiar through daily use, and those par- 
 tially familiar because frequently heard. Others may 
 be left until the pupil comes to them in his widening 
 sphere of reading. The spelling of the first class of 
 words may be taught either in the form of sentences 
 or disconnectedly. The second should only be brought 
 up in connection with sentence-making. 
 
 Spelling and Punctuation by Copying. The 
 classes in the first and second reader may copy all 
 their reading lessons. By this means they will grad- 
 ually become familiar with the spelling of words com- 
 monly used, as well as the use of marks of punctua- 
 tion. When the second class has finished the first half 
 of the book, a spelling lesson may be assigned from 
 words found in each day's lesson. In correcting work 
 it will be found advantageous, both to the teacher and 
 
70 SCHOOL DEVICES. 
 
 pupils, for the slips to be exchanged and the errors 
 noted by the pupils themselves. From the fact that 
 they are correcting one another's work, they will look 
 more carefully for mistakes and pay more marked at- 
 tention to their correction. 
 
 A Monthly Review. Look over the words given 
 during the past month, and make a list for a review 
 lesson. The pupils, with slates erased and pencils 
 sharpened, remain at their desks, while the teacher 
 takes his position at the blackboard. 
 
 No word should be given until the room is perfectly 
 quiet, and no word should be pronounced the second 
 time, as it hinders those who understood the first pro- 
 nunciation. While the class is writing the second 
 word, the teacher puts the first word upon the board. 
 
 At the close of the lesson each pupil corrects his 
 work by comparing it with that on the board, and 
 carefully copies in a note-book kept for the purpose 
 all words he has misspelled, and those he was not cer- 
 tain about at the time of writing. 
 
 From the note-book the pupil can study the words 
 he missed, and also make sure of the uncertain ones, 
 and therefore, need waste no time in looking over 
 words with which he is already acquainted. 
 
 Occasionally, the teacher should examine the note- 
 books to see that they are neatly kept, and to select 
 words for another spelling exercise. If a pupil misses 
 a word a second time, as he writes it in his book, have 
 him mark it by the figure 2, etc., that special atten- 
 tion may be given to these words. Require pupils to 
 write these words a certain number of times or to give 
 them in sentences. It is necessary for the teacher to 
 
SPELLING. 71 
 
 keep a record of all the words given, so that if any 
 pupil is unavoidably detained at home, he may regain 
 what he lost. 
 
 Ways of Examining Spelling Lessons. 1. In 
 
 review lessons and in small classes the teachers should 
 correct the lessons. 
 
 2. Pupils may exchange slates, and mark the words 
 wrongly spelled, the teacher spelling the words slowly. 
 
 3. Pupils may retain their own slates, and the teacher 
 may call on different pupils to spell the words orally. 
 Those who agree with the spelling given must indicate 
 this by raising their hands before the teacher decides 
 as to its correctness. 
 
 4. Slates may be exchanged and the corrections 
 made as in No. 3. 
 
 5. While the teacher writes the correct spelling on 
 the blackboard, each pupil may correct his own work, 
 and slates or books will then be exchanged for revision 
 only. 
 
 6. Let the spelling come the last exercise in the 
 morning, and direct the pupils to leave their slates 
 upon their desks. Furnish a correct list of the words 
 given out to two or three trusty pupils who remain at 
 noon, and let them look over the slates and mark each 
 error. 
 
 A Special Exercise for Variety. A lesson 
 having been assigned and studied, call the class and 
 request a pupil to go to the blackboard and write, 
 from memory, three or four words of the lesson. 
 After the pupil has taken his seat call upon another 
 one to write, in the same way, two or three words, 
 other than those previously written. Continue this 
 
72 SCHOOL DEVICES. 
 
 until the entire lesson has been written, or the time 
 for this part of the exercise has expired. If any word 
 has been misspelled correct it at once. 
 
 Then in an easy, conversational manner, talk about 
 the words, find out their meaning and application, 
 giving several illustrations of the latter. 
 
 After the pupils have a good understanding of the 
 words, send them to the blackboard, and proceed with 
 the recitation as follows : 
 
 Suppose the words upon the blackboard to be 
 
 1. Expect; 2. Eeceived; 3. Cistern; 4. Bellows; 5. 
 Scissors, etc. 
 
 Ask the first pupil what he expects to do on Satur- 
 day, and have him write his answer beginning thus: 
 
 I expect, etc. 
 
 Ask the next pupil how many letters he has received 
 during the past month. His answer must contain the 
 word " received." 
 
 To the third pupil put the question, "What is the 
 difference between a cistern and a well?" 
 
 To the fourth, "In what trade is the bellows used?" 
 and so on. 
 
 If the class is large, have several pupils answer the 
 same question at the same time, in this way : The first 
 pupil and every fifth one after him answer question 
 No. 1 ; the second pupil and every fifth one after him 
 answer the second question, and so on until all are 
 employed. 
 
 The sentences being finished, each pupil moves on 
 one place to the right, and inspects the work before 
 him, making any necessary corrections either with or 
 without the aid of the teacher, and marking all correc- 
 tions made. 
 
SPELLING. 73 
 
 An Occasional Drill in Spelling. Take a little 
 time once a month or more frequently, in which to 
 drill on lists of words such as the following. Repeat 
 each list until the pupils are thoroughly familiar with 
 them: 
 
 Poniard. Privilege. Judgment. 
 
 Separate. Ethereal. Knowledge. 
 
 Business. Ecstasy.. Ehetoric. 
 
 Scintillate. Excellent. Surgeon. 
 
 Allege. Supersede. Ancient 
 
 Exhilarate. Ventilate. Autumn. 
 
 Mignonette. Alcohol. Dairy. 
 
 Neutral. Brilliant. Health. 
 
 Isthmus. Marriage. Oyster. 
 
 Difficult or Perplexing Words. The following 
 words are introduced to show devices by which the 
 spelling of many words may be remembered : 
 
 Committee. The spelling will be easily remem- 
 bered from its having three 
 double letters. 
 
 Mediterranean. Double-r, because derived from 
 terra, meaning earth. 
 
 Aqueduct. Aq, not acg, because from aqua, 
 
 meaning water. 
 
 Bilious. One Z, because connected with bile. 
 
 Keceive. ^ 
 
 Perceive. > When e and i occur as diphthongs 
 
 Conceive. ) in a word, e comes before the i 
 
 Retrieve. \ if the diphthong is preceded 
 
 Eelieve. by c; otherwise the i precedes e. 
 
 Achieve. ) 
 
 Secretary. e after the r because formed from 
 
 secret. 
 
74 SCHOOL DEVICES. 
 
 CHAPTER IV. 
 
 HEADING. 
 
 To Create Sentiment against Poor Reading. 
 For advanced classes select something not pre- 
 viously read; for instance, "The Legend of Sleepy 
 Hollow." Have but one copy, and ask each member 
 of the class to read a portion. The interest of the class 
 in the story, and the unwillingness to lose any part of 
 it, will secure expressive and distinct reading. 
 
 Suggestions on Reading. In the first place, do 
 not make the lessons long do a little, and do that 
 thoroughly. Insist that the reading shall be natural, 
 as the pupil would talk were he telling the same thing 
 to another. Occasionally read over the lesson to the 
 class, and give such expression as shall bring out the 
 full meaning. Show the class by individual para- 
 graphs how the meaning is brought out more clearly 
 in this way. Let all new words be defined before the 
 reading begins. The scholar cannot read properly if 
 he does not know the meaning of some of the words. 
 These new words may be written out on the board 
 with the meaning of each. After their meaning has 
 been learned, have members of the class make up sen- 
 tences with these words in them; this will fix the 
 meaning in their minds. Call on some one in the 
 
READING. 75 
 
 class to give the chief points in the preceding lesson, 
 or let the whole class write a review of it. Ask some 
 one to read a sentence in the lesson, then with closed 
 book tell clearly and fully what he has just read. 
 Full answers should be required, that the habit of 
 thoroughness may be cultivated. Do not correct mis- 
 pronunciation while the pupil is reading. You will 
 thus destroy the sense of his reading. 
 
 A Primary Reading Lesson. The following is 
 essentially an object lesson to be given to little people 
 just learning to read : 
 
 It is best that there be not more than eight or ten in 
 the class. If there are more who are to begin reading, 
 divide the whole number into two or more divisions. 
 Take some familiar object, as a box. Talk a few mo- 
 ments about the box, holding it so that all can see it. 
 Then draw an outline picture of it upon the board and 
 write under it the word box, telling the class that this 
 word b-o-x is the name of the object you are holding. 
 When pupils have become familiar with the appear- 
 ance of the word and its spelling, show them that the 
 object has been expressed in three ways, by the box 
 you are holding, by the picture, and by the word. 
 They will then get the notion that a word is a sign 
 of an idea. Next take a book, and follow the same 
 plan. When the two words are written on the board, 
 point in turn to each till the class becomes familiar 
 with the objects as expressed in the word. Place the 
 box on the book and ask, "Where is the box ?" On 
 the book. As the class give this answer, write the 
 word on between the words already on the board, and 
 the class will be able to read and understand the sen- 
 
76 SCHOOL DEVICES. 
 
 tence, U A box on a book." Add other words to the 
 sentence in the same way, and let the children copy 
 the words and the pictures on their slates. 
 
 Teaching Time of Day. A little time can be 
 taken at the close of the reading lessons for this pur- 
 pose. Make a clock-dial out of pasteboard and pieces 
 of tin, or, what is better, procure an old clock; then 
 practise telling the exact hours that is, minute hand 
 at twelve, while the hour hand is changed from hour 
 to hour. Next, let hour hand remain at twelve, and 
 drill upon the time past the hour; as, five, ten, or fif- 
 teen minutes past to half past. Then would come five, 
 ten, fiteen, etc., minutes to half past the other hours. 
 Last, teach to tell the number of minutes to any given 
 hour. 
 
 Device for Teaching a New Word. (a) Select 
 some sentence containing the word, and write this upon 
 the blackboard. Indicate the correct pronunciation of 
 the word by diacritic marks, then have the class read 
 the sentence. 
 
 (6) Question about the letters in the word. What 
 letters are silent ? What letters are not silent ? Are 
 there any letters doubled ? 
 
 (c) Let the class copy the word in other sentences, 
 the teacher taking care that the word is correctly 
 used. 
 
 (d) Drill upon writing the word in dictated sen- 
 tences until class know its form thoroughly. 
 
 Suggesting for Words. An excellent plan to 
 prepare pupils for a new reading lesson is to select the 
 
OF,THF. 
 
 HEADING. -j 
 
 new words and suggest for them. Below we give a. 
 part of a reading lesson from one of the school readers, 
 and a list of words new or unfamiliar to the pupils on 
 taking up the lesson. After the list of words, are the 
 suggestions for them. The words are written upon 
 the board as soon as got from the pupils, and drill is 
 put upon these words before beginning to read the 
 lesson. 
 
 ONLY A FEW DROPS. 
 
 " The most interesting event of our family history during 
 my tenth year was the purchase of a cow. My father had a 
 patch of land about a mile from our house, and he thought 
 that the best use he could turn it to would be to pasture a cow. 
 How many comforts and little luxuries that cow provided us 
 with ! milk, and butter, and sometimes even a cheese. Next 
 to Cuff, our faithful house dog, the cow became the pet of the 
 family. 
 
 2. " And who is going to drive the cow to pasture, father ?" 
 I asked, as he put her into the yard on the first evening after 
 her arrival. " You, Robert," he replied ; and his answer gave 
 me no little sense of my own importance. Here I was with a 
 charge laid on me, an important duty which I was to dis- 
 charge every day, and which for some time I did discharge 
 with pleasure and alacrity." 
 
 INTERESTING DISCHARGE 
 
 INQUIRIES ARRIVAL 
 
 ALACRITY EVENT 
 
 PURCHASE IMPORTANCE 
 
 Harry's mother held two letters in her hand. She 
 read one carelessly, and then cast it aside ; but as she 
 read the other one, her eyes brightened and she looked 
 pleased. What kind of a letter was the second one ? 
 Interesting. It told her that her sister and two boys 
 
78 SCHOOL DEVICES. 
 
 were coming to visit her. Harry's mother went to the 
 kitchen to prepare for the visit. Name a few articles 
 you think she cooked. Can we live without cake, pies, 
 and puddings ? Why do we eat them ? What do we 
 call unnecessary articles that we like ? Luxuries. 
 
 Mrs. Howe, Harry's mother, wanted a number of 
 articles from the cellar, for which she sent Harry. 
 How do you think he obeyed ? Because he obeyed 
 quickly, with what did he obey ? Quickness, or alac- 
 rity. 
 
 She found there were not enough raisins in the 
 house. What do you think Harry had to do ? Go to 
 the store to buy some. What word means buy ? Pur- 
 chase. 
 
 Harry lived on a farm and had duties to perform 
 each day ; so when he asked his father if he might go 
 to the train to meet his cousins, what do you think his 
 father said ? What word means done, or finished? 
 Discharged. 
 
 The next afternoon, if you had been near the station, 
 you would have seen Harry. What was he doing 
 there? Waiting for his cousins. To do what? What 
 word means come? Arrive. Because he was waiting 
 for them to arrive, we say he was waiting for their 
 ? Arrival. 
 
 The visitors stayed a month. They went riding, 
 boating, and on picnics; and all had a very good 
 time. . . . 
 
 Why do people read histories and books about the 
 olden times ? What one word means things that hap- 
 pen ? Events. 
 
 Do these books give all the events of those times ? 
 Which ones ? The most important. Instead of say- 
 
READING. 79 
 
 ing, they are important events, we may say, they are 
 events of importance. 
 
 Other Points on Reading. 1. Insist that the les- 
 son shall be read by each pupil as he would talk if he 
 were saying the same thing. 
 
 2. Take a few moments at the close of each lesson 
 to make plain that which might prove to be an 
 obstacle in the advance lesson. From time to time 
 read over the advance lesson to the class, using the 
 proper expression. 
 
 3. By questions and answers, make plain all new 
 words. Form new sentences, using these words. 
 
 4. Let class criticise as each pupil pronounces. 
 Teacher notes mispronounced words not noticed by 
 the class, and requires them to be corrected for the 
 next lesson. 
 
 5. Let a part of each lesson be written on the board 
 or upon slates. Give a list of words which are to be 
 used in original sentences, and insist that these 
 sentences be well written, and that they have some 
 meaning. 
 
 6. Let the review lesson be read each day. Do not 
 call upon pupils in any set order, but promiscuously. 
 Question thoroughly as to the meaning of the sentences 
 read. If the sentence reads as follows: " Charles and 
 Henry went to the meadow beyond the wood, this 
 morning, to pick strawberries," do not ask such ques- 
 tions as, "What did Charles and Henry do? For 
 what purpose did they go to the meadow ? Where is 
 the meadow ?" etc. ; but ask for all the ideas contained 
 in the sentence. That the pupils may be able to do 
 this, begin with short sentences, and proceed to those 
 
80 SCHOOL DEVICES. 
 
 longer and more involved, as the pupils acquire readi- 
 ness in seizing the whole thought. 
 
 7. Before reading the advanced lesson the pupil 
 should be ahle to pronounce all of the words, and also 
 understand the thought conveyed in each sentence. 
 He will then be able to read with expression. Do not 
 correct a pupil while reading, unless he mispronounces, 
 or reads with such expression as to lose the meaning 
 of the text. 
 
 8. Have occasional exercises in reading at sight. 
 
 9. Occasionally read a short poem, and show the 
 class how language may gain force and beauty from 
 its poetic form. 
 
 10. If your pupils are of sufficient age, have selec- 
 tions read from the newspapers, and explained. Let 
 all the places in these selections be fixed, geographi- 
 cally, by looking them up on the map. 
 
 11. It is better to have the idea of the sentence 
 brought out with the proper expression, and to correct 
 mispronunciation afterwards. Read short stories or bits 
 of travel or history to the class, and ask pupils to 
 repeat them, giving all the ideas. Do not follow any 
 one plan continuously, but give variety to your work 
 from day to day. 
 
 How to Vary a Reading Lesson. Cut from a 
 magazine or newspaper a narrative story that is inter- 
 esting, and not too difficult for the class to read as 
 easily as they would the regular lesson in their reader. 
 Select all the new words in it and write them on the 
 blackboard, to be pronounced and defined by the class. 
 
 Divide the story into as many parts as there are 
 
READING. 81 
 
 pupils in the class, and give each a paragraph to study 
 over at his seat. 
 
 When the recitation hour comes spend the first part 
 in drilling upon the words on the blackboard. Then 
 have the class commence reading, requiring them to 
 arrange the paragraphs given them so as to make good 
 sense. The pupil who has the part on which the sub- 
 ject of the story is written reads first. The others 
 read whenever they see their paragraphs are needed. 
 
 At first, care should be taken to cut the story in such 
 a way that the connection may be easily seen. 
 
 The teacher should always have a copy of the story 
 in order to prompt the pupils if necessary. 
 
 Helps in Reading. In the preparation of lessons 
 with primary classes, write the new words in sen- 
 tences on the blackboard, constructing the sentences 
 so as to suggest the word and illustrate its meaning: 
 for example, if hungry is the word write a sentence 
 like the following : The little boy eats as if he were 
 hungry. If spare is the word, meaning to do without, 
 write, I have two dolls, so I can spare you one. After 
 each sentence is read, the new words may be under- 
 lined and pronounced. Sometimes it is well to spell 
 them and analyze them into their sounds. The pupils 
 should also use the new words in sentences of their 
 own constructing. 
 
 Let the pupils determine new words for themselves 
 from their resemblance to other words they already 
 know. Words taught in this way should be those the 
 pupils are already familiar with in conversation ; from 
 the word catch they can learn match; from house, 
 mouse ; from walk, talk, etc. 
 
82 SCHOOL DEVICES. 
 
 Let the pupils find out the new words in a lesson by 
 giving the sounds of the letters in succession, the 
 teacher marking the letters whose sounds would not 
 otherwise be known, and crossing out silent letters. 
 
 The new words may be spelled orally by letters, each 
 syllable being pronounced as an aid to final pronuncia- 
 tion. When words are so taught, they should be in a 
 selected list, not spelled out as the pupils come to them 
 in reading and find they do not know them. 
 
 To test the class upon the meaning of words taught, 
 the teacher may give the meaning of a word or 
 illustrate it in some way, the children selecting the 
 right word from the list and pronouncing it ; thus, the 
 teacher says, U A dress;" a pupil selects the word 
 robe from the list and pronounces it. The teacher 
 catches a pupil by the arm forcibly : a pupil finds and 
 pronounces grasps. 
 
 Let pupils copy neatly at their seats a part of the 
 reading lesson upon their slates and read from the 
 copy in the class. 
 
 Occasionally, fora drill in recognizing words rapidly, 
 let pupils in turn read the words of a lesson backwards. 
 
 It sometimes renews interest in reading to write the 
 lesson upon the blackboard and let pupils read from 
 this copy. 
 
 Use supplementary reading, and allow pupils to read 
 with little or no previous preparation of words. Of 
 course, in the selection of matter to read, care must 
 be taken that most of the words are known, or like 
 some they know, and can be determined at sight by 
 thinking the sounds of the letters. Give each pupil 
 time to read his sentence silently before reading it 
 aloud. 
 
READING. 
 
 83 
 
 Drill for Expression. Copy upon the board some 
 short extract which the class has not seen, and call 
 upon pupils, one by one, to read it. Let there be no 
 criticism till all have read. 
 
 For Drill upon Words often Mispronounced. 
 Take as many of the following words as you deem 
 best for one exercise, write them upon the board, and 
 in an opposite column write the correct pronunciation. 
 Allow sufficient time for each pupil to become ac- 
 quainted with the proper pronunciation a half -day at 
 least after which erase the column giving the pronun- 
 ciation, and test the pupil's ability to pronounce cor- 
 rectly each word of the list : 
 
 Used. 
 
 Exquisite. 
 
 Gallows. 
 
 Dishonest. 
 
 Itinerant. 
 
 Finance. 
 
 Museum. 
 
 Jugular. 
 
 Mischievous. 
 
 Lyceum. 
 
 Sagacious. 
 
 Suffice. 
 
 Precedent. 
 
 Carmine. 
 
 Khedive. 
 
 Allopathic. 
 
 Impetus. 
 
 Condolence. 
 
 Homoeopathic. 
 
 Architect. 
 
 Leisure. 
 
 Allopathy. 
 
 Bitumen. 
 
 Extant. 
 
 Homoeopathy. 
 
 Condemning. 
 
 Precedence. 
 
 Soughing. 
 
 Enervate. 
 
 Fatigue. 
 
 Obligatory. 
 
 Process. 
 
 Bronchitis. 
 
 Combatant. 
 
 Juliet. 
 
 Stolid. 
 
 Indisputable. 
 
 Greasy. 
 
 Telegraphy. 
 
 Apparatus. 
 
 Interesting. 
 
 Photography. 
 
 Covetous. 
 
 Allies. 
 
 Carbine. 
 
 Iodine. 
 
 Quinine. 
 
 Bombast. 
 
 Bromine. 
 
 Vehement. 
 
 Inquiry. 
 
 Prelude. 
 
 Aggrandize. 
 
 Albumen. 
 
84 SCHOOL DEVICES. 
 
 Italian. Patron. Confidant. 
 
 Sacrifice. Pall Mall. Mirage. 
 
 Bade. Abdomen. Livelong. 
 
 Acclimated. Franchise. Nasal. 
 
 Extol. Association. Arab. 
 
 Franchise. Pronunciation. Pleiades. 
 
 Lamentable. Cognomen. 
 
 Exemplary. Bellows. 
 
 Pronunciation of Words Alike in Form but 
 Differing in Accent. Let pupils write sentences, 
 using the words given below, first as nouns, then as 
 verbs, and then read the sentences written, pronounc- 
 ing the noun or verb, as the case may be, correctly : 
 
 NOUNS. " VERBS. 
 
 Sur'vey, Survey'. 
 
 Per'fume, Perfume'. 
 
 Ac'cent, Accent'. 
 
 Proj'ect, Project'. 
 
 Des'ert, Desert'. 
 
 Beb'el, Eebel'. 
 
 Overthrow, Overthrow'. 
 
 Ab'stract, Abstract'. 
 
 Con'vert, Convert'. 
 
 Per'roit, Permit'. 
 
 Ex'port, Export'. 
 
 Sus'pect, Suspect'. 
 
 Con'tract, Contract'. 
 
 Pro'test, Protest'. 
 
 A similar plan can be used with those words in 
 which the accent of the adjective differs from the 
 verb. Then, those forms in which the accent of the 
 noun and the verb are the same should not be over- 
 looked. 
 
ARITHMETIC. 85 
 
 CHAPTEE V. 
 
 ARITHMETIC. 
 
 Begin Number with Objects. A child's first in- 
 struction in arithmetic should be by means of objects. 
 At this period the concrete is more real to him, and 
 easier to comprehend, than the abstract. To give him 
 an idea of number, use objects. He will understand 
 more readily what five means, if five apples are placed 
 before him, than by simply saying ' ' Five." By means 
 of objects, addition and subtraction will be compre- 
 hended with but little effort. A frame with small 
 balls upon wires is convenient, but not necessary, as 
 books, pencils, pens, etc., will convey the idea of num- 
 ber equally well. 
 
 Principles First. In teaching arithmetic, or in 
 fact any branch, do not place too much importance 
 upon an exact memorizing of the rules. Let princi- 
 ples be sought, and rules deduced from these. En- 
 courage pupils to invent rules of their own, which will 
 serve the same purpose as those given in the book. 
 Make an effort to secure original investigation by 
 members of the class. 
 
 There should be no reference to the answer while a 
 pupil is working an example ; therefore, after a ques- 
 tion is stated upon the board, let the books be laid 
 aside. 
 
 Bead ch. x., Fitch's " Lectures on Teaching. 
 
86 SCHOOL DEVICES. 
 
 A Plan for Presenting the Essential Topics 
 of Arithmetic in Written Work. 1. Teach nota- 
 tion and numeration systematically and by a good 
 method, which, for obvious reasons, should be essen- 
 tially your own. In the absence of a better plan the 
 following might be pursued: 
 
 First Step : What numbers and figures are. 
 
 Second Step : How numbers are grouped. 
 
 Third Step : To read numbers represented by two or 
 three figures each. 
 
 Fourth Step : To read numbers represented by more 
 than three figures each. 
 
 Writing numbers may be taught in three steps : 
 
 First Step : To write any number less than 10. 
 
 Second Step : To write any number less than 1000. 
 
 Third Step : To write any number whatever. 
 
 In teaching addition two cases occur: 
 
 1. When the sum of each column is less than 10. 
 
 2. When the sum is greater than 10. 
 In subtraction three cases arise : 
 
 1. When each figure in the subtrahend is smaller than 
 the one above in the minuend, no ciphers being used. 
 
 2. When one or more figures in the subtrahend are 
 larger than the corresponding ones in the minuend. 
 No ciphers. 
 
 3. When there are ciphers in the minuend and sig- 
 nificant figures in the corresponding places in the sub- 
 trahend. 
 
 Multiplication may be taught in four cases : 
 
 1. In examples in which no single product will ex- 
 ceed nine, one figure in multiplier. 
 
 2. One figure in multiplier, but each figure is greater 
 than nine. 
 
 3. Examples with two or more figures in multiplier. 
 
ARITHMETIC. 87 
 
 4. Examples with ciphers in the multiplicand or 
 multiplier, or both. 
 
 Division : The best results will be obtained by taking 
 up at once the form of Long Division. For the steps 
 in this, see page 106. 
 
 Practical examples, involving two of the funda- 
 mental processes, should be given frequently, and in 
 such a way as to excite mental activity. Mental and 
 written work should go hand in hand. 
 
 Factoring and cancellation should be taught so as to 
 give pupils the power of abridging processes in their 
 future work, if they so desire. 
 
 Common Fractions may be presented in the follow- 
 ing cases : 
 
 1. To change units to improper fractions. 
 
 2. To change mixed numbers to improper fractions. 
 
 3. To change improper fractions to whole or mixed 
 numbers. 
 
 4. To change fractions to lower terms. 
 
 5. To change fractions to common denominators. 
 
 6. Addition of fractions. 
 
 7. Subtraction of fractions. 
 
 8. Multiplication of fractions. 
 
 9. Division of fractions. 
 
 10. Fractional relation of numbers. 
 
 Let mental questions be framed if there are not 
 enough in the text-book to illustrate each step. Avoid 
 all puzzles or questions that are too much involved. 
 Example : 
 
 f of -f of 30 is f of how many times i of f of llf ? 
 
 Decimal Fractions: The topics needing special at- 
 tention are : 
 
 1. Writing and reading decimals. 
 
 2. Changing common fractions to decimals. 
 
88 SCHOOL DEVICES. 
 
 3. Changing decimals to common fractions. 
 
 4. Addition of decimals. 
 
 5. Subtraction of decimals. 
 
 6. Multiplication of decimals. 
 
 7. Division of decimals. 
 
 In division of decimals two cases will arise-. 
 
 1. When the number of decimals in the dividend 
 equals or exceeds the number in the divisor. 
 
 2. When the number of decimals in the dividend is 
 fewer than the number in the divisor. 
 
 In the latter case, show how ciphers maybe annexed 
 to the dividend, thus making their number equal the 
 number in the divisor, so that one rule will be suffi- 
 cient for both cases. 
 
 In teaching Compound Numbers omit all obsolete 
 tables. 
 
 Upon teaching Percentage, see page 128. 
 
 Teach interest by but one method, and have no other 
 used ordinarily. Examples in proportion to be solved 
 by analysis. A few of the simpler problems in men- 
 suration should be taught. 
 
 These topics are almost all that need be taught the 
 average pupil. 
 
 A Simple Piece of Apparatus for Teaching 
 Primary Number. Have a wire stretched behind 
 the desk and on it string spools. Teach counting by 
 2's, 3's, 4's, etc. Subtraction-tables can be built up by 
 using the spools, and also the lower tables of multiplica- 
 tion. 
 
 Scheme for Teaching the First Three Or- 
 ders of Units. FIRST STEP. As a basis, children 
 should have been taught numbers from one to ten ob- 
 jectively, and should be able to count to a hundred. 
 
ARITHMETIC. 89 
 
 Let the teacher write the figures 1, 2, 3, 4, 5, 6, 7, 8, 9 on 
 the blackboard in a column, and ask children to read 
 each figure, naming some object after it ; for instance, 1 
 chair, 2 desks, 3 pencils, 4 erasers, etc. When the child 
 sees clearly that 2 desks means two objects of the same 
 kind, and 3 pencils three objects of the same kind, 
 the teacher may ask how many ones there are in 2, 
 in 3, in 4, etc. When the pupil comprehends that 4 
 ones are meant by 4, and five ones by 5, etc., the 
 teacher will tell the child that instead of saying that 
 there are two ones in 2, we may use a word which 
 means the same as one, and say there are two units in 
 two. Then let the teacher question as follows: How 
 many units in this number? (pointing to 3.) How 
 many in this? (pointing to 4, and so on to each.) Some 
 one show me a number that has as many units in it as 
 I hold up fingers (holding up, two, three, five, eight, 
 etc., fingers). 
 
 What does unit mean? 
 
 Ans. One. 
 
 What is a unit? 
 
 Ans. A one. 
 
 Yes, or we may say, " A unit is one, or a single 
 thing." 
 
 You may tell me what a unit is? 
 
 Ans. A unit is one, or a single thing. 
 
 Now, class, give me close attention before going to 
 seats, as I have a hard question for you, and I want 
 every little boy and girl to hold up his hand ready 
 to answer my question. 
 
 What is the largest number of units that can be 
 written down or expressed by one figure? 
 
 Ans. Nine units. 
 
90 SCHOOL DEVICES. 
 
 Let the above be regarded as the first step in the 
 scheme. It will probably take several days to cover 
 this first step, as there should be a great deal of drill 
 upon each point, and a review of the previous day's 
 lesson, before taking up anything in advance. 
 
 SECOND STEP. For the next step the teacher has 
 several bundles of splints, each bundle containing ten 
 splints. If the teacher is unable to obtain splints, 
 small straight twigs of uniform size may be cut and 
 tied up in bundles. The teacher now passes bundles 
 to several children, asking how many units there are 
 in each bundle. 
 
 Ans. Ten units. 
 
 Now, instead of saying here are ten units, we may 
 say of this bundle that it is 1 ten. (This point is an 
 arbitrary one, and the most direct and logical way is 
 to tell it at once to the class.) 
 
 The teacher now gives a different number of bundles 
 to different children, and asks: 
 
 What have you? 
 
 Ans. Two bundles. 
 
 What may you say instead of bundles? 
 
 Ans. Tens. 
 
 What have you? tell me again. 
 
 Ans. I have 2 tens. 
 
 The teacher drills in this way with the others who 
 were given bundles. 
 
 Teacher (holding up one bundle). What is here? 
 
 Ans. Iten. 
 
 How many units? 
 
 Ans. 10 units. 
 
 Who can write 1 ten on the board in figures? 
 
AEITHMETIC. 91 
 
 (Holding up two bundles.) What do I hold up? 
 
 Ans. 2 tens. 
 
 How many units? 
 
 Ans. 20 units. 
 
 You may write 2 tens upon the board. 
 
 The teacher continues in this way till 9 tens is 
 reached. 
 
 The teacher now holds 2 bundles in one hand and 
 three units in the other, and, asking what is in each 
 hand, then puts the bundles and splints in one hand, 
 asking, What is here? 
 
 Ans. 2 tens and 3 units. 
 
 Or how many units? 
 
 Ans. 23 units. 
 
 Please write it upon the board. 
 
 Now, holding up bundles and units in different com- 
 binations, children are asked to write upon the board 
 the number of tens and units. Continue in a similar 
 manner till children are thoroughly familiar with 
 numbers to 99. 
 
 THIRD STEP. Begin this step by review of foregoing 
 matter in some such way as, Who can write upon the 
 board a number containing tens and units? Read the 
 figure which tells the number of units. The figure 
 which tells the number of tens. 
 
 The teacher will now have ready several large bun- 
 dles containing ten of the smaller bundles. Handing 
 one of them to a child, 
 
 How many tens have you in your bundle? 
 
 Ans. 10 tens. 
 
 How many units are there in 10 tens? 
 
 Ans. 100 units. 
 
92 SCHOOL DEVICES. 
 
 Who can write 100 units on the board? 
 
 Taking another bundle, the teacher asks, How many 
 units in this bundle? 
 
 Aiis. 100 units. 
 
 (Putting the two bundles together.) How many units 
 in these? 
 
 Ans. 200 units. 
 
 Who can write 200 units on the board? 
 
 Same for 300 units. And now, if children have been 
 thoroughly taught, such abstract questions as, u Who 
 can write 400 units on the board? 500 units?" etc., may 
 be asked. 
 
 The rather difficult point of leading children to recog- 
 nize the number of tens in 100 units, 200 units, etc., 
 now follows. But if the bundles of 100 each, and the 
 numbers 100, 200, etc., are used in close relation, the 
 difficulty is easily overcome. 
 
 Let the teacher now put in one pile on the desk 1 
 bundle of 100 units (10 bundles of ten each), 2 bundles 
 of ten each, and five splints, and then ask class how 
 many units there are on the table. See that pupils 
 recognize there are 1 hundred, 2 tens, and 5 units. 
 
 Who can write a number on the board that shall ex- 
 press as many splints as are here on the table? 
 
 Child writes 125. 
 
 Teacher now points to the large bundle, asking child 
 to show what figure of the number on the board means 
 so many. Pointing to the 2 bundles of 10 each, teacher 
 asks for the figure that represents these ; then for the 
 figure that represents these (the five single splints). 
 
 Drill with other numbers, as 156, 224, etc. 
 
 Point to the place in which we find units written. 
 
ARITHMETIC. 93 
 
 Pupil points to the first place. 
 
 In what place do we find the tens? 
 
 Ans. In the second place. 
 
 Where, thinking of the units? 
 
 Here the child will likely say next to the units, and 
 must be led to see that he should say to the left of 
 units. 
 
 In what place is the hundreds written? 
 
 Ans. In the third place. 
 
 Where, thinking of the tens? 
 
 Ans. To the left. 
 
 Who can tell me what is written in each place? 
 
 Ans. Units is written in first place, etc. 
 
 Who can tell where units, tens, and hundreds are 
 written? 
 
 Ans. Units is written in the first place, tens is writ- 
 ten in the second place, or to the left of units, and 
 hundreds is written in the third place, or to the left of 
 tens. 
 
 The teacher should be in no hurry to get to thou- 
 sands. Let there be drill upon the above again and 
 again, varying as much as possible, so that the whole 
 knowledge in these steps sinks deep into the child's 
 mind, and is thoroughly assimilated. When that 
 time comes, little trouble will be found in teaching 
 what remains of Numeration. 
 
 Numeration. When a pupil is able to read any 
 number composed of three figures, there is nothing to 
 hinder his taking up numbers of two, three, or more 
 periods. Let the teacher write on the board a number 
 like the following, being careful to separate the periods 
 
94 SCHOOL DEVICES. 
 
 a little more than would be necessary afterward : 167, 
 286, 534. Now, put a book over any two of the groups, 
 and let the scholar read the figures of the uncovered 
 group. The teacher may now state that when num- 
 bers have more than three figures, they are divided 
 into groups of three figures each, beginning at the 
 right hand. The name given to the second group is 
 thousands (teacher writes thousands obliquely above 
 that period) ; the name given to the third group is 
 millions (teacher writes millions above that group). 
 Let the teacher next place a book over the first and 
 second periods, and direct the pupil to read what is 
 uncovered, and call the name of the group as soon as 
 he reads the number. Moving the book along, the 
 pupil is asked to read the second period and call the 
 name above it. Then pass to the units period. Prac- 
 tise now without the book. Next take numbers like 
 these : 26,445, 4,262,676, 54,443,666. When able to read 
 these without the name of the period written above, 
 pass to numbers of four periods. It will be seen that 
 when the pupil is ready to take the fourth period, 
 nothing is necessary except to give him the name of 
 that period. 
 
 While learning to read, some numbers should be 
 given him to write. 
 
 Device for Drill with Decades. Write upon a 
 sheet of manila-paper, with a small camel's-hair brush 
 and common writing-ink, the numbers from to 109 in 
 the following order: 
 
AEITHMETIG. 95 
 
 
 
 1 
 
 2 
 
 3 
 
 4 
 
 5 
 
 6 
 
 7 
 
 8 
 
 9 
 
 10 
 
 11 
 
 12 
 
 13 
 
 14 
 
 15 
 
 16 
 
 17 
 
 18 
 
 19 
 
 20 
 
 21 
 
 22 
 
 23 
 
 24 
 
 25 
 
 26 
 
 27 
 
 28 
 
 29 
 
 30 
 
 31 
 
 32 
 
 33 
 
 34 
 
 35 
 
 36 
 
 37 
 
 38 
 
 39 
 
 40 
 
 41 
 
 42 
 
 43 
 
 44 
 
 45 
 
 46 
 
 47 
 
 48 
 
 49 
 
 50 
 
 51 
 
 52 
 
 53 
 
 54 
 
 55 
 
 56 
 
 57 
 
 58 
 
 59 
 
 60 
 
 61 
 
 62 
 
 63 
 
 64 
 
 65 
 
 66 
 
 67 
 
 68 
 
 69 
 
 70 
 
 71 
 
 72 
 
 73 
 
 74 
 
 75 
 
 76 
 
 77 
 
 78 
 
 79 
 
 80 
 
 81 
 
 82 
 
 83 
 
 84 
 
 85 
 
 86 
 
 87 
 
 88 
 
 89 
 
 90 
 
 91 
 
 92 
 
 93 
 
 94 
 
 95 
 
 96 
 
 97 
 
 98 
 
 99 
 
 100 101 102 103 104 105 106 107 108 109 
 
 This table can be made the basis of much useful drill 
 in classes of different grades. It is intended that the 
 work shall be oral. Let 1 be added to the numbers of 
 each decade ; as, 1 and are 1, 1 and 10 are 11, 1 and 20 
 are 21, and so on through the first decade. In like 
 manner, add 1 to all the other decades. Then add 2, 
 then 3, and all the numbers to 9, to each decade. In 
 reciting, give to each pupil a decade. 
 
 When in adding 2, the 9th decade is reached, viz., 
 adding 2 to 8, the class may be asked what right- 
 hand figure is given when 2 is added to 8. They reply, 
 " Naught or zero." Here there is an inference for 
 them that 2 and 8 give as a right-hand figure. So 2 
 and 9 give 1 as a right-hand figure. Then 3 and 7 give 
 0, 3 and 8 give 1, 3 and 9 give 2, as right-hand figures. 
 The plan can now be readily seen. 
 
 The value of the drill is the facility it gives in add- 
 ing. Many persons who find no difficulty in telling 
 instantly that 17 and 6 are 23, or that 18 and 7 are 25, 
 have to halt a little and think twice to be sure that 77 
 and 6 are 83, or that 68 and 7 are 75. Now a pupil, in 
 
96 SCHOOL DEVICES. 
 
 the drill here suggested, goes through, in the decade of 
 7 and 6, the following: 7 and 6 are 13, 17 and 6 are 23, 
 27 and 6 are 33, 37 and 6 are 43, 47 and 6 are 53, 57 and 
 6 are 63, 67 and 6 are 73, 77 and 6 are 83, 87 and 6 are 
 93, 97 and 6 are 103, 107 and 6 are 113. In doing this, 
 he learns so thoroughly that 7 and 6 in all combina- 
 tions gives 3 as a right-hand figure, that when he adds a 
 column of figures he will not hesitate and falter in his 
 work when the sum progresses through the forties, 
 fifties, sixties, etc. 
 
 The decades can then be taken in reverse order, add- 
 ing any number less than 10 to the 10th decade first, 
 then to the 9th, and so on. 
 
 It is only requisite to say that the use of the decadal 
 table in subtraction is as necessary and varied as it is 
 in addition. 
 
 Counting by 2's, 3's, etc. --Variety of drill in 
 addition is often secured by asking pupils to start with 
 some number and count by 2's, 3's, etc. For instance, 
 the child takes 1 as a basis, and counts by 2's as fol- 
 lows: 1, 3, 5, 7, 9, 11, etc. Then starting from 2, he 
 gives 2, 4, 6, 8, 10, etc., carrying the counting as far as 
 the teacher deems best, which ought sometimes, in the 
 case of larger numbers, to go to 100. 
 
 It will be seen that all the numbers below the one by 
 which the counting is done are taken as a basis in 
 order to make all the combinations. In counting by 
 5's, we should have 1, 2, 3, 4, and 5, each as a starting- 
 point. 
 
 The above device, as will be readily recognized, is 
 substantially the same as the Decades given else- 
 
ARITHMETIC. 97 
 
 where, except that in the Decades the pupil is aided 
 by what the eye sees upon the chart. 
 
 For Oral Practice in Adding and Subtracting 
 3, 7, 1 1 . Take the number 3, add it to 1, and succes- 
 sively to the sums up to 50. Thus, 1, 4, 7, 10, 13, etc. 
 So with sevens: 1, 8, 15, 22, etc. 
 
 Then take some large number, as 70 or 100, and go 
 rapidly backwards, taking away three every time, or 
 seven, or eleven. 
 
 Borrowing One from the Next Column. 
 Primary scholars frequently find it difficult to under- 
 stand the reason of "borrowing one from the next 
 column" in subtracting one number from another. 
 The illustration given below will enable the teacher to 
 make it clear to them. Suppose it is required to sub- 
 tract 125 from 412. Have a number of one-dollar bills, 
 ten-cent pieces, and pennies. Tell the class that the 
 pennies will be called units, the ten-cent pieces 
 tens, and the one-dollar bills hundreds. The question 
 then becomes this : from four bills, one ten-cent piece, 
 and two pennies take one bill, two ten-cent pieces, 
 and five pennies. Ask the one having the four bills, 
 one ten-cent piece, and two pennies to give you five 
 pennies. As that will be found impossible, exchange 
 the ten-cent piece for ten pennies. The pupil will then 
 have twelve, and on giving the five will see that seven 
 are left. Then ask for two ten-cent pieces, and as the 
 pupil will have none, exchange one of the one-dollar bills 
 for ten ten-cent pieces. On giving up two of them, eight 
 will be left. After this ask for one one-dollar bill which, 
 taken from the three bills left, will leave two. The 
 
98 
 
 SCHOOL DEVICES. 
 
 child will thus see that there are left two one-dollar 
 bills, eight ten-cent pieces, and seven pennies, or 287. 
 
 ANOTHER PLAN Write an example on the board 
 in this way : 
 
 744 = 6 hundreds + 13 tens + 14 
 367 = 3 + 6 " + 7 
 
 377 3 77 
 
 Explain that 744 is equivalent to 6 hundred, 13 tens, 
 and 14. In the same way, explain that 367 is equiva- 
 lent to 3 hundreds, 6 tens, and 7. Next show that 7 
 cannot be taken from 4, so we borrow one of the tens 
 from the 40. 7 tens cannot be taken from 3 tens, so we 
 borrow 1 hundred, or 10 tens, which, with the 3 tens, 
 makes 13 tens; giving for the whole 6 hundreds, 13 
 tens, and 14. Follow the same plan with the other 
 number, and complete the subtraction. 
 
