IRLF 
 
 17 DDM 
 
LIBRARY 
 
 OF THE 
 
 UNIVERSITY OF CALIFORNIA. 
 
 Class 
 
A 
 
 General Outline 
 of 
 
 Pedagogy 
 
 BY 
 
 RURIC N. ROARK, Ph.D. 
 
 DEAN OF DEPARTMENT OF PEDAGOGY, STATE COLLEGE OF KENTUCKY 
 
 AUTHOR OF "PSYCHOLOGY IN EDUCATION," AND "METHODS IN EDUCATION" 
 
 A Working Manual 
 
 HINDS, NOBLE & ELDREDGE 
 3 I ~33-35 WEST I$TH STREET, NEW YORK CITY 
 
COPYRIGHT, 1900, 
 BY R. N. ROARK. 
 
PREFACE 
 
 This book is meant to be just what its sub- title implies 
 a working manual. It comes into print as the result of nearly 
 two decades of actual work with teachers in the class room, in 
 institutes, and on the platform. 
 
 It is designed to meet the need of the self-helping teacher, 
 who desires some general guidance and direction ; and it is 
 planned also for use by the teacher of Pedagogy in normal 
 schools and colleges. 
 
 The Outline is designed to cover broadly all the themes 
 most apt to be presented in a series of lectures or class-lessons 
 upon the subjects of educational economy and educational 
 method. Sufficient latitude is left for instructors and students to 
 give their completed outline such trend and emphasis as may 
 seem fit in view of particular local conditions. 
 
 In handling the Outline in lectures or class-work it has been 
 found best to use each topic as a subject for full discussion ; 
 requiring the students to take notes of their own to be entered, 
 together with all matter given by the lecturer or teacher, upon 
 the blank pages left after each page of print. It is also strongly 
 recommended that the teacher, using the book all the time he 
 teaches, shall make additional notes and change others already 
 made, in theVlight of his actual daily experiences in the school 
 room. 
 
 The recorded results of the teacher's own thoughtful peda- 
 gogical experiments will constitute, for him, one of the best 
 possible works on the art of teaching. 
 
 Particular attention is requested to the references given after 
 the main topics, and to the general bibliography at the close. 
 These references are not exhaustive, bujt aijeill thoroughly good, 
 and cover the ground. Each book and periodical named in these 
 lists should be in every library used by teachers. 
 
 R. N. ROARK. 
 
 S34 
 
A General Outline of Pedagogy, 
 
 I 1 MANAGEMENT (SCHOOL ECONOMY). 
 
 General References : 
 
 1 i ) School Management and School Methods, by Baldwin. 
 D. Appleton & Co., N. Y. 
 
 (2) School Management, by White. American Book Co., 
 Cincinnati, O. 
 
 (3) Philosophy of School Management, by Tompkins. 
 Ginn & Co., Chicago. 
 
 (4) Reports of the Committees (Ten, Twelve and Fif- 
 teen) of the Nat. Ed. Association. Irwin Shepard, 
 Winona, Minn. 
 
 (5) Reports of the National Educational Association. 
 Same address. 
 
 (6) Principles and Practice of Teaching, by Johonnot. 
 D. Appleton & Co., New York City. 
 
 (7) Reports of the Nat. Commissioner of Education, 
 Washington, D. C. 
 
 (8) How to Organize and Classify a Country School. 
 W. M. Welch, 120 Monroe street, Chicago. 
 
 (9) School Economy, by Wickersham. Lippincott & Co. , 
 Philadelphia. 
 
 J2 Securing the School. 
 
 I 3 The teacher's fitness. 
 
 I 4 Physical. (Is there any law on this point in this 
 State? Should there be? If so, to what effect? 
 Why?) 
 
 2* Academic. (In what subjects should the teachers 
 be proficient? What subjects other than the "com- 
 mon branches" should be known ? Why ?) 
 
(2) 
 
 3* Professional. 
 
 I 5 Theoretical. (What constitutes a good course in 
 
 theoretical Pedagogy ?) 
 2 s Practical. (What constitutes a good course in 
 
 practical Pedagogy ?) 
 4 4 Cultural. 
 
 I 5 Value of the teacher's general ( to the teacher. 
 
 culture ( to the community. 
 
 2 6 How may culture be acquired ? (Discuss more or 
 less fully here the value of travel, society, reading, 
 clubs, summer schools, institutes, etc.). 
 2 8 Certification of the teacher. (See school law). 
 
 -I* /-A j ^-r f How many are there ? 
 
 1 Grades of certificates. | Ho w many ought there 
 
 2* Legal requirements of applicants. 
 
 there to be ? 
 As to age. 
 " " experience. 
 " " character. 
 " " the various 
 kinds of fitness 
 ^ discussed above. 
 
 3 4 Times and manner of holding examinations. (These 
 heads should be filled out from the school law. It 
 It is valuable to compare the laws of several States 
 on these matters) . 
 8 s Making application for the school. 
 
 I 4 In person. (The best way. Why? How should it 
 
 be done?) 
 2* By letter. (The student should be required to write 
 
 a model letter of application), 
 3 4 By "proxy." 
 4 4 Through teachers' agencies. (These institutions 
 
 should be fully discussed). 
 4 3 Making the contract. (See school law). 
 I 4 Time of signing. 
 2 4 By whom signed ? 
 3 4 Place of signing. 
 4 4 Items to be included. 
 
(3) 
 
 I 5 Salary. 
 
 I 6 Amount per month. (Should the salary be pro- 
 portioned to the grade of the certificate ? Should 
 school money be derived mainly from State or 
 from local taxation ? Why ?) 
 2 6 By whom paid ? 
 
 2 5 Length of school term. (The teacher should 
 always use his utmost endeavor to secure a length- 
 ening of the school term. If it be lengthened by a 
 "spring subscription school" this should be free}. 
 3 5 Branches to be taught. (Should other than the 
 "common branches" be taught? Should other 
 than the legally required branches be taught? 
 Why?) 
 
 f Amount per month. 
 4 5 Pupils tuition fees-if any j T O whom payable. 
 
 5 5 Employment of assistants. (Sch. Law). 
 
 6 5 Employment of a janitor. His duties. 
 
 7 5 Condition of house and grounds, (The student 
 should draw up a model contract, embodying these 
 items, and any others that may be needful). 
 
 > Taking Charge of the School. 
 
 I 3 Securing a boarding place. (What conditions should a 
 
 teacher demand in a boarding place ? Why?) 
 2 3 Visiting the parents before the term opens. (For 
 
 what purposes?) 
 3 3 Inspecting the house and grounds, and seeing that they 
 
 are in order.) 
 
 4 3 The "first day of school" Temporary organization. 
 I 4 Opening exercises. (Devotions; talks from the 
 
 teacher and trustees). 
 
 2 4 Temporary seating of pupils. (By what arrange- 
 ment ?) 
 3 4 Temporary classification. 
 
(4) 
 
 QUERIES AND SUGGESTIONS. 
 
 1 i ) Should the teacher be at the school house earlier on 
 the first day than thereafter ? Why? 
 
 (2) What should be the condition of house and grounds 
 the first day? Why? 
 
 (3) Should visitors be present ? 
 
 (4) What should be the tenor of the teacher's opening 
 talk? 
 
 (5) What classes should be called first? 
 
 (6) How many and what classes should be heard regularly, 
 the first day ? 
 
 (7) How shall the other pupils be kept occupied while 
 some are being classified ? 
 
 (8) What use should be made, the first day, of the last 
 term's register? 
 
 (9) What shall be done in the absence of any record of 
 last term's work? 
 
 ( 10) On the first day the teacher has the almost undivided 
 attention of the pupils; how shall he manage to hold 
 and intensify it through the term ? 
 
