THE 
 
 TEACHER'S ASSISTANT, 
 
 liinis anii 
 
 c.x' 
 IN SCHOOL DISCIPLINE AND INSTRUCTION; 
 
 A SERIES OF FAMILIAR LETTERS TO ONE ENTERING 
 UPON THE TEACHER'S WORK. 
 
 BY CHARLES N.ORTIIEXD, A.M., 
 
 AUTHOR OF " THE TEACUER AND PARENT," ETC. 
 
 BOSTON: 
 CROSBY A NO XT C H O L, S , 
 
 117 W A S II I X < ; T < > X S T l; t K T . 
 
 1863.
 
 Entered according to Act of Congress, in the year 18f>9, by 
 
 CROSBY, NICHOLS, 4 CO., 
 in the Clerk's Office of the District Court of the District of MasxachusetN 
 
 University Press, Cambridge : 
 Electrotype*! aud I'rinU-'l by Welch, Bigelow, & Co.
 
 TO THE 
 
 Hox. JOHN D. PHILBRICK, 
 
 LATE SUPERINTENDENT OF COMMON SCHOOLS IN CONNECTICUT, 
 NOW SUPERINTENDENT OF THE PUBLIC SCHOOLS OF BOSTON, 
 
 THIS VOLUME 
 
 IS AFFECTIONATELY DEDICATED, 
 
 AS A MEMENTO OF MANY FRIENDLY HINTS AJSD KINDLY AIDS, 
 RECEIVED DURING NEARLY A SCORE OF YEARS, 
 
 BY HIS FELLOW-LABORER AND FRIEND,
 
 PREFACE. 
 
 THIS volume owes its existence, in part at least, 
 to a request from a friend of the author to furnish 
 advice and hints on one or two points connected 
 with teaching. In complying with the request, it 
 occurred to the writer that a series of familiar 
 letters in reference to school duties and school 
 exercises might prove beneficial to many. The 
 idea has resulted in the preparation of this book, 
 which is presented to the public, and particularly 
 to teachers, with the hope that it may prove both 
 acceptable and useful. The several letters have 
 been written with special regard to the wants and 
 wishes of those whose experience has been quite 
 limited and brief. They embody such views and 
 contain such suggestions as a long and varied ex- 
 perience in teaching has commended to the author 
 as valuable. 
 
 It is not offered as a perfect guide to teaching, 
 
 nor as a work whose hints and methods may be 
 i*
 
 VI PREFACE. 
 
 adopted under all circumstances, for no teacher 
 should be a servile imitator or an exact copyist. It 
 is hoped, however, that as a suggestive work it m;iy 
 accomplish somewhat for the class for whom it is 
 prepared ; and if it shall tend to awaken in the 
 mind of any teacher more exalted views of his 
 calling, or impart more correct ideas of school man- 
 agement and school instruction, it will not have 
 been written in vain. 
 
 Such as it is, the author commends, it to the 
 kindly consideration of teachers, assuring them that 
 his heart is in full sympathy with them in their 
 efforts to discipline and instruct the youth intrusted 
 to their charge. Engaged in a noble work, may 
 they earnestly and constantly seek for higher and 
 better qualifications, so that they may prove honor- 
 able and honored members of a profession of no 
 mean importance. 
 
 W BniTAix, CT., Juno, 18.50.
 
 CONTENTS. 
 
 LETTER I. 
 
 PAOR 
 
 THE TEACHER'S VOCATION 9 
 
 LETTER II. 
 
 PATIENCE. EXEMPLARY CHARACTER AND DEPORTMENT . . 14 
 
 LETTER III. 
 
 CHEERFULNESS. LOVE FOR THE WORK, ETC 21 
 
 LETTER IV. 
 
 MEANS OF PROFESSIONAL IMPROVEMENT 31 
 
 LETTER V. 
 
 SCHOOL DISCIPLINE AND SCHOOL MANAGEMENT .... 42 
 
 L E T T E R V I. 
 
 PARENTAL CO-OPERATION G7 
 
 LETTER VII. 
 
 MORAL INSTRUCTION 72 
 
 LETTER VIII. 
 
 ORAL TEACHING " 87 
 
 LETTER IX. 
 
 RECITATIONS . . . ( M 
 
 L E T T E R X . 
 
 OBJECT LESSONS 107 
 
 L E T T E R XI. 
 
 READING 1.".0 
 
 L E T T E R XII.' 
 
 SPELLING 152
 
 Mil CONTENTS. 
 
 LETTER XIII. 
 
 PENMANSHIP 170 
 
 LETTER XIV. 
 
 GRAMMAR 181 
 
 LETTER XV. 
 
 COMPOSITION 196 
 
 LETTER XVI. 
 
 GEOGRAPHY 212 
 
 LETTER XVII. 
 
 ARITHMETIC 235 
 
 LETTER XVIII. 
 
 BOOK-KEEPING. PHYSIOLOGY. DRAWING. HISTORY, KTC. . 252 
 
 LETTER XIX. 
 
 DECLAMATION. STUDY OF NATURE AND OF WORDS, ETC. . 273 
 
 LETTER XX. 
 
 PRIMARY SCHOOLS 288 
 
 LETTER XXI. 
 
 HABITS 302 
 
 LETTER XXII. 
 
 SCHOOL EXAMINATIONS .AND EXHIBITIONS . 308 
 
 APPENDIX. 
 
 MANUAL OF SCHOOL DUTIES 319 
 
 MULES FOR TEACHERS 324 
 
 QUESTIONS FOR SELF-EXAMINATION 320 
 
 HULKS FOR SCHOLARS 32!) 
 
 RULES AND REGULATIONS APPLYING TO TEACHERS AND PUPILS 331 
 
 BOOKS FOR TEACHERS 331 
 
 BOOKS FOR SCHOOL LIBRARIES 341 
 
 RULES AND REGULATIONS FOR SCHOOL LIBRARIES . . . 347 
 
 APPARATUS, SCHOOL MOTTOES, RECORDS, KTC 34'J
 
 LETTER I. 
 
 THE TEACHER'S VOCATION. 
 
 MY DEAR FUIEND : 
 
 1 AM glad to learn that you have decided to de- 
 vote yourself to the business of teaching ; glad 
 because it is a noble work, and still more glad 
 because I feel that you possess many traits which 
 tend to fit you for your chosen calling. You ask 
 me for advice on several points, assuring me that 
 you wish, in every possible way, to increase your 
 qualifications. The very fact that you are desirous 
 of learning what you can in relation to your duties, 
 is one of the surest indications that you will succeed 
 in their performance. It is a lamentable fact, Ilia t 
 many persons engage in teaching without any just 
 sense of its importance, without any natural or 
 acquired fitness for the duties to be performed, and 
 without the least desire to become more enlightened. 
 It has been from such persons that the teacher's pro- 
 fession, and the community, have long and greatly 
 suffered. 
 