 A Form of Drill by Diagrams. Draw upon the 
 board the accompanying diagrams with colored cray- 
 
 2 11 
 
 9 18 
 
 1 
 
 6 
 
 
 4 10 
 
 J V 
 
 ons. The teacher may point to different numbers, and 
 the pupil states the result, having used the number in 
 the centre of the diagram by adding, subtracting, or 
 
ARITHMETIC. 99 
 
 multiplying as previously directed. The centre num- 
 ber is changed as soon as the combination becomes 
 familiar. As seat-work, the pupil may be directed to 
 begin with some figure and write upon his slate the 
 results, going round the diagram towards the right 
 or the left. If there is danger of copying from each 
 other, one line of pupils can be directed to go round 
 to the right, and another to the left. 
 
 Rapid Addition. Special prominence should be 
 given to the combinations of numbers that form ten ; 
 as, 9 and 1, 8 and 2, 7 and 3, 6 and 4, etc. Again, the 
 pupil should be taught to combine rapidly small num- 
 bers into larger numbers, that when placed together 
 will form ten; as, 1, 2, 4, and 3. The pupil should say 
 simply, seven and three are ten. In adding a column 
 of this sort, 3, 3, 4, 6, 4, 1, 2, 3, 4, 7, 1, 2, the pupil 
 should say " ten, twenty, thirty, forty." Of course 
 ordinary columns will not always be divisible into 
 tens, but the principle holds good that when the eye 
 can be trained to see large numbers in the combina- 
 tion of small ones as quickly as the individual small 
 numbers can be pronounced, there will be a great sav- 
 ing of time. 
 
 For Busy Teachers Drill in Fundamental 
 Rules. A teacher can save much time and labor by 
 the use of a chart in the arithmetic class. 
 
 Take a wide piece of paper and across the top write 
 the letters of the alphabet. Under these write any 
 numbers that may be desired. If the class is learning 
 to add numbers, all that the teacher need say is, " Add 
 JT, D, and GL" Or, if the class is in subtraction, multi- 
 
100 SCHOOL DEVICES. 
 
 plication, or division, "From L takeS," " Multiply H 
 by J," etc. 
 
 Fractions can be written instead of whole numbers. 
 Dollars and cents can also be used. 
 
 Device for Detecting Incorrect Answers in 
 Addition. When pupils have added the numbers 
 given, draw a line under the result and direct them 
 to add the numbers again, including the answer. If 
 the work is correct, the last result will be double the 
 first. Pupils will thus prove their own work, and the 
 teacher can see at a glance whether the work is cor- 
 rect or not, thus saving much time. 
 
 Device for Teaching Multiplication. Have a 
 number of lines composed of dots or small disks, mak- 
 ing the dots or disks of each line with chalk of a 
 different color. To teach the multiplication of two by 
 three, for instance, show that the sign of multiplica- 
 tion ( x ) means times. Direct pupil to point off three 
 yellow dots, then three red dots, How many in all ? 
 How many are three taken twice ? How many are 
 two times three ? Let the work then be written thus: 
 2x3=6. 
 
 Drill in Rapid Adding, Subtracting, Multiply- 
 ing, and Dividing. As a general exercise for the 
 whole school, just after the session opens in the morn- 
 ing, or in the three or four minutes that sometimes 
 remain before the time for closing, an example of this 
 sort may be given: Let the pupils take their slates 
 and add to 20 the number 4, subtract 10, multiply 
 by 30, add 80, divide by 5, add 1, multiply by 9, take 
 
ARITHMETIC. 
 
 101 
 
 away 699. What is left ? Of course, the question can 
 be varied in any way, the object being simply to 
 induce rapidity and exactness of work. 
 
 If there is not sufficient time for using slates, let the 
 teacher give something like the following, requiring 
 pupils to solve mentally, keeping up with the exercise 
 as stated : Multiply 4 by 6, add 10, add 6, divide by 2, 
 multiply by 5, subtract 9, subtract 8, subtract 3, divide 
 by . Raise hands all who have an answer. What 
 is yours ? yours ? yours ? etc. Those who gave 160 
 gave the correct answer. 
 
 Such exercises can be varied, sometimes making 
 them so simple that very young students in arith- 
 metic can follow them, and again so difficult that only 
 the most proficient in school are able to state the 
 correct result. 
 
 To Prevent Pupils Learning Tables by Rote. 
 This device will afford variety in addition and multi- 
 plication, and will to a considerable extent prevent 
 pupils from learning the tables by rote or by the com- 
 binations of sounds. Write the table on the blackboard. 
 
 5'8 
 
 2's 
 
 3's 
 
 4's 
 
 6's 
 
 TB 
 
 8's 
 
 9's 
 
 IG'8 
 
 10 
 
 12 
 
 7 
 
 6 
 
 4 
 
 12 
 
 3 
 
 9 
 
 11 
 
 6 
 
 3 
 
 9 
 
 3 
 
 9 
 
 9 
 
 2 
 
 6 
 
 4 
 
 11 
 
 6 
 
 4 
 
 9 
 
 6 
 
 11 
 
 7 
 
 12 
 
 6 
 
 5 
 
 4 
 
 8 
 
 10 
 
 10 
 
 5 
 
 8 
 
 7 
 
 10 
 
 4 
 
 9 
 
 6 
 
 12 
 
 3 
 
 10 
 
 12 
 
 11 
 
 5 
 
 1 
 
 7 
 
 12 
 
 7 
 
 1 
 
 4 
 
 10 
 
 4 
 
 3 
 
 3 
 
 2 
 
 3 
 
 11 
 
 11 
 
 6 
 
 9 
 
 10 
 
 7 
 
 7 
 
 11 
 
 5 
 
 4 
 
 5 
 
 3 
 
 11 
 
 3 
 
 12 
 
 12 
 
 5 
 
 10 
 
 8 
 
 12 
 
 2 
 
 6 
 
 1 
 
 9 
 
102 SCHOOL DEVICES. 
 
 Require individual pupils to point out on the black- 
 board the combination of the figure in each column 
 above the line across the top of the table, with the fig- 
 ures below, and give only results : 
 
 Add the column of "5's" downwards and upwards 
 until the pupil has thoroughly mastered it. Do not 
 allow pupils to repeat five and ten are fifteen, five 
 and six are eleven, five and eleven are sixteen, etc., 
 but require them to point on the blackboard to each 
 figure in the column, and give only results; down- 
 wards thus, 15, 11, 16, 10, 9, 6, 8, 12, 17; upwards, 
 17, 12, 8, 6, 9, 10, 16, 11, 15. 
 
 Add the other columns in the same manner. 
 
 Rapid Addition by Sums of Ten. Add silently 
 and tell how many tens and units in each group. For 
 example, 7 + 7 + 7; two tens and one unit. 
 
 6 + 7 + 9 7 + 6 + 7 3 + 9 + 7 
 
 8 + 8 + 6 6+5 + 9 2 + 8 + 6 
 
 In adding, keep the tens' results in the mind: e.g., 
 in 6 + 7 + 9, think, 6+4 + 12 = 22; 7 + 6 + 7, think, 
 7 + 3 = 10 added to (7 + 3) 10 = 20. The habit of 
 separating and combining quickly, so as to see all the 
 tens' sums, is easily acquired and greatly facilitates 
 rapidity and accuracy of adding. Give many com- 
 binations of three units, until the class is quick and 
 accurate. Then take four figures, as: 7 + 6 + 7 + 2, 
 6 + 6 + 7 + 9, 8 + 7 + 8 + 6. The plan applies to large 
 numbers equally as well, as: 
 
 15 + 16 + 17 18 + 19 + 11 17 + 11 + 12 
 
 Value of Zero in Multiplication. In teaching 
 addition and subtraction, children readily understand 
 
ARITHMETIC, 103 
 
 the value of zero. They will say without hesitation 
 that4 + Oor + 4 = 4, and that 8 8 = Oor8 = 8. 
 
 But it is not uncommon to find pupils as far ad- 
 vanced as fractions, in multiplying, make the mistake 
 that 8x0 = 8 or 0x6 = 6. 
 
 For this reason there should be special drill in mul- 
 tiplying zero by any number, or any number by zero. 
 In building up the multiplication tables the teacher 
 can best judge when to give this drill to a class. 
 
 We will suppose, for example, the lesson to be on the 
 number eight. Give to each pupil a bundle of eight 
 sticks, and let the teacher continue as follows : 
 
 " Put down upon the table one stick at a time till all 
 are down. How many times have you put down one 
 stick to make eight sticks ?" 
 
 " Eight times." 
 
 Write upon the blackboard 8x1 = 8. 
 
 "All the sticks in hand. Lay them all down at 
 once. How many times did you lay them down ?" 
 
 "Onetime." 
 
 Write 1x8 = 8. 
 
 "All the sticks in hand. Put your hands down 
 eight times, but lay down nothing each time. How 
 many times did you lay down nothing ?" 
 
 " Eight times." 
 
 " What is on the table ?" 
 
 "Nothing." 
 
 " Then 8x0 equals what ?" 
 
 "Nothing." 
 
 Write upon the blackboard 8x0 = 0. 
 
 " Sticks in hand. Put your hands to the table one 
 time, but lay down nothing. What is on the table ?" 
 
 "Nothing." 
 
104 SCHOOL DEVICES. 
 
 " Then 0x8 equals what ?" 
 
 11 Nothing." 
 
 Teacher writes x 8 = 0. 
 
 Rapid Work in Multiplication. As it takes a 
 great deal of time to work out even short examples, it 
 is well to have a few devices for finding correct an- 
 swers without going over the work. 
 
 Take two figures for the multiplicand and two for 
 the multiplier; the sum of the units must be ten, and 
 the tens must be alike ; for instance, 21 x 29, 32 x 38, 
 43 x 47, 54 x 56, 65 x 65, etc. 
 
 The answer is obtained by multiplying the units' fig- 
 ures together and keeping the whole amount, adding 
 one to one of the tens' figures, multiplying them and 
 keeping that whole amount, as 78 x 72. 
 
 Multiply the units' figures together, 2x8 equals 16. 
 Keep the whole amount. 
 
 Add one to one of the tens' figures, 7 + 1 = 8; then 
 multiply the tens' figures, 8x7 equals 56. Keep the 
 whole amount. Ans. 5616. 
 
 Adding ciphers to either multiplicand or multiplier 
 will lengthen the examples. 
 
 Rapid Slate Work. The recitation in Arithmetic 
 has been finished, and a little time still remains. The 
 pupils have their slates or pencil tablets. A simple 
 problem is announced, involving principles and pro- 
 cesses with which the pupils are familiar, with the 
 understanding that the pupil who first gets the correct 
 answer may retire from the class to his seat. The 
 other members of the class do not continue to work at 
 the problem, but a new one is given them immediately, 
 on the same conditions as before. This may be con- 
 
ARITHMETIC. 105 
 
 tinued as long as time permits or the interest lasts. 
 The stimulus to work rapidly and accurately is very 
 great. Even classes well advanced will enter into such 
 a contest with zest. 
 
 Mental Drill in Number. Most pupils can mul- 
 tiply by 10, 12, or 15, without writing out the partial 
 products. With a little practice they can multiply in 
 the same way by any number containing two or three 
 figures, and the mental drill acquired by this rapid 
 calculation will be of great service through the entire 
 work in arithmetic. For example, it is required to 
 multiply 42 by 23. 
 1st. 3x2 = 6, which write down for the units' figure 
 
 in the product. 
 
 42 2d. (3 x 4) + (2 x 2) = 16. Write down the 6 
 for the tens' figure in the product, and reserve 
 966 1 to add. 
 
 2x4 = 8+1 = 9, which completes the product. 
 
 1st. 7 x 8 = 56. Write down the 6 as the units' fig- 
 ure in the product, and reserve 5 to add. 
 68 2d. (7 x 6) + (2 x 8) + 5 (to add) = 63. Write 
 down the 3 for the tens' figure in the product, 
 1 836 an ^ reserve 6 to add. 
 
 3d. 2 x 6 + 6 =18, which completes the product. 
 
 1st. 5 x 5 = 25. Write down the 5 for the units' fig- 
 ure in the product, and reserve 2 to add. 
 
 2d. (5 x 2) + (4 x 5) + 2 = 32. Write down 
 125 the 2 for the tens' figure in the product, and re- 
 45 serve 3 to add. 
 
 ~^~^ 3d. (5 x 1) + (4 x 2) + 3 = 16. Write down 
 
 the 6 for the hundreds' figure in the product, 
 
 and reserve 1 to add. 
 
106 SCHOOL DEVICES. 
 
 4th. 4x1 + 1 = 5, which completes the product. 
 
 1st. 3x0 = 0. Write down the for the units' fig- 
 ure in the product. 
 
 2d. (3 x 6) + (7 x 0) = 18. Write down the 
 560 8 for the tens' figure in the product, reserving 
 73 i to add. 
 
 40 880 3d ' ( 3 x 5 ) + (? x 6 ) + * = 58 - Write down 
 the 8 for the hundreds' figure in the product 
 reserving 5 to add. 
 
 4th. 7 x 5 = 35 + 5 = 40, which completes the 
 product. 
 
 Teach Long Division before Short Division, 
 
 as short division is seldom used, and after it is taught, 
 it lessens in no way the difficulty of teaching long 
 division. On the other hand, when a pupil has learned 
 long division, the teacher has hut to mention short 
 division, show how an example is worked, and the 
 pupil takes it without putting further time upon it. 
 
 In long division, the form is the difficult thing. 
 We give below a series of examples each representing 
 a step. The arbitrary matters about long division 
 must be told. See that the pupil has thorough famili- 
 arity with each step before going to the next. To 
 secure this familiarity, the teacher will have to supply 
 other examples similar to each step. 
 
ARITHMETIC. 
 
 107 
 
 2)426(213 
 4 
 
 2 
 2 
 
 6 
 6 
 
 3)693(231 
 6 
 
 3 
 3 
 
 4)448(113 
 4 
 
 4 
 4 
 
 8 
 8 
 
 4)8084(2021 
 8 
 
 
 
 
 8 
 8 
 
 4 
 4 
 
 2)496(248 
 4 
 
 9 
 
 8 
 
 16 
 16 
 
 3)6342(2114 
 6 
 
 3 
 3 
 
 4 
 3 
 
 12 
 12 
 
108 
 
 SCHOOL DEVICES. 
 
 6)672(112 
 
 7 
 6 
 
 12 
 12 
 
 7)791(113 
 
 7 
 
 9 
 7 
 
 21 
 21 
 
 8)824(103 
 8 
 
 24 
 24 
 
 5)905(181 
 5 
 
 40 
 40 
 
 5 
 5 
 
 9)189(21 
 18 
 
 9 
 9 
 
 9)1890(210 
 18 
 
 
 
 
 11)242(22 
 22 
 
 11)2420(220 
 22 
 
 22 
 22 
 
 
 
 
ARITHMETIC. 109 
 
 12)384(32 25)575(23 
 
 36 50 
 
 24 75 
 
 24 75 
 
 25)3275(131 
 25 
 
 77 
 75 
 
 25 
 25 
 
 Do a great deal of work with divisors containing but 
 two figures. A way to pass to divisors of three or 
 more figures will now readily suggest itself. 
 
 Of Value in G. C. D. and L. C. M. Any num- 
 ber is divisible by three, if the sum of its digits is di- 
 visible by three. 
 
 Any number is divisible by four if it end with two 
 or more ciphers, or if the number expressed by its two 
 right hand digits is divisible by four. 
 
 Any number is divisible by eight if the number 
 expressed by its three right-hand figures is divisible 
 by eight. 
 
 Any number is divisible by seven, eleven, or thir- 
 teen, if the units' period and the thousands' period are 
 the same. 
 
 Diagrams for Teaching Fractions. Probably 
 no portion of the arithemetic gives more trouble to 
 
110 
 
 SCHOOL DEVICES. 
 
 scholars than fractions. This difficulty may be les- 
 sened to a considerable extent by the use of diagrams. 
 For instance, addition and subtraction may be taught 
 in this way : 
 
 By these diagrams the pupil will at once see that 
 j-f j = i, that i+i=f , that i = f , that i+J+ J = 1. 
 He will readily see that i i=i, that 1 f=i. Other 
 diagrams of a like nature can be easily invented. 
 
 1$ multiplication a figure of this sort may be used: 
 
ARITHMETIC!. 
 
 Ill 
 
 The pupil will readily see that of i = |, that of 
 1 = , that t of i = -J-. 
 
 Other diagrams will readily occur to the teacher. 
 
 In division the following figure, divided into fifths 
 and tenths, will show that f is contained 1J times in \. 
 
 The following diagram will show that | is contained 
 twice in f. 
 
 Chart for Teaching Fractions. Addition and 
 subtraction of fractions can be taught to advantage 
 by taking small circles of different colored papers, 
 and dividing them into halves, quarters, etc. After 
 cutting them into the divisions required, paste them 
 upon a sheet of manilla paper as shown in the dia- 
 gram. If, for example, the pupil is required to add 
 | to f, by taking circles that are divided into fourths, 
 it will be plain to him that the result is f , which he 
 will also see is equivalent to li. 
 
112 
 
 SCHOOL DEVICES. 
 
ABITHMETIC. 113 
 
 If it is desired to subtract f from a whole number, 
 then by taking a circle which is divided into eighths, 
 the pupil will see at a glance that f remain. 
 
 Multiplication of Fractions. Let each of the 
 pupils be provided with narrow slips of paper. Sup- 
 pose it is required to multiply i by f. Direct the 
 pupils to divide one of these slips into four equal 
 parts. They will then see what is meant by i. They 
 should then be directed to divide one of these fourths 
 into three equal pieces, and take two of them. The 
 class are then asked how many times they can take 
 two such pieces from the original paper. It will be 
 apparent to them that it would be six times, and that 
 in taking these two pieces out once they take a sixth 
 part of the whole, or that f of i is \. 
 
 Incorrect Reading of Certain Fractions. 
 Many teachers and pupils read the fraction T ^, one 
 one-hundredth ; the fraction yf -Q-, two one-hundredths ; 
 and in the same way T f ^ yfo, etc. The incorrectness 
 of this may be shown by writing the fraction -^ twice 
 on the board, and in another place the fraction T | 7 . 
 Pointing to the first two, the teacher may ask, " What 
 are these? " The pupils must logically say " Two one- 
 hundredths." When the teacher points to the other 
 fraction, the class must answer "Two-hundredths." 
 
 An Aid in Learning to Read Decimals. Often 
 a class finds difficulty in remembering the names of 
 the places in decimal notation. Confusion is likely to 
 arise when the number of decimal places is four, five, 
 six, or seven. For instance, the decimal .42606 will 
 
114 SCHOOL DEVICES. 
 
 often be read ten-thousandths, instead of hundred- 
 thousandths. The difficulty comes from the pupil 
 being unable to tell at once whether the fifth place is 
 ten-thousandths or hundred-thousandths. A drill upon 
 the following scheme would prevent this. Write this 
 upon the board: 
 
 , I I II 
 
 Ifg^rii?,; 
 -o a .a a -a j 
 
 I I I 3 | I 1 1 
 
 i I I I j i I 1 I 
 
 123456789 
 
 Then ask what is the third place, the sixth place, 
 the ninth place. 
 
 The pupil in replying thousandths, millionths, bil- 
 lionths, associates in his mind the order third, sixth, 
 ninth place, with the guiding names, thousandths, 
 millionths, billionths. Let the teacher continue his 
 progress by threes through the places of notation, 
 by asking next what the name of the first place is, 
 what the fourth, what the seventh. After this let the 
 scholar discover that the hundredths, hundred-thou- 
 sandths, and hundred-millionths places are related 
 to the second place in progression by three. When 
 the pupil sees these relations, question upon the name 
 of the places by calling their numbers until complete 
 mastery is obtained. 
 
 Development Lesson in Multiplication of 
 Decimals. 
 Teacher. Since we first express, read, add, and sub- 
 
ARITHMETIC. 115 
 
 tract decimal fractions as integers, how shall we mul- 
 tiply a decimal fraction by a decimal fraction? 
 
 Pupil. As integers. 
 
 T. Multiply, then, one hundred twenty-five thou- 
 sandths by five-tenths. 
 
 .125 
 .5 
 
 625 
 
 T. What have you multiplied? 
 
 P. 125. 
 
 T. How does 125 compare in value with .125? 
 
 P. 125 is one thousand times as great as .125. 
 
 T. How, then, does your product compare with the 
 true product? 
 
 P. It is one thousand times as great. 
 
 T. How do you find the true product? 
 
 P. By dividing 625 by 1,000. 
 
 T. How do you do this? 
 
 P. By pointing off three places from the right of the 
 product. .125 
 
 T. Do this, and read the result? & 
 
 P. Six hundred twenty-five thousandths. .625 
 
 T. By what have you multiplied? 
 
 P. By 5. 
 
 T. By what were you required to multiply? 
 
 P. By .5. 
 
 T. How does 5 compare in value with .5? 
 
 P. 5 is ten times as great as .5. 
 
 T. How, then, does the product .625 compare in 
 value with the true product? 
 
116 SCHOOL DEVICES. 
 
 P. It is ten times as great. 
 
 T. How do you find the true product? 
 
 P. By dividing .625 by 10. -125 
 
 T. Do this, and read the result. 1? 
 
 P. Six hundred twenty-five ten thousandths. .0625 
 Solve several examples in the same way, and then 
 lead the class to infer the rule. 
 
 Writing Decimals. 1. The pupil must know the 
 name and the number of each order, at the right of 
 the decimal point. He must have these facts so 
 thoroughly fixed in his memory that he can instantly 
 give the name of the order if the number is spoken, or 
 give the number of the order from the decimal point 
 if the name is spoken. 
 
 2. In writing pure decimals, require the pupils to 
 place the period on the blackboard first. 
 
 3. Permit no erasing, no numerating, no second 
 trial. 
 
 4. The name of any number is determined by the 
 position of its right-hand figure with respect to the 
 decimal point. 
 
 5. Suppose the teacher to speak the number two 
 hundred seventy -eight million ths. The pupil thinks : 
 
 a. Millionths' order is the sixth at the right of the 
 decimal point, hence the 8 must stand in that place. 
 
 b. Three figures are required to express two hundred 
 seventy-eight, hence three zeroes must precede the 
 two. The order then is, period, three zeroes, two, 
 seven, eight. When he has thought through the work 
 he is ready to use the crayon intelligently. 
 
 The work should be performed very slowly until the 
 
ARITHMETIC. 117 
 
 pupil has mastered the details of the method. When 
 these are under his control, great facility should be 
 secured before the matter is left. 
 
 In order that the teacher may discover whether the 
 pupils are doing the requisite thinking, the class may 
 be required to state what is to be done, or to tell the 
 teacher how to write the decimal. 
 
 Suppose the number to be fifty-seven ten-thou- 
 sandths. The recitation may take a form similar to 
 the following: Ten-thousandths' order is the fourth at 
 the right of the point. Two figures are required to 
 express fifty-seven, hence the fifty-seven will be pre- 
 ceded by two zeroes. The expression consists of the 
 decimal point, two zeroes, and fifty-seven. 
 
 Teaching Tables of Weights and Measures. 
 1. Measures of Length. Have at hand a foot-rule or 
 a stick one foot in length marked into twelve equal 
 spaces, also twelve sticks or pieces of card-board one 
 inch in length. Draw two perpendicular lines upon 
 the blackboard having the space between them one 
 inch. Show at the same time one of the inch sticks, 
 and tell pupils that the length of the space and the 
 stick is one inch. Holding objects one inch apart, ask 
 the distance. Ask pupils to draw a line one inch in 
 length, two inches, six inches, and so on to twelve. 
 Pass the foot-rule to the pupils for them to examine, 
 and have each draw one upon the blackboard or upon 
 his slate. 
 
 Next, have a stick three feet in length, divided by 
 marks into three equal spaces, and tell class that three 
 foot spaces equal one yard. Let the pupils practise 
 drawing lines one yard long, one yard and one half, 
 
118 SCHOOL DEVICES. 
 
 one yard and nine inches, etc. Ask one member of 
 the class to measure with the yard-stick five and one 
 half spaces, and another to measure with the foot- 
 rule sixteen and one half spaces. Let them compare 
 the two measurements, and then tell them the distance 
 between the two points is one rod. Provide the class 
 with a line or pole one rod in length, and measure 
 distances outside of the schoolroom. If the school- 
 grounds are enclosed, it is a good plan to require their 
 dimensions in yards or rods. Tell the class that three 
 hundred and twenty rod-spaces make one mile. Have 
 an object one mile from the schoolhouse observed. 
 Ask such questions as : How far to your home ? How 
 far to the river ? How far to the nearest city, town, 
 or village ? How many times would you have to go 
 to a friend whose house is one mile away to equal the 
 distance to the nearest town, etc. 
 
 Write upon the blackboard the table of Long Meas- 
 ure, and drill thoroughly upon it. Require pupils to 
 write it upon their slates. 
 
 Measures of Surfaces. When beginning square 
 measure the pupil must first clearly distinguish the 
 square inch from the lineal inch. One way of effect- 
 ing this is to cut pasteboard or paper into pieces one 
 inch square, ask pupils to measure the side, and then 
 tell them that a square whose side is one inch is a 
 square inch. Require pupils to draw a square inch 
 and a linear inch, and compare. Enlarge the square 
 inch to two square inches, to four square inches. As 
 soon as scholars know a square inch when they see it, 
 require them to draw rectangles of various shapes and 
 sizes, divide them into square inches, and from the 
 
ARITHMETIC. 119 
 
 measurements and results deduce the rule for finding 
 the area of a rectangle when the sides are given. 
 
 Ask the pupils to draw a square foot, divide it into 
 square inches, and calculate the area from the side. 
 Do not tell them that there are one hundred forty- 
 four square inches in a square foot, but let them find 
 it out for themselves. Require pupils to measure the 
 sides of hooks, slates, etc., and calculate the areas. 
 Prove the work frequently by actual division into 
 square inches. 
 
 Pursue the same plan in developing the idea of a 
 square yard. It should be drawn upon the blackboard 
 and divided into square feet. 
 
 The square rod should be measured on the school- 
 ground, using same space measured in teaching a linear 
 rod for one side of the square rod, the corners staked, 
 and the area calculated in square yards. After the 
 pupils thoroughly understand the area of a square rod, 
 toll them that one hundred sixty square rods in any 
 form are called an acre, and have them locate plots of 
 ground each containing one acre. Tell the pupils the 
 number of acres in a square mile. 
 
 Write table of Square Measure on the blackboard 
 and drill upon it. 
 
 Measures of Solidity. Begin cubic measure by 
 teaching the cubic inch with blocks an inch on each 
 edge. Let the pupils handle them and tell how they 
 differ from a linear inch or a square inch. Ask them 
 to pile the blocks into rectangular solids of different 
 sizes, observe the dimensions in linear inches, and the 
 solidity in cubic inches, and finally deduce the rule 
 for finding the contents. 
 
120 SCHOOL DEVICES. 
 
 Use a box one foot on each outside edge to represent 
 a cubic foot, and ask the pupil to explain the differ- 
 ence between a linear foot, a square foot, and a cubic 
 foot. 
 
 Illustrate the cubic yard with a three-inch cube, and 
 the cord and cord-foot, which should not be made a 
 part of the table, with a block 8 by 4 by 4. 
 
 Complete the work by requiring the contents of 
 small boxes in cubic inches, and of larger ones in cubic 
 feet. 
 
 Drill upon the table. 
 
 Measures of Capacity. Place before the class a 
 set of liquid measures, gallon, quart, pint, and gill, 
 and tell them their names. Make a part of the table 
 by filling the larger measures with water measured in 
 the smaller ones, and complete it by telling the pupils 
 the number of gallons in a barrel and in a hogshead. 
 Or, if any pupil can find at home an empty water- 
 tight barrel, ask him to ascertain, by measuring, the 
 number of gallons in a barrel, and allow him to state 
 the fact to the class instead of telling them yourself. 
 
 Drill upon the table. 
 
 To teach dry measure, use quart, peck, and half- 
 bushel measures. Build up the table by measuring, 
 using sand or corn. Compare the dry quart with the 
 liquid quart. Drill by asking such questions as, 
 How many quarts in a half -bush el ? How many 
 pecks are required to fill a two-bushel sack ? etc. Ask 
 them to name articles measured by dry measure, by 
 liquid measure. 
 
 Drill upon the table. 
 
ARITHMETIC. 121 
 
 Measures of Weight. Teach avoirdupois weight 
 by bringing before the class ounce, two-ounce, quarter- 
 pound, half-pound, and pound weights. Ask questions 
 which require class to change ounces to pounds and 
 pounds to ounces. Tell them the number of pounds 
 in a hundredweight and the number of hundredweight 
 in a ton. Drill thoroughly upon the table, using the 
 abbreviations and symbols. 
 
 In apothecaries' weight lead class to see that sixteen 
 druggists' ounces equal a liquid pint. 
 
 Measure of Time. Direct the pupils' attention 
 to the clock, and ask them to notice lapses of time till 
 they have a good idea of various short periods, such as 
 five seconds, thirty seconds, one minute, five min- 
 utes, etc. Ask them the length of each intermission 
 of the school-work, the length of time passed in school 
 each day. Explain the artificial division of the day 
 into two parts, and how the morning hours are distin- 
 guished from those of the afternoon. The number of 
 days in each month should be thoroughly learned (see 
 page 129), and each pupil should know the date of his 
 birth, and be able to tell his exact age at the time of 
 reckoning. 
 
 Circular Measure. It is very difficult for young 
 pupils to comprehend the true nature of circular meas- 
 ure, and a thorough comprehension of it ought not to 
 be expected till geometry is reached. However, pupils 
 readily understand the division of a circle into parts. 
 Draw a circle upon the blackboard, and begin with 
 telling pupils that every circle is divided into three 
 hundred and sixty parts, called degrees. Draw diam- 
 
122 SCHOOL DEVICES. 
 
 eters so as to divide the circle into four equal parts, 
 and ask how many degrees in each part. Tell pupils 
 that each angle made by the diameters is a right angle 
 or an angle of ninety degrees. Ask pupils to draw 
 right angles upon their slates, upon the blackboard, 
 and to point out right angles in the schoolroom. Lead 
 them to recognize angles less than a right angle or 
 acute angles, and angles greater than a right angle or 
 obtuse angles. Divide one of the right angles in the 
 circle that has been drawn into two equal angles, and 
 ask what kind of an angle each is, and how many de- 
 grees it contains. In this way a pupil may be given 
 some elementary ideas about circular measure. 
 
 United States Coins. The most practical work a 
 pupil can do in studying United States money is to 
 handle the coins and use them. They will likely 
 know the name, appearance, and relative value of the 
 different coins, but will need drill in computing the 
 cost of articles sold by the yard and pound, in count- 
 ing the requisite sums for payment, and in making 
 change. 
 
 Divisions of Time To Vary Number Work. 
 
 Write upon the blackboard the following: 
 There are months in a year. 
 There are weeks in a year. 
 There are days in a year. 
 There are days in a month. 
 There are days in a week. 
 There are hours in a day. 
 There are minutes in an hour. 
 There are weeks in a month. 
 
ARITHMETIC. 123 
 
 There are seconds in an hour. 
 There are seconds in a minute. 
 After the blanks have been properly filled ask such 
 questions as : 
 
 How many minutes in 3 hours ? 
 How many hours in 2i days ? 
 How many months in six years ? 
 How many weeks in i of a year ? 
 How many months in i of a year ? 
 How many weeks in 3 years ? 
 How many hours in 4 days ? 
 How many days in 4 years ? 
 How many hours in 3i weeks ? 
 
 Steps in Arithmetic. Giving steps in arithmeti- 
 cal solutions is an excellent method of impressing 
 operations upon the minds of pupils. 
 
 Thus, in the addition of fractions, after preparing 
 the class to reduce fractions to lowest terms, find the 
 least common multiple of given denominators; and 
 to change to similar fractions rapidly, the following 
 steps should be written in some conspicuous place on 
 the board: 
 
 STEPS FOR THE ADDITION OF FRACTIONS: 
 
 1. Eeduce the given fractions to lowest terms. 
 
 2. Find the least common multiple of the denomi- 
 nators. 
 
 3. Change to similar fractions. 
 
 4. Add the numerators. 
 
 5. Change results to a whole or mixed number. 
 
 6. Reduce fractional part of answer to lowest terms. 
 
124 SCHOOL DEVICES. 
 
 An example being then placed on the board, six 
 pupils may each take one of the steps given, as fol- 
 lows: 
 
 Example: | + J + + J = , 
 
 Recitation 
 
 1. John. All the fractions except are in their low- 
 est terms. (Changes f to j.) 
 
 2. Chas. The least common multiple of 6, 2, 4, and 
 3 is 12. (Writes : L. C. M. or L, C. D. equals 12.) 
 
 Ethel. The third step is to change to similar frac- 
 tions. ( Writes and recites, arranging in this order for 
 convenience.) 
 
 Five sixths equals ten twelfths; one half equals six 
 twelfths, etc. 
 
 5. 1 J _? _ 
 
 6 2 4 3 " 
 
 10 6_ _9_ _8 
 12 12 12 12 
 
 4. Clarence. The fractions added equal f f . 
 
 5. Maud. Thirty -three twelfths is an improper frac- 
 tion. It equals 2 and T 9 ^. 
 
 (Trace. The fraction T V is equal to f . The answer is 
 2 and f . 
 
 Problems may be taken in a similar manner; thus, 
 in the following problem : 
 
 After J of the pupils of a school have left, and f have 
 been promoted, what part remains ? 
 
 Mary. In this problem two operations are to be per- 
 formedaddition and subtraction. 
 
 Morrill. The first step is, add and f to find how 
 many pupils are gone from the school. 
 
ARITHMETIC. 125 
 
 Allen. The second step is, subtract the result from 
 the whole number to find how many or what part re- 
 mains. 
 
 This is an excellent plan for keeping the attention of 
 a large class. 
 
 Children like details. 
 
 Percentage- If you have had difficulty in teach- 
 ing Percentage, finding that your pupils at length be- 
 come confused with formulas and the terms "Base," 
 " Rate," " Percentage," etc., drop these and teach Per- 
 centage as a part of common fractions. 
 
 The applications of fractions to percentage are as 
 follows : 
 
 1. What are f of 20 ? 
 
 2. 12 is | of what number ? 
 
 3. 12 is what part of 16 ? 
 
 The first work in percentage should be a review of 
 these problems. Use fractions having 100 for a denom- 
 inator a great deal; also fractions representing the 
 most common per cents, such as , , -J-, |, f , f , . 
 
 Then require pupils to change these and similar 
 fractions to lOOths; after this require them to rewrite 
 and read, using the term per cent instead of the de- 
 nominator 100. 
 
 Now it is best to take up the work in an opposite 
 way ; for instance, give examples with the term per 
 cent and require the pupil to rewrite and read, using 
 the denominator 100 or the fraction in its lowest terms. 
 
 Give a great number of exercises in changing com- 
 mon per cents to corresponding fractions, and the re- 
 verse. 
 
 Assign examples like the following, and let pupils 
 
126 SCHOOL DEVICES. 
 
 state them as examples in fractions : u A dealer having 
 120 bales of hay, lost f of it by fire ; how many bales 
 were lost?" would then read, " What is f of 120 bales? 
 
 Such drill will teach the pupil that he must first de- 
 cide what an example requires before he attempts to 
 solve it. 
 
 Let there be a great deal of original work in the way 
 of pupils bringing in problems of their own inventing ; 
 for when a pupil can make and solve his own examples 
 upon percentage he has mastered a knowledge of its 
 principles. 
 
 It will be seen that by the use of these simple forms, 
 which represent all possible problems in percentage, 
 the use of " cases," and the terms Base, Difference, 
 etc., have been avoided, and that, therefore, the pupil 
 has not been told in a difficult and roundabout way 
 what he already knows in a simple and direct way. 
 
 Take now some percentage topic, as Profit and Loss. 
 All through the work up to this point the terms 
 " Gain, " " Loss," "Cost," "Selling Price," have been 
 used, and they need no further definition here. All 
 that is necessary is to impress the pupil with the fact 
 that gains, losses, and selling price are reckoned on 
 the cost, or are a part of it. Make no cases here. Give 
 examples of every kind, and the pupil will place them 
 under the proper form with no assistance. Putting 
 examples under special cases dulls the discriminating 
 power of a pupil. 
 
 As an illustration of the solution of problems the 
 following is added: 
 
 1. A manufacturer sent a commission merchant 
 $3,675 to buy cotton for him. What is the commission 
 at 5 per cent? 
 
ARITHMETIC. 127 
 
 Solution. $3,675 == cost of cotton 4- commission. 
 
 - commission. 
 
 20 
 
 r = cost of cotton. 
 
 21 
 
 -- = cost of cotton and commission. 
 
 Therefore, -^ = $3,675. 
 
 1 
 
 20 : 
 
 2. Bought a second-hand wagon for $48.12, and sold 
 it so as to gain 16f per cent; what was the selling 
 price ? 
 
 Solution. $48.12 = cost. 
 1 
 6 = 
 
 7 
 
 5- = selling price. 
 
 D 
 
 I = 8.02. 
 
 7 
 Therefore, ^ = $56.14, selling price. 
 
 3. An agent charged $46.75 for selling a quantity of 
 oats. What was the sum returned to the grower, if 
 the agent's rate of commission was 24 per cent ? 
 
 Solution. $46.75 is the commission. 
 
 24 per cent = -r^. 
 
128 SCHOOL DEVICES. 
 
 - r- = commission. 
 40 
 
 - selling price. 
 
 40 1 39 
 
 40 " 40 = 49' amount 
 
 39 
 Therefore, ^ = $1823.25, the amount returned. 
 
 Drill for Percentage. In order to show how all 
 fractions can he changed into per-cents, draw four per- 
 pendicular lines on the board, and in the first column 
 write a common fraction; in the next the same value 
 written as hundredths, and in the last the same as per 
 cent. Thus: 
 
 Com. Fraction. As hundredths. As per-cents. 
 
 i 50 hundredths .50 
 
 4 33i " .331 
 
 Write a numher of common fractions and let the pu- 
 pil fill out the other two columns. 
 
 Give Frequently Examples in Words instead 
 of Figures. In giving original examples, let them 
 frequently be given in words, not figures. The arith- 
 metical questions which arise in actual life are not in 
 the shape of figures, but we translate them into these 
 from our usual form of speech. Therefore, examples 
 given in the form of words are much easier to solve, 
 because more natural. 
 
 Aids in Interest. An easy way to state fractions 
 of a month, provided the number of days is divisible 
 by 3, is by placing them in the form of tenths, thus : 
 
ARITHMETIC. 129 
 
 3 days = .1 month; 6 days = .2; 9 days = .3; 12 days 
 = .4; 15 days = .5; 18 days = .6; 21 days = .7; 24 
 days = .8; 27 days = .9. Two months and eighteen 
 days would be written thus: 2.6 months. 
 
 It is worth remembering that from any day of any 
 month to the same day of the following month, there 
 are as many days as in the first-mentioned month. 
 
 Number of the Month. It is necessary for work- 
 ing problems in interest that the pupil be able to tell 
 instantly the number of each month in the year. 
 Too many teachers pass this matter without giving it 
 any attention. A little drill upon the following scheme 
 will make pupils confident of the number, instead of 
 having to count, as many are obliged to do. 
 
 Write the abbreviations of the months in order 
 upon the board, numbering them. At once it will be 
 seen that March, the first month of spring, is the third 
 month ; that June, the first of the summer months, is 
 the sixth; that September, the first of the autumn 
 months, is the ninth; that December, the first of the 
 winter months, is the twelfth. With these firmly 
 fixed, the number of any other month is told instantly. 
 For instance, May is the fifth month, being immedi- 
 ately before June, the sixth. It is perhaps well to add 
 in this place that it is just as important the pupil 
 should know the number of days in each month. Do 
 not teach that old quatrain " Thirty days hath Sep- 
 tember," etc., for the pupil will rely upon it at first, 
 and is afterwards never able to get rid of it. 
 
 Every one knows the number of days in February. 
 Then all the other months have thirty-one days except 
 four. All, then, that need be done is to drill thor- 
 
130 SCHOOL DEVICES. 
 
 oughly that April, June, September, and November 
 are the months having thirty days each. 
 
 Form for Partial Payments. Where a number 
 of payments are given, the whole work will be pre- 
 served and the operation made plain to the student if 
 the work is stated as shown below. The dates are all 
 placed one above the other in proper order, with the 
 earliest date at the bottom. Subtract this last date 
 from the next above and place the result below the 
 line. Subtract this last date from the one next above 
 it, and place the number of years, months, etc., below 
 the first number of years and months, and so on for 
 all the dates, connecting each date with its own re- 
 sulting years, months, and days by a dotted line. At 
 the right may be placed the interest of $1 for the given 
 time, and at the right of the dates may be placed the 
 payments. The annexed work will show what is 
 meant. 
 
 187810-23 
 
 1876 22 $25. 
 
 1873 4 5 $200. 
 
 1872 1 1 $100. 
 1868 6 5 
 
 3_ 6-26.. ..2141 
 
 1 3 4. ...075f 
 
 2 9 27.... 1691 
 
 2 8 21. ...1631 
 
 To Insure Thorough Understanding of 
 Cube Root. In teaching cube root by blocks and 
 in this connection it is well to remind teachers that in 
 this subject blocks should be used if possible, as in no 
 other way can the work be made equally clear send 
 
AEITHMETW. 131 
 
 the pupil to the board to extract the cube root of a 
 number, and, when he has found the root, direct him 
 to explain, illustrating each step with the blocks as he 
 proceeds. Be sure that the pupil handles the blocks as 
 he explains. In this way it is possible to see if he is 
 familiar with each step of the work. 
 Read chapter xi. Fitch's " Lectures on Teaching." 
 
132 SCHOOL DEVICES. 
 
 CHAPTER VI. 
 
 PERSONAL SUGGESTIONS. 
 
 Preparation of Work. A certain amount of 
 preparation for each lesson is an absolute necessity. 
 The general plan and arrangement of the subject must 
 be made beforehand, in order to gain the full value of 
 the lesson, for there is not time to decide on the spur 
 of the moment the most important parts, or how they 
 shall be presented. 
 
 In every recitation, the two principal points to which 
 the attention should be directed are the calling-up of 
 that previously learned (review), and the imparting of 
 new knowledge (advance work). In doing this, the 
 teacher will find it most profitable to take up that part 
 of the review most intimately connected with the 
 advance work, thus leading the pupil on logically 
 from one truth to another. In a thoughtful prepara- 
 tion of a subject, these questions naturally arise: 
 What portion of the review work leads most easily 
 into the advance work? What parts of the advance 
 work shall be brought into the greatest prominence? 
 What questions shall be asked, and how comprehensive 
 an answer required? In what way and to what extent 
 may the blackboard be used? What amount of time 
 
PERSONAL SUGGESTIONS. 133 
 
 shall be devoted to each division of the work? Many 
 minor points can also be introduced, which will in- 
 crease the interest in the subject and make the recita- 
 tions spirited. Without such a preparation, all efforts 
 in teaching will be rambling and, in great part, point- 
 less. 
 