 ( 1 1 ) Everything must be carried through with promptness 
 and enthusiasm; let nothing drag . This means a most 
 careful planning by the teacher, beforehand, for this 
 first day. 
 
 32 Conducting the School. 
 
 I 3 Permanent organization. (This should be effective by 
 
 the end of the second week). 
 
 Note. About this time, also, the teacher should begin to 
 collect material for the exposition at the close of the term. 
 See forward, under "Exposition." (See p. 19). 
 
 I 4 Assignment of seats. (In what order should the 
 
 pupils be seated ? Why?) 
 
 2* Grading and classifying the school. (See general 
 references given above). 
 I 5 Advantages of putting the school into grades. 
 
(5) 
 
 I 6 Proper grading affords opportunity for the com- 
 pletion of definite amounts of work. 
 2 6 Pupils are thus enabled to make such connection 
 with higher courses as to go forward without 
 loss of time. 
 
 3 6 Position in a grade arouses the pupil's ambition 
 and emulation, and thus aids in securing prompt- 
 itude, regularity, and faithful application. 
 4 6 Proper grading saves the time and energy of the 
 teacher and pupils, by simplifying and correlating 
 the work. 
 2 5 Difficulties in the way of grading. 
 
 I 6 Indifference or hostility of pupils, parents, and 
 
 teacher. 
 
 2 6 Lack of books. 
 
 3 6 Irregularity of advancement of the individual 
 pupil, who has been permitted or encouraged to 
 study only what he liked. 
 4 6 Irregular attendance. 
 
 5 6 The "spring subscription school." (Why?) 
 3 5 Suggestive scheme of gradation. (This is planned 
 for the one-room rural school; it can be easily 
 modified to apply to one of two or three rooms). 
 References. The Courses of Study issued by the State Offices of 
 Education in the several States. Those of Wisconsin, Mis- 
 souri, Kansas, and Virginia are especially recommended. 
 Circular of Information No. 6, 1884, Bureau of Educa- 
 tion, Washington, D. C. 
 
 Report of Committee of Twelve, Irwin Shepard, Winona, 
 Minnesota. 
 
 I 6 The Grades of each Branch. There should be 
 three divisions in the whole school primary, 
 intermediate, and advanced. In the first two are 
 three grades each ; in the last, two grades. 
 I 7 Reading. The grading should be done on the 
 basis of the pupil's ability to read. Supple- 
 
(0) 
 
 mentary Reading should form a most impor- 
 tant part of the work from the First Reader 
 up. No regular reader in the series should 
 be used above the fifth grade. 
 
 2 7 Spelling. In all the grades, Spelling should 
 be taught in connection with all the branches. 
 No spelling-book is needed, and no separate 
 class in Spelling. 
 
 3 7 Writing. Writing should constitute a part of 
 the preparatory work in Reading in the first 
 two grades. There should be special exercises 
 for the whole school from the third grade up, 
 at least once a day. 
 
 4 7 Arithmetic. 
 
 I 8 Primary Division. No text-book. Funda- 
 mental operations begun in Integers and 
 Fractions. 
 
 I 8 Intermediate Division. Fractions ; Denomi- 
 nate Numbers ; Percentage begun. 
 2 8 Advanced Division. Applied 'Percentage ; 
 Ratio and Proportion ; Mensuration. 
 
 5 7 Grammar. In the primary and intermediate 
 divisions, Grammar should be incidental to 
 Reading and Language work. The text-book 
 may be used in the highest grade, or in the 
 two highest. 
 
 6 7 Physiology. It would be better to use no 
 text-book at all, but to give the instruction by 
 informal talks to the whole school. A text- 
 book may be used and completed in the sev- 
 enth grade. 
 
 7 7 Nature-Study. (See Roark's Method in Edu- 
 cation, p. 140). This work should be com- 
 bined with the out-door Geography (see below) 
 and should be carried through all grades with- 
 out a text-book, once or twice a week. In the 
 
(7) 
 
 primary and intermediate divisions the work 
 should be mainly observational ; in the ad- 
 vanced division some experimental exercises 
 may be introduced. 
 
 8 7 Geography. In the Primary Division and in 
 the first two grades of the Intermediate, the 
 work should be done in connection with nature 
 study. (See above). 
 
 The text-book may be introduced in the sixth 
 grade, and completed, as a separate study, in 
 it and the seventh. 
 9 7 History. 
 
 I 8 In the Primary Divison. Oral instruction 
 
 once or twice a week. 
 
 2 8 The Intermediate Division. Stories from 
 history may be read by the pupils, using 
 such books as Eggleston's First Book in 
 American History, and Stories of Great 
 Americans for Little Americans. 
 3 8 In the Advanced Division. A text-book of 
 U. S. Hist, should be taken up in the seventh 
 grade, and continued, in connection with 
 state history or general history, in the eighth 
 grade. 
 
 10 7 Civics. The instruction should be oral, once a 
 week from the fourth grade to the seventh, 
 inclusive. The text book may be used in the 
 highest grade. In the last two grades there 
 should be much illustration of the subject 
 from current events. 
 II 7 Language Work. 
 I 8 Oral. 
 
 I 9 In the Primary and Intermediate Divis- 
 ions. Informal conversations between 
 teacher and pupils. Committing to mem- 
 
(8) 
 
 ory and recitation of suitable choice selec- 
 tions. 
 
 2 9 In the Advanced Division. The same 
 work should be continued, and debating 
 should be introduced. 
 2 8 Written. 
 
 I 9 In the Primary and Intermediate Divis- 
 ions. There should be constant practice 
 in writing, copying sentences, writing 
 original sentences, and writing of short 
 compositions upon the simplest themes. 
 2 9 In the Advanced Division. Practice in 
 writing compositions should be continued 
 and some work should be done in text- 
 book rhetoric. 
 2 6 The Studies of each Grade. 
 
 I 7 Grade [I. Chart Grade: 4 to 6 recitations 
 daily; 5 to 8 mins. to a recitation. 
 1 s Reading from chart or primer; writing; 
 
 spelling twice daily. 
 
 2 8 Arithmetic. Counting; Reading and writ- 
 ing figures; fundamental operations to two 
 places once daily. 
 
 3 8 Geography and Nature-Study. Out-door, 
 objective, oral instruction once weekly, or 
 less often. 
 
 4 8 History and Civics. Simple stories, told 
 and read, with illustrations drawn from 
 every-day experiences once weekly, or 
 oftener. 
 
 5 8 Language. Conversations, with special ref- 
 erence to securing fluency on the part of the 
 pupil. Incidental correction of errors of 
 pronunciation, enunciation, and syntax. 
 The student should be required to fill out in detail the other 
 grades, after the same manner as shown in I 7 and 8 7 . This will 
 
(9) 
 
 be an excellent drill, even when the teacher must follow a course 
 laid down by the State. 
 
 The work of the seventh grade will be hardest to plan theo- 
 retically ; that of the first and second, hardest to work out in 
 the school room. 
 
 8 7 Grade VIII. 4 recitations daily ; 15 to 30 
 minutes to a recitation. 
 
 I 8 Reading. Reading of the best literature, 
 with weekly or twice a week discussions of 
 what has been read. The class should be 
 handled purely as a literature class. 
 2 8 Arithmetic. Mensuration ; a general re- 
 view, with numerous applied problems. 
 3 8 Geography. No separate class ; applied 
 Geography in history and in general read- 
 ing, especially in the "current events" 
 exercises. 
 
 4 8 History. U. S. History with State or Gen- 
 eral History. 
 
 5 8 Civics. Use of a simple, clear text-book. 
 Study of theory and practice of national and 
 State governments. 
 