 It will afford me sincere pleasure if 1 can be in 
 anv degree instrumental in awakening any n<'\v
 
 10 THE TEACHER'S ASSISTANT. 
 
 The Nature of the Work. 
 
 ideas in your own mind, or in suggesting, as the 
 result of my own experience and observation, any 
 hints or plans that may be serviceable to you. In 
 my own plain way, I will endeavor to comply with 
 your wishes. 
 
 At the very outset, let me urge you well to con- 
 sider the nature and importance of your contem- 
 plated mission. Without a true understanding of 
 the work to be performed, it would be in vain to 
 expect any very favorable results. Some seem to 
 imagine that to " teach school " is merely to spend 
 six hours daily, for six days in the week, in asking 
 questions, hearing answers, and preserving a tol- 
 erable degree of stillness in the school-room. No 
 very special results are thought of, no very desirable 
 ones are realized. A certain formal round of daily 
 duties is performed in a very formal and heartless 
 manner. But with you, 1 am quite sure, it will be 
 different. I am confident that you wish to know 
 your duty, and also to perform it. The faithful 
 teacher's work is a glorious 0110, both in its nature 
 and in its results. We admire the skill of the art- 
 ist, who causes the inanimate canvas to exhibit life- 
 like expressions ; and yie sculptor who, from the 
 shapeless and lifeless stone, succeeds in producing 
 tin 1 image and semblance of the human form and 
 features, is deemed worthy of high honors and re- 
 wards. And this is well : we would not have it 
 otherwise. J>ut, while we are ready and willing to 
 acconl to these the rich meeds of praise, we would 
 not le unmindful of him who mould-; and develops
 
 THE TEACHER'S VOCATION. 11 
 
 Dr. Channing's Views. 
 
 the living mind, and to the faithful and successful 
 teacher we woiild give the highest rank and the truest 
 and most lasting honors. 
 
 To the instructor is committed the tender and 
 impressible mind of childhood. It is his to mould 
 and instruct ; to fill with true and useful knowledge ; 
 to illumine with the light of science ; to purify and 
 ennoble with the full rays of moral truth ; to fortify 
 against the errors and the evils which will assail it ; 
 to fashion and discipline for wise, virtuous, and 
 useful action, so that he may be made to " honor 
 and glorify " his Creator. To take the child of 
 to-day, in all his ignorance, weakness, and depend- 
 ence, exposed to evil influences and temptations on 
 every hand, and lead him on through the devious 
 and dangerous paths of childhood and youth, and 
 finally place him upon the battle-field of life a true- 
 hearted and intelligent being, richly furnished with 
 those traits and qualities which will nerve and 
 strengthen him to "act well his part in life,"- to 
 do all this is the high privilege and duty of the 
 teacher ; and is it not a noble and godlike work ? 
 
 The lamented Dr. Clmnning thus expressed his 
 views of the teacher's work: "-There is no oflice 
 higher than that of a teacher of youth, for there is 
 nothing on earth so precious as the mind, soul, and 
 character of the child. No oflice should be regarded 
 with greater respect. The first minds in a commu- 
 nity should be encouraged to assume it. Parents 
 should do all but impoverish themselves to induce 
 such to become the guardians of their children.
 
 12 THK TEACHER'S ASSISTANT.- 
 
 Jupiter crowns the Teacher. 
 
 They should never have the least anxiety to accu- 
 mulate property for their children, provided they can 
 place them under influences which will awaken their 
 faculties, inspire them with higher principles, and 
 fit them to bear a manly, useful, and honorable part 
 in the world. No language can express the folly of 
 that economy, which, to leave a fortune to a child, 
 starves his intellect and impoverishes his heart." 
 
 It is said that, when " Jupiter offered the prize of 
 immortality to him who was most useful to man- 
 kind, the court of Olympus was crowded with com- 
 petitors. The warrior boasted of his patriotism, but 
 Jupiter thundered ; the rich man boasted of his 
 munificence, and Jupiter showed him a widow's 
 mite ; the pontiff held up the keys of heaven, and 
 Jupiter pushed the doors wide open ; the painter 
 boasted of his power to give life to inanimate canvas, 
 and Jupiter breathed aloud in derision ; the orator 
 boasted of his power to sway a nation with his voice, 
 and Jupiter marshalled the obedient hosts of heaven 
 with a nod ; the poet spoke of his power to move 
 even the gods by praise, Jupiter blushed ; the mu- 
 sician claimed to practice the only human science 
 tbat had been transported to heaven, Jupiter hesi- 
 tated ; when, seeing a venerable man looking with 
 intense interest upon the group of competitors, but 
 presenting no claim, 'What art thouV said the 
 benignant monarch. 'Only a spectator,' said the 
 gray-headed sage ; ' all these were once my pu- 
 pils.' ' Crown him! crown him!' said Jupiter; 
 ' crown the faithful Teacher with immortality, and 
 make room for him nt mv right hand.' "
 
 THE TEACHER'S VOCATION. 13 
 
 Object of Education. 
 
 Some one has well said, " The real object of edu- 
 cation is to give children resources that will endure 
 as long as life endures ; habits that time will ame- 
 liorate, not destroy ; occupations that will render 
 sickness tolerable, solitude pleasant, age venerable, 
 life more dignified and useful, and death less terri- 
 ble." Let this not be forgotten, but let it be your 
 daily aim and effort to impress upon the minds of 
 your pupils.a true appreciation of the object of life. 
 Teach them by precept and by example how to live, 
 so that they may wisely act their parts in this life, 
 and by a timely and faithful performance of present 
 duties, be constantly and surely ripening for a higher 
 and nobler existence when time shall be no more. 
 
 I might enlarge upon the magnitude and impor- 
 tance of the teacher's mission, but it may not be 
 necessary. You have, I doubt not, well considered 
 the subject; or if you have not already done so, 
 1 beg that you will, for unskilled or rude hands 
 should never touch " the strings of that harp whose 
 vibrations are felt in eternity." 
 
 In my next letter 1 will call your attention to 
 SOUK; of the more prominent characteristics essential 
 to the truly successful teacher, without which the 
 highest literary talent and culture will prove of but 
 little worth. With the earnest and sincere; hope 
 that you will prayerfully ponder the nature of the 
 responsibilities you are about to assume, I remain, 
 as ever, 
 
 Your sincere friend, 
 
 C.
 
 LETTER II. 
 
 PATIENCE. EXEMPLARY CHARACTER AND 
 DEPORTMENT. 
 