 Eead the chapter, The Practice or Art of Education, 
 in Payne's " Lectures on Education." 
 
 Assisting Pupils. Teachers almost universally 
 help their pupils too much, both in explanation of dif- 
 ficult points, and in questioning suggesting the an- 
 swer by the form of the question. The instructor 
 falls into the former error by misconceiving the object 
 for which pupils are sent to school. This is not, or 
 at least should not be, to gain information, but for 
 mental training. Many teachers reason thus: "This 
 scholar cannot solve this problem ; he must not leave 
 the room until he can see just how it is done." If this 
 example were to be the only hard thing the pupil 
 would have to solve in life, such reasoning might be 
 fairly sound; as it is, there is no more reason why 
 help should be given on this particular problem than 
 on the thousand and one others equally as hard which 
 could easily be constructed, and which the scholar 
 will meet again and again in life. If the pupil would 
 lay to heart the explanation, and profit by it in the 
 time to come, the case would be different, but in nine 
 cases out of ten, so long as the correct answer is ob- 
 tained, the student is satisfied, and promptly banishes 
 the whole thing from his mind. 
 
 Students are not urged to work half hard enough on 
 the difficult places, which would afford the very best 
 
134 SCHOOL DEVICES. 
 
 kind of mental training, if only encouragement to per- 
 severe were given instead of actual assistance. It is 
 far better to go slowly, and let it be regarded a dis- 
 grace to own one's self to be beaten by a lesson, or any 
 portion of it, rather than to attempt to "get over" a 
 certain number of pages in a term. 
 
 Teacher's Note-book. New ideas and ways of 
 teaching are constantly occurring to a progressive 
 teacher, both in his own experience and in that of 
 others that falls under his notice. Many of these will 
 be lost unless they are written down at once. Let 
 these hints and helps be placed in a note-book, arranged 
 in some simple order under special headings. Apt 
 illustrations that can be used in the various studies 
 taught, should be preserved as one happens upon them. 
 
 Special Topics. A teacher frequently runs over 
 in his mind the special points he wishes to bring up in 
 a recitation. Some of these he may remember, while 
 others will be forgotten. Use a slip of paper with 
 these special points written upon it. 
 
 Ten Rules for Losing Control of a School. 
 
 1. Neglect to furnish each pupil plenty of suitable 
 seat-work. 
 
 2. Make commands that you do not or cannot se- 
 cure the execution of. Occasionally make a demand 
 with which it is impossible to comply. 
 
 3. Be frivolous, and joke pupils to such an extent 
 that they will be forced to talk back. In this way 
 they will soon learn to be impertinent in earnest. Or 
 be so cold and formal as to repel them. 
 
PERSONAL SUGGESTIONS. 135 
 
 4. Allow pupils to find out that they can annoy you. 
 
 5. Promise more in your pleasant moods than you 
 can perform, and threaten more in your cross moods 
 than you intend to perform. 
 
 6. Be so variable in your moods that what was al- 
 lowable yesterday will be criminal to-day, or vice 
 versa. 
 
 7. Be overbearing to one class of pupils and obsequi- 
 ous to another class. 
 
 8. Utterly ignore the little formalities and courtesies 
 of life in the treatment of your pupils in school and 
 elsewhere. 
 
 9. Eegard the body, mind, and soul of a child utterly 
 unworthy of study and care. Let it be a matter of 
 indifference to you whether a child is comfortable or 
 uncomfortable. Kegard it unimportant why a child 
 enjoys one thing and dislikes another, and that it 
 is not your business to aid him in forming a worthy 
 character. 
 
 10. Let your deportment toward parents and officers 
 be such as will cause a loss of their respect and confi- 
 dence. 
 
 One or more of these rules carefully executed will 
 secure the end in view. 
 
 Class Management. Strive to govern by the 
 eye, not by the voice. Stand well back from your 
 class so as to see every pupil. Seat dull, backward, 
 and restless pupils in front. Separate mischievous 
 children. 
 
 2. Give as few orders as possible, but be firm in 
 having them promptly and thoroughly obeyed when 
 given. 
 
136 SCHOOL DEVICES. 
 
 3. Remember that good discipline is impossible with 
 children unemployed. Allow no waste of time in be- 
 ginning. 
 
 4. Avoid speaking in a loud, blustering tone. Be 
 ever on the alert, and warn when necessary. Do not 
 scold, and never threaten. 
 
 5. Give careful attention to details. Study your 
 pupils and know them. 
 
 6. Never sneer at children. Be cautious not to 
 dampen their natural ardor and gayety. 
 
 7. Authority should be felt, not seen. The need for 
 much punishment means in nearly all cases, weak 
 handling. If children are troublesome, look to your- 
 self first. 
 
 Criticism. The following points of criticism are 
 introduced to aid teachers in criticising their own or 
 others' work. It must prove of benefit to a teacher 
 to ask himself, seriously, u Have I zeal and anima- 
 tion in my manner of conducting a recitation? Have 
 I sympathy and interest in those who are under my 
 care? Is my plan logical and my matter correct?" 
 I. Manner. 
 
 1. Animation. 
 
 2. Variety. 
 
 3. Expression of sympathy and interest. 
 II. Teaching. 
 
 1. Correctness of matter taught. 
 
 2. Thoroughness. 
 
 3. Emphasis on important points. 
 
 4. Rapidity. 
 
 5. Conciseness. 
 
 6. Variety, frequency, and emphasis in drill. 
 
PERSONAL SUGGESTIONS. 137 
 
 IH Order. 
 
 1. Attention gained and maintained. 
 
 2. Prompt and cheerful obedience. 
 
 3. Quietness, steadiness, and interest with 
 which scholars work. 
 
 The Language of the Teacher. It is of the 
 greatest importance that one who is to give instruc- 
 tion should make such use of language as will con- 
 vey the exact meaning intended, without a possibility 
 of misconception. The unwise choice of a word often 
 acts like a misplaced switch at a railroad centre, the 
 thinker is thrown off on the wrong track. It is no 
 defence for the teacher to say that his powers of ex- 
 pression are not good ; it makes him only a confessedly 
 poor teacher, since the essential difference between 
 good and poor teaching is the ability, or inability, to 
 make ideas clear to the mind of the pupil. By the 
 careless use of words, ideas wholly different from 
 those intended to be conveyed, may become fixed in 
 the scholar's mind, that will never be eradicated. 
 Precision can be acquired by the diligent study of 
 synonymes, and by a constant effort on the part of the 
 teacher to make his words express the exact idea in- 
 tended ; and to do this he must train himself to habits 
 of exact thought. If the thought does, not stand out, 
 sharply defined, in one's own mind, it is idle to expect 
 it to be clearly seen by others. 
 
 Points Relative to Recitations. There is far too 
 much machine work in the way some teachers " hear 
 a lesson." It is not enough that one should listen to 
 that which has been prepared, assign an advance 
 
138 SCHOOL DEVICES. 
 
 lesson, and then dismiss the class. When a recita- 
 tion is regarded by the teacher in this light, the 
 pupils will naturally and surely come to regard the 
 lesson as a task ; and when this occurs, interest will 
 fail. There are a number of points that should be con- 
 sidered in every recitation: 1. The pupils' powers of 
 observation should be brought into prominence. 2. 
 They should be taught to reason out that which is dif- 
 ficult. 3. They should be taught to recall that which 
 has been prepared before, bearing upon the same 
 subject. 4. An easy, graceful mode of expressing 
 ideas should be cultivated. 5. The pupils should be 
 aided as much as possible in acquiring confidence and 
 an easy manner of reciting. 6. The teacher must give 
 some positive knowledge, supplementary to that con- 
 tained in the lesson. Text-books should be used 
 merely as suggestions for lessons. 
 Other points to be considered are these: 
 The hearing of the lesson, in order to see how much 
 of it the pupil comprehends. Explaining that which 
 the pupil is not able to comprehend. Drilling on the 
 review to fix in mind that which has already been 
 learned. The assignment of the next lesson. Some 
 time should be spent in looking over the advance 
 lesson, and in suggesting ways by which the pupils can 
 avoid difficulties and arrive at the correct results 
 most easily; but in doing this, do not give too much 
 help. The teacher's province is to direct and suggest 
 ways and means. 
 
 Creating Doubt. In calling the attention of pu- 
 pils to a mispronounced word, give the correct pro- 
 nunciation and stop there. Do nqt say, for instance. 
 
PERSONAL SUGGESTIONS. 139 
 
 "This word is pronounced franchiz not franchiz;" 
 for this eventually leads to doubt as to which is cor- 
 rect. There are scores of other ways in which a 
 teacher, unless careful, will destroy the permanency of 
 impressions, by leaving in the mind some accompani- 
 ment that at last will simply create doubt. 
 
 On Explanation. In explaining a fact to a pupil, 
 it is important that the teacher be first thoroughly 
 familiar with it himself. He cannot make a point 
 clearer to another than it is to his own mind. He 
 should also consider the ability of the pupils before 
 him. With some it is necessary to use much more 
 careful explanation than with others; therefore, to 
 reach the intelligence of all, make the idea simple, 
 clear, and to the point. The teacher, however, should 
 not use such language as will imply that he regards 
 himself talking to inferior intellects. Acts of conde- 
 scension on the part of the teacher will surely be re- 
 sented, as they should be. A figurative illustration 
 should be used only when it makes the thought 
 clearer; and all novel forms of expression, or odd 
 ways of putting things, should be used with care, as 
 they may hide the thought intended to be conveyed. 
 
 Using a New Word. When a teacher uses a new 
 word in his work, he should write that word upon the 
 board, so that its form may come to the eye just after 
 the sound reaches the ear. In this way the student 
 will associate the correct pronunciation with the 
 proper form of the word. 
 
 Questioning. Particular attention should be 
 
140 SCHOOL DEVICES. 
 
 given by a teacher to his manner of stating questions. 
 The points to be aimed at are: First, clearness ; the 
 pupil has a right to demand this. Second, such a 
 statement of the question as will not suggest the an- 
 swer. Third, a question should not be asked in this 
 way: "The Scotch came into the northern part of 
 
 ?" Answer. " England." Nor thus: "Is it ? 
 
 or ^ it f " The pupil very quickly learns to read 
 
 the correct answer in the manner or tone of voice used 
 by his instructor. It is hardly necessary to add that 
 good English should be used in the statement of a 
 question. In asking for a definition of the planets, 
 for instance, it is a defect to say, "The planets are 
 what?" Or, in chemistry, " A molecule is what?" 
 
 A Mistake Often Unrecognized. The word 
 Louisiana is mispronounced by many teachers who 
 are usually correct in their pronunciation, by giving 
 to the second syllable, which should have the sound 
 of short i, the sound of long e. The reason for the 
 mistake arises from the spelling given by Webster, to 
 indicate the pronunciation, Loo'-e-ze-a'-na, printing 
 the second syllable "e" and placing the secondary 
 accent on the first syllable. Now, if the word is pro- 
 nounced with the secondary accent on the first sylla- 
 ble, the second syllable must have the sound of ob- 
 scure " e," which does not differ materially from the 
 short sound of "i." 
 
 A Caution. Henceforth, see if you cannot pro- 
 nounce the word "recess" properly, putting the ac- 
 cent on the last syllable. 
 
PERSONAL SUQ&mTIONS. 141 
 
 Expostulation.- You talked in a high key all day. 
 There was something unpleasant in your work, and 
 you did not know what it was. What is spoken un- 
 pleasantly is heard unpleasantly, and your pupils felt 
 there was something grating, something unpleasant, 
 in their teacher's work. They could not tell, perhaps, 
 what it was, but, nevertheless, they felt that something 
 was not what it ought to be. It was the high tone of 
 voice that you persisted in using, which has become 
 so fixed a habit with you that you can scarcely break 
 it. Your voice has become rasping, thin, and hard. 
 It will take weeks, perhaps months, of persistent ef- 
 fort before you can overcome the habit and keep your 
 voice where it belongs, in low, smooth tones. 
 
 Don'ts. Don't be afraid to say, * ' I don't know, " or, 
 if necessary, "I was mistaken." If an error has been 
 made, it is both more manly and more profitable to ac- 
 knowledge it. You are setting a bad example and 
 lowering yourself in the estimation of your pupils if 
 you persist in maintaining that which you see is false. 
 Teachers are too loath to confess ignorance on any sub- 
 ject that may be brought up by the pupils. A teacher 
 cannot be expected to be informed on all subjects, and 
 it is better to admit that you do not know than to give, 
 at a venture, a reply that may be misleading. 
 
 Don't get into the way of using the index finger in 
 gesture, as many teachers do. It is neither graceful 
 nor forceful. 
 
 When a pupil has given an incorrect answer, do 
 not shake the head and say No, no, but quietly ask 
 the question of another. 
 
 In your illustrations and talks, quote nothing, 
 
142 SCHOOL DEVICES. 
 
 through temptation to say something amusing, that 
 does not fit accurately and logically your topic. 
 
 Don't talk over school matters with every one you 
 meet. They will perhaps talk to you ahout former 
 teachers, and your part of the conversation may be 
 misconstrued and enlarged upon. A teacher must be 
 discreet. 
 
 Especially do not make complaints. Do not criticise 
 your predecessor's work, or the condition in which 
 you find the school. He probably left friends, and of 
 these you will thus make enemies. Speak kindly of 
 those who were before you, or do not speak of them at 
 all. If it is necessary to make complaints, let them 
 be made to the proper school officers. Your school 
 will be more successful if it is the subject of but little 
 comment. 
 
 Do not say, when hearing a recitation, u Gk> on, 
 " Go ahead," " Proceed," etc. It is far better to set an 
 example of courtesy to your pupils by saying, " Con- 
 tinue, Mary," or " Continue, John." 
 
 Do not scold. After the novelty has worn off, your 
 sharp speeches will cease to be effective. Moreover, 
 the most forcible language is that which is delivered 
 calmly and dispassionately. Gentlemanly and lady- 
 like bearing toward pupils on the part of teachers is 
 almost sure to win a like return. 
 
 Treat your pupils as equals. Nothing will bring 
 them up to your own level as quickly as this. Make 
 your pupils self-respectful by showing respect to them. 
 
 Don't worry. Make a vigorous effort to throw aside 
 all care when school closes. Remember that nothing 
 is to be gained, but much lost, by carrying through 
 the twenty -four hours the burdens that should come 
 
PERSONAL SUGGESTIONS. 143 
 
 only during school hours. If the teacher can enter the 
 schoolroom fresh each morning, the battle is half won 
 at the beginning. 
 
 Don't be more ready to criticise than to commend. 
 Factious criticism will cause pupils to think that noth- 
 ing they can do will be just right in the teacher's eyes, 
 and they will soon cease trying to excel. A few words 
 of commendation will often prove a great incentive 
 to effort. 
 
 Do not make any sudden or radical change in your 
 manner of conducting a recitation, or in the discipline 
 of your school. If you have decided to make a change, 
 do it gradually. 
 
 Do not get into the habit of making apologies. Be 
 careful that the occasion does not arise where an apol- 
 ogy by the teacher is needed. 
 
 It is natural that a teacher, dealing with minds less 
 informed than his own, should gradually come to feel 
 above the general level of humanity. Don't allow 
 yourself to become conceited by reason of your sur- 
 roundings. 
 
144 SCHOOL DEVICES. 
 
 CHAPTER VII. 
 
 SCHOOLROOM SUGGESTIONS. 
 
 Seating Pupils. A large proportion of the dis- 
 order and consequent worriment incident to a school- 
 room would be obviated if teachers would seat all 
 pupils at the beginning of each year or term. It is 
 the custom in many schools for the pupils to choose 
 their own seats, and thus numerous cliques of mis- 
 chievous scholars are brought together, resulting in 
 continual trouble to the teacher. An effort should be 
 made to seat pupils as far remote from each other as 
 possible, while special care should be taken to separate 
 widely such as are likely to cause annoyance. The 
 value of a teacher's work is often seriously impaired 
 in consequence of diverted attention. A schoolroom 
 should be self -regulating, as far as possible, and wis- 
 dom in seating pupils will do much toward securing 
 this. 
 
 Beginning School. Be at the schoolroom early. 
 On the morning of the first day be the first one there, 
 and, in general, the teacher should be present when the 
 room is opened. A spirit of lawlessness is apt to arise 
 among pupils left without restraint, which may ex- 
 tend beyond the opening of the session. 
 
 Begin promptly. Scholars cannot be expected to be 
 prompt in their attendance if the teacher does not set 
 
SCHOOLROOM SUGGESTIONS. 145 
 
 the example. Care in having all things move by 
 " clock-work" is not lost in its general effect on a 
 school. 
 
 Say but little when opening your school. Especially 
 do not lay down a great number of rules these can be 
 made as occasion demands. Do not boast of what you 
 can do, or of what you intend to do. Children are 
 keen to detect boastfulness and to discredit those who 
 make use of it. 
 
 Take the names as the classes are called. This will 
 save much confusion and loss of time. If, however, 
 the teacher desires all the names at the opening of the 
 session, blank slips should be distributed, on which the 
 pupil may write his name and the classes he proposes 
 to enter. 
 
 Set all the pupils to work as soon as possible. Idle- 
 ness is the precursor of mischief, and this on the first 
 day means continual trouble. If the classes cannot be 
 formed at once, give those who are \ waiting some re- 
 view work, or tell them a short story and ask them to 
 write it out on their slates or on paper. 
 
 Make out an Order of Exercises for your own use be- 
 fore opening the school. Even though it be your first 
 term in the school, you can find out from the pupils or 
 school officers what classes are to be formed. You 
 can thus intelligently organize the school. 
 
 Show no sign of indecision. Pupils are quick to no- 
 tice this, and make their estimate of your character 
 accordingly. Hesitation is confessed weakness. 
 
 On the second day have a permanent Order of Exer- 
 cises made out and posted. Uncertainty in regard to 
 the time of their recitations demoralizes the pupils and 
 delays the actual commencement of work. 
 
146 SCHOOL DEVICES. 
 
 Putting Back. It is a mistake to put children 
 back in their studies. It has a disheartening effect, 
 and it can easily be seen at what a disadvantage a 
 child is placed who has lost interest in a study. There 
 is no necessity for putting back. The fundamental prin- 
 ciples of any study can be taught in one place as well as 
 in another. If a child in percentage stumbles over his 
 fractions, give him extra help and make that subject 
 clear to him. If your pupils in an advanced grade 
 cannot write a simple sentence correctly, put them 
 into rhetoric and take up sentence-writing. If they 
 are in the Fourth Reader when they should be in the 
 Second, don't discourage them by putting them back 
 into the Second Reader, but get some simple story- 
 books or bright story-papers and let the reading les- 
 son be from these. The best " putting back " is when 
 the pupil himself perceives his deficiency and feels 
 the need of simpler work ; but the teacher should ex- 
 ercise tact in bringing about this condition of mind. 
 
 A Few Suggestions Upon Discipline. It is 
 hard to write it, but cases of truancy, fighting, vul- 
 garity, profanity, and stealing do occur in many 
 schools. In cases of truancy, communicate with the 
 parents at once; reason with the pupil, and as a last 
 resort call on the truant officer or constable. 
 
 For untruthfulness, let the pupil feel what it is to 
 have others lose confidence in him. Often it will be 
 well to let him realize this loss of confidence a long 
 time. 
 
 In cases of fighting, keep the pupil in at recesses, 
 giving him his recess after the others ; oblige him to 
 come into the schoolroom as soon as he comes upon 
 
SCHOOLROOM SUGGESTIONS. 147 
 
 the ground, morning and noon, and keep him after 
 school until others have gone home. 
 
 For profanity and vulgarity, separate the pupil en- 
 tirely from others, and suspend for second offence. 
 
 Stealing may be pretty effectually dealt with by sus- 
 pension, apology, and restoration of the stolen article. 
 
 Impertinence and disrespect to the teacher, providing 
 the teacher has not brought it on, should be apologized 
 for in presence of those before whom the act was com- 
 mitted. 
 
 Punishments. The nearer you can reduce punish- 
 ments to a minimum the better. Occasions sometimes 
 arise, however, when some f orm of punishment seems 
 necessary ; but in inflicting this be careful not to in- 
 jure the pupil's self-respect. Personal indignities or 
 torture should never be used, and any form of ridicule 
 should be used sparingly. The pupil should never be 
 made to feel that he is punished by his teacher through 
 any vindictive feeling. Threats of punishment should 
 not be made. Act promptly when occasion demands, 
 but do not talk about what you will do. It seems 
 hardly necessary to add that study should never be 
 used as a means of punishment. 
 
 A Problem. Many teachers have found that the 
 root of all evil in teaching is whispering, and it is a 
 problem with most teachers how to suppress it. 
 
 A word or two of communication that arises from 
 mere forgetfulness should not be looked upon as a se- 
 rious evil ; but wilful whispering is a demoralizing factor 
 in a school and should be suppressed at once. Some 
 teachers have found that calling for a report at the close 
 
148 SCHOOL DEVICES. 
 
 of the session from those who have broken the rule has 
 the effect of diminishing the annoyance. It is wise to 
 meet the matter squarely. Show the pupils that dis- 
 order of any kind hinders the progress of the school; 
 that whispering is a disorder, and that whispering in 
 the presence of others is a rudeness that would not be 
 tolerated in their homes, and that good manners are 
 as essential in the schoolroom as elsewhere. Much of 
 the necessity for communication can be avoided by al- 
 lowing a moment or two at the opening of the session 
 for each one to obtain any article that has been for- 
 gotten. Do not be continually talking upon this sub- 
 ject to the school. Disorder of any kind is usually 
 attributable to but few. Treat these privately. The 
 effect on them and on your school will be better for 
 such a course. 
 
 Tardiness. Much confusion and annoyance re- 
 sult from the late entrance of a few pupils at the 
 morning or afternoon opening. From the numerous 
 plans for securing prompt attendance given below, 
 the teacher may find something that will suit his case. 
 
 (a) In the first place, the teacher should never be 
 late himself. He should be present some time before 
 the opening, and give to each one coming in a pleasant 
 greeting. 
 
 (b) In cold weather be sure that the room is warm 
 enough, at least fifteen minutes before the opening. 
 Don't compel the pupils to be late in order to find a 
 warm room. 
 
 (c) For five or ten minutes after roll-call some 
 teachers have an object lesson in science, bringing in 
 objects upon which to talk to the scholars, as leaves 
 
SCHOOLROOM SUGGESTIONS. 149 
 
 or grasses, rocks, mosses, etc. If this is made attrac- 
 tive, the pupils will try not to miss it. 
 
 (d) Tickets may be given small pupils for each day's 
 punctual attendance a certain number of these tick- 
 ets entitling the possessor to an earlier dismissal on 
 Friday afternoon. 
 
 (e) Pupils may be kept after school the same length 
 of time they lost at the opening of the session. 
 
 Have the last bell rung five minutes before the open- 
 ing of school, that sufficient warning may be given. 
 
 Some teachers have a portion of space reserved on a 
 blackboard near the entrance door on which is writ- 
 ten the word "Tardiness." Pupils coming in late 
 are required to write their names beneath this word, 
 together with the time of entrance, as 9:10, 9:15, etc., 
 and make up the time at the close of the session. 
 They erase their names before leaving. 
 
 Other teachers require pupils entering late to write 
 their names on a card or slip of paper, with the time 
 of entrance, and leave it at the desk. Eeport of these 
 cards is made to the parents at the end of the month. 
 
 Another plan is to grant a holiday to the whole 
 school on the first Monday of each month, provided 
 there has been no instance of tardiness during the pre- 
 ceding month. Under such circumstances each pupil 
 is unwilling to be the one to deprive all the others of 
 a holiday. 
 
 Pupils who are thoroughly interested in school-work 
 will seldom be late, but there are always some who 
 appear five or ten minutes after the opening of the 
 session. A special effort must be made to bring these 
 in on time ; for the interruption of late entrances de- 
 moralizes the school at the start. It may be that 
 
150 SCHOOL DEVICES. 
 
 pupils come late to avoid the dulness of the opening 
 exercises. A long roll-call, and the reading of Scripture 
 not readily understood by youthful minds, may be of 
 this nature. Make the morning exercises so bright 
 and cheerful that to miss them will be felt a loss. Let 
 the Scripture reading be short but appropriate; and 
 let it be preceded and followed by music, if possible. 
 Do away with the roll-call, and mark absences in your 
 register while the pupils are studying. 
 
 Some teachers have a " Tardy Friday." On that 
 day all who have not been tardy during the term up 
 to that time are dismissed an hour earlier than the 
 others. All who have been tardy are required to re- 
 main. 
 
 Another device for securing punctuality is to spend 
 the first fifteen minutes at the opening of the session 
 in talking about something that is transpiring in the 
 world at the time. The teacher asks a question in re- 
 gard to some notable public event ; if no one can an- 
 swer it, the question is repeated the next morning, and 
 a lively curiosity is excited. The pupils ask parents 
 and friends, who in turn become interested, and the 
 question is discussed in the family circle. Soon the 
 answers begin to come in ; clippings from papers and 
 books are brought and the question is discussed. In 
 this way, the first few moments are made so interest- 
 ing that no one wishes to lose them. Teachers may 
 find it advantageous to make personal visits to the 
 parents in regard to the matter. If the co-operation 
 of the parents can be secured, there will be very little 
 tardiness. 
 
 Yet another way to secure punctuality is to read for 
 a few moments each morning a few pages in a con- 
 
SCHOOLROOM SUGGESTIONS. 151 
 
 tinued story. By the last-named device, two things 
 will be gained, attendance may be secured, and a 
 taste for good reading cultivated in the pupil. 
 
 After all, the most efficient plan to prevent or di- 
 minish tardiness is to arouse the pride of the scholars 
 in making the school successful, and this will prove a 
 great factor for good in many other directions. In 
 graded schools competition can be aroused between 
 different rooms, each trying to have the best record 
 in punctuality and attendance. 
 
 Rest Periods. When your pupils appear tired 
 and dull, throw open the windows and have a breath- 
 ing exercise. Good work cannot be done in a school- 
 room where the air is impure from insufficient venti- 
 lation. Teachers are inclined to overlook the physical 
 welfare of their pupils. They should never forget that 
 to have a sound mind, one must have a sound body in 
 which it may dwell. The seeds of disease are far too 
 often implanted in the bodies of delicate pupils by the 
 over-heated and impure air of the schoolroom. In 
 these exercises great care should be taken never to in- 
 hale or exhale suddenly. Nor should the pupils prac- 
 tise holding the breath for any considerable length of 
 time. 
 
 1. Place the hands on the hips ; draw a long breath ; 
 expel the air slowly. Eepeat twice. 2. Draw in a 
 long breath. Send the hands straight up in the air; 
 bring them back to the shoulders. Expel slowly. Ee- 
 peat twice. 3. Draw a long breath. Draw the body 
 backward from the waist ; bring it back again. Ex- 
 pel slowly. Kepeat twice. 4. Draw a long breath. 
 Bend the body forward from the waist ; return to an 
 
152 SCHOOL DEVICES. 
 
 erect position and expel the breath slowly. Repeat 
 twice. 5. Draw a long breath ; bend the body to the 
 right ; return to an erect position. Expel the breath 
 slowly. Repeat twice. 6. The same, bending the body 
 to the left. 7. Draw in a long breath ; stretch out the 
 arms horizontally ; return to the shoulders. Expel 
 slowly. Repeat twice. 
 
 Let these exercises occur at the middle of a session, 
 or whenever there seems to be a need of them. Do 
 not let them degenerate into disorder ; if any persist 
 in making play of it, let them take their fresh air out- 
 side the schoolroom. 
 
 Ventilation. Have a board fitted to slide between 
 vertical cleats fastened to the window-casings, a few 
 inches from the sash. This device gives an upward 
 inflection to the cold air as it enters, causing it to be- 
 come gradually diffused throughout the room, with- 
 out being felt as a draught by the pupils. If ventilation 
 must be sought by opening the windows, do not open 
 those on the windward side, as this would cause a 
 draught directly upon the pupils, and would not prove 
 as beneficial in freeing the room of impure air as 
 though the opposite windows were opened, when the 
 air in the room would gently pass out to join the cur- 
 rent outside. If possible, the air should be admitted 
 to the schoolroom near the floor and allowed to pass 
 out at the ceiling, but the air admitted should be warm, 
 or rendered warm before it is breathed. To do this in 
 many buildings containing but one room, is a simple 
 matter. Let the air be admitted through an opening 
 directly beneath the stove. This may be brought 
 about by having a wooden flue leading from an open- 
 
SCHOOLEOOM SUGGESTIONS. 158 
 
 ing in the foundation wall to the opening beneath the 
 stove, which may be closed at either end by a sliding- 
 door, when the draught is too strong. The air as it 
 enters will thus be warmed. Openings should also be 
 made in the ceiling to allow the impure air to pass 
 out. 
 
 Many teachers have narrow strips of boards made 
 the same length as the width of the window. These 
 are placed under the lower sash, when an air-passage 
 is formed between the upper and lower sash, and in 
 such a way as to avoid a direct draught. 
 
 As a last suggestion, remember that the lassitude 
 and lack of interest so often noticed in schoolrooms is 
 due, in a great measure, to the impure state of the air. 
 The present success of a school and the future health 
 of pupils depend in no small degree upon the kind of 
 air they breathe in the schoolroom. 
 
 Lighting. The light in a schoolroom should al- 
 ways enter the room at the sides or in the rear : pupils 
 should not sit facing a window. If there is such an 
 abomination in your room, place a dark curtain over 
 it. When it is necessary to use gas or lamps, the same 
 care should be used. Never allow the light to shine 
 directly in the faces of the pupils. The walls of a 
 schoolroom should not be so white as to reflect a daz- 
 zling light into the eyes. If this is the case, they may 
 be cheaply tinted drab or fawn color. 
 
 School Gymnastics. A few moments spent each 
 day in brisk and orderly gymnastic work will be found 
 to pay, both in driving away weariness and dulness, 
 and also in the development of the growing bodies of 
 
154 SCHOOL DEVICES. 
 
 the pupils. It is particularly important that these ex- 
 ercises be conducted according to some definite plan 
 which experience has found best for accomplishing the 
 purposes desired. Much more precision and interest 
 will be attained if music can be provided to accompany 
 the exercise. If a piano or organ is not practicable, 
 a drum beaten in time will be found a good substitute. 
 Many of the scholars, through a feeling of awkward- 
 ness, will ask to be excused. This trouble may be 
 obviated by commencing with exercises for the hands 
 and arms, which can be practised while sitting. After 
 a little, all will be ready for the standing exercises. 
 If dumb-bells cannot be obtained, small bits of wood, 
 four inches long and an inch in diameter, should be 
 grasped tightly in the hands. If possible use dumb- 
 bells, as even their slight weight requires a certain 
 bracing of the body which calls into action nearly all 
 the muscles. Do not allow any exercises except such 
 as are known to be beneficial, for ill-advised action 
 of the muscles or overtaxing does more harm than 
 good. 
 
 The following exercises will be found practical and 
 easy of accomplishment : 
 
 For the Hands, Wrists, and Arms. I. Open and 
 shut the hands vigorously ten times; then a pause, 
 marked by the music, foUowed by the same exercise 
 twice repeated. 
 
 2. Place the hands palms downward on the desk, 
 raise them from the wrist only, ten times; pause, 
 marked as before, and two repetitions. 
 
 3. Elbows resting on the desk, hands turned on the 
 sides. Raise the hands as high as possible ten times; 
 pause, and repeat twice. 
 
SCHOOLROOM SUGGESTIONS. 155 
 
 4. Arms held out straight before the body, bring the 
 hands to the shoulders ten times ; pause, and repeat. 
 
 For the Chest and Back. 1. Let the hands meet 
 over the head, both palms forward; bring them down 
 in the. same plane to the side of the body, holding the 
 shoulders rigidly back; repeat ten times, 
 
 2. Raise the arms up over the head, bend the body 
 till the hands nearly touch the feet, bring the body 
 to an erect position again with the arms raised as be- 
 fore, and repeat five times ; pause, and repeat once. 
 
 3. Grasping the dumb-bells, or sticks, raise the hands 
 as far as possible above the head, and return to the 
 shoulders ten times; keeping the head thrown back, 
 so that the eyes are gazing directly at the ceiling. 
 
 For the Lower Limbs. 1. Standing erect with the 
 hands upon the hips, raise the whole body on tip-toe 
 ten times ; pause, and repeat once. 
 
 2. Standing erect with the hands upon the hips, 
 lower the body by bending the knees and then imme- 
 diately rise to an erect position again ; repeat five times, 
 pause, and repeat once. 
 
 3. Standing erect with the hands upon the hips, bend 
 the body sidewise to the right in the form of a bow, 
 then to the left in the same manner ; repeat ten times, 
 pause, and repeat twice. 
 
 The teacher should use his own judgment as to the 
 amount of these exercises which will be profitable for his 
 pupils to take. If the pupils are very young, or not 
 accustomed to exercising, a few motions of each kind 
 only should be taken at first, gradually increasing the 
 amount. It is much better to take a, few of each than 
 to spend the whole time on one or two motions, as it 
 is important that all the muscles of the body be brought 
 
156 SCHOOL DEVICES. 
 
 into action, to produce a harmonious development. 
 Plenty of fresh air should be allowed in the room dur- 
 ing this exercise. Have the room cool and the chil- 
 dren will not become heated and made liable to receive 
 a cold. Insist strongly that all stand erect an4 keep 
 the shoulders back, that the lungs may have a chance 
 to expand. 
 
 Information. Once a week the teacher may take 
 a half -hour to question the school upon points of gen- 
 eral information. When the questions can be answered 
 by any one of the pupils, let the answers be obtained 
 in this way; when all are in ignorance of the answer, 
 the teacher should give the information, enlarging on 
 topics of the most concern. In this way the pupils 
 will be interested and will also secure much valuable 
 knowledge. Questions will readily occur to the teacher 
 a few only being given below: 
 
 1. What is the source of alcohol? How does it de- 
 range the action of the bodily functions? (Teacher 
 should enlarge upon the destructive effect upon the 
 brain, stomach, heart, kidneys, and the will-power of 
 the user.) 
 
 2. Does the U. S. receive any income from the Ter- 
 ritory of Alaska, and what is the form of government 
 there? 
 
 3. What State, or Territory, produces the greatest 
 amount of gold next to California? What other States 
 produce gold? How is gold mined? 
 
 4. To what extent has the central portion of Africa 
 been explored, and by whom? 
 
 5. What is the difference between our own form of 
 
SCHOOLROOM SUGGESTIONS. 157 
 
 government and that of other countries, as England, 
 Germany, etc.? 
 
 6. How old must a man be before he can be a Sena- 
 tor, a Representative, or President of the United States? 
 
 To Give an Idea How to Compare. To culti- 
 vate the habit of close observation, let the teacher take 
 two pieces of money (a penny and a dime will answer), 
 and, holding them up before the class, ask the pupils to 
 tell wherein they are alike. They will say that they 
 are both round, metals, engraved, coins, etc. Write all 
 these answers on one part of the board. Then ask the 
 pupils to mention the points wherein they differ. 
 They will say that they differ in size, thickness, color, 
 in the characters engraved on them; that they are 
 made of different metals; that their edges differ, etc. 
 Write these answers upon another part of the board. 
 Then ask for a word that will express the points in 
 which they are similar. They will soon hit upon the 
 word "Likenesses," and upon "Differences" for the 
 points in which the coins are dissimilar. 
 
 Such a device may be used with great profit in be- 
 ginning Botany, and in any other study where com- 
 parison is a basis of procedure. 
 
 Read ch. iv., part i., sec. vi., Tate's "Philosophy of 
 Education." 
 
 Difference between Horses and Cattle An 
 Observation Lesson. After an idea of comparison 
 has been given, as suggested in the paragraph above, 
 direct pupils to observe the differences between horses 
 and cattle and to make a record of the differences they 
 note. 
 
158 
 
 SCHOOL DEVICES. 
 
 When pupils think they have observed all the differ- 
 ences, let the teacher suggest what further to observe, 
 and when this has been done, the teacher will have to 
 state some differences that pupils are not trained ob- 
 servers enough to notice, and can only verify after a 
 long interval. 
 
 We give herewith a list of differences, putting those 
 most difficult to determine at the foot of the list. 
 
 Cattle, or Bovine Animals. Horse, or Equine Animals. 
 
 Usually have horns. 
 
 Without mane. 
 
 Have two toes. 
 
 Long hair in a tuft at the 
 
 end of tail. 
 Have no upper incisor 
 
 teeth. 
 
 Lie down fore parts first. 
 Rise on hind legs first. 
 Encircle food with the 
 
 tongue and convey to 
 
 mouth. 
 
 Always chew the cud. 
 Defence by hooking. 
 Bellow or moo. 
 No warts inside of hind 
 
 legs. 
 
 Never use teeth in fighting. 
 Do not retract the ears. 
 
 Very rough tongue. 
 
 Wide ears. 
 
 Do not roll over. 
 
 Never have horns. 
 Have a flowing mane. 
 Have one toe. 
 Tail covered with long 
 
 coarse hair. 
 Have upper and lower 
 
 front teeth. 
 
 Lie down hind parts first. 
 Rise on fore legs first. 
 Seize grass with their lips 
 
 and convey to their teeth 
 
 in feeding. 
 
 Do not chew the cud. 
 Defence by kicking. 
 Neigh or whinny. 
 Hard oval warts inside of 
 
 hind legs. 
 
 Use their teeth in fighting. 
 Retract the ears when 
 
 angry. 
 
 Soft smooth tongue. 
 Erect narrow ears. 
 Lie down and roll over. 
 
SCHOOLROOM SUGGESTIONS. 
 
 159 
 
 Shorter mouth. No vacant 
 
 space between incisor 
 
 and molar teeth. 
 Broad triangular head. 
 Sleep with both ears alike. 
 Eat awhile and lie down to 
 
 ruminate. 
 
 Seldom sleep standing. 
 Have dewlap. 
 Can breathe through the 
 
 mouth. 
 
 Mouth long. Space be- 
 tween front and back 
 teeth. 
 
 Long narrow head. 
 
 Sleep with one ear forward. 
 
 Eat all or nearly all the 
 time in pasture. 
 
 Often sleep standing. 
 
 No dewlap. 
 
 Never breathe through the 
 mouth. 
 
 Mouth usually open when Never open the mouth 
 
 wearied. 
 
 Shoulders forward. 
 
 from exhaustion, 
 only to eat or bite. 
 Shoulders slope back. 
 
 but 
 
 Pawing with fore feet de- Pawing with fore feet usu- 
 
 notes anger. ally denotes hunger. 
 
 Do not perspire easily, if Perspire easily. 
 
 ever. 
 
 Limbs formed for strength. Limbs formed for swift- 
 ness. 
 Live thirty to forty years. 
 
 Live twelve to eighteen 
 
 years. 
 
 Have four stomachs. 
 Can vomit. 
 Intestines small 120 feet 
 
 long. 
 
 Have gall bladder. 
 Lips slightly movable. 
 
 Have one stomach. 
 Cannot vomit. 
 Intestines large 60 
 
 long. 
 
 Have no gall bladder. 
 Lips very movable. 
 
 feet 
 
 A Query Box, It is an excellent plan to have in 
 each schoolroom "a query -box," into which a pupil 
 may drop one question each day one which he cannot 
 answer himself, after careful study. Never allow him 
 
160 SCHOOL DEVICES. 
 
 to resort to the box until he has consulted all the refer- 
 ence books within his reach. 
 
 This box should be a covered one, with a narrow 
 opening in one side. If desired, it may be locked, and 
 the key put in the teacher's hand. The questions or 
 " queries" should all be written in a neat, plain hand, 
 on narrow slips of white paper, care being taken to 
 spell every word correctly. 
 
 A few moments each day, before the close of school, 
 may be devoted to the " query -box," the teacher read- 
 ing the questions aloud and inviting any pupil who can 
 do so, to answer them. In this way the work becomes 
 general and interesting, and an honest pride and 
 rivalry is encouraged. In due time the pupils become 
 eager to possess themselves of bits of valuable general 
 information, and notice such in their reading much 
 more quickly than formerly. 
 
 The teacher should require the school to answer all 
 the questions possible, even leaving them over until 
 the next day or later, and setting the boys and girls at 
 work hunting for the answers. 
 
 Once or twice a week or oftener, as the teacher 
 may please the unanswered slips should be collected, 
 and the teacher himself furnish the answers to them, 
 adding items of information upon each subject repre- 
 sented. 
 
 When Visitors Come. Welcome those who 
 come to visit your school with courtesy and cordiality. 
 If a recitation is in progress, furnish your callers, 
 when they are seated, with books, and state clearly 
 what you are doing ; then continue your lesson in the 
 usual manner. Above all things do not stop your 
 work to talk to them, as nothing will upset your 
 
SCHOOLROOM SUGGESTIONS. 
 
 161 
 
 school quicker, unless yours is a school which sees 
 a great many visitors each week. 
 
 Do not make a single apology, and do not, as teach- 
 ers so often do, say to pupils, u Now, John, think 
 what you are saying. You know it if you will only 
 think. Don't he so embarrassed that you can't think," 
 etc. When the teacher talks in such a strain, she has 
 lost her own self-possession, and that, too, at the very 
 time when she most needed it, and when its exercise 
 would have the strongest and best influence upon the 
 school. 
 
 Do not struggle for order by tapping on your desk, 
 or reprimanding pupils for whispering, or looking 
 keenly and imperiously at this one or that one. Should 
 there be a little more noise than usual, or should some 
 pupil take advantage at the time, do not notice it, nor 
 call attention to it. Your visitor, who is not nervous, 
 will undoubtedly not notice it, and you can deal with 
 the offender at another time. 
 
 Remember that your pupils will do as you do. If 
 you are anything but your natural self, they will not 
 do you credit. 
 
 The Three Kingdoms. Having explained to the 
 pupils what is meant by the kingdoms, animal, vege- 
 table, and mineral, draw four lines on the blackboard, 
 and mark the columns thus: 
 
 Animal. 
 
 Vegetable. 
 
 Mineral. 
 
 
 
 
162 SCHOOL DEVICES. 
 
 The pupils copy this on their slates. Let the teacher 
 then write a list of names, such as linen, copper, car- 
 pet, paper, oil, ivory, silk, glass, paint, having the 
 pupils write each word in the column indicating the 
 kingdom to which it belongs. If any article or sub- 
 stance named belongs to more than one kingdom, place 
 its name in two or three columns accordingly. If the 
 pupils do not know where to place any one of the 
 names, they should be led to see where to place it, by 
 questioning them as to where the article is found, or 
 of what made. Let the teacher pass around among 
 the pupils while they are writing, and point out cor- 
 rections to be made. 
 
 A School Log-book. The teacher may add in- 
 terest to the school for a time and give different pupils 
 some real work in composition by securing a suitable 
 blank book and asking the school to select each week 
 a secretary to keep in this book the diary of events for 
 that week. Let each day's events be noted carefully. 
 Enough ludicrous incidents occur in any school to 
 render the diary spicy. Elect secretary by ballot, ac- 
 cording to regular usage. 
 