 6 8 Language. Elementary Rhetoric, with prac- 
 tice in composition, alternated with work in 
 technical Grammar. Forensic exercises once 
 a week or once in two weeks. 
 
 Notts. The discussion should bring out clearly the differ- 
 ence between grading and classifying. 
 
 In putting any scheme of gradation into practical effect, the 
 teacher should study carefully how he can save time by combin- 
 ing two or more grades in certain studies, and by combining or 
 correlating studies. The following references on correlation will 
 be found very suggestive : 
 
 Herbart and the Herbartians, by De Garmo. Charles 
 
 Scribner's Sons, New York City. 
 
 Report of the National Educational Association for 1890, 
 
(10) 
 
 p. 200. Irwin Shepard, Winona, Miun. 
 Report of the Committee of Fifteen. Same address. 
 Rein's Outlines of Pedagogy. E. L. Kellogg & Co., 
 New York City. 
 
 Report of the Commissioner of Education for 1893-4, 
 Vol. I. Washington, D. C. 
 Educational Review, Vols. IX, X, XI. 
 
 Reading should be used as the chief basis of grading the 
 school, but it should be "checked up" by Arithmetic. 
 
 A pupil, therefore, who is poor in Reading or Arithmetic 
 should be placed in the grade corresponding to his degree of 
 advancement in these, even if he be quite advanced in some 
 other subjects. (Why?) 
 
 No "cross-grading" should be allowed. With patience and 
 persistence any apparent need for it can be overcome. 
 3 4 Daily program. 
 
 I 5 Principles and suggestions. 
 
 I 6 A program should show times for study as well 
 
 as times for recitation. 
 2 6 No lessons should be assigned for home study 
 
 below the fourth grade. (Why ?) 
 3 6 The youngest pupils should be heard in recita- 
 tion first of a morning ; the most advanced, 
 next. (Why?) 
 
 4 5 A lesson should be prepared as soon after its 
 assignment as possible. 
 

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(12) 
 
 2 s School Government. In addition to the references 
 given on the first page, the teacher is directed to the 
 following : New York Teachers' Monograph No. 7, 
 New York City. Abbott's Gentle Measures in the Man- 
 agement of the Young ; Harper Bros., New York City. 
 Democratic Government in the School, by Ray ; Public 
 School Publishing Co., Bloomington, 111. The Review 
 of Reviews, Vol. 20, p. 673, New York City. 
 I 4 Principles and Suggestions. 
 
 I 5 There should be few, if any, set rules. (Why?) 
 2 5 Love and sympathy lie at the basis of all success- 
 ful school government. 
 
 3 5 No pupil will behave better than the teacher. 
 4 5 The teacher must have absolute self-control and be 
 
 inflexibly just. 
 
 5 5 All pupils should be treated as ladies and gentle- 
 men until they prove themselves otherwise. 
 6 5 Never punish by assigning lesson-tasks. 
 7 5 When punishment is needed, let it be sure and 
 prompt. (Here there should be a full discussion 
 of punishments, including the subject of "pupil 
 self-government' ' ) . 
 2* Special cases of discipline. 
 
 I 5 In room management. (Here there should be a 
 full discussion of the best methods of dismissing 
 and calling school, dismissing and calling classes, 
 use of signal bells, military marching, &c.). 
 2 5 In play-ground management. 
 
 I 6 The teacher on the play-ground. (Why should 
 the teacher be on the play-ground ? Should he 
 take part in the games? Why? Should he 
 direct the sports? Why? Refer to Mann's 
 School Recreations and Amusements ; Ameri- 
 can Book Co., Cincinnati, O.). 
 2 6 Games and sports to be prohibited. 
 I 7 Those requiring strength only. 
 
(13) 
 
 2 7 Those endangering life or limb. 
 
 3 7 " that cultivate the gambling instinct. 
 
 4 7 ' that permit unwise mingling of boys 
 
 and girls. 
 3 6 Games and sports to be encouraged. 
 
 Refer to "Games for Schools and Gymnasia," 
 by Schaeffer ; Freidenker Pub. Co., Milwaukee, 
 Wis. School Recreations and Amusements, by 
 Mann ; American Book Co. 
 I 7 Those requiring skill as well as strength. 
 2 7 " which best develop the lungs and all 
 
 the muscles. 
 
 3 7 Those which involve cultivation of social 
 amenities between the pupils. (A general reg- 
 ulation may be made that the front of the 
 school grounds belongs to boys and girls 
 alike ; one side of the grounds to girls alone, 
 the other to boys alone. If this be adhered 
 to, most problems of intermingling of boys 
 and girls will settle themselves. Much may 
 be done at the lunch hour to cultivate the 
 social courtesies) . 
 
 4 6 The play-ground and the neighborhood. 
 I 7 Prevention of trespassing by pupils. 
 2 7 "Go as far as you like, so you are in place at 
 the end of the recess." (Is this a safe rule?) 
 3 6 On the road to and from school. (The legal re- 
 sponsibilities of the teacher for conduct of pupils 
 on the road should be fully discussed). 
 I 6 Fighting. 
 2 6 Trespassing. 
 8 6 Loitering. 
 
 (What shall be done in each case?) 
 3 4 Sources and occasions of disorder. 
 I 5 Physical. 
 
 I 6 Uncomfortable seats. 
 
('4) 
 
 2 6 Poor heating and ventilating. 
 
 3 6 Uncomfortable clothing. 
 
 4 6 Dirty, littered floor. 
 
 5 6 Ugly surroundings in house and grounds. 
 (Why?) 
 
 6 6 The water-bucket, when kept in the room. 
 
 (Why?) 
 2 5 Psychical. 
 
 I 6 Lack of interest and enthusiasm on the part of 
 the teacher. 
 
 2 6 Failure to follow the program. 
 
 3 6 Public punishment of pupils. 
 
 4 6 Rasping voice of the teacher. 
 
 5 6 Nervous or fidgety manner of the teacher. 
 4 4 Helps to good order. (See "School Management," 
 by White ; American Book Co. ) . 
 I 5 Physical. 
 
 I 6 Handsome, well-kept grounds and building. 
 (The students should be required to describe the 
 best 'attainable country school-yard and building) . 
 
 2 6 Proper heating and ventilating. (The best 
 modes of heating ; the placing of the stove, if 
 one is used ; and the simplest effective means of 
 ventilating should be discussed. The teacher 
 should clearly understand what degree of heat, 
 amount of moisture, and number of cubic feet 
 of fresh air are required for health). 
 
 3 6 Proper seating. (Single or double desks ? Seats 
 and desks connected or separate? Adjustable 
 desks and seats. Nothing about either with a 
 hinge on it. Why? Ink-wells, waste-holders, 
 &c.). 
 
 4 6 Drinking facilities. (What kird of vessel should 
 water be kept in? Where should it be kept? 
 Why ? What sort of drinking vessels shall be 
 used ?) 
 
2 s Psychical. 
 
 I 6 Aesthetic surroundings in the room. (Discus^ 
 the value of properly tinted walls, pictures, 
 flowers, books, &c. For material for school- 
 room decoration, address Perry Pictures Co., 
 Maiden, Mass.). 
 2 6 The teacher's smoothly directed activity, energy, 
 
 and enthusiasm. 
 
 3 6 A carefully made, carefully followed program. 
 
 The best recipe for good order is, "Something 
 
 for each one to do at a certain time, and each 
 
 one doing it a-t that time." 
 
 4 6 A proud feeling of ownership of the school by 
 
 the pupils an esprit de corps. 
 
 5 6 The human voice, properly used, is one of the 
 
 best possible means of control in the school-room. 
 
 6 6 The personal appearance of the teacher in quiet, 
 
 dignified bearing and dress, is also a potent aid 
 
 in control. 
 