 Mr DEAR FRIEND : 
 
 IN my last I promised to write in relation to some 
 of the characteristics essential to insure success on 
 the part of the teacher. You evidently wish to 
 know what you shall be, as well as what and how 
 you shall t/o, in your chosen work. I need not 
 speak of the necessity of accurate and varied liter- 
 ary attainments. It would be absurd for any one to 
 undertake to teach that which he does not himself 
 understand. A thorough and exact comprehension 
 of all the branches to be taught is of the utmost im- 
 portance; and if an extensive stock of miscellaneous 
 knowledge can bo added to this, so much the better. 
 As is the fountain, so will be the streams flowing 
 therefrom. Without dwelling upon this point,. 1 
 will proceed to designate some of the traits which 
 you should carefully and earnestly cultivate. 
 
 PATIENCE. If there is any work that calls loudly 
 and constantly for the exercise of patience, it is that 
 of the teacher. Jlis labors are arduous under the
 
 PATIENCE. l. r > 
 
 Professor Huntington. 
 
 most favoring and favorable circumstances. The 
 good seed sown in the school-room during the day 
 may l>e rooted up by other hands in the evening, 
 and, more than this, tares may be sown instead. 
 Day after day will you, my friend, be called upon to 
 undo and do over ; and at times your very soul will 
 almost sink within you, and exhausted Patience be 
 ready to take her flight. But let her depart not. 
 In the expressive words of another,* " Lift up your 
 eyes to the fields ; they arc white already to harvest. 
 "With the blessing of Providence go to the field of 
 your slow, patient work. That slowness of the re- 
 sult may be the bitterest element in the discipline. 
 
 ' To-morrow ! and to-morrow ! and to-morrow ! 
 Creeps in this petty pace from day to day, 
 To the last syllabic of recorded time.' 
 
 Be content to wait for Him with whom ages are 
 <///$, and in due season ye shall reap if ye faint not. 
 (!o out with faith, with supplication. Ye shall 
 come again in the jubilt-o and sabbath of the res- 
 urrection, rejoicing." 
 
 You have an earnest desire to improve, to become- 
 a successful and accomplished teacher. This is 
 well. Without such desire you would be an un- 
 worthy member of your chosen profession. . The 
 ureat thing is to have your desire controlled and 
 modified bv existing circumstances. You wish to 
 have your pupils advance rapidly, to excel. In 
 your haste to have tlx-m do so, be not guilty of 
 
 ProtVs-ior Huntinpton.
 
 16 THE TEACHER'S ASSISTANT. 
 
 Anecdote of tin Irish Loci. 
 
 overtasking them, or of losing your patience. Do 
 not forget that children often arrive at results by 
 slow and tedious processes. Refer to your own 
 experience. It has been only by many long years 
 of patient effort that you have gained a mastery of 
 the subjects you undertake to teach. To you they 
 are now perfectly familiar, but remember that this 
 familiarity was not gained in a day. It was only 
 by long-continued effort that you acquired your 
 present stock of knowledge. As you consider this, 
 you will learn to be patient with the little ones, even 
 when they seem to be intolerably dull and stupid. 
 Be very careful to discriminate between what may 
 be called dulncss and that which is really nothing 
 but heedlessncss. Never censure a pupil for failing, 
 for the fiftieth time, to comprehend a principle, if 
 you are sure he is doing as well as he can. Some 
 minds are exceedingly sluggish in their movements, 
 some naturally so, and others by mere habit. 
 The former should be dealt with in the most kindly 
 and alluring manner, while a degree of sharpness 
 may not only be allowable, but. desirable, towards 
 the latter. I have somewhere seen an anecdote 
 illustrating my point in part. A certain teacher 
 bad among her pupils a little Irish lad. She was 
 endeavoring to teach him the letters of the alphabet ; 
 but, though an honest boy, he seemed to learn MTV 
 slowly. After much patient effort, she succeeded in 
 making him acquainted with all the letters but j> 
 and (/. The little fellow could not comprehend 
 these, and, time and again, confounded the two. In
 
 EXEMPLARY CHARACTER AND DEPORTMENT. 17 
 Nature's Teachings. 
 
 an unguarded moment, after he had repeatedly mis- 
 called the letters, the teacher shook him, somewhat 
 passionately, and said, in tones of censure, " Pat- 
 rick, will you never learn your letters ? " With 
 most imploring looks and words, such as that 
 teacher will never forget, he said, "P/ase, ma'am, 
 if you will say them a little asier I'll thry" Can 
 you not learn a lesson from this ? For wilful or 
 heedless inattention, it may be right to reprove se- 
 verely ; but never for natural dulness. 
 
 Every hour of almost every day will your patience 
 be taxed, and sometimes, seemingly, beyond the 
 power of endurance. But be not overcome. Let 
 patience have her perfect work, and be not guilty of 
 word, feeling, or act that will need to be repented 
 of. Recollect that young minds develop slowly, 
 and ever be willing to follow nature's teachings, 
 " First the blade, then the car, after that the full 
 corn in the ear." 
 
 EXEMPLARY CHARACTER AND DEPORTMENT. To 
 one whose demeanor and habits are so correct as I 
 know yours to be, it may seem out of place to say a 
 word under this head. And yet, if possible, I would 
 have you feel still more strongly the extent and 
 force of example in teaching. No one can exist in 
 and for himself alone. Parts of a mighty whole, 
 each individual contributes to its general character 
 :md condition, and no individual part can deviate or 
 become remiss without causing the whole to suffer. 
 
 You know how prone the young are to be aftected 
 
 2*
 
 18 THE TEACHER'S ASSISTANT. 
 
 Force of Example. 
 
 by the habits and views of their parents ; and though 
 the elTect of good and faithful parental instruction 
 and example may, for a time, appear lost or inefli- 
 cacious, yet it is as sure to become visible and force- 
 ful, at some future time, as good seed, seasonably 
 and properly sown, is sure to germinate and bear 
 fruit, it may be an hundred-fold. And if a parent's 
 influence is so great, it must be admitted that the 
 teacher, who for so largo a portion of time stands 
 "in the place of parents" for a whole neighbor- 
 hood, must exert a power, for good or ill, which is 
 truly immense. Do not, my dear fj-iend, forget that 
 you are daily surrounded by young and tender 
 minds, whose very being is intimately connected 
 with yours. A hasty word or act, an unkind look, 
 a slight deviation from the true path of duty, an 
 improper or careless expression, or any kind or de- 
 gree of unfaithfulness, on your part, may be instru- 
 mental of never-ending consequences, even 
 
 " As a pebble in the streamlet scant 
 
 Has turned the course of many a river, 
 A dew-drop on the infant plant 
 
 Has warped the giant oak for ever." 
 