 Dull Recitations. It is the most difficult thing in 
 the world for the average teacher to see when his class 
 is tired, and when he has tired it. Time and time 
 again such a thing happens, but still he goes on still 
 he continues to tire his class. Yet all the while he is 
 conscious there is a drag. But the drag occurs day 
 
SCHOOLROOM SUGGESTIONS. 163 
 
 after day. u How should he avoid it," does one ask? 
 Stop, the moment the recitation begins to drag. If 
 the time allotted is thirty -five minutes and the lesson 
 begins to drag after twenty-five, stop at once, and 
 dismiss the class. What would be the result? In the 
 first place, the teacher would gain in power and fresh- 
 ness for his class, and upon himself the result would 
 be that he would make a preparation which would last 
 through the time and sustain the interest of his class. 
 
 Alternating Studies. Do not attempt to hear 
 daily recitations in everything, if your school is a large 
 one, but alternate the studies of the more advanced 
 pupils. 
 
 Quiet Periods. In some schools this plan would 
 have a good effect. The teacher finding there is noise 
 and restlessness, stops work, and says, u Now let us 
 take ten minutes of hard study. We must have the 
 room perfectly quiet. Let me see how many can keep 
 steadily and quietly studying for the ten minutes." If 
 the effect is not dissipated by the teacher, the influence 
 of such a period will be felt in the quiet on-going of 
 school. 
 
 
 
 Division of Class. It is sometimes convenient to 
 divide a class into two, three, four, or more sections. 
 There are several ways in which to accomplish this 
 quickly and impartially. 
 
 1. Let the class number as they are seated ; a division 
 may then be made of odd and even numbers. 
 
 2. Call off promiscuous numbers and keep account 
 of them on paper. 
 
164 SCHOOL DEVICES. 
 
 The device of assigning a number to each pupil may 
 be made to furnish a separate example for each mem- 
 ber of the class. Suppose, for instance, the class is 
 working in notation and numeration, the teacher may 
 say, "Put down your own number, prefix to it two 
 ciphers and a six, and annex a nine, two ciphers, and 
 your own number; point off and be ready to read." 
 No. 18 would then read 6,001,890,018. No 11 would 
 have an entirely different number 6,001,190,011 and 
 likewise the rest. 
 
 The same device can be used in fractions, compound 
 numbers, percentage, etc. 
 
 Plan for Getting Answers from each Pupil 
 of a Large Class. Where classes are large, and it 
 is desired that all take part in the recitation, adopt the 
 following plan: Give out a certain number of ques- 
 tions, and ask all the members of the class to write 
 them on slates or paper. Let each one then write the 
 answers below the several questions. Call upon some 
 one to read the first question and its answer. If cor- 
 rect, ask all who have a similar answer to raise hands. 
 If incorrect, call for correction. Go through the whole 
 list of questions in this way. 
 
 4 
 
 A School Diary. The teacher, having procured a 
 suitable blank-book, may allow the school to vote for 
 a secretary each week, who will write up each day 
 the events of that day. To give the secretary some 
 importance, a small badge may be provided. 
 
 Time Given for Questioning. Have a certain 
 time in your recitation work when the pupils can ask 
 
SCHOOLROOM SUGGESTIONS. 165 
 
 questions on the day's lesson, or on any of the work 
 gone over, which may still be troubling them. 
 
 Original Examples and Illustrations. Let 
 pupils bring in original examples in each subject as they 
 pass along. These may be distributed among the 
 members of the class for solution, to be reported on 
 the following day. 
 
 Repetition. A great part of the benefit of some 
 teachers' work is lost through lack of repetition. This 
 occurs most often in teaching small children. Ideas 
 can only be firmly implanted in their minds by con- 
 tinual repetition. The same is true, though perhaps 
 to a less extent, with the majority of older pupils. To 
 
 secure the best results, review ; and after this 
 
 review. 
 
 Necessity of Reviews. In order to fix the facts 
 acquired firmly in the mind, frequent reviews are in- 
 valuable. Sometimes a written reproduction of past 
 work should be demanded, and sometimes an oral re- 
 production. The teacher may make a brief restate- 
 ment of the chief points in the work after the scholars 
 have finished. It is also important that each recitation 
 should begin with a short review of the one preceding 
 it. It will occasionally be found well to divide the 
 class into two parts, and allow a pupil on one side to 
 question any one upon the other side, but on the condi- 
 tion that the one putting the question shall be fully 
 able to answer the question himself. It is also of value 
 to set apart a time when each one may ask any ques- 
 
166 SCHOOL DEVICES. 
 
 tion that has puzzled him in his work; but indiscrim- 
 inate questionings should not be allowed. 
 
 In reviews, write your questions on blank cards, and 
 let the student write his answers on the board, and 
 encourage the class to criticise what is wrong. When 
 there is a large amount of instruction, both oral and 
 written reviews are a necessity. Pupils should rise 
 and read their written reproductions, or recite the 
 same orally ; they should follow an orderly plan and a 
 logical outline. In order that they may do this, the 
 teacher must first have done it. The pupil takes his 
 cue from his instructor, hence the teacher's lesson 
 should be carefully wrought out. Read sec. xv., ch. 
 iv., Tate's " Philosophy of Education." 
 
 G rap h i c Exam i n ati o n s. In holding an examina- 
 tion of this sort, ask only such questions as can be 
 answered by figures on the board. For instance, in 
 physiology, a great number of questions on the struc- 
 ture of the heart can be answered by a drawing of that 
 organ upon the board. Questions in geography can 
 be answered by maps, drawn on the boards, showing 
 cities, mountains, rivers, capes, etc. In almost all 
 studies, questions can be asked, admitting graphic 
 answers upon the board. Such an examination is sure 
 to be a thorough test of familiarity with the subject. 
 
 The Value of an Object. Many teachers will 
 keep referring to the size of a brick, and yet never 
 think to bring one into the schoolroom. Fetch one 
 to school with you, and direct pupils to measure it. 
 A bird in the hand will teach a child more about or- 
 nithology than a dozen in the bush. 
 
SCHOOLROOM SUGGESTIONS. 167 
 
 Error-box. Have a box at the desk, and ask the 
 pupils to write out, and place in this all the errors they 
 have noticed in the language which has been used in 
 school during the day. Let each paper be signed by 
 the one writing it. The box may be opened each night 
 before school is dismissed, or at the beginning of school 
 the next day, and the papers read by the teacher, who 
 should ask for hands to be raised for corrections. 
 
 Quotations. To develop a taste for literature, take 
 a few moments after the morning exercises, in which 
 the pupils may repeat quotations from various authors. 
 
 Questioning. It is of great importance in asking 
 questions of pupils that a logical order be followed. 
 Each question ought to prepare the way for that which 
 follows, and lead to it. Many teachers make a failure 
 because their questions are so worded that the pupil 
 does not see what is meant by them. Others fall into 
 the error of suggesting too much in asking a question. 
 How much benefit can come from such an interroga- 
 tion as this, " You would regard this as an important 
 battle, would you not?" When pupils have become 
 accustomed to the tone and manner of their teacher, 
 unless he is on his guard, they will infer what the 
 answer is from his very tone of voice. 
 
 To show what is meant by a logical order in ques- 
 tioning, we subjoin a few questions for giving a class 
 an idea of a clause. 
 
 Practical men are usually diligent. 
 
 What kind of men are diligent? 
 
 What word modifies the subject? 
 
168 SCHOOL DEVICES. 
 
 In what other form can this sentence be placed with- 
 out changing the sense? 
 
 Men who are practical are usually diligent. 
 
 What kind of men are diligent? 
 
 What word does who are practical modify? 
 
 To what word in the first form is who are practical 
 equivalent. 
 
 What kind of a modifier is it ? 
 
 In the clause who are practical, what is the subject? 
 To whom does who refer ? To what class of pronouns 
 does who belong? What kind of a clause is this? 
 What is its predicate? To whom does practical refer? 
 What word in the clause does practical modify? 
 
 Bead ch. vi., Fitch's " Lectures on Teaching." 
 
 Pupils to Keep a Note-book. Advise pupils in 
 the higher classes to keep a note-book and write in it 
 lists of words, commonly misspelled or mispronounced, 
 correctly spelled and pronounced, together with the 
 new words they meet in their reading, with their cor- 
 rect spelling and meaning. The book will thus become 
 a record of the pupil's progress. 
 
 Bulletin-board. Have a bulletin-board in the 
 schoolroom or in the hall of the building, on which 
 may be posted notices. Newspaper clippings of 
 stories, news, or humorous anecdotes may be pasted on 
 the board, which will prove a source of interest, quiet 
 amusement, and profit to the pupils. A brief sum- 
 mary of each day's news could be thus posted and the 
 pupils questioned upon this. 
 
 Reporting Exercise. A profitable exercise may 
 be made by asking the pupils to make notes of any- 
 
SCHOOLROOM SUGGESTIONS. 169 
 
 thing of interest which falls under their observation and 
 tell it, in their own words, to the class. Make it a vol- 
 untary exercise, and allow it to occupy but a few 
 moments. Encourage the pupils to carry note-books 
 in which they may make notes of things suitable to 
 report. In this way the habit of observation will be 
 cultivated. 
 
 A Test of Quick Observation. Try the plan of 
 placing an object before the class, and, after it has been 
 in view for a moment, remove it from sight, and call 
 for an accurate description of it. Begin with simple 
 objects and gradually substitute those which are more 
 difficult. 
 
 Debating Club. Where the boys of a school are 
 of sufficient age, it will be a great advantage to them 
 to have a debating society, conducted according to 
 the usual parliamentary rules governing such bodies. 
 It is a great loss to boys to pass from school to the 
 duties of life, and not be able, for example, to make, 
 or put, a motion properly. Besides familiarity in the 
 manner of conducting such meetings, the boys would 
 be learning something useful, and acquiring the habit 
 of independent thought the great object of teaching. 
 The teacher should help organize the club, and should 
 preside at the first few meetings, till the members be- 
 come accustomed to the rules of procedure. Then 
 they should elect one of their own number to preside. 
 A few topics suitable for discussion by young people 
 are given below : 
 
 Resolved, That the right to vote should be extended 
 to woman. 
 
170 SCHOOL DEVICES. 
 
 Resolved, That government aid to education defeats 
 the end sought. 
 
 Resolved, That the right to vote should be denied 
 those who cannot read and write. 
 
 Schoolroom Decoration. It is not possible for 
 teachers, ordinarily, to go to any great length in the 
 matter of schoolroom decoration, but every one can 
 make an effort in that direction, and the effort will be 
 amply repaid. Every evidence of refinement and taste 
 which can be shown in the room will have a refining 
 influence on the manners of the pupils. If the room 
 is bare, cheerless, and dirty, as too many are, the effect 
 is plainly seen, and an opposite effect is likewise plain- 
 ly seen if the room is clean, bright, and tastefully ar- 
 ranged with pictures, flowers, and a few bright colors 
 scattered about. Good pictures can be procured so 
 cheaply now that there is but little excuse for bare 
 walls. A few cents invested in dye would transform 
 the cheerless white curtains into warm, bright colors. 
 A little effort would transform the dirty and rusty 
 stove into a respectable article of furniture. Teach 
 your pupils to manifest the same neatness in the 
 schoolroom that they would in their own homes. If 
 you can interest the pupils in making the room pleas- 
 ant and keeping it clean and orderly, you will have 
 gained a great advantage both in the matter of disci- 
 pline, and in the development of a regard for beauty 
 on the part of the scholars. 
 
 During a large part of the year plants can be kept 
 in the room and nothing makes it more homelike 
 or pleasant. Have shelves arranged at some of the 
 sunny windows, and ask each pupil to bring a plant. 
 
SCHOOLROOM SVG&ESTIONS. 171 
 
 Quick-growing vines can be trained about the window 
 casings, and for this purpose perhaps nothing is better 
 than the sweet-potato vine. It is only necessary to 
 place a small potato of this variety in a vessel of 
 water when it will begin to grow, and under ordinary 
 circumstances, will increase an inch a day. A great 
 number of these can be arranged about the various 
 windows. Let the children take turns in caring for 
 the plants. 
 
 In all your efforts to beautify the room, avoid every- 
 thing which is out of taste. Cheap colored prints 
 should be shunned. Buy engravings or photographs 
 of pictures that will elevate the taste of the pupils. 
 
 Some teachers who are not able to secure even a 
 small amount of funds to expend in decoration, cut 
 the large effective wood-engravings from Harper's 
 Weekly, and other illustrated papers, and paste these 
 engravings upon pasteboard box-covers, which are 
 thrown aside at every store. Tasteful selection and 
 arrangement of such pictures give the room an air of 
 refinement, and exert an educative influence upon the 
 school. 
 
 Suggestions about Receptions. At school re- 
 ceptions it is usually found necessary to have a stage, 
 and this must be of good size, especially if dialogues 
 are to be given. Neither teacher nor school officials 
 should sit upon the stage. Such an exhibition is out 
 of taste. Give special visitors a seat near the stage, 
 but reserve the platform for those who are to take 
 part. The order of proceeding should not be called 
 off by the teacher. Have printed programmes, if pos- 
 sible, and let each performer go out in his turn without 
 
172 SQHOOL DEVICES. 
 
 waiting to be called. In building a platform care 
 should be taken to have it of sufficient height that 
 those in the rear of the room may have an unob- 
 structed view. When dialogues or plays are to be 
 given, a curtain will be found necessary. Have a 
 stout cord stretched tightly across the front of the 
 stage, and from this let the curtain be hung by small 
 rings. It should be divided in the middle one half 
 sliding each way, and let small cords pass from the 
 last ring in each curtain, at the centre of the stage, 
 to each side of the platform, so that the curtain may 
 be drawn together or apart from the sides of the 
 
 Closing Exercises. It is always well to make 
 the closing of a term or year a special occasion, in 
 which the friends of the school may become acquainted 
 with the work done, and an interest created outside 
 the pupils and their parents. This closing exercise 
 will consist partly of a review or examination on the 
 work done ; and, in addition, to give a pleasing variety, 
 some literary work should be presented by the pupils. 
 This need not be of the same character for all, but 
 may vary according to the age and ability of the stu- 
 dent. The most advanced may present something 
 original, either as a discussion of some subject one 
 speaking in favor and one against it or as a composi- 
 tion or essay on some timely topic. Good dialogues 
 will always be well received, as will also tableaux. If 
 possible, have music several times during the exercises. 
 This will be of interest to visitors, even if it is not 
 elaborate. Use the songs that have been sung in 
 school, during the term. 
 
SCHOOLROOM SUGGESTIONS. 173 
 
 One of the pupils may prepare and read a History of 
 the term, giving a brief account of all that has oc- 
 curred, together with the work accomplished. It is well 
 to have printed programmes, if that is convenient; 
 if not, they may be neatly written by the scholars. 
 See that visitors are made welcome and courteously 
 shown to seats. 
 
 Let all such exhibitions be rehearsed again and 
 again. It is only in this way that a successful enter- 
 tainment can be secured. The audience is likely to 
 judge your work by the showing which your pupils 
 make on such occasions. If any one is likely to fail, 
 it is far better to withdraw him till another time, 
 when his part can be more thoroughly committed. 
 
174 SCHOOL DEVICES. 
 
 CHAPTER VHI. 
 
 OUTSIDE THE SCHOOLROOM. 
 
 The Parents of Pupils. The reputation of a 
 school depends, to a great extent, upon the way in 
 which the parents regard it, and their opinion is usu- 
 ally formed l>y the reports which the children carry 
 home. It is therefore important that nothing he said 
 or done by the teacher which may be misconstrued by 
 the pupils. If it be possible, and it ought to be possi- 
 ble, let each pupil feel that you are truly interested in 
 him. In no other way can you gain such a hold on 
 the pupil, or better arouse the parent's interest in the 
 school. When you meet a parent, if you can honestly 
 do so, do not fail to speak pleasantly of the child. In 
 this way you will gain the good- will of the parent, and 
 arouse the self-respect and ambition of the pupil, since 
 he will regard himself as an object of interest to his 
 teacher. Do not fail to invite the parents to visit the 
 school, and when they come make them feel at home, 
 but do not make any change in your usual exercises. 
 Your school is very sure to be successful if you can 
 arouse the parents' interest in your work. 
 
OUTSIDE TEE SCHOOLROOM. 175 
 
 The Noon Recess. In country schools, where 
 the children live at a distance from the school, it is 
 necessary for them to carry a lunch and remain dur- 
 ing the noon hour. In this hour much that is ill-bred, 
 and much that is frequently of a vicious nature, may 
 be learned by them, unless great care be taken to have 
 the hour filled with orderly, harmless amusement. If 
 the teacher also remain during the hour, there is an 
 opportunity to set an example of good-breeding in the 
 manner of eating lunch, and in other ways. Encourage 
 the use of napkins, and a neat appearance and orderly 
 manners. After lunch, music, stories, or interesting 
 games are in order. If the teacher can engage heartily 
 in these, he will gain a firm hold upon the sympathies 
 of his pupils, and will find his discipline easier in school 
 hours. It may be objected that the necessary work of 
 the school is sufficient tax upon a teacher's strength. 
 But will the teacher not come to the afternoon session 
 in better trim, having occupied the hour thus, than 
 would be possible after enduring the confusion and 
 annoyance of the usual noon intermission? One rule 
 should be rigidly regarded ; if any pupil is discovered 
 using improper language about the schoolroom, he 
 should be removed from school at once. The school- 
 room must be pure and fresh, morally, this is of far 
 more importance than arithmetic or grammar. 
 
 
 
 Teach the Constellations. The teacher would 
 add to the interest of his school, and increase the 
 knowledge of his pupils, if on clear evenings he should 
 take them out and teach them the different constella- 
 tions, telling them at the same time the legends con- 
 nected with each. During the day he could announce 
 
176 SCHOOL DEVICES. 
 
 the constellation that would be seen that evening, and 
 place dots on the board to represent the position of 
 each star in that constellation. Dots may be made large 
 to represent the bright stars, and the names of these 
 written out. In this connection, be careful that the 
 names are correctly spelled, and all the words properly 
 pronounced. A mispronunciation taught at this period 
 will, perhaps, be carried through life. A lasting benefit 
 may be secured by such teaching. Some of these boys 
 may become sailors to whom this knowledge will be 
 most necessary. The work of others may compel 
 them to be out of doors at night on the road, or in 
 the fields, when familiarity with the heavens will be 
 an enduring source of pleasure. Another point to be 
 noticed is the elevation of character that comes when 
 the thoughts are turned up from the dead level of com- 
 mon things to that which is mysterious and grand. 
 The attempt to grasp the immensity of stellar distances 
 can but broaden the mind by the very act. 
 
 Begin in the latter part of October to teach the con- 
 stellations. Dot upon the board an outline of the 
 Pleiades, and tell in what part of the sky they will be 
 visible at a certain hour. Call attention to the bright- 
 est star in the constellation, Alcyone. It will be found 
 that many a scholar has singled out this little cluster 
 long before hearing of constellations, and has called it, 
 improperly, of course, the Little Dipper. Having the 
 Pleiades as a basis, it will be found quite easy to go 
 from this to other groups. Right below the Pleiades, 
 and covering five or six times as much space, will be 
 found, in the shape of a letter V turned on its side, 
 the Hyades, with its bright star Aldebaran. Moving 
 north from each of these constellations, we find Auriga, 
 
OUTSIDE THE SCHOOLROOM. 177 
 
 its bright star Capella. In the west-northwest may 
 be found Lyra, with its bright star Vega, an easy con- 
 stellation to outline and to find. Eeturning to the 
 eastern sky, under the Hyades, is to be seen that large 
 and beautiful constellation Orion, scattering a star- 
 twilight all about it. Under Auriga in the latter part 
 of November, at nine o'clock, will be found the con- 
 stellation of the Twins, Castor and Pollux forming its 
 bright stars. 
 
 In January, the Dipper and its pointers can be 
 searched out, and at the same time Polaris, or the pole- 
 star. Cassiopeia is on the opposite side of the pole 
 from the Great Bear, at nearly the same distance. This 
 constellation can be readily recognized from its three 
 or four bright stars, disposed in a line broken into 
 pieces at right angles to each other. 
 
 The teacher should consult a star-map, which can be 
 found in any text-book upon Astronomy. If he know 
 nothing of that subject, he can easily gain the little 
 information necessary to direct his pupils in their 
 search for the constellations. We are urging that only 
 the marked constellations be taught, and we complete 
 this topic by naming the rest of these : The Great Dog, 
 the Little Dog, Leo, Virgo, Bootes (the Bear-driver), 
 Hercules, Job's Coffin. 
 
 The Judgment of Two is Better than the 
 Judgment of One. Whenever a teacher has an 
 unusual case of discipline, it is best to consult the 
 trustees or the parents before taking action. 
 
 Another Suggestion for the Noon Intermis- 
 sion. If the teacher own a microscope, much enter- 
 
178 
 
 SCHOOL DEVICES. 
 
 taininent can be given pupils on days when the weather 
 is unfit for them to be out of doors. Various small 
 objects viewed under the microscope will afford much 
 pleasure and matter for conversation. If the teacher 
 have not mounted slides, he can find enough all about 
 him to exhibit. Parts of insects placed on the slide, 
 grains of pollen dust from different flowers, etc. We 
 add one suggestion not generally known. Cut off a 
 piece of the Deutzia leaf, and also a piece of the calyx 
 of the flower, and place them under the microscope. 
 Beautiful stars of different shapes will be seen six- 
 pointed on the calyx and four-pointed on the leaf. 
 There are two varieties of the Deutzia, the dwarf and 
 the high, each variety possessing stars of different 
 shape. 
 
 A Scrap-box. A convenient receptacle for the 
 preservation of newspaper clippings can be made in 
 
 the following way: Take old envelopes of a uniform 
 size 3J x 5J inches will be found convenient square 
 
OUTSIDE THE SCHOOLROOM. 179 
 
 the torn end, and provide a long and narrow box (an 
 envelope box will do, if it is not convenient to have one 
 made like the diagram), into which these envelopes will 
 fit side by side. Cut from pasteboard a number of 
 pieces the same size as the envelopes, with which to 
 separate them into alphabetical divisions. Into these 
 envelopes, in their own properly lettered divisions, can 
 be placed folded cuttings which it is desired to pre- 
 serve. If, for instance, Elaine's " Eulogy on Garfield " 
 has been taken from the columns of a newspaper, 
 it will be placed in an envelope in division "E," and 
 across the upper end of the envelope should be written 
 " Elaine's Eulogy on Garfield." The advantage of 
 such an arrangement, in the saving of time, is a sugges- 
 tion that needs no further word of recommendation. 
 
 Scrap-book. Another way to preserve clippings, 
 which may be preferred by some to the scrap-file, is 
 the scrap-book, which may be made an especially 
 valuable book for teachers, and at almost no cost. 
 Take any large-sized volume such as the Congressional 
 Kecord, and cut out every other leaf, so that when 
 the cuttings are pasted in, the book may be of the 
 original thickness. In this may be placed poetry, 
 stories, bits of travel, natural history the habits of 
 animals, birds, and fishes. Pieces suitable for decla- 
 mation and reading can also be placed here. Every 
 teacher can readily see the value of such a collection. 
 Articles relating to matters of history and biography 
 in fact, everything that will be available in the teacher's 
 work can be preserved in this way. 
 
180 SCHOOL DEVICES. 
 
 CHAPTER IX. 
 
 HISTORY. 
 Outline of United States History. 
 
 [As USED IN THE SCHOOL OP CAMBRIDGE, MASS.] 
 
 I. AMERICA BEFORE COLUMBUS. 
 Its Inhabitants. Its Antiquities. 
 
 II. THE PRINCIPAL DISCOVERERS AND EXPLORERS OF 
 AMERICA. 
 
 2 i^^h' ] Name and describe briefly their most 
 
 3 French | i m P r tant discoveries and explor- 
 4. Dutch/ J ations. 
 
 HI. THE PERMANENT SETTLEMENTS IN AMERICA. 
 
 1. St. Augustine. 9. Connecticut. 
 
 2. Port Royal, N. S. 10. Rhode Islancl. 
 
 3. Virginia. 11. Delaware. 
 
 4. Quebec. 12. North Carolina. 
 
 5. New York. 13. New Jersey 
 
 6. Massachusetts. 14. South Carolina. 
 
 7. New Hampshire. 9 15. Pennsylvania. 
 
 8. Maryland. 16. Georgia. 
 
HISTORY. 181 
 
 State when, and by whom they were settled, and the 
 object of settlement. 
 
 State where carried 
 on. 
 
 IV. THE COLONIAL WARS. 
 
 1. Wars with the Indians. 
 
 2. Clayborne's Rebellion. 
 
 3. Bacon's Rebellion. 
 
 4. King William's War. 
 
 5. Queen Anne's War. 
 
 6. King George's War. 
 
 C Time, Cause, 
 
 7. French and Indian Wars. < The Objective Points, 
 
 ( Treaty of Peace. 
 
 8. The American Revolution. 
 
 (1) f Navigation Act. 
 
 n,i J Writs of Assistance. ( Stamp Act. 
 
 Uiuses. * Unj - ust Taxation ] Bill of 1767. 
 
 t Boston Massacre. ( Tea Tax. 
 
 [" Sons of Liberty. 
 Colonial Convention. 
 
 (2) Defensive Measures. ] Minute Men. 
 
 First and Second Conti- 
 [ nental Congress. 
 
 (3) Leading Events. 
 
 ( Skirmishes at Lexington and Concord. 
 1775. ] Battle of Bunker Hill. 
 ( Siege of Boston. 
 
 f Evacuation of Boston. 
 1 77ft J Declaration of Independence. 
 j Campaign in New York. 
 [ Trenton. 
 
 (Princeton. 
 Campaign in Pennsylvania. 
 Burgoyne's Invasion^, 
 Valley Forge. 
 
 ">" OF THE 
 
 UNIVERSITY 
 
182 SCHOOL DEVICES. 
 
 C Aid from France. 
 1778. < Evacuation of Philadelphia. 
 
 ( The British capture Savannah. 
 
 j Naval Exploits. 
 
 I Attack on Savannah. 
 
 C The British Capture Charleston. 
 
 1780. < Arnold's Treason. 
 
 ( Gates and Camden. 
 
 C Green's Campaign in the Carolinas. 
 
 1781. < Ravages in Virginia. 
 ( Siege of Yorktown. 
 
 i Treaty of Peace. 
 
 ( Departure of the British. 
 
 (4) Depreciation of the Currency. 
 V. THE GOVERNMENT. 
 
 be " 
 
 1. Of the Colonies. Eo PS 
 
 (Proprietary. |tween them. 
 
 o r\f 4-1^ TTU^/I Q^-O 3 i Tne Confederation. 
 
 2. Of the United States, j The Constitution. 
 
 VI. THE UNITED STATES UNDER THE CONSTITUTION. 
 1. George Washington's Administration. 
 
 (1) When Inaugurated. Length of Term. 
 
 f Financial Affairs. 
 Relations with Foreign Pow- 
 ers. 
 
 (2) Leading Events, j SeTsta^^ * ** 
 
 First Cabinet. 
 Discovery of coal. 
 . Gotten gin* invented. 
 
HISTORY. 
 
 183 
 
 2. John Adams's Administration. 
 
 (1) When Inaugurated. Length of Term. 
 
 ( 2 ) Leading 
 
 3. Thomas Jefferson's Administration. 
 
 (1) When Inaugurated. Length of Term. 
 
 C Purchase of Louisiana. 
 
 (2) Leading Events. < Fulton's Steamboat. 
 
 ( Aggression of Great Britain. 
 
 4. James Madison's Administration. 
 
 (1) When Inaugurated. Length of Term. 
 
 [1. Cause. 
 2. Where carried on. 
 
 (2) Lead- War of 1812. 3. Important events by 
 ing Events. | land and sea. 
 
 [4. Treaty of peace. 
 , War with Algiers. 
 
 5. James Monroe's Administration. 
 
 (1) When Inaugurated. Length of Term. 
 
 ' Construction of the Erie Canal. 
 First Steamboat Crosses the Atlantic. 
 
 (2) Lead- 1 Acquisition of Florida. 
 ing Events. 1 Missouri Compromise. 
 
 Monroe Doctrine. 
 
 Mode of John Quincy Adams's Election. 
 
 6. John Quincy Adamses Administration. 
 
 (1) When Inaugurated. Length of Term. 
 
 C Death of John Adams and 
 
 (2) Leading Events. < Thomas Jefferson. 
 
 ( First Railroad Built. 
 
 7. Andrew Jacksorts Administration. 
 
 (1) When Inaugurated. Length of Term. 
 
 (2) Leading Event. Nullification. 
 
184 SCHOOL DEVICES. 
 
 8. Martin Van Burerts Administration. 
 
 (1) When Inaugurated. Length of Term. 
 
 (2) Leading Events. None of special importance. 
 
 9-10. Administrations of William Henry Harrison 
 and John Tyler. 
 
 (1) When Inaugurated. Length of Terms. 
 
 f Death of Harrison. 
 I Rise of Mormonism. 
 
 (2) Leading Events, \ Annexation of Texas. 
 
 Beginning of Electric Teleg- 
 [ raphy. 
 
 11. James K. Polkas Administration. 
 (1) When Inaugurated. Length of Term. 
 
 fl. Cause. 
 ' War with] 2. Important Events. 
 
 (2) Lead- 
 ing 
 
 Events. 
 
 V ar Wlin J Taylor's Campaign; Operations in 
 Mexico. New Mexico and California; 
 
 Scott's Campaign 
 
 2ampaig 
 
 _ 3. Treaty of J?eace. 
 Discovery of Gold in California. 
 Wilmot Proviso. 
 
 12-13. Administration of Zachary Taylor and Millard 
 Filmore. 
 (1) When Inaugurated. Length of Terms. 
 
 (2\ T PadiriP- ( Death of Taylor. 
 ( *v^ ? 1 Discussion of the Slavery Question. 
 lts ' ( Compromise of 1850. 
 
 14. Franklin Piercers Administration. 
 (1) When Inaugurated. Length of Term. 
 
 JGadsden's Purchase. 
 Opening of Japan. 
 R-flnqflq Nph^qkn ( Border Warfare. 
 Bill j Squatter Sovereign- 
 
BISTORT. 
 
 185 
 
 15. James Buchanan's Administration. 
 (1) When Inaugurated. Length of Term. 
 r Dred Scott Decision. 
 The First Atlantic Cable Laid. 
 
 (2) Leading 
 Events. 
 
 Personal Liberty Laws. 
 John Brown's Eaid. 
 
 Election of Lincoln. 
 
 Seven Southern States Secede. 
 
 A Southern Confederacy Organized. 
 
 16. Abraham Lincoln's Administration. 
 
 (1) When Inaugurated. Length of Term. 
 
 (2) Leading Events. 
 A. The Kebellion. 
 
 a. Cause. Slavery. 
 
 b. Principal Events. 
 
 (a) Fall of Sumter. 
 
 (b) First Blood Shed. 
 
 (c) Operations for the Retention of the South- 
 
 ern States. 
 (Of Missouri. 
 Of West Virginia. 
 ( Bragg's Expedition. 
 Of Kentucky. < luka and Corinth. 
 ( Murfreesboro'. 
 
 (d) Campaigns against Eichmond and its De- 
 
 fending Army, 
 f Bull Run. 
 
 Peninsular Campaign. 
 Pope's Campaign. 
 Antietam Campaign. 
 Fredericksburg Campaign. 
 Chancellorsville Campaign. 
 Gettysburg Campaign. 
 Wilderness Campaign. 
 Shenandoah Campaign. 
 Siege of Petersburg. 
 Fall of Richmond and Surrender of Lee. 
 
186 SCHOOL DEVICES. 
 
 (e) Rise of the Navy, and its Share in the War. 
 
 f Blockade of Southern Ports. 
 
 ' Opening of the Mississippi River. 
 
 1 Capture of Coast Cities and Forts. 
 
 [ Encounters with the Rebel Navy. 
 (/) Opening of the Mississippi River. 
 
 ^ The Part Performed by the Navy. 
 
 ( The Part Performed by the Army. 
 (g) Movements for the Mastery in the Heart 
 of the Confederacy. 
 
 ( Chickamauga. 
 Chattanooga. 
 
 \ Sherman's Campaign from Chattanooga 
 to Savannah and Northward. 
 
 [ Thomas's Nashville Campaign. 
 
 c. Emancipation Proclamation. 
 
 d. Effect on the Finances. 
 
 e. Cost in Men and Money. 
 
 /. Our Relations with Foreign Powers. 
 B. Assassination of the President. 
 
 17. Andrew Johnson's Administration. 
 (1) When Inaugurated. Length of Term. 
 Disbanding of the Army. 
 Thirteenth Amendment. 
 Fourteenth Amendment. 
 
 (2) Leading 
 Events. 
 
 Admission of Seceded States. 
 Impeachment of the President. 
 The Atlantic Cable. 
 Purchase of Alaska. 
 
 18. Ulysses S. Grant's Administration. 
 
 (1) When Inaugurated. Length of Term. 
 
 C Pacific Railroad Opened. 
 
 (2) Leading Events. < Fifteenth Amendment. 
 
 ( Treaty of Washington. 
 
HISTORY. 187 
 
 19. Rutherford B. Hayes* s Administration. 
 
 (1) When Inaugurated. Length of Term. 
 
 (2) Leading Events. None of special importance. 
 
 20-21. Administration of James A. Garfield and Ches- 
 ter A. Arthur. 
 
 (1) When Inaugurated. Length of Terms. 
 
 (2) Leading Event. Assassination of the President. 
 
 VII. CIVIL PROGRESS. 
 
 1. Prominent Statesmen. 
 
 2. Eminent Authors and their Principal Works. 
 
 3. Progress of Education. 
 
 4. Noted Inventions. 
 
 The Value of Geography in Teaching His- 
 tory. A noted teacher and writer has said that " his- 
 tory without geography is incomplete and unsatisfac- 
 tory." Let the teacher keep this constantly in mind; 
 for nothing so effectually aids a scholar to hold tena- 
 ciously the account of a battle or a campaign, as 
 tracing it out carefully upon the map when studying. 
 Suppose a pupil, in his study of the American Eevolu- 
 tion, is required to trace the movements of the army 
 under Washington from his taking command at Boston 
 to the surrender of the British at Yorktown, naming 
 the battles and encampments, together with the im- 
 portant dates ; it will be found that the pupil's reali- 
 zation of that portion of the Revolution with which the 
 movements of this army are connected, is then much 
 more vivid than is possible without this connected use 
 of the map. 
 
 A plan of a battle-ground drawn upon the board, and 
 
188 SCHOOL DEVICES. 
 
 the movements of the opposing troops dotted in lines 
 as the pupil recounts the events, is another form of 
 using geography in teaching history. 
 
 Trace General Grant from his being placed in com- 
 mand, before the battle at Belmont, through all his 
 movements till Lee surrenders to him near Eichmond. 
 
 Trace Sherman in his march to the Sea, and then 
 northward to co-operate with Grant, pointing out the 
 place of each engagement and giving a very brief ac- 
 count of it. Such topics as the above cover more than 
 one year; but such a plan used in the study of history 
 will give a clear, connected, and durable impression 
 of the main movements of the war. 
 
 Plan of Recitation for History Class. Have 
 the class read the lesson assigned for the following 
 day, first as a reading exercise. On the next day di- 
 rect the class to bring their slates with them to recita- 
 tion. Have them write their names at the top, and 
 then let the teacher give out a number of questions 
 orally, requiring the class to write the answers upon 
 their slates. The questions given by the teacher 
 should not be those of the text-book, as the pupil would 
 soon recognize this and learn the answers to them. 
 Exchange slates as soon as all pupils have written 
 their answers. Then, giving out the first question, call 
 upon some pupil to read the answer upon the slate 
 which he has, and by a raising of hands ascertain 
 how many have answered the question correctly. An- 
 swers will diifer in wording and in length ; but if the 
 general facts are correct, give the pupil full credit for 
 his answer. 
 
HISTORY. 189 
 
 First Things in the United States. First in- 
 habitants known the Mound Builders. 
 
 First Europeans to visit America the Northmen, 
 according to tradition, explored New England during 
 the llth, 12th, and 13th centuries. Little that is defi- 
 nite is known. 
 
 First voyage to the New World that of Columhus, 
 starting August 3, 1492, and touching at San Salvador, 
 West Indies. 
 
 First landing on the mainland John Cahot, of 
 uncertain nativity, first known as a Venetian, after- 
 ward sailing under a charter obtained from Henry 
 VII., in 1497, sailing along the coast 1000 miles south- 
 ward from Labrador. 
 
 First settlement September, 1564, Saint Augustine, 
 Florida, by a Spaniard,. Melendez, who was sent over 
 to drive back the Huguenot refugees. 
 
 First charter granting land that to Sir Walter 
 Raleigh, under title of "Virginia," in honor of the 
 virgin queen, in 1584. 
 
 First English settlement Jamestown, Virginia, 
 under a charter granted to the London Company, of 
 " noblemen, gentlemen, and merchants," in 1607. 
 
 First slaves twenty offered for sale by a Dutch 
 vessel, 1620, at Jamestown, Virginia. 
 
 First ship built in New England the "Blessing of 
 the Bay." July 4th, 1631. 
 
 First college Harvard, projected in 1636, and actu- 
 ally begun in 1638, at Cambridgeport, Massachusetts, 
 and named in honor of John Harvard, a minister of 
 Charlestown, who gave it an endowment of 400. 
 
 First union of the colonies for their mutual benefit 
 the Plymouth, Massachusetts, Connecticut, and New 
 
190 SCHOOL DEVICES. 
 
 Haven colonies banded together in 1643. Matters of 
 joint interest submitted to two commissioners from 
 each colony. 
 
 First witchcraft troubles those at Salem, 1698. 
 
 First Presbyterian Church at Snow Hill, Maryland, 
 1690; first presbytery, that of Philadelphia, 1705; first 
 synod, of four presbyteries, 1716. 
 
 First newspaper Pennsylvania Gazette, or what 
 afterwards became that paper, 1704. 
 
 First general religious revival that preached by 
 Jonathan Edwards throughout the New England 
 colonies. His most famous sermon was " Sinners in 
 the Hands of an Angry God." 
 
 First Continental Congress that at Philadelphia in 
 1774. 
 
 First formal organization of the Methodist Church, 
 1784; first of the Episcopal Church, 1785; first of the 
 Catholic Church, 1786. 
 
 First State to ratify the Constitution Delaware, 
 1787. 
 
 First State admitted to the Union Vermont, 1791. 
 
 First steamboat Kobert Fulton's Clermont, on the 
 Hudson, 1807; rate of speed, five miles per hour. 
 
 First national bank that at Philadelphia, with 
 branches, 1816-17; capital, 35,000,000 dollars. 
 
 First canal Erie, opened 1825. 
 
 First railroad Quincy, Mass., to tide-water mark, 
 three miles ; drawn by horses ; 1827. 
 
 First financial crisis that brought about by bank 
 money, and real-estate speculation, 1837. 
 
 First formal proposition to dissolve the Union the 
 resolution of Mr. Bhett, of South Carolina, in Con- 
 gress, in 1839. 
 
HISTORY. 191 
 
 First telegraph between Baltimore and Washing- 
 ton, single wire, 1844; Prof. S. B. Morse. First dis- 
 patch news of Mr. Folk's election to the Presidency. 
 
 The "Yes" and "No" Game in History. 
 This game is valuable as an occasional variation of 
 the usual work. The old routine grows tedious, and 
 it is a good idea to bring this little history pastime into 
 the class, when the teacher sees listless, indifferent 
 faces before him. Let him, or some one of the class, 
 select in his mind an important historical event, per- 
 son, time, or place, and the rest of the class ask ques- 
 tions to discover it. No question unanswerable by yes 
 or no should be allowed. 
 
 This play-work develops a power and ease of ques- 
 tioning, and shows also a prompt knowledge of the 
 subject. It is an excellent review exercise, and so 
 pleasant " such fun" that the pupils altogether forget 
 that it is work. 
 
 Use of Poems embodying Historical Facts. 
 
 The many noted poems or works in prose founded 
 on historical facts may be made a pleasant as well as 
 an important aid in history lessons. 
 
 For example: " Evangeliiie," based on the expulsion 
 of the French from Acadia; "The Last of the Mohi- 
 cans," introducing scenes of the French and Indian 
 War; " Ichabod, " suggested to Whittier when Web- 
 ster indorsed the Fugitive Slave Law; "The Biglow 
 Papers," ridiculing the Mexican War; "The Star- 
 Spangled Banner," written by F. S. Key, during the 
 bombardment of Fort McHenry ; ' ' Paul Revere's Ride, " 
 "The Landing of the Pilgrim's," "Sheridan's Ride," 
 "Barbara Frietchie," "All Quiet along the Potomac 
 To-night," etc. 
 
192 SCHOOL DEVICES. 
 
 Outside of the history of our own country are Tenny- 
 son's " Charge of the Light Brigade," Byron's " Water- 
 loo," Scott's works, and Shakespeare's historical plays. 
 
 The list, of course, can be greatly extended. Its use 
 will afford a grateful variation when recitations in 
 history hecome monotonous. 
 
 Supplementary Work in History. From the 
 index of any history make a list of about one hundred 
 names, comprising the most noted discoverers, ex- 
 plorers, generals, presidents, statesmen, inventors, 
 authors, and orators. 
 
 Arrange the list alphabetically, numbering each 
 name. 
 
 Select for the class three or four names, and require 
 them to find out, within a given time, all they can 
 about each name. Who was he ? About what time 
 did he live ? If a general, tell in what war he fought, 
 and on what side ? If an inventor, what did he in- 
 vent ? If a discoverer, what did he discover ? etc. 
 
 When the allotted time is passed, instead of the 
 regular history lesson, allow the pupils to recite all the 
 information they have gained. Then require them to 
 condense the same into two or three sentences, pre- 
 serving, of course, the main facts. 
 
 Have blank-books in which the pupils may write the 
 name and condensed answer after it for future refer- 
 ence. 
 
 At first, pupils will find it difficult to condense their 
 answers, and the teacher should aid them by placing 
 upon the blackboard for their inspection several ex- 
 amples. 
 
HISTORY. 
 
 193 
 
 No. 
 
 47 
 49 
 
 50 
 51 
 
 53 
 
 54 
 55 
 
 NAME. 
 
 THOMAS JEFFERSON. 
 JOHN PAUL JONES. . 
 
 LAFAYETTE. . . . 
 ABRAHAM LINCOLN. 
 
 MAGELLAN. . . . 
 MASSASOIT. . . . 
 
 GEN. MCCLELLAN. . 
 PlZARRO. 
 
 STATEMENT. 
 
 The third President of the United 
 States. 
 
 A famous naval officer in the Revolu- 
 tionary War. He was in the service 
 of the Americans, although born in 
 Scotland. 
 
 A French nobleman who fought with 
 the Americans in the Revolution. 
 
 He was twice elected President of the 
 United States, and issued an order 
 during the Civil War freeing the 
 slaves. He was shot while serving 
 his second term. 
 
 A Portuguese navigator who discovered 
 the Strait of Magellan ; he died on 
 this voyage, and his sailors made the 
 first voyage around the earth. 
 