 6 6 The teacher's firmness, self-control, and impar- 
 tiality. 
 7 6 Full and accurate scholarship on the part of the 
 
 teacher. 
 
 8 6 Methods of entertainment and instruction by 
 other means than regular class- work. 
 I 7 Opening exercises. (Rightly used, these can 
 be made one of the most potent means of 
 securing regular and prompt attendance, 
 arousing an abiding interest in school- work, 
 and giving instruction not easily to be had 
 in any other way). 
 I 8 General principles and suggestions. 
 
 " 9 The opening exercises should both enter- 
 tain and instruct. They should be so 
 conducted as to stimulate all right in- 
 terests. 
 
or 
 UNIVERSITY 
 
 2 9 The patrons should be encouraged to at- 
 tend. 
 
 3 9 Various persons in the community should 
 be called on occasionally for a song, a 
 piece of instrumental music, an interest- 
 ing talk, or an exhibition of photographs 
 of interesting places, &c. In such ways 
 may the school and the community be 
 more closely correlated. 
 
 4 9 Talks upon manners, hygienic living, 
 ethical conduct, the value of culture, &c., 
 should be frequent features of these exer- 
 cises. 
 
 2 s Suggestive (general) program for Monday 
 morning. 
 
 (1) Song. 
 
 (2) Devotions. 
 
 (3) Music. 
 
 (4) Report of the news of the preceding 
 week, given by pupils of Grade VIII. 
 (One may report the political news of 
 U. S.; another, foreign political news; 
 another, scientific progress ; another, 
 educational news, &c.). 
 
 (5) The teacher adds a few words of 
 comment, bespeaks good work for the 
 week beginning, makes such general 
 announcements as may be necessary, 
 and closes the exercises. 
 
 2 7 Observance of special days. 
 
 I 8 The celebration of special days arbor day , 
 bird day, birthdays of statesmen, writers, 
 inventors, discoverers, scientists, is grow- 
 ing deservedly popular. Such celebration 
 may be made of great service. 
 
(17) 
 
 2 8 Suggestive program for "Bird Day." 
 
 I 9 Display of pictures of birds. (Pictures 
 may be had, in natural colors, very 
 cheaply, from A. W. Mumford, Chicago, 
 111., publisher of Birds and All Nature}. 
 2 9 Reading by the teacher with comments 
 of the State law relative to the killing 
 of birds. 
 
 3 9 Reading, by an advanced pupil, of "An 
 Early Blue-bird," from Thompson's Po- 
 ems (published by Hough ton, Mifflin & 
 Co., Boston, Mass.) 
 4 9 Recitation by smaller pupil. 
 5 9 Singing of an appropriate song. 
 
 The following references are given from which the teacher 
 may obtain additional helps and hints on opening exercises and 
 observance of special days : 
 
 Morning Exercises and School Recreations, by Mickens. 
 H. R. Pattengill, Lansing, Mich. 
 Special Day Exercises, same address. 
 School Recreations and Amusements, by Mann. Am. 
 Book Co. 
 
 School Interests and Duties, by King, same address. 
 Bible Readings for Schools, by Schaeffer. Am. Book Co. 
 "Entertainments." (See p. 6 of Catalog of March Bros., 
 Lebanon, Ohio). 
 
 Under same head see also catalog of E. L. Kellogg & Co., 
 New York City, and catalogs of other publishers. 
 4 2 Closing the School: (See references just above). 
 I 3 General suggestions. 
 
 I 4 The work should increase progressively in difficulty 
 and amount from the first to the last day; there 
 should be no "letting down" toward the close. 
 2* The "last day of school" should be the fullest, best 
 day of all. (See below under 2 3 ). 
 
S 4 The public should be urged to attend the last day's 
 
 exercises. 
 2 s Special features. 
 
 I 4 "Exhibitions." (The best modern theory and prac- 
 tice are against the old-fashioned school exhibition. 
 Why? If one is given it should be made to bring in 
 money for the use of the school). 
 
 2 1 "Expositions." (Why are these better than exhi- 
 bitions?) Refer to Holbrook's New Method, C. K. 
 Hamilton, Lebanon, Ohio. 
 
 I 5 Purposes. 
 
 I 6 To show as far as possible the actual work done 
 and improvement made by each pupil during the 
 term. 
 
 2 6 To enlarge and dignify the work of the school. 
 3 6 To enlist and make permanent the interest of 
 
 the community in the school. 
 2 5 Material. 
 I 6 Sources. 
 
 I 7 Outlines in all subjects, especially History, 
 
 Geography, Civics, Physiology. 
 2 7 Diagrams and analyses in Grammar. 
 3 7 Written language work. 
 4 7 Spelling lists, in written spelling. 
 5 7 Penmanship specimens. 
 6 7 Drawings, made in all subjects, but especially 
 
 in language and nature-study. 
 7 7 Maps, made in Geog. and Hist. 
 8 7 Collections. 
 
 I 8 Botanical : Plants, bark, buds, leaves, flow- 
 ers, fruits, seeds. 
 2 8 Geological : Rock-forms, clays, sand, soil, 
 
 fossils, ores. 
 3 8 Zoological. Cocoons, insects, &c. 
 
(19) 
 
 9 7 Apparatus. Simple pieces made by the pupils 
 
 to illustrate elementary physics. 
 10 7 Hand-work in clay-modeling, wood-carving, 
 
 &c. 
 
 2 6 Collection of material. Written work in all sub- 
 jects, maps, drawings, &c., should be handed in 
 by the pupils regularly, beginning the second or 
 third week of school, as a part of their required 
 lesson-duties. All specimens should be kept by 
 the teacher, or under his direction, each pupil's 
 work being kept to itself, carefully labeled. 
 All work should show clearly by whom prepared, 
 when prepared, and how prepared. See the 
 "New Method" above referred to. 
 3 6 Display of material "Exposition Day." The 
 accumulated material of each pupil should, as 
 far as possible, be arranged to itself on desk or 
 table, in such order as to show that pupil's pro- 
 gress throughout the term. Maps, drawings, 
 herbarium sheets, &c., may be hung on the 
 walls. 
 
 The pupils should be drilled beforehand how to 
 explain to visitors the work and its arrangement. 
 4* The "Last Day." The last day should be marked 
 by the successful carrying out of a carefully planned, 
 carefully prepared program, consisting of music, 
 recitations, essays, a debate, and an address from the 
 teacher or some other fit person. The exercises of 
 the pupils should have been well led up to by their 
 forensic work throughout the term, and should con- 
 stitute an exposition of that work. 
 
 The Teacher, the School, and the Community; their 
 interrelations. This is a broad and inexhaustible topic, 
 and may be discussed, as time allows, under the following 
 general sub-heads : 
 I 3 Legal duties of the teacher. 
 
(20) 
 
 2 3 Duties of the teacher to school and community, not 
 required by law. 
 
 3 3 Legal duties of community to the school and the 
 teacher. 
 
 4 3 Duties of the community not required by law. 
 
 5 3 Improved modes of electing trustees, and of certificat- 
 ing and electing teachers. 
 
 6 3 Ideal organization of schools into township, county, and 
 state systems. 
 
 T 8 Mutual relations and helpfulness of home, school, pul- 
 pit, Sunday school, libraries, &c. The following refer- 
 ences are indicated : 
 
 School and Society, by Dewey. Chicago Univ. Press. 
 Social Phases of Education, by Dutton. The Macmil- 
 lan Co., New York City. 
 
 The Social Mind and Education, by Vincent. Same 
 publishers. 
 
 Report of the Committee of Twelve. Irwin Shepard, 
 Winona, Minn. 
 