 As you enter the school-room, ever bear in mind 
 that the eyes of your pupils arc upon you to notice 
 every movement, their cars open to catch every 
 tone of your voice. They spend more of their time, 
 daily, under your immediate influence and discipline, 
 than they do under the immediate care and observa- 
 tion of their parents. To a great extent you will 
 be their exemplar. Earnestly strive to be a worthy
 
 EXEMPLARY CHAKACTEB AND DEPORTMEXT. 19 
 
 Anecdotes. 
 
 one. Let all your movements, expressions of coun- 
 tenance, tones of voice, your entire bearing, be such 
 as they may safely imitate. What you are, such, 
 in a good degree, they will become. If you arc 
 fretful, unkind, impatient, they will partake of the 
 same spirit. Said a little girl, " Mother, I try to 
 love my teacher, but she gets angry in school and 
 speaks unpleasantly, and then I find it very hard to 
 love her. Is it right to get angry, mother ? " How 
 natural, and yet how significant. If teachers could 
 only be unseen listeners to the conversation of a 
 group of their jroung pupils, how many useful les- 
 sons might they learn ! 
 
 As your pupils return to their several homes at 
 night, you will not be forgotten. At the tea-table 
 or by the fireside, (must I say store-side ?) your 
 sayings and doings will form prominent topics for 
 discussion ; and the happiness of the little ones 
 will be increased or diminished just in proportion to 
 your fidelity and kindness, or to your deficiencies. 
 " I love to go to school, now," said little Gcnevra, 
 " for my new teacher is so kind and so pleasant that 
 she makes me feel happy. She is not cross, as my 
 other teacher was, but she always tries to help me. 
 I love her dearly, and I mean to do all I can to 
 please her." These words were uttered to Mary, 
 who attended another school having a very different 
 teacher. As she heard the remarks, she looked sad, 
 and said, '" I wish I could go to your school, for my 
 teacher is hardly ever pleasant to us, and she never 
 speaks kind words, and there's no use in trying to 
 please her."
 
 20 TIIK TEACIIEK'S ASSISTANT. 
 
 A summing up. 
 
 Do not forget, my friend, that your pupils are but 
 children. Some of them may possess many unlove- 
 ly and unlovable traits, but most of them possess 
 loving and confiding hearts. They may have been 
 mismanaged, neglected, or even abused, at home, 
 and their uninviting traits may result from such 
 wrong treatment. Win them to you by kindly 
 words ; bind them to you by kindly acts, and then 
 you may control and guide them at will. You will 
 often find generous hearts and noble impulses in the 
 breasts of those whose exterior is coarse and unat- 
 tractive. Let your own example be correct, and it 
 will be potent for good. I would thus sum up my 
 advice under this head : Speak as you would have 
 your pupils speak; appear as you would have them 
 appear; act as you would have them act ; be what 
 you would have them be. 
 
 Your sincere friend, 
 
 C.
 
 LETTER III. 
 
 CHEERFULNESS. LOVE FOR THE WORK. INDI- 
 VIDUALITY. ACCOUNTABILITY.' 
 
 MY DEAR FRIEND : 
 
 I DO not propose to write at length of the several 
 characteristics essential to give success to the teach- 
 er. The model teacher should possess, in an emi- 
 nent degree, every good trait, and exercise every 
 virtue. You say yon cannot hope to become a 
 model teacher ; but you certainly must hope to be- 
 come a successful one. You should, then, aim to 
 become just what we claim for the model teacher. 
 Place your mark high, have it right, and constantly 
 strive to reach it. 1 shall in this letter speak of 
 other qualities, which I consider as peculiarly im- 
 portant, on account of their direct bearing upon 
 your pupils ; though they arc all implied in the 
 " summing up " of my last letter. 
 
 CHEERFULNESS. -- This is all-important. Your 
 school is a miniature world; v<m are the controlling 
 
 ' / Q 
 
 power, and your pupils are the subjects. Let them 
 see that you desire, nothing so much as lo do them 
 good, and if you really possess this desire, it, will
 
 22 THE TEACHER'S ASSISTANT. 
 
 The Contrast. 
 
 make you happy and cheerful. As your pupils as- 
 semble in the school-room, greet them with the light 
 of a cheerful countenance. You are really the sun of 
 the little community, and you should let no clouds 
 come between you and them, unless such as may he 
 caused by their follies or indiscretions. It was my 
 lot for a short time to be a pupil in a school whose 
 teacher was one of those morose, uncongenial, ca- 
 pricious spirits, which cast a shadow on all around 
 them. Nothing pleased her ; nothing that we, her 
 pupils, could do would cause her to assume a cheer- 
 ful look ; she never smiled, but often scowled ; she 
 never spoke pleasantly io us, but always in tones of 
 consure-and petulance. AVc lost all respect for her ; 
 or, rather, we never gained any ; and our chief de- 
 light was in annoying her, that we might see the 
 clouds thicken upon her brow. Our associations 
 connected with that school are all sad and unpleas- 
 ant. My next experience was under a teacher 
 whose cheerfulness was prominent and constant. 
 She loved her pupils, and they loved her, and it was 
 their highest wish to merit her approval, to gain 
 her smiles. To me the school-room was pleasant, 
 and to this day all my memories of the school and 
 teacher arc pleasant, and ever will be. As vou hope 
 to succeed, let me urge you studioui-lv and con- 
 stantly to cultivate a spirit of geni;il cheerfulness. 
 It, will be promotive both of health and happi- 
 ness ; it will also greatly increase your influence 
 and usefulness. "As is the teacher, so will be 
 the school "
 
 LOVE FOR THE WOUK. 23 
 
 The True View. 
 
 LOVE FOR THE WORK. I should have placed this 
 as the very first requisite for a successful teacher. 
 One may saw wood, and do it well, and yet have 
 no love for the work. The same may be true of 
 many kinds of labor ; but it is not true of teach- 
 ing. A person cannot, in the highest, best, and 
 broadest sense, become a successful teacher, unless 
 he possesses a love for the business, and feels a true 
 and lively interest in the welfare of those under his 
 care. He may perform a certain daily routine of 
 duties, but they will lack vigor and efficiency, and 
 the results will not be what they should be. I 
 would say to you, my friend, at the very outset, 
 that, if you have no taste for the work before you, 
 do not engage iif it ; it will prove anything but 
 pleasant work. I have sometimes heard teachers 
 say that they hated the very name of school ; and I 
 have always thought that such must prove hateful 
 teachers. I know you too well to anticipate any 
 such feelings on your part. *i know you view the 
 whole subject in a true light, and that you have a 
 heart alive to the business in which you arc to en- 
 gage. You may, and doubtless you will, have days 
 when school, and all its exercises, will appear bur- 
 densome ; and at times you may almost despond. 
 Ill-health, impure atmosphere, or over- work, may 
 so affect your nervous system as to cause you to be 
 unfit for any work, lint this will only be an ex- 
 ception to your general feeling ; and whenever you 
 do thus feel, study carefully to repress sadness, n'nd 
 still wear the genial countenance. If possible, never 
 yield to feelings of despondency.
 
 24 HIE TEACHER'S ASSISTANT. 
 
 Enthusiasm. Individuality. 
 