 An Indian chief who made a treaty of 
 peace with the Pilgrim Fathers. 
 
 A Union officer in the Civil War. 
 
 A Spanish soldier who conquered Peru. 
 
 Teaching History. 
 
 I. Plan of Teaching History. 
 
 1. In one lesson give a general sketch of the whole 
 history to be taught, and divide it into its great de- 
 velopment periods, fixing the date of the commence- 
 ment of each period. 
 
 2. Teach the history of each period, beginning with 
 the first. 
 
 3. Teach independently the events connected with 
 each topic. 
 
 4. Sketch the history connected with each topic suc- 
 cessively through all the periods, after having taught 
 each period independently. 
 
194 SCHOOL DEVICES. 
 
 5. Show the advantages of this plan (a) in giving 
 connected ideas regarding the progress made in each 
 department of national life; (b) in facilitating the re- 
 membrance of historical facts in their relation to their 
 effects ; and (c) in affording natural and incidental re- 
 views of the history already taught. 
 
 II. Training Pupils to Study History. 
 
 1. This is the most important of the teacher's duties 
 in dealing with this subject. History should be learned 
 chiefly after school life has ended. 
 
 2. Assigning lessons wisely is the means for training 
 to study. 
 
 3. Do not assign answers (notes) to be committed to 
 memory. 
 
 4. Assign questions, and let pupils prepare answers 
 by reading their histories. 
 
 5. All questions should not relate merely to isolated 
 facts or dates. 
 
 6. They should compel a comparison of facts, and 
 exercise the pupil's judgment. 
 
 7. A good outline or plan of the lesson is better than 
 questions for advanced classes. 
 
 III. General Suggestions. 
 
 1. Chronology is not history. 
 
 2. Epoch men and women should receive a large 
 share of attention. 
 
 3. Striking scenes and great events should be vividly 
 pictured to awaken interest. 
 
 4. Pupils should write historical abstracts and bio- 
 graphical sketches for compositions. 
 
HISTORY. 195 
 
 Studying History by Preparing Written Pa- 
 pers. In no way can the study of history be made to 
 yield so excellent and wide results as by assigning 
 topics to a class, requiring them to read up thoroughly, 
 and write a careful and condensed paper upon the 
 topic. By this plan the pupil is not getting his knowl- 
 edge ready-made, but is making it for himself. He 
 consults maps, books of reference, different text-books 
 for the facts, and then must dwell upon them and 
 have them clearly in mind before he is able to write a 
 clear account. Frequently he will have to draw a map 
 on his paper for illustration. 
 
 Edward Abbott's little ''Paragraph History of the 
 U. S." would form a good outline in American history 
 for the teacher to work upon. 
 
 One caution should be added to this plan, and that is, 
 the necessity of thorough oral reviews. 
 
 Dates. In teaching history, use but few dates, but 
 let these few be focal dates. Train pupils to locate an 
 occurrence between these by calculation. If careful 
 consideration is given, they will come approximately 
 near the exact time. Some dates can be impressed 
 easily upon the mind by some peculiarity in them. 
 Take, for instance, 1789, the year the present constitu- 
 tion of the United States was adopted. By asking 
 pupils to notice what is peculiar about the last three 
 figures of this date, they will see the regular order of 
 the numerals 7, 8, 9, and by this association hold it in 
 memory. 
 
 Nearly every boy has read these lines in Dr. 
 Holmes's " One-hoss Shay:" 
 
196 SCHOOL DEVICES. 
 
 " Seventeen hundred and fifty-five 
 Georgius Secundus was then alive 
 Snuffy old drone from the German hive. 
 That was the year when Lisbon town 
 Saw the earth open and gulp her down; 
 And Braddock's army was done so brown, 
 And left without a scalp to its crown." 
 
 In these lines are three important facts, two being 
 upon American history, viz. : that it was in 1755 that 
 Braddock's army was defeated (the first year of the 
 French and Indian war), and that George the Second 
 was then king of England. 
 
 Washington died in December, 1799. This may be 
 of but little value as a date, but whatever its value a 
 statement such as this would fasten it in the mind: 
 Washington died on the last hour of the day, the last 
 day of the week, the last month of the year, and the 
 last year of the century. 
 
 Rome was founded 753 B.C. By remembering the 
 reverse order of the odd numbers, 7, 5, 3, this date 
 may be fixed in the mind. 
 
 In speaking of the Norman Conquest, the impression 
 made by saying " The Normans landed in 1066 "ten 
 and two sixes is more forceful than to state merely 
 the naked date. 
 
 The dates of the following events may be remem- 
 bered by contrast: The Puritans landed in 1620; sla- 
 very was introduced into Virginia in 1619. 
 
 It must be remembered, however, that a device of 
 this kind has its limitations and is likely to be carried 
 too far. 
 
HISTORY. 197 
 
 Administrations of the Presidents. Many 
 examiners require the dates of the beginning and close 
 of each President's administration. To acquire this 
 easily, let scholars be able to name the Presidents in 
 order and tell how many terms each served. Then 
 taking the date 1789 (on which we have made a for- 
 mer suggestion) and adding four or eight years, as the 
 case may be, the whole matter becomes much easier. 
 
 Drawing in History. Fresh interest can always 
 be given to the study of history by introducing draw- 
 ing. No matter how good the engraving in the book, 
 a picture of the Monitor and the Merrimac drawn by 
 a pupil on the board upon a large scale invests the 
 story of that naval battle with an additional interest. 
 
 We suggest a few of the many things that may be 
 represented upon the board by those pupils who can 
 draw: The flags used by the Americans in the Ee vo- 
 lution; the Confederate flag; Continental money; Ful- 
 ton's first steamboat; the firing upon the Star of the 
 West as she attempted to carry reinforcements and 
 supplies to Major Anderson at Fort Sumter. 
 
 Civil Government. Such an exercise as the fol- 
 lowing may be given to the whole school, since it con- 
 tains information that every well-informed person 
 should possess. The officers and legislative bodies of 
 the U. S. government, of the State, county, town, and 
 school district, exercising similar powers, are placed 
 side by side : 
 
198 
 
 SCHOOL DEVICES. 
 
 U.S. 
 
 State. 
 
 County. 
 
 Town. 
 
 Sch. Dist. 
 
 Congress. 
 President. 
 Sec. State. 
 
 Sec.Treas. 
 Auditors. 
 
 Legislature. 
 Governor. 
 Sec. State. 
 
 Treasurer. 
 ComptrolTr. 
 
 Board of Superv's. 
 Sheriff. 
 Co. Clerk. 
 
 Co. Treas. 
 B'd Supervisors. 
 
 Town Meeting. 
 Constable. 
 Town Clerk. 
 
 Supervisor. 
 Auditors. 
 
 Dist. Meeting. 
 Trust, or Agt. 
 Dist. Clerk. 
 
 Collector. 
 Trustee. 
 
 English Sovereigns. Those who wish to fix in 
 memory the succession of the sovereigns of England 
 can easily do so by committing the following lines, 
 which, though old, are useful: 
 
 " First William the Norman, 
 
 Then William his son; 
 Henry, Stephen, and Henry, 
 
 Then Kichard and John. 
 Next Henry the Third, 
 
 Edwards one, two, and three; 
 And again, after Kichard, 
 
 Three Henrys we see. 
 Two Edwards, third Richard, 
 
 If rightly I guess; 
 Two Henrys, sixth Edward, 
 
 Queen Mary, Queen Bess. 
 Then Jamie, the Scotsman, 
 
 Then Charles whom they slew, 
 Yet received after Cromwell 
 
 Another Charles too. 
 Next James the Second 
 
 Ascended the throne; 
 Then good William and Mary 
 
 Together came on. 
 Till Anne, Georges four, 
 
 And fourth William all past, 
 God sent us Victoria 
 
 May she long be the last 1" 
 
BISTORT. 
 
 199 
 
 Topical Outline for Teaching Civil Govern- 
 ment, by Geo. H. Martin, Agent of the Massachusetts 
 State Board of Education. 
 
 ' a. What officers chosen. 
 
 6. By whom chosen. 
 
 c. When and how chosen. 
 . d. For what chosen. 
 
 Same topics. 
 Same topics. 
 
 a. Public convenience and 
 
 welfare. 
 
 b. Public will. 
 
 c. Nature of office-holding. 
 
 d. Duties of ) To vote. 
 
 citizens f To pay taxes, 
 
 e. Public property. 
 a. Necessity for laws. 
 6. Natural rights. 
 
 c. Objects of laws. 
 
 d. Duties of citizens to re- 
 
 spect and obey. 
 
 e. Nature of representation. 
 
 a. Penalties. 
 
 b. Justice, free, speedy, im- 
 
 partial. 
 
 c. Local administration. 
 
 d. Presumption of innocence. 
 
 e. Duties of witnesses and 
 
 court officers. 
 Execution, prompt, vigor- 
 ous, impartial. 
 
 a. Dangers to liberty. 
 
 b. Safeguards of liberty. 
 
 1. Of local govern- 
 
 ment, 
 
 2. Of State gov- 
 
 ernment, 
 
 3. Of National 
 
 government, 
 
 1. Of local govern- 
 ment, 
 
 2. Of State gov- 
 ernment, 
 
 Legislative De- 
 partment, 
 
 Judicial Depart- 
 ment, 
 
 Executive Depart- 
 ment, 
 
 The Constitution, 
 
 C 1. Immediate American history. 
 III. CAUSES. < 2. Mediate English history. 
 
 ( 3. Eemote Comparative history. 
 
200 SCHOOL DEVICES. 
 
 CHAPTER X. 
 
 PHYSIOLOGY. 
 
 Practical Physiology. There is no study which 
 can be made of such practical value to a class as 
 physiology; and to teach it, omitting the practical 
 side, is to fail in the moral responsibility which one 
 assumes in teaching such a subject. If you do not 
 know the proper thing to do in restoring a person 
 who has been under water several moments, find 
 out, and see that your class understand what is neces- 
 sary to be done in such a case. If you do not know 
 what to do when an artery or large vein is severed, 
 get some intelligent physician to inform you, and 
 then make it clear to the class. 
 
 The study should include sufficient anatomy to 
 make clear the position of the large blood-vessels and 
 the place where the arteries come to the surface. A 
 teacher of physiology ought to be familiar with the 
 relative digestibility of all the common foods, and 
 make his pupils see how health is lost by non-attention 
 to this subject, and by irregular and rapid eating. 
 Do not treat the subject of ventilation as something 
 foreign to e very-day life; make your pupils enthusi- 
 astic over fresh air. Bring sharply home to each pupil 
 the ways in which health is lost, as also the ways by 
 which it can be made vigorous. Teaching that shows 
 
PHYSIOLOGY. 201 
 
 the structure of the stomach and lungs, and. the way 
 in which they act, is of but small value if it does not 
 show how to take care of these organs. 
 
 Read chapter "The True Foundation of Science- 
 Teaching" in Payne's " Lectures on Education." 
 
 Development Lesson in Physiology. The 
 following is a report of a lesson actually given to a 
 grade of pupils, 12 or 13 years of age. It will be no- 
 ticed that the teacher carefully observed two things: 
 going from the seen to the unseen, and from the sim- 
 ple to the difficult. His foremost aim in the entire 
 work was to make the child reverence his body. 
 
 The order in which the whole subject of Physiology 
 was taken up by the grade is, in the main, as follows: 
 
 SKIN. Qualities, structure, use, care. 
 MUSCLES. Qualities, structure, use, care. 
 
 BONES. 1. Qualities. Hard, smooth, light, porous 
 at ends, knobs at ends, ridges and depressions on the 
 surface. 
 
 2. Structure. (From sawed bone), hand, porous, 
 fine tubes, canal, marrow. 
 
 3. Composition. Bone in dilute acid, bone burned. 
 
 4. Skeleton. Framework and support of the body. 
 
 c Skull, 
 
 5. Parts. < Trunk, 
 
 ( Extremities. 
 
 6. Joints. Arms, legs. 
 
 {Ligament sprain. 
 Cartilage use. 
 Synovia use. 
 
202 SCHOOL DEVICES. 
 
 {Movable. 
 Hinge. 
 Ball and socket. 
 Immovable. 
 
 8. Care of Bones. Growth and repair. 
 DIGESTIVE SYSTEM. 
 CIRCULATORY SYSTEM. 
 NERVOUS SYSTEM. 
 
 The lesson began with a review of the work of the 
 day before. 
 
 REVIEW. 
 
 Teacher. What did we find on the outside of our 
 bodies ? 
 
 Pupil. We found skin on the outside of our bodies. 
 T. What is the main use of the skin ? 
 P. To protect the parts underneath it. 
 T. What is just underneath the skin ? 
 P. The muscle or lean meat is underneath the skin. 
 T. What is the use of the muscle ? 
 P. The muscle moves the parts of the body. 
 
 ADVANCE WORK. 
 
 T. What is under the muscle ? 
 
 P. There is bone under the muscle. 
 
 T. How do you know ? 
 
 The pupils gave various answers. One said: " I can 
 feel the bone in my fingers and at my elbows." An 
 other, "We can see the bone inside the flesh in beef 
 and pork;" another, " I saw a man who had his finger 
 cut off, and I could see the bone inside the flesh." 
 
 At this point the teacher showed specimen (a dog's 
 leg that had been preserved in alcohol) , and located 
 
PHYSIOLOGY. 203 
 
 the skin, muscle, and bone. Then he passed specimens 
 of bones to each pupil. 
 T. What have I given you ? 
 P. A bone. 
 
 T. Tell me all you can about the bone. 
 P. This bone is white or pink, and smooth. 
 T. Make a dent in the bone with your finger. 
 P. I cannot. 
 T. Why not? 
 P. Because it is hard. 
 
 T. Hold the bone on the end of one finger, and tell 
 me about its weight. 
 P. It is light. 
 
 T. Examine the end of your bone. 
 P. It is full of very little holes. 
 T. What word describes a thing which is full of 
 such little holes? 
 P. Porous. 
 
 T. Shut your eyes and pass your fingers over the 
 whole bone. What did you notice ? 
 P. I noticed a knob on the end of my bone. 
 P. I found a ridge on the side of my bone. 
 T. Tell me all you have learned about your bone. 
 P. It is white, smooth, hard, light, porous at the 
 end, and it has ridges and knobs at the end. 
 
 T. Draw on the blackboard one line to represent 
 this face of your bone; this edge; this edge; and this 
 edge. 
 
 The pupils passed to the blackboard, and drew quick- 
 ly and well what they were directed to draw. 
 
 T. What kind of faces and edges must your bone 
 have since you draw curved lines to represent them? 
 P. Curved faces and edges. 
 
204 SCHOOL DEVICES. 
 
 T. Why do these bones have curved faces and edges? 
 
 Pupil does not know. 
 
 T. What is the shape of the top of the doorway 
 downstairs? 
 
 P. It is curved. 
 
 T. Why was it built with a curve instead of with 
 straight lines? 
 
 P. It was built so because it looks better. 
 
 T. Yes ; it is more beautiful. Why are all the arches 
 in the railroad bridge made with curved instead of 
 straight lines? 
 
 P. Because they look better. Another pupil: Be- 
 cause they are stronger. 
 
 (Teacher illustrated to class by drawing.) 
 
 T. Why do we make curved faces? 
 
 P. For beauty and strength. 
 
 T. Bones are curved for the same reason (presenting 
 a large bone sawed longitudinally). Tell me all you 
 can about the substance of which this bone is formed. 
 
 P. It is white, hard, and porous, and there is a greasy 
 substance in the middle. 
 
 T. This greasy substance is called marrow (writing 
 the word upon the blackboard) ; see if you can tell me 
 why this greasy substance is placed inside of bones, 
 for our next lesson. 
 
 T. (Presenting two bones.) Describe this. 
 
 P. This bone is very limber and tough. 
 
 T. Now describe this. 
 
 P. This bone is very brittle, and it is stiff. 
 
 T. The first bone has been in acid, and the mineral 
 substance has been taken out of it. What is left is 
 called the animal substance, or animal part of the 
 bone. What does the animal substance give bones? 
 
PHYSIOLOGY. 205 
 
 P. The animal substance gives toughness and lim- 
 berness to bones. 
 
 T. This other bone has been burned, and the animal 
 substance has been destroyed; this part is called the 
 mineral substance of bones. What does the mineral 
 substance give to bones? 
 
 P. The mineral substance gives hardness and brittle- 
 ness to bones. Another pupil added : Stiffness. 
 
 T. (Presenting skeleton.) What have I? 
 
 P. A skeleton or bones. 
 
 T. From what animal do you think these bones were 
 taken? 
 
 P. From a man. 
 
 T. Of what use were these bones to the man? 
 
 Pupil does not know. 
 
 T. Suppose the bone$ could be taken out of your 
 body without hurting you, how would it affect you? 
 
 P. I could not stand up. 
 
 T. Then of what use are the bones of your body to 
 you? 
 
 P. The bones hold my body up. 
 . T. Who can tell it another way ? 
 
 P. The bones support my body. 
 
 T. What do you call the part of a building which 
 supports or holds up the rest? 
 
 P. The framework. 
 
 T. What may we call the bones? 
 
 P. The framework of the body. 
 
 Summary. 
 
 T. Tell me the qualities of bone. 
 
 P. Bone is white, hard, porous, light. 
 
 T. Describe the inside of the bone you saw. 
 
206 SCHOOL DEVICES. 
 
 P. It was hard, white, and full of a greasy substance. 
 
 T. Of how many substances is bone composed? 
 
 P. Bone is composed of two substances animal and 
 mineral. 
 
 T. What does each give to bone? 
 
 P. The animal substance gives toughness and lim- 
 berness to bone. The mineral substance gives hard- 
 ness and stiffness to bone. 
 
 T. What is the use of the bones in the body? 
 
 P. Bones support the body; bones are the frame- 
 work of the body. 
 
 This lesson was followed by lessons on the backbone, 
 chest, skull, and then came lessons on the growth and 
 care of the bones. 
 
 How to Prepare a Drop of Blood for Obser- 
 vation under the Microscope. A specimen of 
 blood can be prepared for the microscope by using a 
 slide and cover glass (a thin round glass). Take the 
 latter in the fingers and breathe quickly on one side of 
 it, which will thus become slightly moist. Place the 
 cover glass upon the slide, the moist side downward. 
 Put a fresh drop of blood on the slide at the edge of the 
 cover glass, and a bit of blotting-paper at the other 
 side of the same. The moisture on the underside of 
 the glass will be drawn out into the blotting-paper, and 
 the blood will be forced in to take its place without in- 
 jury to the blood-corpuscles. The specimen is then 
 ready for use. 
 
 An Outline of Foods, Place the following out- 
 line upon the board, GO be used as the basis for lessons 
 on foods : 
 
PHYSIOLOGY. 
 
 207 
 
 (Albumen, 
 Casein, 
 Gluten, 
 Fibrin, etc. 
 
 AT . f Fats, 
 Not - ' 
 
 containing \ 
 S 
 
 Organic. 
 
 Foods. 
 
 fLime; 
 
 \ Salts, chlorides, phos- 
 Inorganic. -j phates, etc. ; 
 
 Iron, 
 [Water. 
 
 To Show the Process of Osmosis in Liquids. 
 Over one end of a glass tube tie securely a piece of 
 parchment paper, and put in the tube a thick solution 
 of sugar and water. Insert the tube in a dish of clear 
 water, so that the surface of the sugar solution and 
 that of the clear water shall be on a level. After 
 standing awhile, it will be found that the liquid in the 
 tube has risen above the level of the surrounding water, 
 showing that some of the water has passed through 
 the paper into the denser liquid. 
 
 To Show Osmosis in Gases. Over the top of 
 a glass containing nothing but air tie securely a thin 
 rubber membrane. Place this under a bell glass con- 
 taining hydrogen. The hydrogen will pass through 
 the rubber into the denser medium, and increase the 
 bulk of air to such an extent as to burst the rubber. 
 
 To Illustrate Reflex Action. Pith a frog in the 
 following way : After etherizing, to obviate unnecessary 
 
208 SCHOOL DEVICES. 
 
 pain to the animal, find with the finger a depression 
 in the spinal column just below the base of the brain. 
 Insert the point of a knife here, and sever the spinal 
 cord. Through the opening thus made run a small 
 awl or wire up into the brain, and destroy that organ 
 by twisting the awl or wire about within the brain 
 cavity. Although the brain is thus destroyed, the 
 other functions of the body still continue. Lay the 
 f i-og on the ventral surface and straighten out the legs. 
 Let one side of the animal be tickled with a feather or 
 pinched with a pair of pincers. The leg on that side 
 will be drawn up and swept over the side to remove 
 the cause of the irritation. Try the same on the other 
 side. The other leg will go through the same motions. 
 Pinch various parts of the body, and observe the efforts 
 of the frog to remove the irritating object. Suspend 
 the frog and pull down the legs. Bring a dish con- 
 taining dilute sulphuric acid up under the frog, so that 
 one of the legs will just touch it. The foot will sud- 
 denly be withdrawn. Touch the acid to the other leg. 
 That will likewise be withdrawn. Moisten a bit of 
 blotting-paper with acetic acid, and place it on the 
 flank of the frog. The leg on that side will be drawn 
 up, and swept over the flank to dislodge the paper. 
 
 To Illustrate Congestion. Having placed a frog 
 that has been pithed so that the web of the foot can 
 be seen under the microscope, apply to the spot to be 
 observed a drop of creosote. Observe the action of 
 the blood. It will be seen to become stagnated, and 
 blocked up in its flow, while the white corpuscles will 
 become more numerous. Here, then, can be seen, on a 
 small scale, the whole process of congestion. If the 
 
PHYSIOLOGY. 209 
 
 irritation from the creosote be but slight, the blood will 
 finally force its way through the blood-vessels, and the 
 circulation be resumed. 
 
 To Show the Motion of the Cilia. Lay open 
 the oesophagus of a frog that has been recently pithed, 
 and on the inner surface lay a small bit of cork. It 
 will be seen to move slowly down toward the stomach, 
 carried along by the cilia. 
 
 To Show the Circulation.- The circulation can 
 be observed in the tongue of the frog, as in the web of 
 the foot and in the lungs of the same animal. 
 
 The circulation of the blood can likewise be seen in 
 the tail of the tadpole. If a specimen can be obtained 
 at just the right age, nearly the whole circulatory 
 system of the animal can be watched through its trans- 
 parent skin. The heart, with the blood entering and 
 leaving it, can be seen, as also its passage through the 
 arteries. For the success of the observation, it is well 
 to starve the young tadpole for a day or two previous 
 to examining it. As the animal grows older, its skin 
 loses its quality of transparency. The tadpole may be 
 rendered passive by placing it in water and heating to 
 about 113 degrees. 
 
 Action of the Heart. A good experiment to offer 
 to the class in physiology is to open the thoracic cavity 
 of a frog, previously rendered insensible, when will be 
 seen the action of the heart and the lungs collapsed. 
 If the heart be carefully removed and placed on a 
 board in a warm place, it will beat for some time. 
 
210 SCHOOL DEVICES. 
 
 Structure of the Lungs. To show the structure 
 of the lungs, insert a small tube in the trachea of a 
 dead frog and inflate the lungs. Tie up the trachea to 
 prevent the escape of the air, and hang in a warm 
 place to dry. On cutting it open, after being thor- 
 oughly dried, the air-cells can be studied to good 
 advantage. 
 
 Carbonic Acid. The show the presence of car- 
 bonic acid in expired air, take a small glass tube or 
 the stem of a clay pipe, and through it breathe slowly 
 into a glass of lime-water. A white precipitate will 
 be formed, which is carbonate of lime, formed by the 
 carbon of the gas and the lime in the water. 
 
 Structure of the Heart. The heart's action can 
 be studied to advantage by the use of the frog, as 
 shown in another place. But to show the structure of 
 this organ, the heart of a larger animal is necessary. 
 Get a butcher to save you one from a sheep, and while 
 it is still fresh cut it open and exhibit it to the class. 
 The working of the valves can be readily shown, and, 
 in genera], the students will get a much better idea of 
 the subject from such an inspection than from a mul- 
 .titude of diagrams. Have the students draw carefully 
 upon paper what they see. 
 
 To Diagram the Blind Spot in the Eye. 
 Draw several horizontal, parallel lines about a quarter 
 of an inch apart. Make a cross at one end of the line. 
 Close the left eye, and look steadily at the cross with 
 the right eye. Now run the point of the pencil along 
 
PHYSIOLOGY. 211 
 
 the upper line. At a certain distance along the line, 
 the point will become invisible, and a little further on 
 will again appear. Make a dot at the points of disap- 
 pearance and reappearance. Do this on a number of 
 the lines. It will be found that the dots have enclosed 
 a space which, if the lines are near together, and the 
 experiment be carefully performed, will give a very 
 accurate outline of the blind spot in the eye. It will 
 be found to differ in shape in different members of the 
 class. It should be remembered that the eye is to be 
 kept at a uniform distance from the page throughout 
 the experiment. 
 
 Dissection of a Rabbit or Cat. The teacher 
 who desires to do thoroughly good work in teaching 
 physiology should not fail to make a dissection before 
 the class of a rabbit or a cat. In no other way can 
 such a vivid representation of the organs of the body 
 and their functions be brought before the pupil's eyes. 
 You may describe accurately the action of the heart, 
 but your class will never fully realize what it means 
 until a heart has been seen in action. There need be 
 no hesitancy because of the specious arguments against 
 vivisection: an animal under the influence of ether 
 is dead to pain. When a dissection is to be made, let 
 the animal, either a rabbit or a cat, be placed in a close 
 box, in which has been placed a sponge, or cloth, 
 moderately wet with ether. It is convenient to have 
 a glass window in the top of the box, so that one may 
 know at once when the anaesthetic has taken effect. 
 Do not keep the box so tightly closed as to smother 
 the animal. When thoroughly insensible, remove the 
 animal from the box. Have some one keep the sponge 
 
212 SCHOOL DEVICES. 
 
 or cloth near the animal's nose continually. Be par- 
 ticular about this. Stretch the animal upon its back 
 on a board, and draw all its feet out and fasten them to 
 the sides of the board with strings. Part the fur, and 
 make an incision through the skin upon the median 
 line from the throat across the thoracic and abdominal 
 cavities, but do not cut through into the thoracic cavity 
 in the first of the dissection, as that would cause the 
 lungs to collapse, when the functions of life would 
 shortly end. Make an incision into the abdominal 
 cavity below the diaphragm, and observe the position 
 of the stomach, liver, pancreas, kidneys, bladder, large 
 and small intestines. If there is food in the animal's 
 stomach, notice the congested appearance of that organ. 
 Observe carefully the peristaltic action of the intes- 
 tinesthe instant of rest followed by the peculiar 
 writhing motion which marks the function. 
 
 With a thin scalpel or small knife, carefully detach 
 a small bit of the thin, almost transparent membrane 
 which invests the intestines. This is the peritonaeum 
 which slings the intestines to the walls of the abdom- 
 inal cavity. Notice the action of the diaphragm as it 
 expands and contracts with every breath. Carefully 
 raise the intestines from their position, and find the 
 large blood-vessels that follow the course of the spinal 
 column down from the heart. Distinguish between 
 the veins and the arteries. If an artery is cut in your 
 work, pick it up at once with pincers and tie it. Notice 
 the white appearance of the cut end. Cut through into 
 the cavity of the thorax and notice the collapsed lungs 
 their color, form, and general consistency. Notice 
 their covering. Raise the lungs carefully, and notice 
 the working of the heart. Try to distinguish the two 
 
PHYSIOLOGY. 213 
 
 impulses of a single beat. Observe carefully the auri- 
 cles and the apex (the lower point). Notice that it is 
 the striking of this point against the wall of the thorax 
 which gives the impression of a beat when the hand is 
 held over the heart. Distinguish the pericardium, or 
 sac in which the heart is contained. Trace the aorta 
 and the various veins and arteries connected with the 
 heart, naming the most important. Cut open the 
 covering of the throat, laying bare the trachea. Ob- 
 serve the hard rings nearly encircling it, and behind 
 this the oesophagus. Follow the trachea down to the 
 bronchi. Trace the large veins of the throat. When 
 all these points have been carefully studied, remove 
 the heart by cutting away its attachments, and place 
 it in water slightly warm. It will beat for some time. 
 If placed in cold water, it will stop beating, but on 
 being returned to the warm fluid it will resume its 
 beats if it still retains its vitality ; that is, if the experi- 
 ment has been carefully made, and the heart has not 
 been too long removed from the body. 
 
 In cutting into the thoracic cavity, the sternum will 
 have to be removed. This may be done by severing 
 the attachment of the ribs with stout shears. 
 
 To show the action of the lungs in breathing, remove 
 the lungs and trachea intact. Place them in a large 
 empty bottle, with the trachea projecting through a 
 hole in the cork. Eender the bottle air-tight by means 
 of sealing-wax placed about the trachea and the edges 
 of the cork. Place a small bellows, or rubber bulb, 
 over the open end of the trachea. In this way the lungs 
 can be inflated, when the air in the bottle will become 
 compressed. Remove the pressure of the bulb, or bel- 
 
214 SCHOOL DEVICES. 
 
 lows, and the air in the bottle will expand and drive out 
 the air from the lungs, which will then be in a state of 
 collapse. Repeat this regularly fifteen times per min- 
 ute, and a very successful exhibition of the action of 
 the lungs in breathing will be afforded. 
 
SEAT-WORK. 215 
 
 CHAPTEE XI. 
 
 SEAT -WORK 
 
 What is Gained by Seat-work. Would you 
 reduce discipline to a minimum of effort, keep your 
 scholars busy, taking great care that there be variety 
 in their work. Have you yet, do you think, fully real- 
 ized how much there is in this? 
 
 Copying Reading Lessons. Direct pupils to 
 copy carefully upon their slates the reading lesson just 
 finished, or the lesson to be read to-morrow. See that 
 there is no hurried work. Inspect all work and ap- 
 prove every effort that shows the pupil has tried. 
 
 In this copying the pupil is aiding himself in spelling, 
 by impressing the forms of the words upon his mind ; 
 he is getting practice in writing ; he is indirectly learn- 
 ing to capitalize and punctuate ; and, besides this, what 
 he does is of direct value to him in reading. 
 
 Seat-work in Reading. Suppose the following 
 words are printed at the head of the reading lesson: 
 slate name bird pane 
 
 gave cage some mate 
 
 face Dick come skate 
 
 frame cake that came 
 
 Write this direction upon the blackboard, viz. : 
 
 Copy the words upon the slate in regular order; 
 study them from left to right; study them from bot- 
 tom to top ; study them from right to left ; place the fig- 
 ure 1 beside the words beginning with a &, 2 beside those 
 beginning with c, 3 beside those beginning with d, etc. 
 
216 SCHOOL DEVICES. 
 
 Thinking of Words. To afford variety in seat- 
 work, direct pupils to make on their slates a list of all 
 words they can think- of that have three letters in 
 them ; on another day, a list of words having four let- 
 ters only. The number may be increased, as the pu- 
 pils advance in knowledge. 
 
 Building Up Words. For pupils in the primary 
 class write upon the blackboard parts of words as fol- 
 lows: 
 
 at 
 
 an 
 
 all 
 
 ad 
 
 eat 
 
 ell 
 
 and 
 
 at 
 
 an 
 
 all 
 
 ad 
 
 eat 
 
 ell 
 
 and 
 
 at 
 
 an 
 
 all 
 
 ad 
 
 eat 
 
 ell 
 
 and 
 
 at 
 
 an 
 
 all 
 
 ad 
 
 eat 
 
 ell 
 
 and 
 
 at 
 
 an 
 
 all 
 
 ad 
 
 eat 
 
 eU 
 
 
 at 
 
 an 
 
 all 
 
 ad 
 
 eat 
 
 eU 
 
 
 Direct the class to form words by putting one or 
 more letters before each part. Other parts of words 
 will readily occur to the teacher. 
 
 Suggestions for Seat-work. Write short sen- 
 tences on the blackboard, and require them to be 
 copied. 
 
 Have the Roman letters and numbers of the pages 
 in the reading-book copied. 
 
 Shoe-pegs cost ten cents a quart. They can be easily 
 colored by soaking them in any of the aniline dyes. 
 Distribute these to the smallest pupils and let them form 
 designs, and copy the designs upon their slates. Pu- 
 pils may also form little arithmetical examples upon 
 their desks. 
 
 Upon pieces of card-board copy examples to be 
 
. - 
 SEAT-WORK. 217 
 
 worked, tables to be filled out, words and sentences 
 to be copied. 
 
 Write a neat little letter upon the blackboard, and 
 let pupils copy it on their slates. 
 
 Take card-board and cut it up into half -inch squares. 
 Print letters on these squares, and let pupils form 
 words with these letters. As soon as a word is formed, 
 it may be copied on the slate. 
 
 Place a number of red, blue, and yellow inch squares 
 of bristol-board in envelopes, and, distributing these, 
 have children form designs, each following his own 
 fancy. 
 
 Bring in leaves of different shapes, distribute these, 
 and let children place them on their slates and draw 
 an outline by tracing around them. 
 
 Give pupils geometrical forms cut from card-board, 
 and let them trace the outlines of these upon their 
 slates. 
 
 Dissected Pictures and Maps. Another way 
 in which to interest and keep small children busy is 
 to take pictures from the illustrated papers, being 
 careful always that the pictures are meritorious, and 
 paste them upon pasteboard; then cut the whole into 
 squares, triangles, etc. Give these parts to the pupil 
 and let him properly re-arrange them. By using maps 
 in the same way, considerable knowledge of geography 
 will be imparted. 
 
 Number. Let the pupil arrange and add such 
 numbers as will give successively as right-hand figures 
 1, 2, 3, 4, etc. Thus: 
 
218 SCHOOL DEVICES. 
 
 9-7-21 Give 1 as 1 + 11 Give 2 as 2+11 Give 3 as 
 
 8 + 3 I right- 9 + 3 ! right- 9+4 I right- 
 
 7+4 ( hand 8+4 f hand 8 + 5 f hand 
 
 6+5 J figure. 7+5 J figure. 7+6 J figure. 
 
 Put tables upon the board like the following, and 
 let pupils supply answers at their seats : 
 
 4+=9 iof 4 = 
 
 5x6= i of 12 = 
 
 14-9= Jof 8 = 
 
 20 -f- =5 fof!2 = 
 
 36 9= fof 9 = 
 
 46 -f- = 7 f of 16 = 
 
 7x8= | of 6 = 
 
 Direct pupils to write on slates what is necessary to 
 make a full table. 
 
 $10 + $6 = x = 8 
 
 9c. + 4c. = + = 7 
 
 6 qts. + 9 qts. = = 11 
 
 2 qts. + 3 pts. = -* = 3 
 
 2 yds. + 2 ft. = x = 18 
 
 Iqt. +llgal. = +=13 
 
 5 in. + li f t. = - = 17 
 
 -*-= 6 
 
 Illustrated Examples. Set pupils to making 
 original examples and illustrating them, or give them 
 the examples to illustrate ; as, add i, i, i, f , i. 
 
 Ans.l|. 
 
SEAT- WORK. 
 
 219 
 
 If a daisy has 21 leaves 
 and 9 fall off, how many are 
 left? 
 
 21 
 9 
 
 12 left. Ans. 12. 
 
 If a forget-me-not has 6 petals, 
 how many petals will 5 forget- 
 me-nots have? 
 
 6 
 
 5 
 
 30 petals. 
 
 3i = how 
 many halves ? 
 
 OXDODO 
 
 Ans. 3 = 
 
 In a house show- 
 ing eight windows, 
 with twelve panes 
 in each window, 
 how many panes 
 ^$ are seen? 
 
 12 
 8 
 
 % panes. 
 
220 
 
 SCHOOL DEVICES. 
 
 What will a stone wall cost 18 ft. long and 9 ft. 
 high, at $2.00 a 
 sq. yd. ? 
 
 18 ft. = 6 yds. 
 9ft. =3 yds. 
 
 $2.00 
 18 
 
 18 yds. 
 
 $36.00 Ans. 
 
 Geography. Rule the board for the number of 
 columns desired, and write at the head the subject ; as, 
 rivers, islands, etc. At the head of each column 
 write the headings suggested below. One or two ex- 
 amples may be written out, to give the pupil an idea of 
 what is desired ; then he can fill the columns to any 
 length. Below are some suggestions for rivers, 
 islands, gulfs, bays, etc. 
 
 RIVERS. 
 
 NAME. 
 
 SOURCE. 
 
 DIRECTION. 
 
 OUTLET. 
 
 Kennebec 
 
 Moosehead Lake. 
 
 South 
 
 Atlantic Ocean. 
 
 Mississippi 
 
 Itasca Lake 
 
 South 
 
 Gulf of Mexico 
 
 
 
 
 
 ISLANDS. 
 
 NAME. 
 
 SITUATION. 
 
 SURROUNDED BY. 
 
 BELONGS TO. 
 
 St. Helena 
 
 West of Africa 
 
 Atlantic Ocean . 
 
 England. 
 
 
 
 
 
SEAT- WORK 
 
 ISTHMUSES. 
 
 221 
 
 NAME. 
 
 WHAT CONNECT. 
 
 WATERS SEPARATED. 
 
 Panama 
 
 North America and South 
 America. 
 
 Caribbean Sea and Pacific 
 Ocean. 
 
 
 GULFS, BAYS, AND SEAS. 
 
 NAME. 
 
 WHERE. 
 
 TRIBUTARY TO. 
 
 BY. 
 
 Baffin Bay 
 Red Sea 
 
 N. of N. A 
 N E of Africa.. 
 
 Atlantic Ocean . . 
 Indian Ocean 
 
 Davis Straits. 
 Bab-el-Mandeb. 
 
 Gulf of Mexico.. 
 
 S.ofU. S 
 
 Atlantic Ocean . . 
 
 Florida Straits. 
 
 MOUNTAINS. 
 
 NAME. 
 
 WHERE SITUATED. 
 
 HIGHEST PEAK. 
 
 White 
 
 New Hampshire 
 
 Mt. Washington. 
 
 
 
 
 LAKES. 
 
 NAME. 
 
 WHERE SITUATED. 
 
 OUTLET. 
 
 Erie 
 
 Between U. S. and Canada. 
 
 Niagara River. 
 
 Itasca 
 
 Minnesota 
 
 Mississippi River. 
 
 CAPES, PROMONTORIES, AND PENINSULAS. 
 
 NAME. 
 
 WHERE. 
 
 PROJECTS INTO. 
 
 Lower California 
 
 West of Mexico 
 
 Pacific Ocean. 
 
 
222 SCHOOL DEVICES. 
 
 Anagrams. A device for seat-work that will be 
 found both interesting and profitable is the making of 
 anagrams. Select a word of moderate length made 
 up about equally of vowels and consonants, and ask 
 the pupils to form as many new words as possible, 
 using only a part, or all, of the letters found in the 
 original word ; forming in the first place words that 
 begin with the first letter of this word, then those be- 
 ginning with the second letter. 
 
 Blackboard for Lowest Grade. If you have a 
 primary department in your school, you should have a 
 blackboard that will accommodate ten or twelve pupils, 
 giving about eighteen inches of running space to each 
 pupil. Have the board low enough for them to reach ; 
 and if this is not possible, have a platform built so that 
 the little ones can reach the board, which we here sup- 
 pose is above wainscoting a yard high. Divide the 
 board into spaces by painted lines, put an eraser and 
 crayon at each place, and send your little ones in 
 groups to this board. Don't fret over them. Let them 
 alone. If a pupil is disorderly, deprive him of the 
 privilege of going to the board. When your little ones 
 are at the board, go on with your other work, and let 
 them mark away as they want to. All sorts of fan- 
 tastic drawings will be made. But the rest it gives 
 the little ones! the rest it gives the teacher! and a 
 thousand times more than all is the play it gives to 
 the little folks' imaginations. 
 
 Derivatives from Primitive Words. A valua- 
 ble drill in spelling can be made by putting exercises 
 like the following upon the board and directing pu- 
 pils to form the words at their seats : 
 
SEAT- WORK 
 
 223 
 
 Make these words end in ing : 
 
 Make these end in ed : 
 awake listen 
 
 start point 
 
 hop wrap 
 
 Add ly to these words: 
 real true 
 
 even hard 
 
 hasty general 
 
 ill equal 
 
 Add en to these words: 
 short sweet 
 
 rot fall 
 
 awake bid 
 
 rid shake 
 
 run 
 
 fail 
 
 give 
 
 forget 
 
 fly 
 
 dig 
 
 knit 
 
 shut 
 
 swim 
 
 win 
 
 wring 
 
 quit 
 
 dance 
 
 knot 
 
 stay 
 
 drop 
 
 lag 
 
 slam 
 
 whole 
 
 slow 
 
 wide 
 
 able 
 
 single 
 
 separate 
 
 angry 
 
 pretty 
 
 fat 
 
 ripe 
 
 sharp 
 
 flat 
 
 eat 
 
 forsake 
 
 take 
 
 length 
 
224 SCHOOL DEVICES. 
 
 CHAPTER XII. 
 
 DRA WING. 
 
 Drawing from Models. We give herewith illus- 
 trations of a number of models, with which any 
 teacher may provide himself, as many of them he 
 can make, while the rest can he obtained from any 
 mechanic of ordinary ability at a trifling cost. Begin 
 with the simplest forms, as the cubes and the other 
 rectangular solids, placing the model in such a posi- 
 tion that the lights and shadows will be brought out 
 sharply. Teach the pupil to regard the form of the 
 object as made up of these lights and shadows, rather 
 than direct his attention to an imaginary line bound- 
 ing the figure. Do not have the outline of these 
 models drawn, but let the pupil biing out their form 
 wholly by shading. There are no lines in nature, 
 the sharp edge of a cube, on which the light falls 
 strongly, being only the abrupt termination of a 
 shadow. More satisfactory results can be obtained 
 from teaching drawing in this way than from the 
 ordinary custom of drawing an outline. Do not ex- 
 pect too much at first; perhaps the pupil has not 
 been accustomed to look at an object in this way, but 
 he will soon learn that the only things that give form 
 to any object are the lights and shadows, after which 
 
DRAWING. 225 
 
 he will be prepared to make advancement, and such 
 advancement as really advances. 
 
 After the model has been copied from one point of 
 view, change it to other positions in successive lessons. 
 We have numbered the models, and combinations of 
 models, to show the order in which they should be 
 given to a class. We have suggested in the illustra- 
 tions a few of the combinations which can be used 
 when the pupil has acquired facility in drawing simple 
 forms ; but the combinations which any teacher can 
 form for himself are almost endless. Care should be 
 taken, however, in combining the simple solids, that 
 difficulties be presented gradually to the pupil. Make 
 at each lesson the combinations a little more difficult 
 to draw. 
 
 A Harmful Practice. Do not allow your pupils 
 to copy pictures, as those who gain their experience 
 from this kind of work are usually at a loss to know 
 what to do when they come to copy directly from 
 nature. 
 
 Drawing from Nature. When the pupils have 
 gained facility in copying, in various positions and com- 
 binations, the models here represented, select for them 
 simple objects directly from nature, as a jagged rock, 
 a knotted piece of wood, a branch of a tree, a simple 
 flower, or fruit of different kinds. 
 