 Indexed references to the sub-heads given above, or 
 similar ones, in the Reports of the Nat. "3d. Associa- 
 tion. Same address. 
 
 Indexed references to these sub-heads in the Reports 
 of the Commissioner of Education, Washington, D. C. 
 
 2 1 METHODOLOGY. 
 
 General references : 
 
 Method in Education, by Roark. Am. Book Co., Cin- 
 cinnati, Ohio. 
 
 Normal Methods of Teaching, by Brooks. Sower & Co., 
 Philadelphia. 
 
 A Manual of Pedagogics, by Putnam. Silver, Burdett 
 & Co., Boston. 
 
 Way marks for Teachers, by Arnold. Same address. 
 A Primer of Pedagogy, by Putnam. H. R. Pattengill, 
 Lansing, Mich. 
 
(21) 
 
 The Institutes of Education, by Laurie ; p. 179. Mac- 
 
 millan Co., New York City. 
 
 The Philosophy of Teaching, by Tompkins. Ginn & Co., 
 
 Chicago. 
 
 Quincy Methods, by Patridge. B. L. Kellogg & Co., 
 
 New York City. 
 
 Studies in Pedagogy, by Morgan. Same address. 
 
 General Method, by McMurry. Public School Pub. Co., 
 
 Bloomington, 111. 
 
 Special Methods in the various branches. Same address. 
 
 Psychology Applied to Education, by Compayre. D. C. 
 
 Heath & Co., Chicago. 
 
 Essentials of Method, by De Garmo. Same address. 
 
 Methods of Mind Training, by Aiken. Am. Book Co. 
 
 Manual of Object Teaching, by Calkins. Same address. 
 
 Psychology Applied to the Art of Teaching, by Baldwin. 
 
 D. Appleton & Co., New York City. 
 
 Elements of Pedagogy, by White. Am. Book Co. 
 
 Talks on Teaching, by Parker. E. L. Kellogg & Co., 
 
 New York City. 
 
 I 2 Psychology as the Basis of Method. 
 
 References : 
 
 Psychology in Education, by Roark. American Book 
 Co., Cincinnati, O. 
 
 Elementary Psychology and Education, by Baldwin. 
 D. Appleton & Co., New York City. 
 Psychology Applied to the Art of Teaching, by Bald- 
 win. Same address. 
 
 The Study of Children, by Warner. MacMillan Co., 
 New York City. 
 
 Mental Faculty, by Warner. Same address. 
 The Study of the Child, by Taylor. D. Appleton & 
 Co., New York City. 
 
 Proceedings of the Illinois Society for Child-Study. 
 A. W. Mumford, Chicago. 
 
(22) 
 
 Psychologic Foundations of Education, by Harris. 
 Appleton & Co., New York City. 
 I 8 Brief outline of Educational Psychology. 
 1* Conditions of mind action. 
 I 6 Physical conditions. 
 2 5 Psychical conditions. 
 
 I 6 The state of consciousness. 
 2 6 Attention. (Def.; Importance; how secured). 
 I 7 Involuntary. 
 2 7 Voluntary. 
 3 7 Expectant. 
 3 6 Habit. (Def.; Value; kinds to form; how 
 
 formed) . 
 
 2* Powers of the mind. 
 I 5 The intellect. 
 I 6 The senses. 
 2 6 Memory. 
 3 6 Judgment. 
 4 6 Imagination. 
 2 5 The feelings. 
 I 6 Love. 
 2 6 Sympathy. 
 3 6 Ambition. 
 4 6 Desire of approbation. 
 5 6 Curiosity. 
 6 6 Conscience. 
 
 (The importance of these as motives should be 
 fully discussed). 
 3 5 The will. (Will should be discussed in relation to 
 
 motives and character). 
 3* Operations of the mind. 
 
 I 5 Acquisition through senses and memory. 
 
 2 5 Assimilation through judgment and imagination. 
 
 3 5 Expression through language and conduct. 
 
 (For full discussion of these, see Roark's Psychol- 
 ogy in Education, p. 155 and following). 
 
(23) 
 
 2 s Classification of school studies and exercises on the 
 basis of Psychology. (See Roark's Psych, in Ed.> p. 
 
 258). 
 I 4 As to mental powers cultivated. 
 
 ( Nature-study and Geog. 
 
 V For sense-observation. J Object work in all 
 
 Physiology. [branches, 
 t Drawing, clay modelings. 
 
 ( The fundamental facts in all 
 
 2 5 For memory. J <jeo*: [branches. 
 
 1 Physiol. 
 L Spelling. 
 
 ( Arithmetic. 
 
 3 5 For judgment. J Technical Gram 
 
 | Nature-study the "why" and 
 t "how" of common things. 
 
 T Geography. 
 4 5 For imagination. -< History. 
 
 ( Literature. 
 
 f Nature-study (curiosity). 
 5 5 For the feelings. -< Reading and Literature. 
 ( Biography and History. 
 
 6 5 For the will the same as for the feelings. 
 The student should rearrange these, making a list of the 
 studies first, and placing after each the faculties cultivated by 
 it. A list should be made, also, of the studies that cultivate 
 the greatest number of faculties. 
 
 2 4 As to operations of the mind exercised. 
 
 I 5 Acquisitional studies answering the questions 
 
 "what," "when," "who," "where." 
 2 5 Assimilational answering the questions "why" 
 
 and "how". 
 3 5 Expressional those cultivating language, manual 
 
 skill, and character as shown in conduct. 
 The student should make out the list of studies and exer- 
 cises under each of these heads. (Refer to Roark's Method in 
 Education, p. 96). Studies may also be classified as utilitarian, 
 disciplinary, and cultural. 
 
(24) 
 
 2 2 General Principles of Teaching. 
 
 References : 
 
 Roark's Method in Education, p. 22. 
 
 Roark's Psychology in Education, p. 265. 
 
 White's Elements of Pedagogy, p. 97. 
 
 Baldwin's Psychology Applied to the Art of Teaching, 
 
 Chap. 28. 
 
 Parker's Talks on Teaching. E. L. Kellogg & Co., 
 
 New York. 
 
 Rein's Outlines of Pedagogy, p. 100. Same address. 
 
 De Garmo's Herbart and the Herbartians, pp. 130, 141. 
 
 Principles and Practice of Teaching, by Johonnot. 
 
 Appleton & Co., New York City. 
 I 8 The processes of teaching should conform to the order 
 
 and laws of individual growth. 
 2 s All the powers of the body and all the faculties of the 
 
 mind must be developed, and trained to proper func- 
 tioning. 
 8 The work and contents of the learner's mind must be 
 
 brought to adequate expression. 
 4 8 All teaching must keep in contact with the learner's 
 
 interests. 
 & Practical application should be made of the things 
 
 learned. 
 
 8 s Method of the Lesson. 
 
 Refer to 
 
 Roark's Method in Education, p. 40. 
 The Method of the Recitation, by McMurry. 
 See indexes of the references under "Methodology," 
 above. 
 
 1 s Assigning the lesson designating a definite portion of 
 subject matter to be acquired and assimilated. (Discuss 
 fully the length of the lessons; ' 'preliminary drill;" 
 page and topic methods of assigning lessons, &c.). 
 2 3 Preparation of the lesson. 
 
(25) 
 
 I 4 On the part of the teacher. (What preparation 
 should the teacher make, day by day, for conducting 
 recitations ?) 
 
 2 1 On the part of the pupil acquiring and assimilating 
 the matter assigned. (Discuss the best time of pre- 
 paring lessons, and the best way of preparing them. 
 One of the teacher's most important functions is to 
 show his pupils how to study). 
 3 3 Recitation of the lesson expressing the facts acquired 
 
 and the results of their assimilation. 
 