 A true and sincere love for your vocation will 
 enkindle within you that spirit of earnest and well- 
 directed enthusiasm which will tend to give point 
 and success to your efforts. By enthusiasm I would 
 not be misunderstood. I do not mean that reckless 
 zeal which is not according to knowledge, nor that 
 over-active feeling which leads to airr-doing a work, 
 and n-doing the workman ; but by it I mean an 
 earnest and devoted application to the accomplish- 
 ment of a work, the combined result of a just aj)- 
 preciation of its importance, and a determined will 
 to perform it in the most prompt and efficient man- 
 lier, a zeal tempered by prudence and modified 
 by knowledge. With such an enthusiasm you will 
 not only be sure to succeed in yoTir own efforts, but 
 you will also awaken an interest and secure a cheer- 
 ful co-operation on the part of your pupils and their 
 parents ; and without such interest and aid, you will 
 fail to accomplish all that you may desire, and all 
 that you ought to accomplish. 
 
 INDIVIDUALITY. No two persons arc precisely 
 alike in their views or actions. There may be many 
 points of close resemblance, but there will be shades 
 of difference more or less striking. While you 
 should ever be watchful to learn from others, you 
 should never seek to attain results in precisely the 
 same way that you have seen them secured hv 
 others. The first point with you should be to 
 know fully and clearly what you wish to gain ; ami 
 the second is to use all suitable appliances for (lie
 
 INDIVIDUALITY. 25 
 
 Anecdote. 
 
 accomplishment of the end in view, only using 
 them in your own way. You may receive hints 
 and suggestions which you may safely and profitably 
 incorporate into your own stock of knowledge, and 
 modify hy your own peculiar views. Have a way 
 of your own, only be sure that it is a good way. 
 Study to improve upon others, and be sure to im- 
 prove upon yourself day by day. Some teachers 
 are perfectly content to walk in a beaten track. 
 For them it is sufficient to know that their teacher 
 " did or said so and so." They are willing to fol- 
 low in the old paths, without even admitting that 
 better ones may be found, or old ones improved. 
 They resemble the man who could not be induced 
 to do anything differently from what he had seen 
 his father do it before him. The father had uni- 
 formly been to the mill over a very hilly and cir- 
 cuitous road ; simply, perhaps, because it was the 
 only one open. After his death a new road was 
 made, whereby half the distance was saved, and the 
 hills were avoided. But the son could never be in- 
 duced to travel the new road, and when urged for a 
 reason, he said, " My father always went the old 
 road, and I shall do the same, for I know it is the 
 best." This was an excess of regard for parental 
 example ; and even the old sire, if ho could return 
 to earth, would probably laugh at the son's stupid- 
 ity. But no less blind and stupid are some teachers. 
 They tread in beaten tracks, without seeking for 
 better ones, or without walking in them if they see 
 them. Be not, my friend, a stereotyped teacher.
 
 26 THE TEACHER'S ASSISTANT. 
 
 Accountability. 
 
 Old methods may be greatly improved ; new and 
 better ones may be devised. If you would make 
 your school interesting, be constantly seeking for 
 new modes for illustrating principles and interesting 
 your pupils, and be sure that they bear the impress 
 of your own mind and thoughts. 
 
 ACCOUNTABILITY. Do not for a single day forget 
 that you are but an agent of the Great Teacher, 
 and that he will call you to give a strict account of 
 your stewardship. Daily go to Him for the instruc- 
 tion you daily need. lie can teach yon how to 
 teach ; he can aid you in all your efforts. Confide 
 in him, and he will not disappoint you. You need 
 much of his spirit to guide and sustain you ; much 
 of his Avisdom to assist you in your important work. 
 Let your whole life, and all your words and deeds, 
 be strongly marked by a truly religious spirit, 
 and in every way do what you can to induce your 
 pupils to feel that they are accountable to their 
 Creator for all their deportment, and for the manner 
 in which they attend to all their duties. By your 
 own pure and Christian character, lure them to love 
 and practise all that is " lovely and of good report," 
 and in blessing them you will be doubly blessed. 
 
 I might proceed to name other traits and char- 
 acteristics which should be cultivated by every good 
 teacher, but it will not be necessary. I shall have 
 occasion to allude to sonic of them in conned ion 
 with the exercises of the school-room. You already
 
 QUALIFICATIONS. 27 
 
 Nupoleon. 
 
 feel, I dare say, that I have set a very high mark 
 for your attainment. But, my friend, is it too 
 high ? Your chosen work is one of the most im- 
 portant and ennobling ever intrusted to mortal, and 
 it calls for high qualifications, for excellent and 
 lovely traits, for hearts and intellects well disci- 
 plined and ready for every good effort. Unless you 
 are what you would have your pupils become, you 
 can hardly hope to make them what you ought to 
 be, but are not. In your daily walk and conversa- 
 tion you must ever exemplify the correctness and 
 the value of the views and principles you would in- 
 culcate in the hearts of your pupils. Strive, there- 
 fore, to be unto them as a " living epistle," plain 
 and full of instruction. 
 
 I have somewhere read that Napoleon, on his 
 departure for Belgium, thought it prudent to guard 
 with extra care against the dangers which threat- 
 ened, having all Europe leagued against him. Ho 
 therefore sent for a skilful and accomplished work- 
 man, between whom and himself the following con- 
 versation was held. 
 
 Napoleon. " Do you consider yourself competent 
 to make a coat of mail of such texture and strength 
 that no weapon whatever can penetrate it? " 
 
 Workman. " I think I am." 
 
 Napoleon. " I wish you to make ono with as little 
 delay as possible, and for the same you shall receive 
 eighteen thousand francs." 
 
 Workman. " The article shall be ready in the 
 shortest possible time, and the compensation you
 
 28 THE TEACHER'S ASSISTANT. 
 
 The Armor. 
 
 offer will well reward me for doing the work thor- 
 oughly." 
 
 The work was speedily performed, and on an 
 appointed day the artificer took it to the palace. 
 Bonaparte examined it with much care, and then 
 requested the maker to put the armor on. The 
 man obeyed, when the Emperor, taking a pistol, 
 said, " We shall now see if this work is of the 
 texture and strength you promised." He then 
 fired at his breast and at his back, time and again ; 
 but the armor proved sure proof against such at- 
 tacks. Next a long fowling-piece was used, but still 
 the armor proved effectual, and its maker stood un- 
 moved, full of confidence in the completeness of his 
 work. 
 
 The delighted Emperor, instead of paying the 
 stipulated price, presented the man with a check 
 for thirty-six thousand francs, saying, " You are one 
 of the few men whose ivorks verify their ivords." 
 
 And so let teachers go forth to their daily labors 
 with armor bright, and sure proof against the 
 attacks of the ignorant and self-conceited, ever 
 bearing clear proof that they arc thoroughly fur- 
 nished for the great work before them, and they 
 will not only receive their stipulated reward, but a 
 twofold greater, from the consciousness of having 
 labored faithfully and successfully ; and ever will 
 their well-rendered efforts bo held in grateful re j 
 membraiice in the hearts of those whom they have 
 led to right thought and action. 
 