 A Concession. While we regard the plan of 
 drawing without outlines as the one that will yield the 
 most satisfactory results, yet, if this plan seems imprac- 
 ticable to any teacher by reason of not having learned 
 to use the pencil in that way himself, let outlines be 
 
226 
 
 SCHOOL DEVICES. 
 
 used ; but encourage the pupil to depend upon them as 
 little as possible. 
 
 Shading. In the illustrations which are given, but 
 little attempt has been made at shading, as that could 
 be represented only by elaborate engraving. To bring 
 out the full values of the lights and shadows when 
 copying, let a piece of drab-colored cloth drawn tightly 
 over a wooden frame be placed behind the model. 
 
DRAWING. 
 
 227 
 
228 
 
 SCHOOL DEVICES. 
 
 u 
 
 12. 
 
DRAWING. 
 
 229 
 
230 
 
 SCHOOL DEVIOUS. 
 
DRAWING. 
 
 231 
 
232 
 
 SCHOOL DEVICES. 
 
DRAWING. 
 
 233 
 
234 
 
 SCHOOL DEVICES. 
 
 Designing. Excellent work in designing can be 
 done by the following plan: Cut from pasteboard a 
 number of squares, circles, equilateral triangles, hex- 
 agons, and even octagons. The squares should be 
 about two inches on a side, and the circles have the 
 same length for their diameter. Show pupils that by 
 placing the pasteboard figures upon tea-paper, and 
 marking around them with lead-pencil, a block is 
 formed, which gives them a geometrical basis for a 
 design. Let the pupils fill in the figures as their in- 
 vention suggests. 
 
 In nearly every toy-shop a little box of French 
 crayons of different colors can be had for five cents. 
 With these let pupils color their designs. Color de- 
 lights a child's eye, and his interest in designing will 
 
DRAWING. 235 
 
 be greatly enhanced by the use of these crayons. To 
 prevent the color from blurring, dissolve a little white 
 shellac in alcohol, and blow it over the design with an 
 atomizer. The colors are thus firmly fixed. To incite 
 interest, pin up the best designs in the schoolroom 
 where they may be seen by all the school. 
 
236 
 
 SCHOOL DEVICES. 
 
 The diagrams given below illustrate and suggest the 
 geometrical bases for designs : 
 
PENMANSHIP AND APPARATUS. 237 
 
 CHAPTEE XIH. 
 
 PENMANSHIP AND APPARA- 
 TUS. 
 
 Order in which Letters Should be Taught. 
 In teaching penmanship the following order in which 
 the capitals should be taught is one founded upon wide 
 
 experience: 
 
 ^. In this way all the letters that are simi- 
 t 
 
 larly formed will be taught at once. The following 
 is the order for small letters: ^ ^ ^ , ^ -^ 
 
 / X 
 ff' /'//'/?' J ^ ter ^ e l^ers have all been formed, 
 
 the teacher should lose no time in building words and 
 sentences. In the latter the capitals can be taught, 
 though work with these is much slower than with 
 small letters. Of course the small letters should be 
 taught first, and such words as man, etc., should be 
 written as soon as the single letters forming the words 
 have been learned. 
 
238 SCHOOL DEVICES. 
 
 Suggestions. In order to secure good results in 
 penmanship, the boards should be ruled with six lines, 
 as well as the slates, and the letters formed in proper 
 proportions. The slates should be furnished by the 
 school. Thorough inspection and approval of the 
 work by the teacher are necessary. The children should 
 be incited to take the utmost pains with the work. 
 Let it be understood that no one can write who will 
 not do this. Very soon they will come to have a pride 
 in their work. 
 
 This plan should be used for the first two years. 
 
 In the third year the slates and boards should be 
 ruled, but with the second and fifth lines omitted. 
 Thorough inspection and approval of all work should 
 be practised throughout the year. It is specially im- 
 portant that the pupil do not form two styles of 
 writing. In doing this his progress is greatly hin- 
 dered, and much of his previous drill is rendered use- 
 less. In the second year, practice-paper and lead- 
 pencils may be used; in the third year, pen and ink. 
 For ruling a blackboard with the six lines used in 
 writing, have the lines painted on the board, or use a 
 frame made of six slats where it is necessary to rule 
 
PENMANSHIP AND APPARATUS. 239 
 
 in crayon. A similar frame, on a smaller scale, can 
 be used for ruling slates. Place this on the slate, and 
 draw lines with the point of a file or an awl. 
 
 As a matter of convenience and economy, add a 
 little water from time to time to the ink-wells, as the 
 water in the ink evaporates. If this is not done, the 
 ink will become too thick. 
 
 Insist upon the pupil holding his pen correctly. Ex- 
 ercise care that the pupil does not copy the same word 
 a great many times, as he will thus copy his mistakes. 
 
 As soon as possible give attention to proper move- 
 ment in writing. Let the hand slide on the little finger. 
 Practice this a great deal on trial-paper, making ovals, 
 curves, etc., with very little shading, if any. 
 
 Lead your pupils to keep prominently in mind that 
 graceful movement makes graceful writing. 
 
 Criticism. In teaching writing, as in many other 
 branches, criticism is invaluable. Occasionally place 
 a word or letter on the board, and ask questions about 
 it. Or take the work of a number of pupils and ask 
 the class to criticise. In this way their attention will 
 be brought sharply to any defects that may exist. 
 
 Teach pupils to criticise their own work in writing 
 also, and when they discover a fault to work until the 
 fault is overcome. The teacher must pass among his 
 pupils, continually assisting them in this work of 
 criticism, as their judgments will often be found in- 
 correct. The formation by the learner of the habit of 
 criticism is of the highest value in acquiring a fluent 
 and even handwriting. Constant practice is, of course, 
 necessary ; but to make this the most effective, there 
 should be continual comparison of the incorrect with 
 the correct form. 
 
240 SCHOOL DEVICES. 
 
 Primary Writing. It is of the utmost importance 
 that the teacher be a good writer before he attempts 
 to teach the subject. If you are not proficient in this 
 matter, persevering practice will make you so. The 
 pupils should work from copies placed upon the board 
 by the teacher, and not from charts, as there is neces- 
 sarily a certain stiffness about these. Do not make 
 the time of practice too long, as the pupils will thus 
 become wearied and so lose interest. A few moments 
 twice a day will produce better results than the same 
 length of time occupied at one sitting. 
 
 Charts Adapted to One's Need. Any teacher 
 at all apt at drawing or copying may make for him- 
 self charts to aid in his work. Stout maniUa- paper 
 may be used, and, if necessary, colored crayons. It is 
 a fact recognized by all teachers that no text-book is 
 perfectly adapted to one's work. The teacher, there- 
 fore, who is progressive seeks to supplement the text- 
 book. Charts made by himself will stand in good 
 stead for a part of this supplemental work. Take, for 
 instance, the subject of arithmetic: examples, prob- 
 lems, diagrams for teaching mensuration, are some of 
 the things that may be put upon charts. Then, in his- 
 tory, plans of battles drawn upon a larger scale, make 
 movements and positions more prominent. In physi- 
 ology, in physics, in botany, in astronomy, in book- 
 keeping, there are often found better diagrams in 
 other text-books than there are in the text-books 
 adopted; these, as well as the excellent diagrams in 
 books not accessible to the class, can be drawn upon 
 manilla-paper in the way we have suggested above. 
 
 It involves too much work, some may object. Yet 
 
PENMANSHIP AND APPARATUS. 
 
 241 
 
 can it not be said justly that such an outfit ought 
 rightfully to be expected of the teacher? Take the case 
 of a carpenter. What is his outfit? A chest of tools, 
 by no means an inexpensive equipment, and, in ad- 
 dition, fifteen or twenty dollars a year is required to 
 make up the loss from wear and tear. Is anything 
 similar to this required of the average teacher? Has 
 he any right, therefore, to complain of the work in- 
 volved in securing for himself an equal equipment? 
 
 An Ink-well Filler. A simple and unequalled ink- 
 
 well filler is shown in the accompanying figure. A 
 stopper is fitted to an ordinary quart ink-bottle, and 
 through this are passed two pieces of glass tubing, easily 
 bent in the manner shown in the figure, by heating 
 
242 SCHOOL DEVICES. 
 
 them in the flame of an alcohol lamp. To the piece of 
 tubing reaching nearly to the bottom of the bottle is 
 attached a piece of quarter-inch rubber tubing, which 
 can be had at any drug-store. On blowing into the 
 short tube the ink will be forced out through the rub- 
 ber tube, and by pinching the rubber tubing near the 
 end the flow of ink can be stopped at will. If one is 
 careful in pinching the end, not a particle of ink need 
 be dropped, and on this account the filler does its work 
 in a cleanly way. It is only necessary to blow into the 
 short tube but once to start the flow, as the long tube 
 acts as a siphon. To stop the flow of ink, lift the 
 rubber tubing up so that the ink in it will flow back 
 into the bottle. 
 
 A Wash-bottle for Slates. A wash-bottle may 
 be made by inserting a piece of sponge into the neck 
 of a small bottle as a stopper, leaving part of the 
 sponge without the bottle, which has previously been 
 filled with water. 
 
 A Substitute for Compasses. Take a piece of 
 pasteboard or thick paper and make a hole in one end, 
 and in the other end a number of holes at varying dis- 
 tances. A pin at one end and the point of a lead-pen- 
 cil inserted in one of the holes at the other end com- 
 pletes the substitute. 
 
 Selecting a Thermometer. A thermometer 
 should be in every schoolroom, and the temperature 
 kept as near 68 as possible. On windy days, when the 
 cold is searching, the temperature should be 70. 
 
 In selecting a thermometer, pick out a half-dozen 
 
PENMANSHIP AND APPARATUS. 243 
 
 which vary but little from one another. Find the 
 average temperature of the six, and purchase the one 
 differing the least from this average. You will then 
 be likely to secure an instrument that will indicate ap- 
 proximately correct temperature. It is nearly impos- 
 sible to get a perfectly accurate instrument at a low 
 price. 
 
 A Cabinet of Productions. For use in geogra- 
 phy classes collect and arrange in a case, vegetable and 
 mineral products, as cotton, flax, vegetable ivory, dif- 
 ferent woods, coffee berries, indigo, rice in the hull, 
 mace, cochineal, vanilla, cinchona-bark, saltpetre, 
 caoutchouc, gypsum, hemp, iron ore, copper ore, lead 
 ore, graphite, etc. When studying a locality noted 
 for any of these productions, have them before the 
 class. 
 
 Tracing-stencil. A stencil that will furnish a 
 large number of copies of objects, words, etc., in out- 
 line dots, for pupils to draw, can be made by tracing 
 the pattern on paper, then with an unthreaded sewing- 
 machine follow the lines. Place this upon the draw- 
 ing-paper and rub powdered crayon over the holes 
 thus formed ; an outline copy in dotted lines will be 
 found underneath, which the pupil can trace with 
 pencil. This same plan can be used in numberless 
 ways that will readily occur to the teacher. 
 
 Slating. Take fine rotten-stone, lamp-black, alco- 
 hol, and shellac. If this is not practicable, take a 
 pound of glue and dissolve it in five quarts of water, 
 add enough lamp-black to make a good body, together 
 with a small quantity of alcohol. 
 
244 SCHOOL DEVICES. 
 
 The Hectograph. Few teachers recognize the 
 service which a hectograph may be to them in their 
 work. Examination questions, test problems, etc., 
 suggest the frequent need of such a help. 
 
 Any one, with but little trouble, can make one for 
 himself, which will last for a long time, and prove a 
 great saving of time and labor. The usual manner of 
 making is to take two parts of glue and one of glycer- 
 ine. The glue should be dissolved in water. While the 
 glue is still hot add the glycerine, and boil until it is of 
 the proper consistency. 
 
 Another plan is to take of glue four parts, glycerine 
 two parts, barium sulphate, finely powdered, one part 
 (one part of kaoline may be used instead), water fif- 
 teen parts. A rectangular tin pan, half an inch deep, 
 will hold the mixture. Aniline ink should be used. 
 
 Colored Crayons. These can be made from the 
 white school crayon by boiling in any of the aniline 
 dyes, dissolved in hot water. The crayons should be 
 kept from the sunlight, as they fade in it. 
 
BIBLE READINGS. 245 
 
 CHAPTER XIV. 
 
 BIBLE READINGS. 
 
 September July. 
 
 Bible Readings. It comes very near the truth to 
 say that the great body of teachers who are called 
 upon to read some selection of Scripture to their 
 schools each morning have no collection of passages 
 marked out, but pick up their readings from morning 
 to morning in a hurried and desultory way. Observa- 
 tion testifies that in hundreds of cases blunders are 
 made and chapters unsuitable for school use are read. 
 
 The reading of a chapter in this haphazard way of 
 selecting can be nothing other than indifferent. And 
 herein is an opportunity lost ; for there is great influ- 
 ence and majesty in the Scriptures when read well 
 and impressively. 
 
 The passages here arranged for each day and week 
 of the school-year have been carefully selected. Ex- 
 cept in a few instances, where the thought of a chap- 
 ter would be mutilated by giving a part only, the 
 readings are short, as readings from the Bible should 
 be in the schoolroom. The words difficult of pro- 
 nunciation have been noted, and are correctly marked 
 under the selection in which they occur. 
 
246 SCHOOL DEVICES. 
 
 SEPTEMBER. 
 
 FIEST 'WEEK. 
 
 MONDAY. 
 
 The Gospel of St. John, Oh. 1. 1st to 19th verse. 
 The Divinity of Christ. 
 
 TUESDAY. 
 
 St. John, Ch. I. 19th to 35th verse. 
 John's Testimony of Christ. 
 
 Bethabara = Beth'ab'a-ra, 
 
 WEDNESDAY. 
 
 St. John, Ch. I. 35th verse to end. 
 Andrew and Peter called. 
 
 Bethsaida = Beth'sa'i-da. 
 
 THURSDAY. 
 
 St. John, Ch. II. 1st to 18th verse. 
 The Marriage in Cana. 
 
 FRIDAY. 
 
 St. John, Ch. II. 18th verse to end, and Ch. III. 25th 
 verse to end. 
 
 John testifieth of Christ. 
 
 SECOND WEEK. 
 
 MONDAY. 
 
 St. John, Ch. IV. 1st to 27th verse. 
 
 The Samaritan Woman at the Well. 
 
BIBLE READINGS. 247 
 
 TUESDAY. 
 
 St. John, Ch. IV. 27th to 43d verse. 
 Christ's Zeal for God's Glory. 
 
 WEDNESDAY. 
 
 St. John, Ch. IV. 43d verse to end, and to 10th verse 
 of Ch. 5. 
 
 Christ's Healing. 
 
 THURSDAY. 
 St. John, Ch. V. 10th to 39th verse. 
 
 Christ declares Himself to the Jews. 
 
 FRIDAY. 
 
 St. John, Ch. V. 39th verse to end, and to 16th verse 
 of Ch. VI. 
 
 Five Thousand fed with Five Loaves and Two 
 Fishes. 
 
 THIRD WEEK. 
 
 MONDAY. 
 St. John, Ch. VI. 16th to 41st verse. 
 
 Christ reproves His Carnal Followers. 
 
 TUESDAY. 
 
 St. John, Ch. VI. 41st to 66th verse. 
 The Bread of Life. 
 
 WEDNESDAY. 
 
 St. John, Ch. VII. 1st to 19th verse. 
 Christ teaches in the Temple, 
 
248 SCHOOL DEVICES. 
 
 THURSDAY. 
 
 St. John, Ch. VIII. 12th to 31st verse. 
 Christ the Light of the World. 
 
 FRIDAY. 
 
 St. John, Ch. VIII. 42d verse to end. 
 Keproving the Unbelieving Jews. 
 
 FOURTH WEEK. 
 
 MONDAY. 
 
 St. John, Ch. IX. 1st to 26th verse. 
 A Blind Man's Sight restored. 
 
 TUESDAY. 
 
 St. John, Ch. X. 1st to 19th verse. 
 The Good Shepherd. 
 
 WEDNESDAY. 
 
 St. John, Ch. X. 19th verse to end. 
 Christ's Unity with the Father 
 
 THURSDAY. 
 
 St. John, Ch. XEI. 1st to 9th verse, and 23d to 37th verse. 
 Anointing Jesus' Feet, and the Father testifieth 
 of Christ. 
 
 Spikenard = Spik'nard. 
 
 FRIDAY. 
 
 St. John, Ch. XH. 37th verse to end. 
 Unbelief of the Jews. 
 
 Esaias = E-za'yas. 
 
BIBLE BEADINGS. 249 
 
 OCTOBER. 
 
 FIRST WEEK. 
 
 MONDAY. 
 
 St. John, Ch. XIII. 1st to 18th verse. 
 Christ teaches Humility. 
 
 TUESDAY. 
 
 St. John, Ch. XIII. 18th to 36th versa 
 Christ foretells His Betrayal. 
 
 WEDNESDAY. 
 
 St. John, Ch. XIV. 1st to 15th verse. 
 Promise of the Comforter. 
 
 THURSDAY. 
 
 St. John, Ch. XV. 1st to 18th verse. 
 Promise of the Comforter. 
 
 FRIDAY. 
 
 St. John, Ch. XV. 18th verse to the 8th verse of 
 Ch. XVI. 
 
 Persecution of Disciples foretold. 
 
 SECOND WEEK. 
 MONDAY. 
 
 St. John, Ch. XVII. entire. 
 
 Christ prays for His Disciples. 
 
250 SCHOOL DEVICES. 
 
 TUESDAY. 
 
 St. John, Ch. XVIII. 1st to 25th verse. 
 Judas Betrays Christ. 
 
 Malchus = Mal'kus. 
 Caiphas = Ca'ya-fas. 
 
 WEDNESDAY. 
 
 St. John, Ch. XVIII. 28th verse to end. 
 Jesus accused before Pilate. 
 
 THURSDAY. 
 
 St. John, Ch. XIX. 1st to 25th verse. 
 Crucifixion of Christ. 
 
 Gabbatha = Gab'ba-tha. 
 Golgotha = Gdl'go-tha. 
 
 FRIDAY. 
 
 St. John, Ch. XIX. 25th verse to end. 
 Burial of Christ. 
 
 Cleophas = Cle'o-phas. 
 Magdelene = Mag'da-le'ne. 
 Aramathea = Ar-a-ma-the'a. 
 
 THIRD WEEK. 
 
 MONDAY. 
 St. John, Ch. XX. 1st to 19th verse. 
 
 Mary Magdalene comes to the Sepulchre. 
 
 TUESDAY. 
 
 St. John, Ch. XX. 19th verse to end. 
 Christ appears to His Disciples. 
 
BIBLE READINGS. 251 
 
 WEDNESDAY. 
 
 St. John, Ch. XXI. 1st to 15th verse. 
 Miraculous Draught of Fishes. 
 
 THURSDAY. 
 
 St. John, Ch. XXI. 15th verse to end, 
 Christ's Charge to Peter. 
 
 FRIDAY. 
 
 Acts, Ch. IX. 1st to 10th verse. 
 Saul's Conversion. 
 
 FOURTH "WEEK. 
 MONDAY. 
 
 Acts, Ch. IX. 10th to 23d verse. 
 Paul preaches at Damascus. 
 
 TUESDAY. 
 
 Acts, Ch. IX. 23d to 32d verse. 
 
 The Jews lie in Wait for PauL 
 
 WEDNESDAY. 
 
 Acts, Ch. XII. 1st to 20th verse. 
 An Angel liberates Peter. 
 
 THURSDAY. 
 
 Acts, Ch. XIII. 42d verse to end. 
 
 Paul and Barnabas persecuted. 
 
252 SCHOOL DEVICES. 
 
 FRIDAY. 
 Acts, Oh. XVI. 9th to 25th verse. 
 
 Paul converteth Lydia. Paul and Silas im- 
 prisoned. 
 
 NOVEMBER. 
 
 FIRST w y.TnK"- 
 
 MONDAY. 
 Acts, Ch. XVI. 25th verse to end. 
 
 Paul and Silas released from Prison. 
 
 TUESDAY. 
 Acts, Ch. XVII. 1st to 16th verse. 
 
 Paul preached at Thessalonica and Berea. 
 
 WEDNESDAY. 
 
 Acts, Ch. XVII. 16th to 34th verse. 
 Paul's Discourse on Mars Hill. 
 
 THURSDAY. 
 
 Acts, Ch. XIX. 21st verse to end. 
 The Uproar at Ephesus. 
 
 FRIDAY. 
 Acts, Ch. XX. 16th verse to end. 
 
 Paul's Charge to the Elders of Ephesus. 
 
 SECOND. WEEK. 
 
 MONDAY. 
 Acts, Ch. XXI. 2d to 20th verse. 
 
 Paul's Apprehension in the Temple. 
 
BIBLE READINGS. 253 
 
 TUESDAY. 
 
 Acts, Oh. XXI. 37th to 22d in XXII. 
 Paul's Address to the Jews. 
 
 WEDNESDAY. 
 
 Acts, Oh. XXII. 22d to 12th in XXIII. 
 Paul pleads his Cause. 
 
 THURSDAY. 
 
 Acts, Ch. XXIII. 12th verse to end. 
 Paul sent to Felix. 
 
 Lysias = Lish'i-as. 
 Antipatris = An-tip'a-tris. 
 Cilicia = Si-lish'i-a. 
 
 FRIDAY. 
 
 Acts, Ch. XXIV. entire. 
 
 Paul's Defence before Felix. 
 
 Porcius = Por'shi-us. 
 
 THIRD "WEEK. 
 
 MONDAY. 
 
 Acts, Ch. XXV. 1st to 13th verse, 
 Paul appeals unto Caesar. 
 
 TUESDAY. 
 
 Acts, Ch. XXV. 13th verse to end. 
 Festus declares Paul Innocent. 
 Bernice = Ber-m'ce. 
 
254 SCHOOL DEVICES. 
 
 WEDNESDAY. 
 Acts, Ch. XXVI. entire. 
 Paul before Agrippa. 
 
 THURSDAY. 
 
 Acts, Ch. XXVII. 1st to 27th verse. 
 Paul's Voyage. 
 
 Aristarchus = Ar'is-tarlnis. 
 Thessalonica = Thes'sa-lo-m'ca. 
 Pamphylia = Pani phyl'i a. 
 Lycia = Lish'i-a. 
 
 Cnidus = Nfdus. 
 
 Lasea = La-se'a. 
 
 FRIDAY. 
 
 Acts, Ch. XXVII. 27th verse to end. 
 Paul's Shipwreck. 
 
 FOUBTH "WEEK. 
 
 MONDAY. 
 
 Acts, Ch. XXVIII. 1st to 17th verse. 
 Paul arrives at Eome. 
 
 Melita = Mel'i-ta. 
 Rhegium = Rhe'gi-um (re 7 -). 
 Puteoli = Pu-te'o-li. 
 Appii = Ap'pi-i. 
 
 TUESDAY. 
 Acts, Ch. XXVIII. 17th verse to end. 
 
 Paul commends his Calling to the Romans, 
 Esaias = E-za/yas. 
 
BIBLE READINGS. 255 
 
 WEDNESDAY. 
 1 Corinthians, Ch. II. entire. 
 
 Christ the only Foundation. 
 
 THURSDAY. 
 
 1 Corinthians, Ch. XIII. entire. 
 Excellence of Charity. 
 
 FRIDAY. 
 
 1 Corinthians, Ch. XV. 1st to 24th verse. 
 Of Christ's Eesurrection. 
 
 FIFTH 'WEEK. 
 
 MONDAY. 
 
 Ephesians, Ch. VI. 1st to 19th verse. 
 Christ's Armor. 
 
 TUESDAY. 
 Revelation, Ch. IV. entire. 
 
 The Throne seen by John. 
 
 WEDNESDAY. 
 
 Revelation, Ch. V. entire. 
 The Sealed Book. 
 
 THURSDAY. 
 Revelation, Ch. VI. entire. 
 
 The Opening of the Seals. 
 
 FRIDAY. 
 
 Revelation, Ch. VII. 1st to 4th verse, and 9th to end. 
 Number of the Sealed. 
 
256 SCHOOL DEVICES. 
 
 DECEMBER. 
 
 FIRST "WEEK. 
 
 MONDAY. 
 
 Revelation, Ch. VIII. entire. 
 Seventh Seal opened. 
 
 TUESDAY. 
 
 Revelation, Ch. XX. entire. 
 The Last Judgment. 
 
 WEDNESDAY. 
 
 Revelation, Ch. XXII. 1st to 15th verse,, 
 The State of the Redeemed. 
 
 THURSDAY. 
 
 Psalms, LXXII. 1st to 20th verse. 
 The Kingdom of Messiah. 
 
 FRIDAY. 
 Psalms, XV. and XVI. 
 
 Resurrection of the Messiah. 
 
 SECOND WEEK. 
 
 MONDAY. 
 
 Isaiah, Ch. XXV. 1st to 10th verse. 
 Blessings of the Gospel. 
 
 TUESDAY. 
 
 Isaiah, Ch. XL. 1st to the llth verse. 
 Glad Tidings proclaimed. 
 
BIBLE READINGS. 257 
 
 WEDNESDAY. 
 
 St. Mark, Ch. X. 13th to 32d verse. 
 Christ blesses Children. 
 
 THURSDAY. 
 
 St. Mark, Ch. XI. 1st to 20th verse. 
 Christ's Entry into Jerusalem. 
 
 FRIDAY. 
 
 St. Mark, Ch. XI. 20th verse to end. 
 The Fig-tree cursed. 
 
 THIRD WEEK. 
 
 MONDAY. 
 
 St. Mark, Chap. XII. 1st to 18th verse. 
 Parable of the Vineyard. 
 
 TUESDAY. 
 
 St. Mark, Ch. XII. 28th verse to end. 
 The Great Commandment. 
 
 WEDNESDAY. 
 
 Isaiah, Ch. LIY. llth verse to end. 
 
 Gracious Promise to the Church. 
 
 THURSDAY. 
 
 Isaiah, Ch. LIV. entire. 
 
 Exhortation to Faith and Repentance, 
 
258 SCHOOL DEVICES. 
 
 FRIDAY. 
 
 Isaiah, Ch. LXI. entire. 
 Office of Christ. 
 
 FOUBTH WEEK. 
 
 MONDAY. 
 
 Isaiah, Ch. LXIII. 1st to 15th verse and 17th verse 
 to end. 
 
 Christ shows His Power to save. 
 
 TUESDAY. 
 
 St. Luke, Ch. III. 1st to 19th verse. 
 John's Testimony of Christ. 
 
 Pontius = Pon'shi-us. 
 Iturea = It'u-re'a. 
 
 Trachonitis = Trak'o-nftis. 
 Lysanias = Ly-sa/nias. 
 Abilene = AM-le'ne. 
 Caiaphas = Ca'ya-fas. 
 
 WEDNESDAY. 
 St. Luke, Ch. II. 8th to 21st verse. 
 
 Good Tidings brought to the Shepherds. 
 
 THURSDAY. 
 St. Matthew, Ch. II. entire. 
 
 The Wise Men worship Christ. 
 
 FRIDAY. 
 St. Matthew, Ch. III. entire. 
 
 Preaching of John the Baptist. 
 
BIBLE HEADINGS. 259 
 
 JANUARY. 
 
 FIRST WEEK. 
 
 MONDAY. 
 
 St. Matthew, Ch. IV. 1st to 18th verse. 
 Christ is tempted. 
 
 TUESDAY. 
 
 St. Matthew, Ch. IV. 18th verse to 13th of Ch. V. 
 Christ begins His Ministry. 
 
 WEDNESDAY. 
 
 St. Matthew, Ch. V. 13th to 27th verse. 
 Part of Sermon on the Mount. 
 
 THURSDAY. 
 
 St. Matthew, Ch. V. 33d verse to end. 
 Charity enjoined. 
 
 FRIDAY. 
 
 St. Matthew, Ch. VI. 1st to 19th verse. 
 Hypocrisy denounced. 
 
 SECOND 'WEEK. 
 
 MONDAY. 
 
 St. Matthew, Ch. VI. 19th verse to end. 
 Contentment enjoined. 
 
 TUESDAY. 
 St. Matthew, Ch. VII. 1st to 15th verse. 
 
 Faithful Prayer enjoined. 
 
260 SCHOOL DEVICES. 
 
 WEDNESDAY. 
 
 St. Matthew, Ch. VII. 15th verse to end. 
 Caution against False Teachers. 
 
 THURSDAY. 
 
 St. Matthew, Ch. VIII. 1st to 18th verse. 
 Christ heals many that are Sick. 
 
 FRIDAY. 
 
 St. Matthew, Ch. VEIL 18th verse to end. 
 Christ stills a Tempest. 
 
 Gergesenes = Grer'ge-senes. 
 
 THIRD "WEEK. 
 
 MONDAY. 
 
 St. Matthew, Ch. IX. 1st to 18th verse. 
 Christ cures the Palsy. 
 
 TUESDAY. 
 
 St. Matthew, Ch. IX. 18th verse to end. 
 The Ruler's Daughter raised. 
 
 WEDNESDAY. 
 
 St. Matthew, Ch. X. 1st to 16th verse. 
 The Apostles sent forth. 
 
 THURSDAY. 
 
 St. Matthew, Ch. X. 16th verse to end. 
 Christ instructs His Apostles. 
 
BIBLE READINGS. 261 
 
 FRIDAY. 
 
 St. Matthew, Ch. XI. 1st to 16th verse. 
 John's Message to Christ. 
 
 FOTTKTH WEEK. 
 
 MONDAY. 
 
 St. Matthew, Ch. XI. 16th verse to end. 
 Chorazin and Bethsaida denounced. 
 Chorazin = Ko-ra'zin. 
 Bethsaida = Beth'sa'i-da. 
 
 TUESDAY. 
 
 St. Matthew, Ch. XII. 1st to 14th verse. 
 Christ Lord of the Sabbath. 
 
 WEDNESDAY. 
 
 St. Matthew, Ch. XII. 14th to 38th verse. 
 Christ vindicates His Ministry. 
 
 Beelzebub = Be-el'ze-bub. 
 
 THURSDAY. 
 
 St. Matthew, Ch. XII. 46th verse to 10th verse ol Ch. 
 XIII. 
 
 Parable of the Sower. 
 
 FRIDAY. 
 
 St. Matthew, Ch. XIII. 10th to 24th verse. 
 Explanation of the Parable. 
 
262 SGHOOL DEVICES. 
 
 FEBRUARY. 
 
 FIRST "WEEK. 
 
 MONDAY 
 
 St. Matthew, Ch. XIII. 24th to 36th verse. 
 
 Parables representing the Kingdom of Heaven. 
 
 TUESDAY. 
 
 St. Matthew, Ch. XIII. 36th to 47th verse. 
 
 Parables representing the Kingdom of Heaven. 
 
 WEDNESDAY. 
 
 St. Matthew, Ch. XIII. 47th verse to end. 
 The Galileans despise Christ. 
 
 THURSDAY. 
 
 St. Matthew, Ch. XIV. 1st to 22d verse. 
 John the Baptist beheaded. 
 
 FRIDAY. 
 
 St. Matthew, Ch. XIV. 22d verse to end. 
 Christ walks upon the Sea. 
 
 SECOND WEEK. 
 
 MONDAY. 
 
 St. Matthew, Ch. XV. 21st verse to end. 
 Christ heals Great Multitudes. 
 
BIBLE HEADINGS. 263 
 
 TUESDAY. 
 
 St. Matthew, Ch. XVI. 1st to 13th verse. 
 The Pharisees require a Sign. 
 
 WEDNESDAY. 
 
 St. Matthew, Ch. XVI. 13th verse to end. 
 Christ foretells His Death. 
 
 THURSDAY. 
 
 St. Matthew, Ch. XVII. 1st to 14th verse. 
 The Transfiguration of Christ. 
 
 FRIDAY. 
 
 St. Matthew, Ch. XVII. 14th verse to end. 
 The Tribute Money. 
 
 THIBD "WEEK. 
 
 MONDAY. 
 
 St. Matthew, Ch, XVIII. 1st to 21st versa 
 Humility taught. 
 
 TUESDAY. 
 
 St. Matthew, Ch. XVIII. 21st verse to end, 
 The Unforgiving Servant. 
 
 WEDNESDAY. 
 
 St. Matthew, Ch. XIX. 13th verse to end. 
 How to obtain Everlasting Life. 
 
264 SCHOOL DEVICES. 
 
 THURSDAY. 
 
 St. Matthew, Ch. XX. 1st to 17th verse. 
 Laborers in the Vineyard. 
 
 FRIDAY. 
 
 St. Matthew, Ch. XX. 17th verse to end. 
 The Disciples taught to be Lowly. 
 
 POFKTH "WEEK. 
 
 MONDAY. 
 
 St. Matthew, Ch. XXT 12th to 28th verse. 
 
 Buyers and Sellers driven out of the Temple. 
 
 TUESDAY. 
 
 St. Matthew, Ch. XXI. 33d verse to end. 
 The Wicked Husbandmen. 
 
 WEDNESDAY. 
 
 St. Matthew, Ch. XXII. 1st to 23d verse. 
 Parable of the Marriage Feast. 
 
 THURSDAY. 
 
 St. Matthew, Ch. XXII. 34th verse to 13th verse of 
 Ch. XXIII. 
 
 Hypocrisy denounced. 
 
 FRIDAY. 
 
 St. Matthew, Ch. XXIII. 13th to 27th verse. 
 The Pharisees denounced. 
 
BIBLE HEADINGS. 265 
 
 MARCH. 
 
 FIRST "WEEK. 
 
 MONDAY. 
 
 St. Matthew, Ch. XXIII. 27th verse to end. 
 Pharisees denounced. 
 
 Barachias = Bar'a-chi'as. 
 
 TUESDAY. 
 
 St. Matthew, Ch. XXIV. 1st to 15th verse, and 23d to 
 32d. 
 
 Destruction of the Temple foretold. 
 
 WEDNESDAY. 
 
 St. Matthew, Ch. XXIV. 32d verse to end. 
 The Sign of Christ's Coming. 
 
 THURSDAY. 
 
 St. Matthew, Ch. XXV. 1st to 14th verse. 
 Parable of the Ten Virgins. 
 
 FRIDAY. 
 
 St. Matthew, Ch. XXV. 14th to 31st verse. 
 Parable of the Talents. 
 
 SECOND "WEEK. 
 
 MONDAY. 
 
 St. Matthew, Ch. XXV. 31st verse to end. 
 Of the Last Judgment. 
 
266 SCHOOL DEVICES. 
 
 TUESDAY. 
 
 St. Matthew, Ch. XXVI. 1st to 20tn verse. 
 The Rulers conspire against Christ. 
 
 WEDNESDAY. 
 
 St. Matthew, Ch. XXVI. 20th to 36th verse. 
 The Passover. 
 
 THURSDAY. 
 
 St. Matthew, Ch. XXVI. 36th to 57th verse. 
 Judas betrays Christ. 
 
 FRIDAY. 
 
 St. Matthew, Ch. XXVI. 57th verse to end. 
 Christ accused before Caiaphas. 
 Caiaphas = Ca/ya-fas. 
 
 THIBD "WEEK. 
 
 MONDAY. 
 
 St. Matthew, Ch. XXVII. 1st to 27th versa 
 Christ delivered bound to Pilate. 
 Pontius = Pon'shi-us. 
 
 TUESDAY. 
 
 St. Matthew, Ch. XXVII. 27th to 45th verse. 
 Christ crucified. 
 
 Cyrene = Cy-re'ne. 
 Golgotha = Gol'go-tha. 
 
BIBLE READINGS. 267 
 
 WEDNESDAY. 
 
 St. Matthew, Ch. XXVII. 45th verse to end. 
 The Burial of Christ. 
 
 Sabachthani = Sa'bak-tha/m. 
 Magdalene = Mag'da-le'ne. 
 
 THURSDAY. 
 
 St. Matthew, Ch. XXVIII. entire. 
 The Resurrection. 
 
 FRIDAY. 
 
 Jeremiah, Ch. XVII. 9th verse to end. 
 The Sabbath to be hallowed. 
 
 FOUKTH WEEK. 
 
 MONDAY. 
 
 Genesis, Ch. I. 1st to 20th verse. 
 The Creation. 
 
 TUESDAY. 
 
 Genesis, Ch. I. 20th verse to end. 
 The Creation continued. 
 
 WEDNESDAY. 
 Genesis, Ch. II. 1st to 18th verse. 
 
 The First Sabbath and the Garden of Eden. 
 Pison = Pi'son. 
 Havilah = Hav'i-lah. 
 Bdellium = Del'yum. 
 Onyx = O'nyx. 
 Hiddekel - Hid'de-kel. 
 
208 SCHOOL DEVIGES. 
 
 THURSDAY. 
 
 Genesis, Ch. VI. 5th verse to end. 
 The Cause of the Flood. 
 
 FRIDAY. 
 
 Genesis, Ch. VII. llth verse to end. 
 The Flood. 
 
 FIFTH 'WEEK. 
 
 MONDAY. 
 
 Genesis, Ch. VIII. 1st to 15th verse. 
 The Waters assuage. 
 
 TUESDAY. 
 
 Genesis, Ch. XXXVII. 5th to 23d verse. 
 Joseph's Two Dreams. 
 
 WEDNESDAY. 
 
 Genesis, Ch. XXXVII. 23d verse to end. 
 Joseph sold as a Slave. 
 
 THURSDAY. 
 
 Deuteronomy, Ch. XXXIV. entire. 
 
 Moses views the Promised Land. 
 
 FRIDAY. 
 
 Joshua, Ch. I. 1st to 12th verse. 
 Joshua succeeds Moses. 
 
BIBLE READINGS. 269 
 
 APRIL. 
 
 FIRST "WEEK. 
 
 MONDAY. 
 Psalms I. and II. 
 
 Happiness of the Godly. The Kingdom of Christ. 
 
 TUESDAY. 
 Psalm V. 
 
 David's Prayer for Guidance. 
 
 WEDNESDAY. 
 Psalm VIII. 
 
 God's Love to Man. 
 
 THURSDAY. 
 Psalm XVIII. 1st to 22d verse. 
 
 Thanksgiving for Blessings. 
 
 FRIDAY. 
 Psalm XIX. 
 
 Excellency of God's Laws. 
 
 SECOND "WEEK. 
 
 MONDAY. 
 
 Psalms XXIII. and XXIV. 
 
 The Sovereignty of God. 
 
 TUESDAY. 
 Psalm XXV. 
 
 Prayer for Help in Affliction. 
 
270 SCHOOL DEVICES. 
 
 WEDNESDAY. 
 Psalin XXVII. 
 
 David's Faith in God's Protection. 
 
 THURSDAY. 
 Psalm XXXIII. 
 
 God's Goodness. 
 
 FRIDAY. 
 Psalm XXXIV. 
 
 They are Blessed who trust in God. 
 
 THIKD "WEEK. 
 
 MONDAY. 
 Job, Ch. XXVIII. entire. 
 
 The Excellency of Wisdom. 
 
 TUESDAY. 
 Job, Ch. XXXVII. 1st to 24th verse. 
 
 God to be feared for His Great Works. 
 
 WEDNESDAY. 
 
 Job, Ch. XXXVIII. 1st to 19th, omitting 8th verse. 
 God convinceth Job of Ignorance. 
 
 THURSDAY. 
 
 1 Samuel, Ch. XVII. 1st to 12th verse. 
 Goliath defies Israel. 
 
 Shochoh = ShoTioh. 
 
 Ephes-dammim = E'phes-dam'mim. 
 Philistines = Phi-Hs'tmes. 
 
BIBLE HEADINGS.' 271 
 
 FRIDAY. 
 
 I Samuel, Ch. XVII. 12th to 32d verse. 
 David comes to Camp. 
 
 Ephrathite = Eph'rath-ite. 
 Abinadab = A-bin'a-dab. 
 
 FOURTH "WEEK. 
 
 MONDAY. 
 
 1 Samuel, Ch. XVII. 32d to 55th, omitting 52d and 53d. 
 David kills Goliath. 
 
 TUESDAY. 
 
 1 Samuel, Ch. XVII. 55th to 17th verse of Ch. XVIII. 
 Jonathan loves David. 
 
 WEDNESDAY. 
 
 1 Samuel, Ch. XIX. 1st to 13th verse. 
 David escapes from Saul. 
 
 THURSDAY. 
 
 1 Samuel, Ch. XX. 1st to 24th verse. 
 
 Jonathan's Covenant with David. 
 Naioth = Na/yoth. 
 
 FRIDAY. 
 
 1 Samuel, Ch. XX. 24th verse to end, omitting last 
 clause of 30th verse. % 
 
 Saul seeks to kill Jonathan. 
 
272 SCHOOL DEVICES. 
 
 MAY. 
 
 FUEST "WEEK. 
 
 MONDAY. 
 
 2 Samuel, Ch. I. 1st to 13th verse. 
 Tidings of Saul's Death. 
 
 Amalekites = Am'a-lek-ites. 
 
 TUESDAY. 
 
 2 Samuel, Ch. I. 13th verse to end. 
 
 David's Lamentation for Saul and Jonathan. 
 Askelon = AsTse-lon. 
 
 WEDNESDAY. 
 
 2 Samuel, Ch. XXII. 1st to 23d verse. 
 
 David's Thanksgiving for Deliverance. 
 
 THURSDAY. 
 
 1 Chronicles, Ch. XXII. 1st to llth verse. 
 
 David's Charge to Solomon, 
 
 FRIDAY. 
 
 2 Chronicles, Ch. n. entire. 
 
 The Building of the Temple. 
 
 SECOND "WEEK. 
 
 MONDAY. 
 
 2 Chronicles, Ch. VI. 12th to 28th and 36th to end. 
 Solomon's Prayer at the Dedication. 
 
BIBLE READINGS. 273 
 
 TUESDAY. 
 
 1 Kings, Oh. X. 1st to 24th verse. 
 The Queen of Sheba's Visit. 
 
 WEDNESDAY. 
 
 w 
 
 1 Kings, Oh. XVII. entire. 
 Elijah fed hy Eavens. 
 
 Tishbite = Tishlrite. 
 Cherith = Ke'rith. 
 Zarephath = Zar'e-phath. 
 
 THURSDAY. 
 Proverbs, Oh. II. entire. 
 
 Of the Excellency of Wisdom. 
 
 FRIDAY. 
 
 Proverbs, Oh. III. 13th verse to end. 
 Benefits of Wisdom. 
 
 THIBD WEEK. 
 
 MONDAY. 
 
 Proverbs, Oh. IV. 1st to 19th verse. 
 Obedience exhorted. 
 
 TUESDAY. 
 
 Proverbs, Oh. VI. 1st to 23d verse. 
 Things Hateful to God. 
 
 WEDNESDAY. 
 
 Proverbs, Ob. VIII. 1st to 21st and 32d to end. 
 The Invitation of Wisdom. 
 
274 SCHOOL DEVICES. 
 
 THURSDAY. 
 
 Ecclesiastes, Ch. I. entire. 
 
 All Things below are Vain. 
 
 FRIDAY. 
 