 I 4 Purposes of the recitation. 
 
 2 4 Modes of conducting a recitation. 
 
 (Under these heads should be discussed the difference 
 between conducting a recitation and hearing a lesson ; 
 the respective advantages of the question and an- 
 swer, and topic methods ; the modes of questioning ; 
 the purposes of "drills," reviews and examinations, 
 and how to attain these purposes). 
 
 Methods in the Several Branches. 
 I 3 In reading. 
 
 I 4 In primary classes. 
 I 5 Aims in view. 
 
 I 6 To convert the child's ear vocabulary into an eyt 
 
 vocabulary. 
 
 2 s To train the child to facility in recognizing 
 
 words of familiar meaning on the printed page. 
 
 3 6 To interest the child in getting thought from 
 
 the printed page. 
 2 5 Means and methods. 
 
 I 6 The means are charts, primers, the teacher's 
 writing on the black-board. 
 
 Excellent books to use with beginners are "Our 
 Little Book for Little Folks," Am. Book Co.; 
 "The Baldwin Primer," same company. 
 2 6 Any method is good that puts the child to read- 
 
(26) 
 
 ing at once, and wastes no time in teaching the 
 alphabet. 
 
 2 4 In intermediate and advanced classes. 
 I 5 Aims in view. 
 
 I 6 To secure facility in the mechanics of reading 
 
 ready calling of words, correct pronunciation, 
 
 and clear enunciation, with proper tone and 
 
 inflection. 
 
 2 6 To lay the foundation of a lasting love of good 
 
 literature. 
 
 & Means used. Any good series of readers, with 
 plenty of good supplementary reading matter ; com- 
 plete literary masterpieces suited to the advance- 
 ment of the several grades. 
 
 The following are suggested as excellent for sup- 
 plementary reading: 
 
 The American Book Company's "Famous Litera- 
 ture," and "Historical Readers;" D. C. Heath & 
 Company's "Heart of Oak" books, Chicago; 
 Houghton, Mifflin & Co.'s "Riverside Literature" 
 for children, Boston. 
 
 Any series of Readers, different from the ones in 
 regular use, will make excellent supplementary 
 matter. 
 
 3 5 Methods There need be no "Reader" of the 
 series used above the fourth, and no regular "read- 
 ing class." The emphasis should be laid now 
 upon the cultivation of a taste for good literature. 
 Classes from the sixth grade up may meet twice a 
 week to discuss the literature read meanwhile. 
 "The boy or girl who loves good literature, and 
 has access to it, is well within the safety zone." 
 2 3 In spelling. 
 I 4 Aims in view. 
 
 I 5 To give facility in the acquisition of word forms 
 
(27) 
 
 through the eye. English spelling cannot be learned 
 through the ear. 
 2 5 To cultivate habits of correct pronunciation and 
 
 clear enunciation. 
 2* Means and methods. 
 
 1 5 The writing of words should go along with the 
 reading of them, from the first. 
 
 2 5 There need be no separate spelling classes and no 
 
 spelling book used below the seventh grade. 
 3 5 Make every class a spelling-class, every book a 
 
 spelling-book. 
 
 4 5 There should be more written than oral spelling ; 
 the first should be taught that the pupil may learn 
 to spell ; the second, that he may learn to pro- 
 nounce and enounce. 
 
 6 5 All written work should be closely criticised as to 
 spelling. 
 
 6 5 There should be much use of the dictionary in 
 the last two grades, with special reference to 
 diacriticals. 
 8P In writing. 
 
 I 4 Use a vertical system. 
 
 2* Require special practice at stated periods every day. 
 
 3* Insist upon good writing in all written exercises. 
 
 (See "New York Teachers' Mono- 
 id In Arithmetic. \ graph," Dec. '99. 
 
 ( " " Report of the Com. of Ten." 
 1* In primary classes. 
 
 1 6 Aims in view. 
 
 I 6 To secure facility in reading and writing figures. 
 2 s To secure some power and skill in making easy 
 
 number combinations. 
 S 6 To make clear the fact that place gives valiie to 
 
 a figure. 
 B 5 Means and methods. 
 
 I 6 Drill, objectively, in counting, and in the read- 
 
(28) 
 
 ing and wnting of figures, from the first week 
 of school. 
 
 2? Incidentally combine number work with other 
 exercises. 
 
 3 6 Fully exemplify all new operations by means of 
 objects. 
 
 4 6 Make it objectively clear that ten units make one 
 
 ten ; ten tens one hundred, &c. 
 2* In intermediate and advanced classes. 
 I 5 Aims in view. 
 
 I 6 To secure clearness and accuracy of arithmetical 
 thinking. 
 
 2 6 To secure accuracy and rapidity in arithmetical 
 operations training judgment. 
 
 3 6 To give usable instruction in the arithmetic of 
 common life, 
 
 4 6 When practicable, to give some idea of abstract 
 quantity relations to introduce a little algebra. 
 2 5 Apparatus. 
 
 I 6 U. S. money of familiar denominations. 
 
 2 6 Instruments of measurement foot-rules, yard- 
 sticks ; pints, quarts, pecks, &c.; ounce, pound, 
 scales or balances. 
 
 3 6 Card-board figures, made by teacher and pupils, 
 to illustrate solid measure. 
 
 4 6 Blank checks, drafts, notes, &c. 
 3 5 Methods and suggestions. 
 
 I 6 Use objects until a process is learned ; then dis- 
 card them. 
 
 2 6 Have the pupils build the various tables them- 
 selves in addition, subtraction, multiplication, 
 denominate numbers, &c. 
 
 3 6 Drill upon the tables until rapid and correct use 
 of them becomes automatic. 
 
 4 6 Drill, DRILL upon the fundamental operations 
 
(29) 
 
 till quickness and accuracy become automatic. 
 
 5 6 Pay no attention to rules in the book; have the 
 
 pupils generalize the rules from the processes of 
 
 solution. 
 
 6 6 Give for practice many problems not found in 
 
 the text used. 
 7 6 Have the pupils make and solve many practical 
 
 problems. 
 
 8 6 Fearlessly omit a large mass of irrelevant and 
 useless matter from the course shown in the 
 average text-book. 
 
 Note: The ideal arithmetic will have neither rules nor 
 answers in it. 
 
 9 6 Train to quickness of discrimination between the 
 terms granted and the terms required in each 
 problem. Cultivate clearness of analytic pro- 
 cesses of solution. 
 5 3 In Grammar. 
 
 I 4 In .primary classes. 
 
 I 5 The aim is to secure fluency and correctness in the 
 
 use of language. 
 
 2 5 The means and methods are found mainly in the 
 informal talks between teacher and pupils on all 
 themes, especially in nature-study and oral history. 
 There should be incidental correction of the pupil's 
 syntactical errors in speech and writing. 
 2* In intermediate and advanced classes. 
 
 I 5 Technical grammar should not be studied below 
 
 the highest two grades. 
 2 5 The main object should be training in the art of 
 
 correct use of language. 
 
 3 5 Illustrations of grammatical forms and usages 
 should be constantly drawn from all printed matter 
 in use, especially the readers. 
 
 4 5 All written work done by pupils should be criti- 
 cised in syntax. 
 
(30) 
 
 5 5 It is not wise to dispense with formal analysis and 
 
 parsing. 
 In Geography. 
 References : 
 
 Long's Home Geography. American Book Co. 
 New York Teachers' Monograph, June, '99. 
 How to Study Geography, by Parker. D. Appleton & 
 Co. , New York City. 
 
 Reports of the Committees of Ten, and Fifteen. Irwin 
 Shepard, Winona, Minn. 
 