 1 know full well, my friend, under what dis-
 
 QUALIFICATION. 29 
 
 The Light-House. 
 
 couraging circumstances you, and other teachers, 
 may be called to labor ; opposed, perhaps, by the 
 parents for whose children you toil ; unencouraged 
 by the wealthy, uncheered by the community ; scan- 
 tily remunerated ; your best acts and motives, it 
 may be, grossly perverted and misrepresented ; and 
 others, perchance, reaping where you have sown, 
 so far as the eye of the world is concerned. But 
 be of good cheer. " In due season ye shall reap, 
 if ye faint not." Though clouds and darkness do 
 sometimes gather around you, and others appear to 
 enter in upon, and, as it were, eat the fruits of your 
 patient and skilful culture, yet despair not, despond 
 not ; in due time all will come right, and justice 
 will be done. 
 
 It is recorded of an ancient king of Egypt, one 
 of the Ptolemies, that he employed a celebrated 
 architect to construct a magnificent light-house for 
 the safety of shipping, and ordered an inscription in 
 favor of himself to be engraved on a conspicuous 
 part. The architect, though inwardly coveting the 
 honor of such a record for himself, felt obliged to 
 comply with the king's order ; but he made the 
 inscription on a plaster resembling stone, but of a 
 perishable substance. After the lapse of years this 
 crumbled away, and the next generation saw an- 
 other inscription, recording the name, not of the 
 king, but of the architect, which had been secretly 
 engraved on the durable stone, beneath the perisli- 
 > able covering, a lasting memorial of the skill of 
 him who planned and reared the colossal structure. 
 
 3*
 
 80 THE TEACHER'S ASSISTANT. 
 
 The Result. 
 
 And thus, my friend, will it be with you, if you 
 arc faithful to your high trust. The lines which 
 you are daily writing, and the impressions which 
 you are hourly making, upon the young and suscep- 
 tible minds and hearts of those under your training, 
 will grow broader and deeper and brighter through 
 all coming time, and the impress of your heart and 
 moulding hand will become distinctly visible, and 
 stand as an ineffaceable honor to your fidelity and 
 skill. Then go patiently and hopefully to your 
 noble work, and in the time of the true harvest you 
 shall come again rejoicing, " bringing your sheaves 
 with you." 
 
 Having said thus much of the greatness of the 
 work before you, having spoken of some of the 
 requisites for success, and hinted at the rich rewards 
 which will crown well-rendered efforts, I shall in 
 my next go with you to the field of your labors, and 
 endeavor to give you such advice, and offer such 
 hints, as may seem pertinent. For a more detailed 
 enumeration and consideration of the qualities es- 
 sential in a successful teacher, you are referred to 
 " The Teacher and Parent," and Page's '" Theory 
 and Practice of Teaching," two educational works 
 published by A. S. Barnes and Company, New 
 York. 
 
 Your sincere friend, 
 
 C.
 
 LETTER IV. 
 
 MEANS OF PROFESSIONAL IMPROVEMENT. 
 
 Mv DEAR FRIEND: 
 
 You ask me what you shall do in order to keep 
 alive your interest in your chosen work, and at the 
 same time better qualify yourself for your highly 
 important and responsible duties. The mere fact of 
 your asking for this information greatly raises you 
 in my estimation, and confirms me in the belief that 
 you will prove an honor and an ornament to your 
 profession. Most cheerfully will I advise you on 
 this subject ; and though 1 may not say all that 
 might be said, I hope I may offer a few hints that 
 will prove beneficial. 
 
 We need no arguments to prove that " knowledge 
 is power " ; it is an admitted fact in all departments. 
 To know how to do a work just as it should be 
 done, is worth far more than to know how to do it 
 in a way barely passable. They who really excel in 
 ability to communicate information, or perform a 
 work, will have an influence that, will be truly valu- 
 able. Knowledge is wealth, it is capital. An 
 eminent lawyer was once consulted by a farmer in 
 relation to a question of great importance to the
 
 32 THE TEACIIEU'S ASSISTANT. 
 
 The " Know how." Anecdotes. 
 
 latter. The question was promptly and correctly 
 answered by the simple monosyllable, " No." " How 
 much am I to pay you for your opinion ? " said 
 the farmer. " Ten dollars," said the counsellor. 
 "What! ten dollars for just saying No?" "Ah, 
 but you must consider that I spent much time and 
 money, and studied many books, that I might know 
 when to say No." 
 
 The negro, who prided himself on his peculiar 
 skill as a butcher, realized that knowledge was 
 wealth. Pompcy was employed to dress a calf, a 
 work which he performed with remarkable skill and 
 despatch, and for which he demanded two dollars, 
 just double the common price. His employer re- 
 monstrated, saying that one dollar was the usual 
 price. " But," said Pompey, " I charge one dollar 
 for the work, and one dollar for the know how ! " 
 True knowledge and practical skill will prove a 
 mine of power and w r ealth to the teacher ; and truly 
 wise is every one who seeks for and improves all 
 means for professional knowledge and growth. I 
 will name a few of the more prominent. 
 
 Read Works on Education. The number of 
 works bearing directly upon the teacher's mission is, 
 I am sorry to say, very small, and most of them of 
 very recent origin. I would recommend that you 
 get access to as many as possible, and from time to 
 time, as opportunity offers and means allow, add 
 such works to your own professional library. It 
 may seem novel to you to have me speak of the
 
 MEANS OF PROFESSIONAL IMPROVEMENT. 33 
 
 The Teacher's Library. 
 
 teacher's " professional library " ; and I am very 
 sure that the idea would seem quite marvellous to 
 many who have devoted years to the business of 
 instruction. But can you see any good reason why 
 a teacher should not have a library ? Can you not, 
 indeed, think of many reasons why he should have 
 one ? What would be thought of a clergyman, phy- 
 sician, or lawyer, who should enter upon his pro 
 fessional career without first securing a collection 
 of books for general reference as bearing upon the 
 interests of his peculiar calling? Would such a 
 one be likely to succeed, or would he long possess 
 any of that esprit de corps which ought to char- 
 acterize him ? The man who wishes to excel as a 
 sculptor will make any sacrifice to learn what has 
 been said and written in relation to his favorite 
 work. The artist who would prove a workman of 
 no mean repute will practise any amount of self- 
 denial in order to become the possessor of volumes 
 treating upon his employment. And if they who 
 work on inanimate material arc thus interested to 
 increase their knowledge and skill, should they 
 not be equally so who are called upon to fashion 
 and develop that living material which will exist 
 throughout the endless ages of eternity? It is 
 sad, indeed, to reflect that so many engage in 
 teaching who never manifest the least interest in 
 reading. My mind no\v recurs to the ease of t\vo 
 young ladies who engaged in school-keeping under 
 very favorable circumstances. They possessed many 
 desirable qualifications, and, at first, manifested an
 
 TIIK TEACHKUS ASSISTANT. 
 