 Ecclesiastes, Ch. II. 1st to 18th verse. 
 Vanity of Human Courses. 
 
 FOURTH "WEEK. 
 
 MONDAY. 
 
 Ecclesiastes, Ch. m entire. 
 Changes in Man's Life. 
 
 TUESDAY. 
 
 Ecclesiastes, Ch. IX. 1st to 7th and llth to end. 
 Like Things happen to Good and Bad. 
 
 WEDNESDAY. 
 
 Ecclesiastes, Ch. XI. omitting 5th verse. 
 Death to be remembered in Life. 
 
 THURSDAY. 
 
 Ecclesiastes, Ch. XII. entire. 
 
 The Creator to be remembered in Youth. 
 
 FRIDAY. 
 Psalm XXXVII. 1st to 23d verse. 
 
 The Happy State of the Godly. 
 
BIBLE READINGS. 275 
 
 FIFTH "WEEK. 
 
 MONDAY. 
 
 Psalm XXXVII. 23d verse to end. 
 The Happy State of the Godly. 
 
 TUESDAY. 
 Psalm XL. entire. 
 
 Benefit of Trusting in God. 
 
 WEDNESDAY. 
 Psalm XLVI. entire. 
 
 Confidence of the Church in God. 
 
 THURSDAY. 
 Psalm LI. entire. 
 
 David's Prayer for Forgiveness. 
 
 FRIDAY. 
 Psalm LXV. entire. 
 
 Infinite Power and Goodness of God 
 
 JUNE. 
 
 FIKST WEEK. 
 
 MONDAY. 
 
 Psalm XC. 
 
 A Prayer of Moses. 
 
 TUESDAY. 
 Psalm CHI. entire. 
 
 Exhortation to Bless God. 
 
276 SCHOOL DEVICES. 
 
 WEDNESDAY. 
 Daniel, Ch. III. 1st to 19th verse. 
 
 Nebuchadnezzar sets up an Image. 
 Shadraeh = Sha'drach. 
 Meshach = Me'shak. 
 Abed-nego = A-bed'ne-go. 
 
 THURSDAY. 
 
 Daniel, Ch. HI. 19th verse to end. 
 Cast into the Fiery Furnace. 
 
 FRIDAY. 
 
 Daniel, Ch. IV. 1st to 19th verse. 
 Nebuchadnezzar's Dream. 
 
 Belshazzar = Bel-shaz'zar. 
 
 SECOND "WEEK. 
 
 MONDAY. 
 
 Daniel, Ch. IV. 19th verse to end. 
 Daniel interprets the Dream. 
 
 TUESDAY. 
 
 Daniel, Ch. Y. 1st to 17th verse. 
 Belshazzar's Impious Feast. 
 
 WEDNESDAY. 
 Daniel, Ch. V. 17th verse to end. 
 
 The Handwriting on the Wall. 
 
 THURSDAY. 
 Daniel, Ch. VI. 1st to 18th verse. 
 
 Daniel cast into a Den of Lions. 
 Darius = Da-rfus. 
 
BIBLE HEADINGS. 277 
 
 FRIDAY. 
 
 Daniel, Ch. VI. 18th verse to end. 
 Daniel rescued. 
 
 THIRD "WEEK. 
 
 MONDAY. 
 
 St. Mark, Ch. XIII. 1st to 14th verse. 
 Destruction of Temple foretold. 
 
 TUESDAY. 
 
 St. Mark, Ch. XIII. 24th verse to end. 
 Signs of Christ's coming. 
 
 WEDNESDAY, 
 
 St. Mark, Ch. XIV. 1st to 17th verse. 
 A Conspiracy against Christ. 
 
 THURSDAY. 
 
 Psalms, CXXIL, CXXIIL, and CXXV. 
 Trust in God. 
 
 FRIDAY. 
 
 Proverbs, Ch. XXII., 17th verse to end. 
 Moral Excellencies. 
 
 FOURTH WEEK. 
 
 MONDAY. 
 
 Daniel, Oh. XII., 17th verse to end. 
 Final Deliverance. 
 
 - t--\r \ 
 
278 SCHOOL DEVICES. 
 
 TUESDAY. 
 Psalm CXVI. entire. 
 
 The Psalmist praises God. 
 
 WEDNESDAY. 
 Psalm CXVIII. entire. 
 
 Exhortation to praise God for His Mercies. 
 
 THURSDAY. 
 
 Psalms CXX. and CXXI. 
 Trust in God. 
 
 FRIDAY. 
 Psalms CXXXVII. and CXXXVIII. 
 
 Of the Captivity, and Truth of God's Word. 
 
 JULY. 
 
 FIBST "WEEK. 
 
 MONDAY. 
 Proverbs, Ch. XX. 1st to 23d verse. 
 
 Moral Excellencies and their Opposites. 
 
 TUESDAY. 
 Proverbs, Ch. XXII. 1st to 17th verse. 
 
 Moral Excellencies and their Opposites. 
 
 WEDNESDAY. 
 Proverbs, Ch. XXIV. entire. 
 
 Moral Excellencies and their Opposites. 
 
INDEX. 
 
 Addition, detecting incorrect answers in, p. 100 
 Adding 3, 7, and 11, oral practice in, 97 
 Addition, rapid, 99 
 
 " " by sums of ten, 102 
 
 Anagrams, 222 
 Apparatus: 
 
 simple piece of, for teaching primary Number, 88 
 
 chart for teaching Fractions, 111 
 
 charts adapted to one's need, 240 
 
 ink-well filler, 241 
 
 wash-bottle for slates, 242 
 
 substitute for compasses, 242 
 
 selecting a thermometer, 242 
 
 cabinet of productions, 243 
 
 tracing-stencils, 243 
 
 dissected pictures and maps, 217 
 
 scrap-box, 178 
 
 slating, 243 
 
 hectograph, 244 
 
 colored crayons, 244 
 AKITHMETIC, 85 
 
 begin Number with objects, 85 
 
 teach principles first, 85 [86 
 
 plan for presenting the essential topics of written work in, 
 
 scheme for teaching first three orders of units, 88 
 
280 INDEX. 
 
 Arithmetic Continued. 
 
 Numeration, 93 
 
 drill with decades, 94 
 
 counting by 2's, 3's, etc., 96 
 
 oral practice in adding and subtracting 3, 7, and 11, 97 
 
 borrowing in subtraction, 97 
 
 drill by diagrams, 81 
 
 rapid addition, 99 
 
 drill in fundamental rules device for busy teachers, 99 
 
 device to detect incorrect answers in Addition, 100 
 
 device for teaching Multiplication, 100 
 
 drill in rapid calculation, 100 
 
 to prevent learning tables by rote, 101 
 
 rapid addition by sums of ten, 102 
 
 value of zero in Multiplication, 102 
 
 rapid slate- work in, 104 
 
 mental drill in Number, 105 
 
 teach Long Division before Short, 106 
 
 facts of value in G. C. D, and L. C. M., 109 
 
 diagrams for teaching Fractions, 109 
 
 chart " " " 111 
 
 multiplication of Fractions, 113 
 
 incorrect reading of certain fractions, 113 
 
 aid in learning to read Decimals, 113 
 
 development lesson in Multiplication of Decimals, 114 
 
 writing Decimals, 116 
 
 teaching tables of Weights and Measures, 117 to 123 
 
 giving steps in solution of problems, 123 
 
 teaching Percentage, 125 
 
 drill for " 128 
 
 examples in words should be given frequently, 128 
 
 aids in Interest, 128-129 
 
 form for Partial Payments, 130 
 
 explanation of Cube Root by blocks, 130 
 Beginning school, 144 
 
INDEX. 281 
 
 BIBLE READINGS, 245 
 
 Blackboards, for lowest grade, 222 
 
 Bulletin-board, 168 
 
 Capitals, device for use of, 19 
 
 Civil Government, topical outline for teaching, 199 
 
 Comparison, idea how to compare, 157 
 
 exercise in, 159 
 Composition: 
 
 work for beginners, 13 
 
 easy exercise in, 15 
 
 from pictures, 15 
 
 plan for oral, 15 
 
 reproduction exercises from memory, 20 
 
 plan required in, 21 
 
 subjects that exercise the imagination, 21 
 
 local subjects for, 23 
 
 choice of words, 23 
 
 order of criticism, 24 
 
 rapid correction of, 25 
 
 folding and riling of, 26 
 
 assigning a subject, 26 
 
 character sketches, 26 
 Debating club, 169 
 
 exercises, 16 
 Decimals, aid in learning to read, 113 
 
 development lesson in multiplication of, 114 
 writing, 116 
 Decades, drill with, 94 
 Decoration, school-room, 170 
 Dictation, exercises for second and third years, 66 
 Discipline, consultation over case of, 177 
 
 upon, 146 
 
 Division, teach Long before Short, 106 
 DRAWING, 224 
 
 from models, 224 
 
 harmful practice, 225 
 
282 INDEX. 
 
 Drawing Continued. 
 from Nature, 225 
 a concession, 225 
 shading, 226 
 designing, 234 
 Examinations, graphic, 166 
 
 model for, in geography, 60 
 Exercises, Closing, 172 
 Fractions, diagrams for teaching, 109 
 chart " " 111 
 multiplication of, 113 
 incorrect reading of certain, 113 
 Geographical, location, 48 
 outline, 48 
 sketching, 49 
 story, 49 
 game, 49 
 guessing, 58 
 tracing, 58 
 GEOGRAPHY, 42 
 
 order of topics for studying grand divisions, 42 
 foundation work in, 43 
 longitude and latitude, 43 
 how to vary a lesson in, 47 
 quiz, 48 
 match, 49 
 
 locating productions, 50 
 first map, 51 
 study of N. America, 51 
 how to mould, 53 
 normal lesson in, 54 
 productien map, 57 
 zigzag journeys, 58 
 a means of culture, 59 
 seat-work in, 220 
 Gymnastics, 153 
 
INDEX. 283 
 
 Hectograph, 244 
 HISTORY, 180 
 
 outline for teaching U. S., 180 
 
 value of geography in teaching, 187 
 
 plan of recitation in, 188 
 
 first things in U. 8., 189 
 
 "Yes" and "No " game in, 191 
 
 use of poems in, 191 
 
 supplementary work in, 192 
 
 teaching, 193 
 
 preparing written papers, 195 
 
 dates in, 195 
 
 administration of Presidents, 197 
 
 drawing in, 197 
 
 civil government, 197 
 
 English sovereigns, 198 
 Interest, aids in, 128 and 129 
 Journeys, zigzag in geography, 58 
 
 Kingdoms, animal, vegetable, and mineral, exercises in, 161 
 LANGUAGE, 9 
 
 mind pictures, 9 
 
 preparing pictures for work in, 10 
 
 supplying proper word, 10 
 
 supplying missing pronoun, 11 
 verb, 11 
 
 weekly plan of work, 12 
 
 proper form of writing ordinals, 12 
 
 correcting bad English, 12 
 
 word- developing, 14 
 
 debating exercises, 16 
 
 equivalent forms of expression, 18 
 
 papers written from recitation notes, 18 
 
 written reproductions from memory, 20 
 
 illustrative syntax, 20 
 Letter-writing, 16 
 
284 INDEX. 
 
 Letter-writing Continued. 
 
 matter for, 17 
 
 form of business, 18 
 
 letter upon blackboard by class, 23 
 
 drill upon forms of, 36 
 Map-drawing frequent, 54 
 Map, first, 51 
 
 production, 42 
 Multiplication, device in teaching, 100 
 
 value of zero in, 102 
 Moulding, how to, 53 
 Numeration, 93 
 Observation, test of quick, 169 
 Ordinals, proper form of writing, 12 
 OUTSIDE THE SCHOOL-ROOM, 174 
 
 the parents, 174 
 
 the noon recess, 175 
 
 teach the constellations, 175 
 
 consultation over a case of discipline, 177 
 
 suggestion for the noon intermission, 177 
 
 scrap-box, 178 
 
 scrap-book, 179 
 PENMANSHIP, 237 
 
 order of teaching letters, 237 
 
 suggestions, 238 
 
 criticism, 239 
 
 primary writing, 240 
 PERSONAL SUGGESTIONS, 132 
 
 preparation of work, 132 
 
 assisting pupils, 133 
 
 teacher's note-book, 134 
 
 ten rules for losing control of a school, 134 
 class management, 135 
 
 criticism, 136 
 
 language of the teacher, 137 
 
INDEX. 285 
 
 PERSONAL SUGGESTIONS Continued. 
 
 points relative to recitations, 137 
 
 creating doubt, 138 
 
 on explanation, 139 
 
 using a new word, 139 
 
 questioning, 139 
 
 expostulation, 141 
 
 don'ts, 141 
 
 Partial Payments, form for, 130 
 Percentage, drill for, 128 
 teaching, 125 
 Pictures, preparation of, 10 
 
 compositions from, 15 
 Productions, cabinet of, 243 
 
 locating, 50 
 Production -map, 57 
 Punishments, 147 
 PHYSIOLOGY, 200 
 
 practical, 200 
 
 development lesson in, 201 
 
 to prepare a drop of blood for microscope, 206 
 
 outline of foods, 206 
 
 to show process of osmosis in liquids, 207 
 
 " " " " " " gases, 208 
 
 to illustrate Keflex- action, 207 
 
 "' " congestion, 20& 
 
 to show motions of cilia, 209 
 
 to show circulation, 209 
 
 action of the heart, 209 
 
 structure of the lungs, 210 
 
 to show presence of carbonrc acid, 210 
 
 structure of the heart, 210 
 
 to diagram blind spot in eye, 210 
 
 dissection of a cat or a rabbit, 211 
 
286 INDEX. 
 
 Questioning, 167 and 139 
 Quotations, locating, 41 
 READING, 74 
 
 to create sentiment against poor, 74 
 
 suggestions on, 74 
 
 primary reading lesson, 75 
 
 device for teaching a new word, 76 
 
 suggesting for words, 76 
 
 other points on, 79 
 
 how to vary lesson in, 80 
 
 helps in, 81 
 
 drill for expression, 83 
 
 drill upon words often mispronounced, 83 [84 
 
 drill upon words alike in form, but different in meaning, 
 Receptions, suggestions about, 171 
 Recess, the noon, 175 and 177 
 Recitations, dull, 113 and 162 
 
 points relative to, 137 
 Reflex-action, to illustrate, 207 
 Reviews, necessity of, 165 
 SCHOOL-ROOM SUGGESTIONS, 144 
 
 seating pupils, 144 
 
 beginning school, 144 
 
 putting back, 146 
 
 upon discipline, 146 
 
 punishments, 147 
 
 whispering, 147 
 
 tardiness, 148 
 
 rest periods, 151 
 
 ventilation, 152 
 
 lighting, 153 
 
 gymnastics, 153 
 
 general information, 156 
 
 to give idea how to compare, 157 to 159 
 
INDEX. 287 
 
 Schoolroom Suggestions Continued. 
 
 query-box, 159 
 
 when visitors come, 160 
 
 the three kingdoms, 161 
 
 dull recitations, 162 
 
 a school log-book, 162 
 
 alternating studies, 163 
 
 quiet periods, 163 
 
 division of class, 163 
 
 to get answer from each pupil of a large class, 164 
 
 a school diary, 164 
 
 time given for questioning, 164 
 
 original examples and illustrations, 165 
 
 repetition, 165 
 
 reviews, necessity of, 165 
 
 graphic examinations, 166 
 
 value of an object, 166 
 
 error-box, 167 
 
 questioning, 167 
 
 pupils to keep a note- book, 168 
 
 bulletin-board, 168 
 
 reporting exercise, 168 
 
 test of quick observation, 169 
 
 debating club, 169 
 SEAT- WORK, 215 
 
 what is gained by, 215 
 
 copying reading lessons, 215 
 
 in reading, 215 
 
 thinking of words, 216 
 
 building up words, 216 
 
 suggestions for, 216 
 
 dissected pictures and maps, 217 
 
 Number, 217 
 
 illustrated examples, 218 
 
 in geography, : 
 
 OF THE 
 
 UNIVERSITY 
 
288 INDEX. 
 
 Seat-work Continued. 
 
 anagrams, 222 
 
 blackboard for lowest grade, 222 
 
 derivatives from primitive words, 222 
 Slating, 243 
 SPELLING, 62 
 
 accuracy in, 62 
 
 phrase-spelling, 62 
 
 spelling-book made by pupil, 63 
 
 avoid contrasting misspelled words with correct form, 63 
 
 lessons should be written, 64 
 
 test outside the spelling-book, 64 [65 
 
 child best learns to spell a word when he wishes to use it. 
 
 sketch objects for use in, 65 
 
 dictation exercises for second and third years, 66 
 
 division of work in, 69 
 
 two classes of words, 69 
 
 and punctuation by copying, 69 
 
 monthly review, 70 
 
 ways of examining lessons, 71 
 
 special exercise for variety, 71 
 
 occasional drill in, 73 
 
 difficult or perplexing words, 73 
 Subtraction, borrowing in, 97 
 Surnames, 34 
 Syntax, illustrative, 27 
 Tables, to prevent learning by rote, 101 
 Tardiness, 148 
 Time of day, teaching, 76 
 Ventilation, 152 
 
 Verb, building up conjugation of, 29 
 infinitive mood, 31 
 use of shall and will, 31 
 lessons on agreement of, 37 
 Visitors, 160 
 
INDEX. 289 
 
 Weights and measures, teaching tables of, 117 to 123 
 Whispering, 147 
 Word-developing, 14 
 Words, building up, 216 
 
 changing, 35 
 
 choice of, 23 and 36 
 
 drivatives from primitive, 222 
 
 of interesting derivation, 33 
 
 substituting, 34 
 
 suggesting for, 76 
 Writing, primary, 240 
 
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 Aliens Mind Studies for Young Teach- 
 
 . ERS. By JEROME ALLEN, Ph.D., Associate Editor of the 
 SCHOOL JOURNAL, Prof, of Pedagogy, Univ. of City of 
 N. Y. 16mo, large, clear type, 128 pp. Cloth, 50 cents ; to 
 teachers, 40 cents ; by mail, 5 cents extra. 
 
 There are many teachers who 
 know little about psychology, 
 and who desire to be better in- 
 formed concerning its princi- 
 ples, especially its relation to the 
 work of teaching. For the aid 
 of such, this book has been pre- 
 pared. But it is not a psychol- 
 ogy only an introduction to it, 
 aiming to give some funda- 
 mental principles, together with 
 something concerning the phi- 
 losophy of education. Its meth- 
 od is subjective rather than ob- 
 jective, leading the student to 
 watch mental processes, and 
 draw his own conclusions. It 
 is written in language easy to 
 be comprehended, and has many 
 JEROME ALLEN, Ph.D., Associate Editor Poetical illustrations. It will 
 of the Journal and institute. aid the teacher in his daily work 
 in dealing with mental facts and states. 
 
 To most teachers psychology seems to be dry. This book shows 
 how it may become the most interesting of all studies. It also 
 shows how to begin the knowledge of self. " We cannot know 
 in others what we do not first know in ourselves. " This is the 
 key-note of this book. Students of elementary psychology will 
 appreciate this feature of " Mind Studies." 
 ITS CONTENTS. 
 
 CHAP. 
 
 I. 
 
 II. 
 III. 
 IV. 
 
 V. 
 
 VI. 
 VII. 
 VIII. 
 
 IX. 
 X. 
 
 XI. 
 
 . 
 
 How to Study Mind. 
 
 Some Facts in Mind Growth. 
 
 Development. 
 
 Mind Incentives. 
 
 A few Fundamental Principles 
 
 Settled. 
 
 Temperaments. 
 Training of the Senses. 
 Attention. 
 Perception. 
 Abstraction. 
 Faculties used in Abstract 
 
 Thinking. 
 
 CHAP. 
 XII. 
 
 XIII. 
 
 XIV. 
 
 XV. 
 
 XVI. 
 
 XVII. 
 
 XVIII. 
 XIX. 
 
 XX. 
 XX 
 
 From the Subjective to the 
 
 Conceptive. 
 The Will. 
 
 Diseases of the Will. 
 Kinds of Memory. 
 The Sensibilities. 
 Relation of the Sensibilities 
 
 to the Will. 
 
 Training of the Sensibilities. 
 Relation of the Sensibilities 
 
 to Morality. 
 The Imagination. 
 Imagination in its Maturity. 
 Education of the Moral Sense. 
 
SEND ALL ORDERS TO 
 
 8 ^7. L. KELLOGG & CO., NE W YORK & CHICAGO. 
 
 Aliens Temperament in Education. 
 
 With directions concerning How TO BECOME A SUCCESSFUL 
 TEACHER. By JEROME ALLEN, Ph.D., Author of "Mind 
 Studies for Young Teachers," etc. Cloth, 16mo. Price, 50 
 cents, to teachers, 40 cents ; by mail, 5 cents extra. 
 
 There is no book in the English language accessible to 
 students on this important subject, yet it is a topic of so much 
 importance to all who wish to become better acquainted with 
 themselves that its suggestions will find a warm welcome 
 everywhere, especially by teacheis. The value of the book will 
 be readily seen by noticing the subjects discussed. 
 
 CONTEXTS : How we can know Mind Native Characteristics of 
 Children How to Study Ourselves The Sanguine Temperament The 
 Bilious Temperament The Lymphatic Temperament The Nervous 
 Temperament Physical Characteristics of each Temperament : Tabula- 
 tedThe best Temperament How to Conduct Self Study Many Per- 
 sonal Questions for Students of Themselves How to Improve Specific 
 Directions How to Study Children How Children are Alike, How 
 Different Facts in Child Growth : Tabulated and Explained How to 
 Promote Healthy Child Growth. Full directions concerning how to 
 treat temperamental differences. How to effect change in tempera- 
 ment. 
 
 Under "How TO BECOME A SUCCESSFUL TEACHER," the 
 following topics are discussed: "What books and papers to 
 read." "What schools to visit." " What associates to select." 
 " What subjects to study."" How to find helpful critics." 
 "How to get the greatest good from institutes." " Shall I 
 attend a Normal school ? " <r How to get a good and perman- 
 ent position ? " " How to get good pay ? " " How to grow a 
 better teacher year after year." "Professional honesty and 
 dishonesty." " The best and most enduring reward." 
 
 'Pooler's N, Y. School Laws. 
 
 A Manual of the School Laws of N. Y. State. By CHARLES T. POOLER, 
 conductor of Institutes. 50 pp., limp cloth, Price, 30 cents; to 
 teachers, 34 cents ; by mail, 3 cents extra. 
 
 A large majority of all the school district difficulties, culmin- 
 ating too often in petty lawsuits, and oftener still in social quar- 
 rels that seldom die. grow out of ignorance of a few points 
 in the school law. The object of this book is to give the school 
 law governing citizens, teachers, and school officers. Reference 
 is made by figures to the Code of Public Instruction. 
 
 CONTENTS: School Year and Annual School Meeting Votes at 
 School-Meetings-Census of Children of School Age School District 
 Meetings Trustees : Powers and Duties Teachers : Powers and Re- 
 strictionDistrict Clerk: Duties Supervisor School Commissioner 
 Superintendent of Public InstructionThe Teacher's Rights Child- 
 ren's Bights Parent's Rights. ,. 
 
SEND ALL ORDERS tfO 
 
 K L. KELLOGG & CO., NEW YORK & CHICAGO. 9 
 
 Brownings Educational Theories. 
 
 By OSCAR BROWNING, M.A., of King's College, Cambridge, 
 Eng. No. 8 of Reading Circle Library Series. Cloth, 16mo, 
 237 pp. Price, 50 cents; to teachers, 40 cents; by mail, 5 
 cents extra. 
 
 This work has been before the public some time, and for a 
 general sketch of the History of Education it has no superior. 
 Our edition contains several new features, making it specially 
 valuable as a text-book for Normal Schools, Teachers' Classes, 
 Reading Circles, Teachers' Institutes, etc. , as well as the student 
 of education. These new features are: (1) Side-heads giving the 
 subject of each paragraph; (2) each chapter is followed by an 
 analysis; (3) a very full new index; (4) also an appendix on 
 "Froebel," and the "American Common School." 
 
 OUTLINE OF CONTENTS. 
 
 I. Education among the GreeksMusic and Gymnastic Theo- 
 ries of Plato and Aristotle; II. Roman Education Oratory; III. 
 Humanistic Education; IV. The Realists Ratich and Comenius; 
 V. The Naturalists Rabelais and Montaigne; VI. English 
 Humorists and Realists Roger Ascham and John Milton; VII. 
 Locke; VIII. Jesuits and Jansenists ; IX. Rousseau; X. Pes- 
 talozzi; XI. Kant, Fichte, and Herbart; XII. The English Pub- 
 lic* School ; XIII. Froebel ; XIV. The American Common 
 School. 
 
 PRESS NOTICES. 
 
 Ed. Courant. " This edition surpasses others in its adaptability to gen- 
 eral use." 
 
 Col. School Journal." Can be used as a text-book in the History of 
 Education." 
 
 Pa, Ed. News." A volume that can be used as a text-book on the His- 
 tory of Education." 
 
 School Education, Minn." Beginning with the Greeks, the author pre- 
 sents a brief but clear outline of the leading educational theories down to 
 the present time." 
 
 Ed. Review, Can. "A book like this, introducing the teacher to the great 
 minds that have worked in the same field, cannot but be a powerful stimulus 
 to him in his work." 
 
SEND ALL OttDftRS TO 
 
 10 K L. KELLOGG & CO., NEW YORK & CHICAGO. 
 
 Calkins Ear and Voice Training by 
 
 MEANS OF ELEMENTARY SOUNDS OF LANGUAGE. By N. A. 
 CALKINS, Assistant Superintendent K. Y. City Schools ; 
 author of "Primary Object Lessons," "Manual of Object 
 Teaching," " Phonic Charts," etc. Cloth. 16mo, about 100 
 pp. Price, 50 cents; to teac?ier, 40 cents; by mail, 5 cents extra. 
 An idea of the character of this work may be had by the fol- 
 lowing extracts from its Preface : 
 
 11 The common existence of abnormal sense perception among school 
 children is a serious obstacle in teaching. This condition, is most 
 
 obvious in the defective perceptions 
 of sounds and forms. It may be 
 seen in the faulty articulations in 
 speaking and reading ; in the ina- 
 bility to distinguish musical sounds 
 readily ; also in the common mis- 
 takes made in hearing what is 
 said. . . . 
 
 " Careful observation and long 
 experience lead to the conclusion 
 that the most common defects in 
 sound perceptions exist because of 
 lack of proper training in childhood 
 to develop this power of the mind 
 into activity through the sense of 
 hearing. It becomes, therefore, a 
 s matter of great importance in edu- 
 cation, that in the training of chil- 
 dren due attention shall be given to 
 the development of ready and accu- 
 rate perceptions of sounds. 
 
 " How to give this training so as 
 to secure the desired results is a 
 subject that deserves the careful 
 attention of parents and teachers. 
 Much depends upon the manner of 
 presenting the sounds of our language to pupils, whether or not the 
 results shall be the development in sound-perceptions that will train 
 the ear and voice to habits of distinctness and accuracy in speaking and 
 reading. 
 
 " The methods of teaching given in this book are the results of an 
 extended experience under such varied conditions as may be found 
 with pupils representing all nationalities, both of native and foreign 
 born children. The plans described will enable teachers to lead their 
 pupils to acquire ready and distinct perceptions through sense train- 
 ing, and cause them to know the sounds of our language in a manner 
 that will give practical aid in learning both the spoken and the written 
 language. The simplicity and usefulness of the lessons need only to be 
 known to be appreciated and use&" 
 
 SUPT. N. A. CALKINS. 
 
SEND ALL OKDERS TO 
 
 E. L. KELLOGG & CO., NEW YORK <& CHICAGO. 11 
 
 Curries Early Education. 
 
 " The Principles and Practice of Early and Infant School 
 Education." By JAMES CURRIE, A. M., Prin. Church of 
 Scotland Training College, Edinburgh. Author of 
 " Common School Education," etc. With an introduction 
 by Clarence E. Meleney, A. M. , Supt. Schools, Paterson, 
 N. J. Bound in blue cloth, gold, 16mo, 290 pp. Price, 
 $1.25 ; to teachers, $1.00 ; by mail, 8 cents extra. 
 
 WHY THIS BOOK IS VALUABLE. 
 
 1. -Pestalozzi gave New England its educational supremacy. 
 The Pestalozzian wave struck this country more than forty 
 
 years ago, and produced a mighty shock. It set New Eng- 
 land to thinking. Horace Mann became eloquent to help on 
 the change, and went up and down Massachusetts, urging hi 
 earnest tones the change proposed by the Swiss educator. 
 What gave New England its educational supremacy was its 
 reception of Pestalozzi's doctrines. Page, Philbrick, Barnard 
 were all his disciples. 
 
 2. It is the work of one of the best expounders of Pes- 
 talozzi. 
 
 Forty years ago there was an upheaval in education. Pes- 
 talozzi's words were acting like yeast upon educators ; thou- 
 sands had been to visit his schools at Yverdun, and on their 
 return to their own lands had reported the wonderful scenes 
 they had witnessed. Rev. James Currie comprehended the 
 movement, and sought to introduce it. Grasping the ideas of 
 this great teacher, he spread them in Scotland ; but that 
 country was not elastic and receptive. Still, Mr. Currie's 
 presentation of them wrought a great change, and he is to be 
 reckoned as the most powerful exponent of the new ideas in 
 Scotland. Hence this book, which contains them, must be 
 considered as a treasure by the educator. 
 
 3. This volume is really a Manual of Principles of Teaching. 
 It exhibits enough of the principles to make the teacher 
 
 intelligent in her practice. Most manuals give details, but no 
 foundation principles. The first part lays a psychological 
 basis the only one there is for the teacher ; and this is done 
 in a simple and concise way. He declares emphatically that 
 teaching cannot be learned empirically. That is, that one can- 
 not watch a teacher and see how he does it, and then, imitat- 
 ing, claim to be a teacher. The principles must be learned. 
 
 4. It is a Manual of Practice in^ Teaching. 
 
SEND AUL ORDERS TO 
 
 12 E. L. KELLOGG & CO. , NE W YORK & CHICAGO. 
 
 It discusses the subjects of Number, Object Lessons, Color, 
 Form, Geography, Singing, and Reading in a most intelligent 
 manner. There is a world of valuable suggestions here for 
 the teacher. 
 
 5. It points out the characteristics of Lesson-Giving or 
 Good Teaching. 
 
 The language of the teacher, the tone of voice, the question- 
 ing needed, the sympathy with the class, the cheerfulness 
 needed, the patience, the self-possession, the animation, the 
 decorum, the discipline, are all discussed, This latter term is 
 denned, and it needs to be, for most teachers use it to cover 
 all reasons for doing it is for " discipline" they do every- 
 thing. 
 
 6. It discusses the motives to be used in teaching. 
 
 Any one who can throw light here will be listened to ; Mr. 
 Currie has done this admirably. He puts (1) Activity, (2) 
 Love, (3) Social Relation, as the three main motives. Rewards 
 and Punishments, Bribery, etc., are here well treated. The 
 author was evidently a man " ahead of his times ;" every- 
 where we see the spirit of a humane man ; he is a lover of 
 children, a student of childhood, a deep thinker on subjects 
 that seem very easy to the pretentious pedagogue. 
 
 7. The book has an admirable introduction, 
 
 By Supt. Meleney, of Paterson, N. J., a disciple of the New 
 Education, and one of the most promising of the new style of 
 educators that are coming to the front in these days. Taking 
 it all together, it is a volume that well deserves wonderful 
 popularity. 
 
 Adopted by the Chautauqua Teachers' Reading Union. 
 
 Philadelphia Teacher." It is a volume that every primary teacher 
 should study." 
 
 Boston Common School Education." It will prove a great boon to 
 thousands of earnest teachers." 
 
 Virginia Educational Journal." Mr. Currie has long been esteemed 
 by educators." 
 
 Central School Journal. " Books like this cannot but hasten the 
 flay for a better valuation of childhood." 
 
 Horth Carolina School Teacher. "An interesting and timely book." 
 
 FOR READING CIRCLES. 
 
 " Payne's Lectures " is pre-eminently THE book for Reading 
 Circles. It has already been adopted by the New York, Ohio, 
 Philadelphia, New Jersey, Illinois, Colorado, and Chautauqua 
 Circles, besides many in counties and cities. Remember that 
 our edition is far superior* to any other published. 
 
iENb ALL ORDERS *5 
 
 L. KELLOGG & CO., NEW YORK & CHICAGO. 
 
 Dewey's How to Teach Manners in the 
 
 SCHOOL-ROOM. By Mrs. JULIA M. DEWEY, Principal of the 
 Normal School at Lowell, Mass., formerly Supt. of Schools 
 at Hoosick Falls, N. Y. Cloth, 16mo, 104 pp. Price, 50 
 cents; to teachers, 40 cents; by mail, 5 cents extra. 
 
 Many teachers consider the manners of a pupil of little impor- 
 tance so long as he is industrious. But the boys and girls are to 
 be fathers and mothers; some of the boys will stand in places of 
 importance as professional men, and they will carry the mark of 
 ill-breeding all their lives. Manners can be taught in the schopl- 
 roonj: they render the school-room more attractive; they banish 
 tendencies to misbehavior. In this volume Mrs. Dewey has shown 
 how manners can be taught. The method is to present some fact 
 of deportment, and then lead the children to discuss its bearings; 
 thus they learn why good manners are to be learned and practised. 
 The printing and binding are exceedingly neat and attractive." 
 
 OUTLINE OF 
 
 Introduction. 
 
 General Directions. 
 
 Special Directions to Teachers. 
 
 LESSONS ON MANNERS FOR YOUNGEST 
 
 PUPILS. 
 Lessons on Manners Second Two 
 
 Years. 
 Manners in School First Two Years. 
 
 Second 
 Manners at Home First 
 
 u Second 
 
 Manners in Public First 
 " Second 
 
 CONTENTS. 
 
 Table Manners First Two Years. 
 
 Second " 
 LESSONS ON MANNERS FOR ADVANCED 
 
 PUPILS. 
 
 Manners in School. 
 Personal Habits. 
 Manners in Public. 
 Table Manners. 
 Manners in Society. 
 Miscellaneous Items. 
 Practical Training in Manners. 
 Suggestive Stories, Fables, Anec- 
 dotes, and Poems. 
 Memory Gems. 
 
 Central School Journal. " It furnishes illustrative lessons." 
 Texas School Journal. " They (the pupils) will carry the mark of ill- 
 breeding all their lives (unless taught otherwise)." 
 
 Pacific Ed. Journal." Principles are enforced by anecdote and conver- 
 sation." 
 
 Teacher's Exponent." We believe such a book will be very welcome." 
 National Educator. " Common-sense suggestions." 
 Ohio Ed. Monthly." Teachers would do well to get it." 
 Nebraska Teacher." Many teachers consider manners of little im- 
 portance, but some of the boys will stand in places of importance." 
 School Educator. "The spirit of the author is commendable." 
 School Herald." These lessons are full of suggestions." 
 Va. School Journal. "Lessons furnished in a delightful style." 
 Miss. Teacher." The best presentation we have seen." 
 Ed. Courant. " It is simple, straightforward, and plain." 
 Iowa Normal Monthly." Practical and well-arranged lessons on man- 
 ners." 
 
 Progressive Educator." Will prove to be most helpful to the teacher 
 who desires her pupils to be well-mannered." 
 
ALL ORDERS 
 
 14 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 
 
 Fitch's Lectures on Teaching. 
 
 Lectures on Teaching. By J. G. FITCH, M.A., one of Her 
 Majesty's Inspectors of ^Schools. England. Cloth, 16mo, 
 395 pp. Price, $1.25 ; to teachers, $1.00 ; by mail, postpaid. 
 
 Mr. Fitch takes as his topic the application of principles to 
 the art of teaching in schools. Here are no vague and gen- 
 eral propositions, but on every page we find the problems of 
 the school-room discussed with definiteness of mental grip. 
 No one who has read a single lecture by this eminent man 
 but will desire to read another. The book is full of sugges- 
 tions that lead to increased power. 
 
 1. These lectures are highly prized in England. 
 
 2. There is a valuable preface by Thos. Hunter, President 
 of N. Y. City Normal College. 
 
 3. The volume has been at once adopted by several State 
 Reading Circles. 
 
 EXTRACT FROM AMERICAN PREFACE. 
 
 " Teachers everywhere among- English-speaking people have hailed 
 Mr. Fitch's work as an invaluable aid for almost every kind of instruc- 
 tion and school organization. It combines the theoretical and the prac- 
 tical; it is based on psychology ; it gives admirable advice on every- 
 thing- connected with teaching from the furnishing of a school-room 
 to the preparation of questions for examination. Its style is singularly 
 clear, vigorous and harmonious." 
 
 Chicago Intelligence. " All of its discussions are based on sound 
 psychological principles and give admirable advice." 
 
 Virginia Educational Journal " He tells what he thinks so as to 
 be helpful to all who are striving to improve." 
 
 Lynn Evening Item." He gives admirable advice." 
 
 Philadelphia Eecord, " It is not easy to imagine a more useful vol- 
 ume." 
 
 Wilmington Every Evening." The teacher will find in it a wealth 
 of help and suggestion." 
 
 Brooklyn Journal." His conception of the teacher is a worthy idea 
 for all to bear in mind." 
 
 New England Journal of Education : " This is eminently the work oi 
 a man of wisdom and experience. He takes a broad and comprehensive 
 view of the work of the teacher, and his suggestions on all topics are 
 worthy of the most careful consideration." 
 
 Brooklyn Eagle: "An invaluable aid for almost every kind of in- 
 struction and school organization. It combines the theoretical and the 
 practical ; it is based on psychology ; it gives admirable advice on every- 
 thing connected with teaching, from the furnishing of a school-room to 
 the preparation of questions for examination." 
 
 Toledo Blade " It is safe to say, no teacher can lay claim to being 
 well informed who has not read this admirable work. Its appreciation 
 is shown by its adoption by several State Teachers' Beading Circled, as 
 a work to bo thoroughly read by its members.' 
 
SEND ALL ORDERS TO 
 
 as E. L. KELLOGG & GO., NEW YORK & CHICAGO. 
 
 Hughes {Mistakes in Teaching. 
 
 BY JAMES J. HUGHES, Inspector of Schools, Toronto, Canada. 
 Cloth, 16mo, 115 pp. Price, 50 cents; to teachers, 40 cents; 
 by mail, 5 cents extra. 
 
 Thousands of copies of the old 
 edition have been sold. The new 
 edition is worth double the old; 
 the material has been increased, 
 restated, and greatly improved. 
 Two new and important Chapters 
 have been added on "Mistakes in 
 Aims," and "Mistakes in Moral 
 Training." Mr. Hughes says in hia 
 preface: "In issuing a revised edi- 
 tion of this book, it seems fitting to 
 acknowledge gratefully the hearty 
 appreciation that has been accorded 
 it by American teachers. Realiz- 
 ing as I do that its very large sale 
 , . indicates that it has been of service 
 *K to many of my fellow-teachers, I 
 \ have recognized the duty of enlarg- 
 ing and revising it so as to make it 
 still more helpful in preventing 
 JAMES L. HUGHES, Inspector of the common mistakes in teaching 
 Schools, Toronto, Canada. and tra i n i n g. 
 
 This is one of the six books recommended by the N". Y. State 
 Department to teachers preparing for examination for State cer* 
 tificates. 
 
 CAUTION. 
 
 Our new AUTHORIZED COPYRIGHT EDITION, entirely rewritten by 
 the author, is the only one to ~buy. It is beautifully printed and 
 handsomely bound. Get no other. 
 
 CONTENTS OF OUR NEW EDITIONS. 
 
 CHAP. I. 7 Mistakes in Aim. 
 CHAP. II. 21 Mistakes in School Management. 
 CHAP. III. 24 Mistakes in Discipline. 
 CHAP. IV. 27 Mistakes in Method. 
 CHAP. V. 13 Mistakes in Moral Training. 
 ' CJiaps. I. and V. are entirely new. 
 
&END ALL ORDERS $6 
 
 20 E. L, KELLOGG & CO., NEW YORK & CHICAGO. 
 
 Hugbes Securing and Retaining Atten- 
 
 TION. By JAMES L. HUGHES, Inspector Schools, Toronto, 
 Canada, author of "Mistakes in Teaching." Cloth, 116 pp. 
 Price, 50 cents; to teachers, 40 cents; by mail, 5 cents extra. 
 
 This valuable little book has already become widely known to 
 American teachers. Our new edition has been almost entirely 
 re-written, and several new important chapters added. It is the 
 only AUTHOKIZED COPYRIGHT EDITION. Caution.Buy no other. 
 
 WHAT IT CONTAINS. 
 
 I. General Principles; II. Kind* of Attention; III. Characteristics of Good 
 Attention ; IV. Conditions of Attention ; V. Essential Characteristics of the 
 Teacher in Securing and Retaining Attention; VI. How to Control a Class; 
 VII. Methods of Stimulating and Controlling a Desire for Knowledge; VIII. 
 How to Gratify and Develop the Desire for Mental Activity ; IX. Distracting 
 Attention; X. Training the Power of Attention; XI. General Suggestions 
 regarding Attention. 
 
 TESTIMONIALS. 
 
 S. P. Bobbins, Pres. McGill Normal School, Montreal, Can., writes to Mr. 
 Hughes: "It is quite superfluous for me to say that your little books are 
 admirable. I was yesterday authorized to put the ' Attention ' on the list 
 of books to be used in the Normal School next year. Crisp and attractive 
 in style, and mighty by reason of its good, sound common-sense, it is a 
 book that every teacher should know." 
 
 Popular Educator (Boston):" Mr. Hughes has embodied the best think- 
 ing of Iris life in these pages." 
 
 Central School Journal (la.). " Though published four or five years 
 since, this book has steadily advanced in popularity." 
 
 Educational Courant (Ky.). "It is intensely practical. There isn't a 
 mystical, muddy expression in the book." 
 
 Educational Times (England)." On an important subject, and admir- 
 ably executed." 
 
 School Guardian (England)." We unhesitatingly recommend it." 
 New England Journal of Education." The book is a guide and a 
 manual of special value." 
 
 New York School Journal. " Every teacher would derive benefit from 
 reading this volume." 
 
 Chicago Educational "Weekly. " The teacher who aims at best suc- 
 cess should study it." 
 
 Phil. Teacher." Many who have spent months in the school-room would 
 be benefited by it." 
 
 Maryland School Journal.' 1 Always clear, never tedious." 
 
 Va. Ed. Journal. " Excellent hints as to securing attention." 
 
 Ohio Educational Monthly." We advise readers to send for a copy." 
 
 Pacific Home and School Journal. " An excellent little manual." 
 
 Prest. James H. Hoose, State Normal School. Cortland, N. Y., says: 
 
 " The book must prove of great benefit to the profession." 
 Supt. A. W. Edson, Jersey City, N. J.. says:" A good treatise has long 
 
 been needed, and Mr. Hughes has supplied the want." 
 
SEND AUj ORDEES TO 
 
 E. L. KELLOGG & CO.. NEW YORK & CHICAGO. 21 
 
 Johnsons Education by "Doing. 
 