 See Catalog of March Bros., Lebanon, O., for "Geog- 
 raphy Helps." 
 I 4 In primary classes. 
 I 5 Aims in view. 
 
 le To familiarize the pupils with forms of land and 
 
 water, and with geographical terms. 
 2 6 To correlate other forms of nature-study with 
 
 geography. 
 
 8 6 To gather into the pupils' minds the elements 
 out of which they may later build a concept of 
 the earth-whole. 
 2 5 Means and methods. 
 
 I 6 The work should consist mainly of outdoor 
 walks and talks by teacher and pupils, in which 
 hills, valleys, streams; the action of water, ice, 
 wind; the formation of soil, and the growth of 
 plants all form the matter of instruction. 
 2 6 The use of the sand-pile and the mould-board 
 
 should be frequent. 
 3 6 In the highest grade of the Primary Division, 
 
 the use of maps may be begun. 
 
 2* In intermediate classes the work should be based on 
 the use of one text-book and a small globe; there is 
 no need of two text books in geography. In connec- 
 tion with the study of the text-book there should be 
 
as much geographical reading as possible. (See "Geo- 
 graphical Readers." Am. Book Co.) 
 3 4 In advanced classes. 
 I 5 The aim is to apply the geography already learned, 
 
 in the learning of history and more geography. 
 2 5 The method is to dispense with a text-book, except 
 for reference, and to use history and "current 
 events," (see below), as the basis of geography 
 teaching. Make it a rule to localize on the map 
 every event read of. In reporting news, have pupils 
 point out on the map the place of each piece of 
 news reported. 
 
 Books and articles of travel and description should 
 be used for example, Lummis' "Some Strange 
 Corners of Our Country." 
 
 3 5 Apparatus simple globes, wall-maps, railway fold- 
 ers, descriptive advertising pamphlets of resorts 
 and summer and winter tours. The teacher should 
 accumulate an abundant supply of pictures for 
 geography work. 
 7 8 United States History. 
 
 References : 
 
 Methods in History, by Mace. Ginn & Co. 
 How to Teach and Study History, by Hinsdale. Apple- 
 ton & Co., New York City. 
 
 Methods of Teaching and Studying History. D. C. 
 Heath & Co., Chicago. 
 
 Method in Education, by Roark. Am. Book Co. 
 I 4 In primary classes. 
 I 5 Aims in view. 
 
 Is To arouse an interest leading to patriotism. 
 
 26 To aid the growth of character. 
 
 3 6 To impart elementary essential facts regarding 
 
 the growth of this country. 
 2 5 Means and methods. 
 
 I 6 Biographical stories. (See Eggleston's "Stories 
 
(32) 
 
 of Great Americans for Little Americans,'* and 
 "Stories of American Life and Adventure," 
 American Book Co. Also, Colerick's "Adven- 
 tures of Pioneer Children," Robt. Clarke Co., 
 Cincinnati. O. 
 
 2 6 Stories of great events. 
 2* In intermediate and advanced classes. 
 I 5 Aims in view. 
 
 I 6 To intensify and broaden the results indicated 
 aoove. 
 
 2 6 To cultivate civic pride and quicken civic con- 
 science. 
 
 3 6 To impart valuable facts, and to cultivate the 
 
 judgment through assimilation of these facts. 
 2? Means and methods. 
 
 3.6 Every event taught should be clearly localized 
 by the pupils on a map. 
 
 2 s The pupils should, as a part of the regular work 
 in this subject, draw historical maps, illustrating 
 the courses of discoverers and explorers, the 
 growth of territory, the movements of armies, 
 &c. Ordinary geographical "outline" maps, to 
 be had very cheaply of any publisher, are excel- 
 lent for this purpose. 
 
 3e There should be a good deal of collateral read- 
 ing, investigation of original documents, &c. 
 See "Old South Leaflets," Old South Meeting 
 House, Boston. 
 
 [Source Book of American Hist., by Hart. Mac- 
 Millan Co. , New York City. 
 Caldwell's "American History Studies." J. H. 
 Miller, Lincoln, Nebraska. 
 
 4 The pupils should be led to inquire into the 
 
 causes and results of historical occurrences. 
 Note: The last intermediate grade and the advanced divi- 
 sion should be combined in "current events" work for the bene- 
 
(33) 
 
 rft, not only of their own classes, but of the whole school. 
 (Roark's " Method in Education," p. 209). The following pub- 
 lications are heartily recommended for use in these exercises: 
 For the teacher and advanced pupils 
 
 The American Monthly Review of Reviews, N. Y. City. 
 Self-Culture, Akron, Ohio. 
 Current History, Current Hist. Co., Boston. 
 The Pathfinder, Washington, D. C. 
 The Great Round World, New York City. 
 Educational Independent, Edinboro, Pa. 
 For the pupils 
 
 The Week's Current, E. O. Vaile, Chicago, 111. 
 Our Times, E. L. Kellogg, New York City. 
 Timely Topics, H. R. Pattengill, Lansing, Mich. 
 
 For work in history, as well as in geography, the 
 teacher should accumulate a good supply of pictures. See 
 Roark's Method in Education, pp. 186, 193, and the cata- 
 log of March Bros., Lebanon, Ohio. 
 8 3 In Physiology. 
 
 I 4 In primary and intermediate classes. 
 I 5 Aims in view. 
 
 I 6 To put the pupils in the right way of living 
 (eating, drinking, sleeping, bathing, exercising) 
 hygienically . 
 2 6 To give them elementary facts of anatomy and 
 
 physiology. 
 2 5 Means and methods. 
 
 le Helpful, informal talks by the teacher, with 
 illustrations drawn from the daily habits of the 
 pupil. 
 
 2 s Lessons illustrated from the structure and move- 
 ments of the pupils' own bodies, and from such 
 materials (bones, muscles, tendons, &c.) as the 
 butcher's shop or the dinner basket affords. 
 2* In advanced classes. 
 
 I 5 Some simple text-book should be mastered. 
 
(34) 
 
 2 s Especial emphasis should be laid on the forma- 
 tion of sound physical habits. 
 
 3 5 Much attention should be given to "emergency 
 drills" i. e., on what to do (and practice in 
 doing it) in case of accidents, such as cuts, 
 burns, sprained or broken limbs, strangling, chok- 
 ing, &c. 
 9 s In Civics. 
 
 I 4 In primary and intermediate classes. 
 I 5 Aims in view. 
 
 I 6 To instill the idea of law and its necessity. 
 
 2 s To give some notion of the duties and privileges 
 
 of one who lives among his fellows. 
 3 6 To teach the necessity and rightfulness of obedi- 
 ence to authority. 
 2 s Means and methods. (See Roark's Meth. in Ed., 
 
 P- 2I 5)- 
 
 I 6 Informal but clear and simple talks by the 
 teacher upon the most obvious and familiar evi- 
 dences of the social organization the teacher, 
 the trustees (how elected, &c.); policemen, the 
 sheriff, taxes, the court-house, &c. 
 2 6 Making clear the duties of the pupils as citizens 
 of the home, the school, the community, the 
 state. Here will be discussed not only what the 
 adult citizen owes his community, but what 
 children can do and should do to make the home, 
 the school, and the community better places in 
 which to live and grow. "Civic leagues" may 
 be formed to help keep streets and roads clean, 
 to set trees along the way-side, &c., &c. 
 2* In advanced classes. 
 I 5 Aims in view. 
 
 I 6 To strengthen what was gained from the lower- 
 grade work. 
 2 6 To give the pupils some knowledge of the 
 
(35) 
 
 branches of the federal and state governments, 
 and of the functions of each branch. 
 3 6 To give them some knowledge of the actual 
 
 machinery of practical citizenship. 
 46 To inculcate real patriotism. 
 2 5 Means and methods. 
 