 How to read. 
 
 active interest in their work. But it was only 
 ephemeral. Though they had access to numerous 
 books, they were never known to peruse them. As 
 a consequence, and a very natural one, their inter- 
 est soon waned. Their first term was quite suc- 
 cessful, because the novelty of the work enlisted 
 their interest and efforts. They soon, however, fell 
 into a lifeless, formal routine, and became ineffi- 
 cient teachers, and were obliged to abandon the 
 work. Had they devoted a small portion of their 
 leisure time to the perusal of educational works, 
 their interest would have been -kept alive, their zeal 
 increased, and their minds enlarged and improved. 
 
 I rejoice that with you it is otherwise. I have 
 long known the interest with which you have pe- 
 rused all works calculated to increase your general 
 and professional knowledge. You, I know, need 
 no urging on this point, and I will simply offer one 
 or t\vo hints in relation to your reading, for it is 
 quite as important how you read as it is irhat you 
 read. One person will read a valuable and instruc- 
 tive volume, and lie HOIK; the wiser, gaining no 
 new ideas, receiving no impressions or hints tending 
 to con firm or modify his former views. lie reads 
 carelessly, without reflection and without profit. 
 Another person will arise from the perusal of the 
 same book with enlarged views, better plans, nobler 
 a-pirations, stronger purposes. 
 
 lu reading, therefore, endeavor to obtain some- 
 thing from every work which will make you wiser, 
 stronger, better. To this end, read with a discrimi-
 
 MEANS OF PROFESSIONAL IMPROVEMENT. 35 
 
 Regard Circumstances. 
 
 nating, reflecting mind. So far as the book you 
 read is sound and valuable, aim to make its general 
 spirit and views your own ; but do not often adopt 
 as your own a specific plan or course, until you 
 have adjusted it to existing circumstances, and 
 proved its general adaptedness to your situation and 
 wants. A course that may have been entirely suc- 
 cessful with another, under peculiar circumstances, 
 may result quite differently with you, under circum- 
 stances varying but slightly. In order that any 
 scheme may produce precisely the same results, in 
 different times and places, it is not only essential 
 that its operation be under circumstances exactly 
 similar, but also that the moving or operating power 
 be precisely the same; and such a combination 
 seldom occurs. One man, for example, may use 
 some improved machine with entire satisfaction, and 
 delight in its operation and siicccss, while another 
 may use the same machine and pronounce it worth- 
 less, simply because in the manner of using, or 
 of some unusual or peculiar circumstances in rela- 
 tion to his work, he did not understand the princi- 
 ples of the machine sufficiently to adjust it to exist- 
 ing peculiarities. Some slight change in the ad- 
 justment of some part of the machine, or in its mode 
 of operation, might have insured its entire success. 
 In all your reading, aim to grasp general views and 
 principles, rather than to adopt sonic preei.-e and 
 undeviating plan ; for your success as a teacher will 
 .depend much upon your own efforts, ami upon your 
 ] tower to impart a degree of individuality to what- 
 ever plans you may introduce.
 
 36 THE TEACHER'S ASSISTANT. 
 
 General Knowledge. 
 
 I would not be understood to advise that all your 
 reading be exclusively of a professional bearing. 
 Far otherwise. Let it partake of variety, but never 
 of that trashy and ephemeral literature which is scat- 
 tered broadcast over the land. Read well-written 
 books, that you may increase your knowledge and 
 discipline your mind. A well-conducted newspaper 
 may be the medium of much valuable information. 
 I would recommend that you habitually read some 
 good newspaper, with a view to keeping enlightened 
 in regard to the prominent and important events 
 and movements of the day. Read, that you may 
 learn ; and learn, that you may teach. Every new 
 attainment, every wise acquisition, every practical 
 idea gained by you, will give you influence over 
 those under your care. Therefore read, that you 
 may increase your ability to instruct and discipline 
 others. Knowledge is power, and a power that 
 every teacher should gain in the highest possible 
 degree. 
 
 Be sure to subscribe for, and read, at least one 
 educational periodical. Teachers' Journals are a 
 modern aid. All the monthlies, now in existence, 
 supported by teachers, and devoted to the great in- 
 terests of popular education, have been established 
 within twelve years, and most of them within five or 
 six years. It is one of the most hopeful signs of 
 the times, that teachers themselves are assuming the 
 editorial charge of these journals, thus insuring a 
 practical character. The monthly receipt and peru- 
 sal of a well-conducted work of this nature will prove
 
 MEANS OF PROFESSIONAL IMPROVEMENT. 
 
 Teachers' Journals. 
 
 beneficial to you. It will bind you to your profes- 
 sion ; it will enlighten your mind ; it will cheer your 
 heart ; it will prove a valuable medium of intercom- 
 munication ; and in various ways it will be of service. 
 If you have not sufficient interest in your work to 
 induce you to become a subscriber to one of these 
 works, the sooner you abandon the business of teach- 
 ing, the better it will be for the community. And 
 what I say to you, I would say to all others. No 
 person should assume the employment of teaching-, 
 ivho does not possess enough of professional interest 
 to cause him to aid in the support of a periodical 
 devoted to the great interests of his profession. 
 
 Be a Contributor to some Educational Journal. 
 Do this for your own good, and for the good of 
 your profession, ever bearing in mind, that what- 
 ever you do for your own improvement will result 
 in the good of your profession, and also that what- 
 ever you do for the elevation of your chosen calling 
 will result in your personal benefit. The whole is 
 made up of parts, and the several parts are affected 
 by the general tone and condition of the whole. 
 Do you say you cannot write, that you have not 
 accustomed yourself to it ? Then I say you should 
 commence and ascertain whether your inability is 
 real or only imaginary. My impression is, that, 
 you will find no difficulties that you will be unable, 
 tb overcome, no obstacles that will prove insur- 
 mountable to a determined spirit. It will do you 
 good to cope with difficulties, strengthen you to 
 
 4
 
 38 THE TEACHER'S ASSISTANT. 
 
 Visiting Schools. 
 
 conquer them. You owe it to yourself, no less than 
 to your profession, to contribute something from 
 your own mind and experience for the benefit of 
 those laboring in the same cause. 
 