 Education by Doing : A Book of Educative Occupations for 
 Children in School. By ANNA JOHNSON, teacher to the 
 Children's Aid Schools of New York City. With a prefatory 
 note by Edward E. Shaw, of the High School of Yonkers, 
 '.; N. Y. Handsome red cloth, gilt stamp. Price, 75 cents ; 
 to teachers, 60 cents ; by mail, 5 cents extra. 
 
 Thousands of teachers are asking the question: "How can 1 
 keep my pupils profitably occupied?" This book answers 
 the question. Theories are omitted. Every line is full of in- 
 struction. 
 
 1. Arithmetic is taught with blocks, beads, toy-money, etp. 
 
 2. The tables are taught by clock dials, weights, etc. 
 
 3. Form is taught by blocks. 
 
 4. Lines with sticks. 
 
 5. Language with pictures. 
 
 6. Occupations are given. 
 
 7. Everything is plain and practical. 
 
 EXTRACT FROM PREFATORY NOTE. 
 
 "In observing the results achieved by the Kindergarten, educators have 
 felt that Frcebel's great discovery of education by occupations must have 
 something for the public schools that a further application of the *piv< 
 ting of experience and action in the place of boots and abstract thinking, 
 could be made beyond the fifth or sixth year of the child's life. Thj& 
 book is an outgrowth of this idea, conceived in the spirit of the New 
 Education.* 
 
 " It will be widely welcomed, we believe, as it gives concrete methods 
 of work the very aids primary teachers are in search of. There has beeu 
 a wide discussion of the subject of education, and there exists no littlu 
 confusion in the mind of many a teacher as to how he should impro^ 
 Upon methods that have been condemned." 
 
 Snpt. J. W. Skinner, Children's Aid Schools, says : It is highly aypio 
 
 ciated by our teachers. It supplies a want felt by all." 
 Toledo Blade. "The need of this book has been felt by teachers." 
 School Education- "Contains a great many fruitful suggestions." 
 Christian Advance- " The method is certainly philosophical." 
 Va. Ed. Journal.-" The book is an outgrowth of Froebel's idea." 
 Philadelphia Teacher. " The book is full of practical information." 
 Iowa Teacher. "Kellogg's books are all good, but this is the beet foi 
 
 teachers." 
 
 The Educationist" We regard it as very valuable." 
 School Bulletin." We think well of this book." 
 Chicago Intelligence. " Will be found a very serviceable book." 
 
r SEND ALL ORDERS TO 
 
 22 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 
 
 Kellogg s School {Management; 
 
 " A Practical Guide for the Teacher in the School-Room." 
 By AMOS M. KELLOGG, A.M. Sixth edition. Revised and 
 enlarged. Cloth, 128 pp. Price, 75 cents ; to teachers, 60 
 cents ; by mail, 5 cents extra. 
 
 This book takes up the most difficult of all school work, 
 viz. : the Government of a school, and is filled with original 
 and practical ideas on the subject. It is invaluable to the 
 teacher who desires to make his school a "well-governed" 
 school. 
 
 1. It suggests methods of awakening an interest in the 
 studies, and in school work. "The problem for the teacher," 
 says Joseph Payne, " is to get the pupil to study." If he can do 
 this he will be educated. 
 
 2. It suggests methods of making the school attractive. 
 Ninety-nine hundredths of the teachers think young people 
 should come to school anyhow ; the wise ones know that a 
 pupil who wants to come to school will do something when 
 he gets there, and so make the school attractive. 
 
 3. Above all it shows that the pupils will be self -governed 
 when well governed. It shows how to develop the process of 
 self-government. 
 
 4. It shows how regular attention and courteous behaviour 
 may be secured, 
 
 5. It has an admirable preface by that remarkable man and 
 teacher, Dr. Thomas Hunter, Pres. N. Y. City Normal College. 
 
 Home and School." Is just the book for every teacher who wishes 
 to be a better teacher." 
 
 Educational Journal. " It contains many valuable hints." 
 Boston Journal of Education. "It is the most humane, instructive, 
 original educational work we have read in many a day." 
 
 Wis. Journal of Education." Commends itself at once by the num- 
 ber of ingenious devices for securing order, industry, and interest. 
 
 Iowa Central School Journal." Teachers will find it a helpful and 
 suggestive book." 
 
 Canada Educational Monthly." Valuable advice and useful sugges- 
 tions." 
 
 Normal Teacher." The author believes the way to manage is to civ- 
 ilize, cultivate, and refine." 
 
 School Moderator." Contains a large amount of valuable reading ; 
 school government is admirably presented." 
 
 Progressive Teacher. " Should occupy an honored place in every 
 teacher's library." 
 
 Ed. Courant. "It will help the teacher greatly/ 
 
 Va. Ed. Journal." The author draw* from a larg-e experience. 1 ' 
 
SEND ALL ORDERS TO 
 
 KL. KELLOGG & CO., 25 CLINTON PLACE, N. I? 23 
 
 'INDUSTRIAL- 
 
 Loves Industrial Education. 
 
 Industrial Education ; a guide to Manual Training. ~ By 
 
 SAMUEL G. LOVE, principal of the Jamestown, (N, Y.) 
 
 public schools. Cloth, 12mo, 330 pp. with 40 full-page 
 
 plates containing nearly 400 figures. Price, $1.50; to 
 
 teachers, $1.20 ; by mail, 12 cents extra. 
 
 1. Industrial Education not understood. Probably the only 
 
 man who has wrought out the problem in a practical way is 
 
 Samuel G, Love, the superin- 
 tendent of the Jamestown (N. 
 Y.) schools. Mr. Love has now 
 about 2,400 children in the 
 primary, advanced, and high 
 schools under his charge ; he 
 is assisted by fifty teachers, so 
 that an admirable opportunity 
 was offered. In 1874 (about 
 fourteen years ago) Mr. Love 
 began his experiment ; gradu- 
 alty he introduced one occu- 
 pation, and then another, uatil 
 at last nearly all the pupils are 
 following some form of educat- 
 ing work. 
 
 2. Why it is demanded. The 
 reasons for introducing it are 
 clearly stated by Mr. Love. It 
 was done because the educa* 
 tion of the books left the pu- 
 pils unfitted to meet the prac- 
 tical problems the world asks them to solve. The world does 
 not have a field ready for the student in book-lore. The state- 
 ments of Mr. Love should be carefully read. 
 
 3. It is an educational book. Any one can give some 
 formal work to girls and boys. "What has been needed has 
 been some one who could find out what is suited to the little 
 child who is in the " First Keader," to the one who is in the 
 "Second Reader," and so on. It must be remembered the 
 effort is not to make carpenters, and type-setters, and dress- 
 makers of boys and girls, but to educate them by these occupa- 
 tions better than withoy,f them. 
 
 'LOVE* 
 
SEND ALI^ ORDERS TO 
 
 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 25 
 
 Payne's Lectures on the Science and 
 
 ART OF EDUCATION. Reading Circle Edition. By JOSEPH 
 PAYNE, the first Professor of the Science and Art of Edu- 
 cation in the College of Preceptors, London, England. 
 With portrait. 16mo, 350 pp., English cloth, with gold 
 back stamp. Price, $1.00 ; to teachers, 80 cents ; by mail, 
 7 cents extra. Elegant new edition from new plates. 
 
 Teachers who are seeking ta 
 know the principles of education 
 will find them clearly set forth in 
 this volume. It must be remem- 
 bered that principles are the basis 
 upon which all methods of teach- 
 ing must be founded. So valu- 
 able is this book that if a teacher 
 were to decide to own but three 
 works on education, this would 
 be one of them. This edition 
 contains all of Mr. Payne's writ- 
 ings that are in any other Ameri- 
 can abridged edition, and is the 
 only one with his portrait. It ia 
 far superior to any other edition 
 published. 
 JOSEPH PAYNE. 
 
 WHY THIS EDITION is THE BEST 
 
 (1.) The side-titles. These give the contents of the page. 
 (2.) The analysis of each lecture, with reference to the educa- 
 tional points in it. (3.) The general analysis pointing out the 
 three great principles found at the beginning. (4.) The index, 
 where, under such heads as Teaching, Education, The Child, 
 the important utterances of Mr. Payne are set forth. (5.) 
 Its handy shape, large type, fine paper, and press-work and 
 tasteful binding. All of these features make this a most val- 
 uable book. To obtain all these features in one edition, it 
 was found necessary to get out this new edition. 
 
 Ohio Educational Monthly. "It does not deal with shadowy nieories; 
 it is intensely practical." 
 
 Philadelphia Educational News," Ought to be in library of every 
 progressive teacher." 
 
 Educational Courant. " To know how to teach, more IF needed than 
 a knowledge of the branches taught. This is especially valuable." 
 
 Pennsylvania Journal of Education. "Will be of practical value tg 
 Normal Schools and Institute 
 
ALL 
 
 Jfc L. KELLOGG <& CO., NEW YORK <& CHICAGO, 27 
 
 Parker's Talks on Teaching. 
 
 Notes of "Talks on Teaching" given by COL. FRANCIS W, 
 PARKER (formerly Superintendent of schools of Quincy s 
 Mass.), before the Martha's Vineyard Institute, Summer 
 of 1882. Eeported by LELIA E. PATRIDGE. Square 16mo, 
 5x6 1-2 niches, 192 pp. , laid paper, English cloth. Price, 
 $1.25 ; to teachers, $1.00 ; by mail, 9 cents extra. 
 The methods of teaching employed in the schools of Quincy, 
 Mass. , were seen to be the methods of nature. As they were 
 copied and explained, they awoke a great desire on the part 
 of those who could not visit the schools to know the underly- 
 ing principles. In other words, Colonel Parker was asked to 
 explain why he had his teachers teach thus. In the summer 
 of 1882, in response to requests, Colonel Parker gave a course 
 of lectures before the Martha's Vineyard Institute, and these 
 were reported by Miss Patridge, and published in this book. 
 
 The book became famous ; 
 more copies were sold of it in 
 the same time than of any 
 other educational book what- 
 ever. The daily papers, which 
 usually pass by such books 
 with a mere mention, devoted 
 columns to reviews of it. 
 
 The following points will 
 show why the teacher will 
 want this book. 
 
 1. It explains the " New 
 Methods." There is a wide 
 gulf between the new and the 
 old education. Even school 
 boards understand this. 
 
 2. It gives the underlying 
 principles of education. For it 
 
 must be remembered that Col. Parker is not expounding Ms 
 methods, but the methods of nature. 
 
 3. It gives the ideas of a man who is evidently an " educa- 
 tional genius," a man born to understand and expound educa- 
 tion. We have few such ; they are worth everything to the 
 human race. 
 
 4. It gives a biography of Col. Parker. This will help the 
 teacher of education to comprehend the man and his motives. 
 
 5. It has been adopted by nearly every State Reading Circle, 
 
SEND AT.T. ORDBRS TO 
 
 E. L. KELLOGG & CO., NEW YORK <Sb CHICAGO. 29 
 
 The Practical Teacher. 
 
 Writings of FRANCIS W. PARKER, Principal of Cook Co. 
 Normal School, HI., and other educators, among which is 
 Joseph Payne's Visit to German Schools, etc. 188 large 
 8vo pages, 7^x10^ inches. Cloth. Price, $1.50; to 
 teachers, $1.20; by mail, 14 cents extra. New edition in 
 paper cover. Price, 75 cents ; to teachers, 60 cents ; by 
 mail, 8 cents extra. 
 
 These articles contain many things that the readers of the 
 " Talks on Teaching" desired light upon. The space occupied 
 enabled Col. Parker to state himself at the length needed for 
 clearness. There is really here, from his pen (taking out the 
 writings of others) a volume of 830 pages, each page about the 
 size of those in " Talks on Teaching." 
 
 1. The writings in this volume are mainly those of Col. F. 
 W. Parker, Principal of the Cook County Normal School. 
 
 2. Like the " Talks on Teaching " so famous, they deal with 
 the principles and practice of teaching. 
 
 3. Those who own the " Talks " will want the further ideas 
 from Col. Parker. 
 
 4. There are many things in this volume written in reply to 
 inquiries suggested in " Talks." 
 
 5. There is here really 750 pages of the size of those in 
 " Talks." " Talks " sells for $1.00. This for $1.20 and 14 cents 
 for postage. 
 
 6. Minute suggestions are made pertaining to Reading, 
 Questions, Geography, Numbers, History, Psychology, Peda- 
 gogics, Clay Modeling, Form, Color, etc. 
 
 7. Joseph Payne's visit to the German schools is given in 
 full ; everything from his pen is valuable. 
 
 8. The whole book has the breeze that is blowing from the 
 New Education ideas ; it is filled with Col. Parker's spirit. 
 
 PARTIAL LIST OF CONTENTS- 
 
 Beginnings. Beading laws and principles ; Ruling Slates : Number 
 and Arithmetic; Geography; Moulding; History; Psychology; Peda- 
 gogics; Examinations; Elocution; Questioning on Pictures; on Flow- 
 ers ; on Leaves ; Rules in Language : Answers to questions respecting 
 the Spelling-Book ; List of Children's Books on History ; The Child's 
 Voice; Ideas before Words; Description of Pictures; Teaching of 1: 
 of 2; of 3 ;of 4; etc.; Form and Color; Breathing Exercises; Paper 
 Folding ; V erbatim report of lessons given in Cook Co. Normal School. 
 Busy Work ; Answers to Questions in Arithmetic, etc. ; Why teachers 
 drag out a monotonous existence ; Teaching of language to children ; 
 Supplementary Reading list of books; Structural Geography; Letters 
 from Germany ; Hand and Eye Training ; Clay Modeling ; List of Edu- 
 cational Works ; Joseph Payne^visit to German Schools, etc., etc. 
 
SEND ALL ORDEilS TO 
 
 SO & L. KELLOGG <fc CO., NEW YORK & CHICAGO. 
 
 Tatridges " Quincy {Methods " 
 
 The " Quincy Methods," illustrated ; Pen photographs from 
 the Quincy schools. By LELIA E. PATRIDGE. Illustrated 
 with a number of engravings, and two colored plates. 
 Blue cloth, gilt, 12rno, 686 pp. Price, $1.75 ; to teachers, 
 $1.40 ; by mail, 13 cents extra. 
 
 When the schools of Quincy, Mass., became so famous 
 under the superintendence of Col. Francis W. Parker, thou- 
 sands of teachers visited them. Quincy became a sort of 
 " educational Mecca," to the disgust of the routinists, whose 
 schools were passed by. Those who went to study the 
 methods pursued there were called on to tell what they had 
 seen. Miss Patridge was one of those who visited the schools 
 of Quincy ; in the Pennsylvania Institutes (many of which 
 she conducted), she found the teachers were never tired of 
 being told how things were done in Quincy. She revisited 
 the schools several times, and wrote down what she saw ; then 
 the book was made. 
 
 1. This book presents the actual practice in the schools of 
 Quincy. It is composed of " pen photographs." 
 
 2. It gives abundant reasons for the great stir produced by 
 the two words " Quincy Methods." There are reasons for the 
 discussion that has been going on among the teachers of late 
 years. 
 
 3. It gives an insight to principles underlying real educa- 
 tion as distinguished from book learning. 
 
 4. It shows the teacher not only what to do, but gives the 
 way in which to do it. 
 
 5. It impresses one with the spirit of the Quincy schools. 
 
 6. It shows the teacher how to create an atmosphere of hap 
 piness, of busy work, and of progress. 
 
 7. It shows the teacher how not to waste her tune in worry 
 ing over disorder. 
 
 8. It tells how to treat pupils with courtesy, and get cour- 
 tesy back again. 
 
 9. It presents four years of work, considering Number, 
 Color, Direction, Dimension, Botany, Minerals, Form, Lan- 
 guage, Writing, Pictures, Modelling, Drawing, Singing, 
 Geography, Zoology, etc., etc. 
 
 10. There are 686 pages; a large book devoted to the realities 
 of school life, in realistic descriptive language. It is plain, 
 real, not abstruse and uninteresting. 
 
 11. It gives an insight into real education, the education 
 urged by Pestalozzi, Frcebeji Mani^JPage, Parker, etc. 
 
ALL ORDERS tfd 
 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 
 
 First Three Years of Childhood. 
 
 AN EXHAUSTIVE STUDY OF THE PSYCHOLOGY OF CHILDREN. By 
 BERNARD PEREZ. Edited and translated by ALICE M. CHRISTIE, 
 translator of " Child and Child Nature," with an introduction by 
 JAMES SULLY, M.A., author of "Outlines of Psychology," etc. 
 12mo, cloth, 324 pp. Price, 81.50 ; to teachers, $1.20 ; by mail, 10 
 cents extra. 
 
 This is a comprehensive treatise on the psychology of childhood, and 
 is a practical study of the human mind, not full formed and equipped 
 with knowledge, but as nearly as possible, ab origine before habit, 
 environment, and education have asserted their sway and made their 
 permanent modifications. The writer looks into all the phases of child 
 activity. He treats exhaustively, and in bright Gallic style, of sensa- 
 tions, instincts, sentiments, intellectual tendencies, the will, the facul- 
 ties of aesthetic and moral senses of young children. He shows how 
 ideas of truth and falsehood arise in little minds, how natural is imita- 
 tion and how deep is credulity. He illustrates the development of im- 
 agination and the elaboration of new concepts through judgment, 
 abstraction, reasoning, and other mental methods. It Is a book that 
 has been long wanted by all who are engaged in teaching, and especially 
 by all who have to do with the education and training of children. 
 
 This edition has a new index of special value, and the book is care- 
 fully printed and elegantly and durably bound. Be sure to get our 
 standard edition. 
 
 OUTLINE OF CONTENTS. 
 
 CHAP. 
 
 IX. Association of Psvchical States 
 
 - Association imagination. 
 X. Elaboration of Ideas Judg- 
 ment Abstraction Com- 
 parison Generalization 
 Reasoning Errors and Allu- 
 sionsErrors and Allusions 
 Owing to Moral Causes. 
 XI. Expression and Language. 
 XII. ^Esthetic Senses Musical 
 Sense Sense of Material 
 Beauty Constructive In- 
 stinctDramatic Instinct. 
 XLU. Personalty Reflection Moral 
 
 CHAP. 
 
 I. Faculties of Infant before Birth 
 First Impression of New- 
 born ChUd. 
 
 n. Motor Activity at the Begin- 
 ning of Life at Six Months 
 at Fifteen Months. 
 in. Instinctive and Emotional Sen- 
 sations First Perceptions. 
 IV. General and Special Instincts. 
 V. The Sentiments. 
 VI. Intellectual Tendencies Ver- 
 acity Imitation Credulity. 
 VH. The Will. 
 VIII. Faculties of Intellectual Acqui- 
 
 sition and Retention Atten- Sense, 
 
 tion Memory. 
 
 Col. Francis W. Parker, Principal Cook County Normal and Training 
 School, Chicago, says: "I am glad to see that you have published Perez's 
 wonderful work upon childhood. I shall do all I can to get everybody to read 
 it. It is a grand work." 
 
 John Bascom, Pres. Univ. of Wisconsin, says:" A work of marked 
 interest." 
 
 Cr. Stanley Hall, Professor of Psychology and Pedagogy, Johns Hopkins 
 Univ., says: "I esteem the work a very valuable one for primary and kin- 
 dergarten teachers, and for all interested in the psychology of childhood." 
 
 And many other strong commendations. 
 
SEND ALL ORDERS TO 
 
 E. L. KELLOGG & CO., NEW YOllK & CHICAGO. 33 
 
 Reception Day. 6 
 
 A collection of fresh and original dialogues, recitations, ^decla- 
 mations, and short pieces for practical use in Public and 
 Private Schools. Bound in handsome new paper cover, 160 
 pages each, printed on laid paper. Price, 30 cents each; U 
 teachers, 24 cents; by mail, 3 cents extra. 
 The exercises in these books bear upon education; have a rela< 
 tion to the school-room. 
 
 1. The dialogues, recitations, and declamations gathered in 
 
 this volume being fresh, short, 
 I and easy^o be comprehended, are 
 .| well fitted for the average scholars 
 Si of our schools. 
 
 2. They have mainly been used 
 by teachers for actual schooj 
 exercises. 
 
 3. They cover a different ground 
 from the speeches of Demosthenes 
 
 | and Cicero which are unfitted 
 for boys of twelve to sixteen 
 years of age. 
 
 4. They have some practical in- 
 terest for those who use them. 
 
 5. There is not a vicious sen- 
 tence uttered. In some dialogue 
 books profanity is found, or dis- 
 obedience to parents encouraged, 
 or lying laughed at. Let teachers 
 look out for this. 
 
 6. There is something for the 
 youngest pupils. 
 
 NEW COVER. 
 
 7. "Memorial -Day Exercises" for Bryant, Garfield, Lincoln, 
 etc., will be found. 
 
 8. Several Tree Planting exercises are included. 
 
 9. The exercises have relation to the school-room, and bear 
 upon education. 
 
 10. An important point is the freshness of these pieces. Most 
 of them were written expressly for this collection, and can be 
 found nowhere else. 
 
 Boston Journal of Education. " It is of practical value." 
 Detroit Free Press," Suitable for public and private schools." 
 Western Ed, Journal. " A series of very good selections." 
 
34: 
 
 SEND ALL ORDERS TO 
 
 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 
 
 WHAT EACH NUMBER CONTAINS. 
 
 No. 1 
 
 Is a specially fine number. One dia- 
 logue in it, called " Work Conquers," 
 for 11 girls and 6 boys, has been given 
 hundreds of times, and is alone worth 
 the price of the book. Then there 
 are 21 other dialogues. 
 29 Recitations. 
 14 Declamations. 
 17 Pieces for the Primary Class. 
 
 No. 2, Contains 
 
 29 Recitations. 
 12 Declamations. 
 
 17 Dialogues. 
 
 24 Pieces for the Primary Class. 
 
 And for Class Exercise as follows: 
 
 The Bird's Party. 
 
 Indian Names. 
 
 Valedictory. 
 
 Washington's Birthday. 
 
 Garfield Memorial Day. 
 
 Grant 
 
 Whittier " 
 
 Sigourney " 
 
 No. 3 Contains 
 
 Fewer of the longer pieces and more 
 of the shorter, as follows : 
 
 18 Declamations. 
 
 21 Recitations. 
 
 22 Dialogues. 
 
 24 Pieces for the Primary Class. 
 A Christmas Exercise. 
 Opening Piece, and 
 An Historical Celebration. 
 
 No. 4 Contains 
 
 Campbell Memorial Day. 
 Longfellow " " 
 Michael Angelo " 
 Shakespeare " 
 Washington " " 
 Christmas Exercise. 
 Arbor Day 
 New Planting " 
 Thanksgiving " 
 Value of Knowledge Exercise. 
 Also 8 other Dialogues. 
 21 Recitations. 
 
 23 Declamations. 
 
 No. 5 Contains 
 
 Browning Memorial Day. 
 Autumn Exercise. 
 Bryant Memorial Day. 
 New Planting Exercise. 
 Christmas Exercise. 
 A Concert Exercise. 
 
 24 Other Dialogues. 
 16 Declamations, and 
 36 Recitations. 
 
 No. 6 Contains 
 Spring; a flower exercise for very 
 
 young pupils. 
 Emerson Memorial Day. 
 New Year's Day Exercise. 
 Holmes' Memorial Day. 
 Fourth of July Exercise. 
 Shakespeare Memorial Day. 
 Washington's Birthday Exercise. 
 Also 6 other Dialogues. 
 6 Declamations. 
 41 Recitations. 
 
 15 Recitations for the Primary Class. 
 And 4 Songs. 
 
 Our RECEPTION DAY Series is not sold largely by booksellers, 
 who, if they do not keep it, try to have you buy something else 
 similar, but not so good. Therefore send direct to the publishers, 
 by mail, the price as above, in stamps or postal notes, and your 
 order will be filled at once. Discount for quantities. 
 
 SPECIAL OFFER. 
 
 If ordered at one time, we will send postpaid the entire 
 6 Nos. for $1.40. Note the reduction. 
 
BEND AUU OBDBRS TO 
 
 f. L. KELLOGG <fc CO., JVJS7TF YORK & CHICAGO. 35 
 
 Seeteys Grube s Method of Teaching 
 
 ARITHMETIC. Explained and illustrated. Also the im- 
 provements on the method made by the followers of 
 Grube in Germany. By LEVI SEELEY, Ph.D. Cloth, 
 176 pp. Price, $1.00 ; to teachers 80 cents ; by mail, 
 7 cents extra. 
 
 1. IT is A PHILOSOPHICAL 
 WORK. This book has a sound 
 philosophical basis. The child 
 does not (as most teachers seem 
 to think) learn addition, then 
 subtraction, then multiplica- 
 tion, then division; he learns 
 these processes together. Grube 
 saw this, and founded his sys- 
 tem on this fact. 
 
 2. IT FOLLOWS NATURE'S 
 PLAN. Grube proceeds to de- 
 velop (so to speak) the method 
 by which the child actually be- 
 comes (if he ever does) ac- 
 quainted with 1, 2, 3, 4, 5, etc. 
 This is not done, as some sup- 
 pose, by writing them on a 
 slate. Nature has her method ; 
 she begins with THINGS; after 
 
 handling two things in certain ways, the idea of two is ob- 
 tained, and so ot other numbers. The chief value of this 
 book then consists in showing what may be termed the way 
 nature teaches the child number. 
 
 3. IT is VALUABLE TO PRIMARY TEACHERS. It begins and 
 shows how the child can be tanght 1, then 2, then 3, &c. 
 Hence it is a work especially valuable for the primary teacher. 
 jt gives much space to showing how the numbers up to 10 are 
 taught; for if this be correctly done, the pupil will almost 
 teach himself the rest. 
 
 4. IT CAN BE USED IN ADVANCED GRADES. It discusses 
 methods of teaching fractions, percentage, etc., so that it is a 
 work valuable for all classes of teachers. 
 
 5 IT GUIDES THE TEACHER'S WORK. It shows, for exam- 
 ple, what the teacher can appropriately do the first year, what 
 the second, the third, and the fourth. More than this, it sug- 
 gests work for the teacher she would otherwise omit. 
 
 Taking it altogether, it is the best work on teaching num* 
 tcr ever published. It is very hanclflomely printed and bound* 
 
SfcNB ALL ORDERS TO 
 
 E. L. KELLOGG & CO., NEW YORK AND CHICAGO. 37 
 
 Sbaw's Rational Question "Book. 
 
 " THE NATIONAL QUESTION BOOK." A graded course of 
 study for those preparing to teach. By EDWARD R. SHAW, 
 Principal of the High School, Yonkers, N. Y., author of 
 " School Devices,'' etc Bound in durable English buck- 
 ram cloth, with beautiful side-stamp. 12mo, 400 pp. 
 Price, $1.85; net to teachers, postpaid. 
 A new edition of this popular book is now ready, containing 
 the following 
 
 NEW FEATURES: 
 
 BEADING. An entirely new chapter with answers. 
 ALCOHOL and its effects on the body. An entirely new 
 chapter with answers. 
 
 THE PROFESSIONAL GRADE has been entkely re- 
 written and now contains answers to every question. 
 
 This work contains 6,500 Questions and Answers on 24 
 Different Brandies of Study. 
 
 ITS DISTINGUISHING FEATURES. 
 
 1. It aims to make the teacher a BETTER TEACHER. 
 
 11 How to Make Teaching a Profession" has challenged the 
 attention of the wisest teacher. It is plain that to accomplish 
 this the teacher must pass from the stage of a knowledge of 
 the rudiments, to the stage of somewhat extensive acquire- 
 ment. There are steps in this movement ; if a teacher will 
 take the first and see what the next is, he will probably go on 
 to the next, and so on. One of the reasons why there has 
 been no movement forward by those who have made this first 
 step, is that there was nothing marked out as a second step. 
 
 2. This book will show the teacher how to go forward. 
 
 In the preface the course of study usually pursued in our 
 best normal schools is given. This proposes four grades; 
 third, second, first, and professional. Then, questions are 
 given appropriate for each of these grades. Answers follow 
 each section. A teacher will use the book somewhat as 
 follows : -If he is in the third grade he will put the questions 
 found in this book concerning numbers, geography, history, 
 grammar, orthography, and theory and practice of teaching 
 to himself and get out the answer. Having done this he will 
 go on to the other grades in a similar manner. In this way 
 he will know as to his fitness to pass an examination for 
 
SEND ALL ORDEBS TO 
 
 38 E. L. KELLOGG & CO., NEW YORK <& CHICAGO. 
 
 these grades. The selection of questions is a good one. 
 
 3. It proposes questions concerning teaching itself. 
 
 The need of studying the Art of Teaching is becoming more 
 and more apparent. There are questions that will prove very 
 suggestive and valuable on the Theory and Practice of Educa- 
 tion. 
 
 4. It is a general review of the common school and higher 
 studies. 
 
 Each department of questions is followed by department of 
 answers on same subject, each question being numbered, and 
 answer having corresponding number. 
 
 Arithmetic, 3d grade. English Literature, 1st grade. 
 
 Geography, 2d and 3d grade. Natural Philosophy, " 
 
 U. S. History, 2d and 3d grade. Algebra, professional grade. 
 
 Grammar, 1st, 2d, and 3d grade. General History, profess, grade. 
 
 Orthography and Orthoepy,3d grade. Geometry, 
 
 Theory and Practice of Teaching, Latin, " " 
 
 1st, 2d, and 3d grade. Zoology, 
 
 Rhetoric and Composition, 2d grade. Astronomy, 
 
 Physiology, 1st and 2d grade. Botany, 
 
 Bookkeeping, 1st and 2d grade. Physics, 
 
 Civil Government, 1st and 2d grade. Chemistry, 
 
 Physical Geography, 1st grade. Geology, 
 
 5. It is carefully graded into grades corresponding to those 
 into which teachers are usually classed. 
 
 It is important for a teacher to know what are appropriate 
 questions to ask a third grade teacher, for example. Exam- 
 iners of teachers, too, need to know what are appropriate 
 questions. In fact, to put the examination of the teacher into 
 a proper system is most important. 
 
 6. Again, this book" broadens the field, and will advance 
 education. The second grade teacher, for example, is exam- 
 hied in rhetoric and composition, physiology, book-keeping, 
 and civil government, subjects usually omitted. The teacher 
 who follows this book faithfully will become as near as possi- 
 ble a normal school graduate. It is really a contribution to 
 pedagogic progress. It points out to the teacher a road to 
 professional fitness. 
 
 7. It is a useful reference work for every teacher and priv- 
 ate library. 
 
 Every teacher needs a book to turn to for questions, for 
 example, a history class. Time is precious ; he gives a pupil 
 the book saying, " Write five of those questions on the black- 
 board ; the class may brin in answers to-morrow." A book, 
 
SEND ALL ORDERS TO 
 
 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 45 
 
 Teachers Manuals Series. 
 
 Each is printed in large, clear type, on good paper. Paper 
 
 cover, price 15 cents; to teach- 
 ers, 12 cents; by mail, 1 cent 
 extra. 
 
 There is a need of small vol- 
 umes "Educational tracts," that 
 teachers can carry easily and study 
 as they have opportunity. The 
 following numbers have been al- 
 ready published. 
 
 It should be noted that while 
 our editions of such of these little 
 books that are not written specially 
 for this series are as low in price 
 as any other, the side-heads, top- 
 ics, and analyses inserted by the 
 editor, as well as the excellent 
 paper and printing, make them 
 far superior in every way to any 
 other edition. 
 
 J. G. FITCH, Inspector of the We would suggest that city mper- 
 Training Colleges of England. inUudentsor conductors of institutes 
 
 wpply each of their teachers with copies of tliese little books. Special 
 
 rates for quantities. 
 
 No. i. Fitch's Art of Questioning. 
 
 By J. G. FITCH, M.A., author of " Lectures on Teaching." 38 pp. 
 Already widely known as the most useful and practical essay on this most 
 important part of the teachers' lesson-hearing. 
 
 No. 2. Pitch's Art of Securing Attention. 
 
 By J. G. FITCH, M. A. 39 pp. 
 
 Of no less value than the author's " Art of Questioning." 
 
 No. 3. Sidgwick's On Stimulus in School. 
 
 By ARTHUR SIDGWICK, M.A. 43 pp. 
 
 " How can that dull, lazy scholar be pressed on to work up his lessons 
 with a will?" This bright essay will tell how it can be done. 
 
 No. 4. Yonge's Practical Work in School. 
 
 By CHARLOTTE M. YONGE, author of " Heir of Redclyffe," 35 pp. 
 All who have read Miss Yonge's books will be glad to read of her views 
 on School Work. 
 
 No. 5. Fitch's Improvement in the Art of Teaching. 
 
 By f. G. FITCH, M.A. 25 pp. 
 
 This thoughtful, earnest essay will bring courage and help to many a 
 teacher who is struggling to do better work. It includes a course of study 
 for Teachers' Training Classes. 
 
SEND ALL ORDERS TO 
 
 46 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 
 No. 6. Gladstone's Object Teaching. 
 
 By J. H. GLADSTONE, of the London (Eng.) School Board. 25 pp. 
 A short manual full of practical suggestions on Object Teaching. 
 
 No. 7. Huntington's Unconscious Tuition. 
 
 Bishop Huntington has placed all teachers under profound obligations to 
 him by writing this work. The earnest teacher has felt its earnest spirit, 
 due to its interesting discussion of the foundation principles of education. 
 It is wonderfully suggestive. 
 
 No. 8. Hughes' How to Keep Order. 
 
 By JAMES L. HUGHES, author of " Mistakes in Teaching." 
 Mr. Hughes is one of the few men who know what to say to help a young 
 teacher. Thousands are to-day asking, " How shall we keep order ?" 
 Thousands are saying, " I can teach well enough, but I cannot keep order." 
 To such we recommend this little book. 
 
 No. 9. Qiiick's How to Train tie Memory. 
 
 By Rev. R. H. QUICK, author of " Educational Reformers." 
 This book comes from school-room experience, and is not a matter of 
 theory. Much attention has been lately paid to increasing the power of 
 memory. The teacher must make it part of his business to store the 
 memory, hence he must know how to do it properly and according to the 
 laws of the mind. 
 
 No. 10. Hoffman's Kindergarten Gifts. 
 
 By HEINRICH HOFFMAN, a pupil of Froebel. 
 
 The author sets forth very clearly the best methods of using them for 
 training the child's senses and power of observation. 
 
 No. ii. "Butler's Argument for Manual Training. 
 
 By NICHOLAS MURRAY BUTLER, Pres. of N. Y. College for Training of 
 Teachers. 
 A clear statement of the foundation principles of Industrial Education. 
 
 No. 12. Groff's School Hygiene. 
 
 By Pres. G. G. GROFF, of Bucknell University, Pa. 
 
 We wish that every teacher could read carefully and put in practice the 
 clearly-stated principles of School Hygiene given in this little book. Care 
 of the eyes, light, ventilation, wells, water-closets, etc., are fully treated, 
 with several illustrations. 
 
 THIS LIST IS CONSTANTLY BEING ADDED TO. 
 NOTICES. 
 
 Central School Journal (Iowa. " The demand is for small books on great 
 subjects." 
 
 S. W. Journal of Education." Glad to see such valuable papers in such 
 a cheap form." 
 
 Va, School Journal." Teachers' manuals in the broad sense." 
 
 Wisconsin School Journal " The series are deserving the highest com- 
 mendation." 
 
 Mucation (Boston). 1 ' Capital little books." 
 ence (N. Y. City). " Contain materials that will prove suggestive to 
 teachers." 
 
 Progressive Teacher. "Valuable additions to a series already famous." 
 
 School Herald (Chicago). "We must commend the good judgment in 
 selecting these books." 
 
 Educational Hecord (Canada)." Every progressive teacher ought t<? 
 have them." 
 
SEND ALL, ORDERS TO 
 
 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 47 
 
 Welch's Teachers Psychology. 
 
 A Treatise on the Intellectual Faculties, the Order of the 
 Growth, and the Corresponding Series of Studies by which 
 they are Educated. By the late A. S. Welch, Professor of 
 Psychology, Iowa Agricultural College, formerly Pres. of 
 the Mich. Normal School. Cloth, 12mo, 300 pp., $1.25; to 
 teachers, $1; by mail, 12 cents extra. Special terms to 
 Normal Schools and Reading Circles. 
 
 A mastery of the branches to be taught was once thought to be 
 an all-sufficient preparation for teaching. But it is now seen that 
 there must be a knowledge of the mind that is to be trained. 
 Psychology is the foundation of intelligent pedagogy. Prof. 
 Welch undertook to write a book that should deal with mind- 
 unfolding, as exhibited in the 
 school-room. He shows what is 
 meant by attending, memorizing, 
 judging^ abstracting, imagining, 
 classifying, etc., as it is done by 
 the pupil over his text-books. First, 
 there is the concept; then there is 
 (1) gathering concepts, (2) storing 
 concepts, (3) dividing concepts, 
 (4) abstracting concepts, (5) build- 
 ing concepts, (6) grouping con- 
 cepts, (7) connecting concepts, 
 (8) deriving concepts. Each of 
 these is clearly explained and il- 
 lustrated ; the reader instead of 
 being bewildered over strange 
 terms comprehends that imagina- 
 tion means a building up of con- 
 cepts, and so of the other terms. 
 A most valuable part of the book 
 is its application to practical education. How to train these 
 powers that deal with the concept that is the question. There 
 must be exercises to train the mind to gather, store, divide, abstract, 
 build, group, connect, and derive concepts. The author shows 
 what studies do this appropriately, and where there are mistakes 
 made in the selection of studies. The book will prove a valuable 
 one to the teacher who wishes to know the structure of the mind 
 and the way to minister to its growth. It would seem that ^ at 
 last a psychology had been written that would be a real aid, in- 
 stead of a hindrance, to clear knowledge, 
 
 DR. A. S. WELCH. 
 
SEND ALL ORDERS TO 
 
 52 K L. KELLOGG & (70., NEW YOEK & CHICAGO. 
 
 Woodbutt's Simple Experiments for the 
 
 SCHOOL-ROOM. By Prof. JOHN F. WOODHULL, Prof, of 
 Natural Science in the College for the Training of Teachers, 
 New York City, author of ' ' Manual of Home-Made Appa- 
 ratus." Cloth, 16mo. Price, 50 cents; to teachers, 40 cents; 
 by mail, 5 cents extra. 
 
 This book contains a series of simple, easily-made experiments, 
 to perform which will aid the comprehension of every-day phe- 
 nomena. They are really the very lessons given by the author in 
 the Primary and Grammar Departments of the Model School in 
 the College for the Training of Teachers, New York City. 
 
 The apparatus needed for the experiments consists, for the most 
 part, of such things as every teacher will find at hand in a school- 
 room or kitchen. The experiments are so connected in logical 
 order as to form a continuous exhibition of the phenomena of 
 combustion. This book is not a science catechism. Its aim is to 
 train the child's mind in habits of reasoning by experimental 
 methods. 
 
 These experiments should be made in every school of our 
 country, and thus bring in a scientific method of dealing with 
 nature. The present method of cramming children's minds with 
 isolated facts of which they can have no adequate comprehension 
 is a ruinous and unprofitable one. This book points out the 
 method employed by the best teacJiers in the best schools. 
 
 WHAT IT CONTAINS. 
 
 I. Experiments with Paper. 
 H. " Wood. 
 
 III. a Candle. 
 
 IV. " Kerosene. 
 V. Kindling Temperature. 
 
 VI. Air as an Agent in Combustion. 
 VII. Products of Complete '* 
 VIII. Currents of Air, etc. Ventila- 
 IX. Oxygen of the Air. [tion. 
 
 X. Chemical Changes. 
 
 In all there are 91 experiments described, illustrated by 35 
 engravings. 
 
 Jas, H. Canfield, Univ. of Kans., Lawrence, says:" I desire to say most 
 emphatically that the method pursued is the only true one in all school 
 work. Its spirit is admirable. We need and must have far more of this 
 instruction." 
 
 J. C. Packard, Univ. of Iowa, Iowa City, says:" For many years shut up 
 to the simplest forms of illustrative apparatus, I learned that the necessity 
 was a blessing, since so much could be accomplished by home-made ap- 
 paratus inexpensive and effective." 
 
 Henry R, Kussell, Woodbury, N. J., Supt. of the Friends School: "Ad- 
 mirable little book. It is just the kind of book we need," 
 
 S. T. Button, Supt. Schools, New Haven, Ct. " Contains just the kind of 
 help teachers need in adapting natural science to common schools." 
 
Sfetffc ALL ORDERS TO 
 
 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 
 
 Song Treasures. 
 
 THE PRICE HAS BEEN 
 GREATLY REDUCED. 
 
 Compiled by AMOS M. KELLOGG, editor of the SCHOOL JOUR* 
 NAL. Beautiful and durable postal-card manilla cover, 
 printed in two colors, 64 pp. Price, 15 cents each; to teachers, 
 12 cents; by mail, 2 cents extra. 30th thousand. Write for 
 our special terms to schools for quantities. Special terms for use 
 at Teachers' Institutes. 
 This is a most * 
 
 valuable col- J 
 
 lection of mu- j 
 
 sic for all 
 
 schools and in- j 
 
 stitutes. 
 
 1. Most of I 
 the pieces have 
 been selected I 
 by the teachers 
 as favorites in | 
 the schools. 
 They are the 
 ones the pupils 
 love to sing. 
 It contains 
 nearly 100' 
 pieces. 
 
 2. All the pieces " have a ring to them ;" they are easily 
 learned, and will not be forgotten. 
 
 3. The themes and words are appropriate for young people. 
 In these respects the work will be found to possess unusual merit. 
 Nature, the Flowers, the Seasons, the Home, our Duties, our 
 Creator, are entuned with beautiful music. 
 
 4. Great ideas may find an entrance into the mind through 
 music. Aspirations for the good, the beautiful, and the true are 
 presented here in a musical form. 
 
 5. Many of the words have been written especially for the 
 book. One piece, " The Voice Within Us/' p. 57, is worth the 
 price of the book. 
 
 6. The titles here given show the teacher what we mean : 
 
 Ask the Children, Beauty Everywhere, Be in Time, Cheerfulness, 
 Christmas Bells, Days of Summer Glory, The Dearest Spot, Evening Song, 
 Gentle Words, Going to School, Hold up the Right Hand, I Love the Merry, 
 Merry Sunshine, Kind Deeds, Over in the Meadows, Our Happy School, 
 Scatter the Germs of the Beautiful, Time to Walk, The Jolly Workers, The 
 Teacher's Life, Tribute to Whitl ' 
 
UNIVERSITY OF CALIFORNIA LIBRARY 
 BERKELEY 
 
 THIS BOOK IS DUE ON THE LAST DATE 
 STAMPED BELOW 
 
 Books not returned on time are subject to a fine of 
 50c per volume after the third day overdue, increasing 
 to $1.00 per volume after the sixth day. Books not in 
 demand may be renewed if application is made before 
 expiration of loan period. 
 
 FEB181918 
 
 
 
 MAR 26 1940 
 
 20 
 
 NOV 2 9 
 
 APR & 
 
 AUG 10192! 
 
 AUG 
 
 !9 
 
 m 
 
YB 04^06