 1<J Some clear, simple text-book should be mastered. 
 2 6 The forms of bills, writs, ballots, &c. , should be 
 
 used in illustrating the proper topics. 
 3 6 When possible, pupils should visit and observe 
 
 the work of legislative bodies and courts. 
 4e Much illustrative material may be drawn from 
 
 political campaigns and elections. 
 5 6 Model conventions, campaigns, and elections may 
 be held by the pupils, under the teacher's in- 
 struction. 
 
 6 6 The study in advanced classes should be con- 
 stantly illustrated from current happenings. 
 The references given above for "current his- 
 tory" will serve well for this also. 
 10* In language work. 
 
 References : 
 
 Roark's Psychology in Education, p. 230. Am. Book Co. 
 Roark's Method in Education, p. 282. Same company. 
 Teaching the Language Arts, by Hinsdale. D. Appleton 
 &Co., New York City. 
 I 4 Orel. 
 
 I 5 In primary and intermediate classes. 
 16 Aims in view. 
 
 I 7 To cultivate thought and feeling as precedent 
 
 to expression. 
 2 7 To secure fluency, ease, and correctness of 
 
 oral expression. 
 
 3 7 To intensify impression through expression. 
 4 7 To begin a training in the ready use of a 
 most valuable tool. 
 
(36) 
 
 2 6 Means and methods. 
 
 I 7 Conversations between teacher and pupils upon 
 any subjects in which the pupils may be got 
 to feel an interest. 
 
 2 7 The reading lessons, and the work in nature- 
 study, geography, history and current events 
 are especially usable in these conversations. 
 3 7 The stories told or read by the teacher should 
 be reproduced by the pupils. This reproduc- 
 tion should be in the pupils' own language. 
 4 7 Selections from choice literature ("Memory 
 Gems' ' ) should be committed to memory and 
 recited by the pupils. (Address March Bros., 
 Lebanon, Ohio, and H. R. Pattengill, Lansing, 
 Mich., for matter suitable to 3 7 and 4 7 ). 
 2 5 In advanced classes Forensics. (Roark's Method 
 in Education, p. 318). 
 
 I 6 The aims are the same as in the lower grades. 
 2 6 Means and methods. 
 
 I 7 Reading and declamation of choice literature, 
 
 continued. 
 2 7 Debating. 
 
 I 8 Discussions, once or twice a month, of live 
 topics in history and civics, as a part of the 
 regular class work. 
 
 2 8 Formal debates, in the "Forensic Club" 
 (see note below) once in two weeks or 
 oftener. 
 
 Note: The teacher should organize, out of the advanced 
 pupils of his school and the active young people in the commu- 
 nity, a "Forensic Club," which shall meet regularly and do 
 earnest work. Such an organization can be made a point of 
 most vital contact between school and community and a means 
 of great good to both. 
 
(37) 
 
 Refer to "Briefs for Debate." Longmans, Green & 
 Co., New York City. 
 
 "Pros and Cons," by Craig. Hinds & Noble, New 
 York City. 
 I 4 Written. 
 
 I 5 Aims in view- the same as those indicated above, 
 except that the exercises are in written expression. 
 2 s Means and methods. (See "Training in the Lan- 
 guage Arts," by Hinsdale. 
 
 Is In the lower grades, the exercises should con- 
 sist largely of written reproductions of matter 
 told or read to the pupils, or read by them. 
 There may be some original narration or des- 
 cription. 
 
 2 6 In the upper grades, the work may be based on 
 the information gained in history, geography 
 and literature. 
 
 3 6 Punctuation, spelling, and paragraphing should 
 be so drilled upon as to be largely automatic by 
 the time the pupil enters the sixth grade. 
 Note. Expression oral and written is an art, and facility 
 In an art can be acquired only by doing. 
 II 3 In nature-study. 
 References: 
 
 Nature-Study in the Elementary Schools, by Wilson. 
 MacMillan Co., New York City. 
 
 Special Method in Science, by McMurry. Pub. School 
 Publishing Co., Bloomington, 111. 
 See catalog of Am. Book Co., for "Nature Study." 
 Primer of Scientific Knowledge, and First Steps in Sci- 
 entific Knowledge, by Paul Bert. Lippincott Co., 
 Philadelphia. 
 
 Object Lessons. Longmans, Green & Co., N. Y. City. 
 Nature-Study and Related Subjects. W. S. Jackman, 
 Chicago, 111. 
 
(38) 
 
 Nature-Study Leaflets, by Hodge. Clark University, 
 Worcester, Mass. 
 I 4 Aims in view. 
 
 I 5 To cultivate the power of sense observation. 
 
 2 5 To encourage the acquisition of useful facts. 
 
 3 5 To train the judgment through investigation of 
 
 the ''why" and "how." 
 4 5 To show that common things are not common-place, 
 
 but are most interesting. 
 
 5 5 To cultivate the aesthetic and the ethical natures. 
 2* Suggestions. 
 
 I 5 The chief difficulty is that the teacher is ignorant 
 
 of, and indifferent to, nature. 
 2 5 The simplest phenomena, the commonest things, 
 
 should be used as the basis of the work. 
 3 5 Ask "what is it" and "what is its use," in the 
 
 lower grades ; "why" and "how" in upper grades. 
 4 5 Encourage the collection and preservation of 
 
 specimens, and the making of simple apparatus 
 
 for illustrating elementary physics. 
 5 5 The work, to be worth anything, should be done 
 
 mainly out-doors, by the pupils themselves, and 
 
 without a text-book. 
 
 General Bibliography (selected) : 
 
 Essay on Education, by Spencer. D. Appleton & 
 
 Co., New York City. 
 
 Practical Hints for Teachers, by Howland. Same 
 
 address. 
 
 Principles of Education Practically Applied, by 
 
 Greenwood. Same address. 
 
 Locke on Education. (Any supply house). 
 
 Elements of Pedagogy, by White. Am. Book Co., 
 
 Cincinnati, O. 
 
 Spirit of the New Education, by Hopkins. Lee & 
 
 Shepard, Boston. 
 
(39) 
 
 Talks on Pedagogics, by Parker. B. I*. Kellogg & 
 Co., New York City. 
 
 Principles of Education, by MacVicar. Ginn & 
 Co., Chicago. 
 
 The International Education Series. D. Appleton 
 & Co., New York City. 
 
 Page on Teaching. Am. Book Co., Cincinnati, O. 
 The Preston Papers. Hinds & Noble, N. Y. City. 
 Character Building, by Coler. Same address. 
 The Educational Review, New York City. 
 Home and School Education, Blocmington, 111. 
 The Inland Educator, Terre Haute, Ind. 
 The Journal of Pedagogy, Syracuse, N. Y. 
 Educational papers, published by E. L. Kellogg & 
 Co., New York City. 
 
 New England Journal ol Education, Boston. 
 The Pedagogical Seminary, Worcester, Mass. 
 The Elementary School Record, Univ. of Chicago. 
 School Sanitation and Decoration, D. C. Heath & 
 Co., Chicago. 
 
 Bibliography of Education, by Monroe. D. Apple- 
 ton & Co., New York City. 
 
 A New School Management, by Seeley. Hinds, 
 Noble & Eldredge, New York City. 
 The Foundations of Education, by Seeley. Same 
 address. 
 
 A Broader Elementary Education, by Gordy. 
 Same address. 
 
 New Psychology, by Gordy. Same address. 
 Twentieth Century Educational Problems, by 
 Millar. Same address. 
 Pros and Cons, by Craig. Same address. 
 New Dialogues and Plays, by Gunnison. Same 
 address. 
 
 Handy Pieces to Speak (on separate cards). Same 
 address. 
 
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