 Visit the Schools of Others. If you will do 
 this witli the right spirit, with a desire to learn, 
 it will prove highly beneficial. The watchful and 
 discriminating teacher will gain some useful infor- 
 mation, or receive some valuable hint, from every 
 school he may visit. lie will profit not only from 
 the excellences, but also from the errors, of oth- 
 ers. It may be that errors exist in your school 
 which have been formed so gradually as to have 
 escaped your notice. Your attention is so con- 
 stantly directed to two particulars, governing and 
 instructing, that it would not be strange if some 
 deviations should escape your watchful eye. When 
 you visit the school of another, circumstances am 
 different ; you go as a spectator ; you feel that you 
 have no direct interest in the exercises ; you have 
 nothing to do but to listen and observe. You will, 
 very naturally, look for excellences and for defects ; 
 and from both you may derive profit, only do not 
 be captious. It may be that you will, on your re- 
 turn, sec your own school in a different light, and 
 learn that you are not above criticism. Perhaps I 
 may IKJ better understood by relating an instance in 
 my own experience ; for I have visited many schools, 
 and always with profit. I once visited the school of 
 a friend, who enjoyed a good reputation as a success-
 
 MEANS OF PROFESSIONAL IMPROVEMENT. 39 
 
 Teachers' Meetings. 
 
 ful teacher. The school was, in the main, a good 
 one, but I noticed one habit in the spelling exer- 
 cise which I considered a bad one. As the pupils 
 spelled, they neither pronounced the syllables as 
 they spelled them, nor the words when finished. It 
 appeared to me a little singular, that so good a 
 teacher should allow so bad a habit to prevail ; and I 
 rather congratulated myself that I was more careful 
 in my own practice. To my surprise, when I next 
 conducted a spelling exercise in my own school, I 
 found that precisely the same error, in kind, if not 
 in degree, existed somewhat on the part of my pu- 
 .pils. From it I learned a useful lesson. Visits to 
 the schools of others may impart many such lessons. 
 
 Teachers' Meetings and Teachers' Institutes. 
 You will find it much for your interest and pro- 
 fessional improvement to attend teachers' meetings 
 as often as opportunity offers. It will do you good 
 to meet with those who are engaged in a similar 
 employment, with those who can sympathize with 
 you. Such meetings, whether large or small, may 
 In 1 productive of much good. Two or three fanners, 
 mechanics, ministers, or physicians would probably 
 derive mutual benefit from an hour's interview and 
 familiar talk. So, particularly, will it be with 
 teachers; they will either obtain new information, 
 or become more fully confirmed in some old plan 
 or method. But, if you would be truly benefited 
 by teachers' conventions, you must exercise the 
 right spirit ; and while you aim to receive sonr..-
 
 40 THE TEACHER'S ASSISTANT. 
 
 Diligence. 
 
 benefit and some new information from every such 
 gathering, do not expect that everything you may 
 hear will be new to you, or precisely adapted to your 
 individual circumstances or wants. Remember, it 
 is only " little by little " that we make advancement 
 or growth in knowledge, whether of a general or 
 professional nature. Strive constantly and in every 
 suitable way to. honor and elevate your chosen 
 profession, by adding to your own personal qualifi- 
 cations, and thus proving yourself an intelligent, 
 earnest, and active member. Seek to honor your 
 calling, and not live and act as though you expected 
 that to honor and exalt you. 
 
 Be Diligent in Professional Labors. If it is 
 ever true in the material world, that " the hand of 
 the diligent maketh rich," it is emphatically true 
 that the mind is enriched and expanded by diligent 
 application and wholesome exercise. As bodily 
 sloth and idleness lead to destitution, want, and 
 misery, so mental inactivity will lead to mental 
 imbecility and unproductiveness. Persevering dili- 
 gence in any work will overcome obstacles appar- 
 ently insurmountable, and secure the accomplish- 
 ment of the most important and surprising results. 
 It is this that has subdued the wilderness, and caused 
 it to l>e a fruitful garden. It is this that has fur- 
 rowed our country with railroads, and made a sale 
 track for the iron horse from the ocean to the moun- 
 tains and the valleys beyond. It is this that has 
 sprinkled all over the surface of our country beuuti-
 
 MEANS OF PROFESSIONAL IMPROVEMENT. 41 
 
 Results of Diligence. 
 
 ful and thriving villages. It is this that has brought 
 the luxuries of distant lands and the wealth of the 
 ocean to contribute to our comfort and welfare. 
 The sails that whiten our oceans ; the steamers that 
 plough our waters ; the locomotives that sweep 
 through our towns and villages, rushing through 
 mountains, over plains, and across rivers and ra- 
 vines ; the wires that extend through the land and 
 under the ocean, all declare the power of well- 
 directed diligence. Be ever active in all the opera- 
 tions and concerns pertaining to your profession, 
 ever laboring to improve yourself, to aid others, to 
 promote the great interests of education, and the 
 fruits of your efforts will be neither few nor small. 
 
 Your sincere friend, 
 
 C. 
 
 4*
 
 LETTER V. 
 
 SCHOOL DISCIPLINE AND SCHOOL MANAGEMENT. 
 
 MY DEAR FRIEND : 
 
 WITH your permission, I will now accompany 
 you to the school-room, the scene of your labors, 
 and speak with you freely and plainly of some of 
 the duties to be performed. I shall endeavor to tell 
 you what to do, and how to do ; or, in other words, 
 I will aim to give you such hints as the results of 
 my own experience and observation have impressed 
 upon my own mind as important and pertinent. 
 
 I know full well the anxiety with which you an- 
 ticipate your labors. I know the feelings which will 
 fill your breast, as for the first time you occupy the 
 teacher's desk and assume the teacher's duties. 
 What shall I do ? How shall I do? Wlicn shall 
 I do ? are questions that will often arise in your 
 mind ; and you must be prepared to answer them, 
 and that, often, without much opportunity for re- 
 flection, with none for consultation. But if you 
 have duly considered the nature of your office, and 
 studiously cultivated the qualities 1 have named, 
 you have done much to prepare yourself for the 
 cllicient discharge of incumbent duties. Cive the
 
 SCHOOL DISCIPLINE AND SCHOOL MANAGEMENT. 43 
 
 Friendly Feelings. 
 
 first moments of every morning to devotional ex- 
 ercises, and thus let your pupils see that you and 
 they have one common friend and counsellor in 
 " Our Father who art in heaven." 
 
 Discipline is the first item that will claim your 
 attention, and it is an all-important item. It lies at 
 the very foundation of your labors ; and unless you 
 have right views and adopt right measures on this 
 point, it will be useless for you to hope for success 
 in teaching, for without good discipline, there can 
 be no truly successful teaching. One may be able 
 to govern a school, and yet not competent to teach 
 the same ; but he cannot, in the highest and truest 
 sense, teach a school, unless he can also govern it. 
 True teaching implies correct discipline. But I 
 will proceed to give a few hints, which, I hope, may 
 be of some service to you. 
 
 Try to cause your Pupils to feel that you are 
 their Friend. Let all. your plans and arrange- 
 ments bo made with reference to their good. As, 
 for the first time, you enter tlio school-room, do it 
 Avith a cheerful look, which shall indicate that your 
 heart is in your work. Let your words be but the 
 kindly expression of friendly feelings and good 
 intentions ; let no frowns cloud your brow, even 
 though all may not, at the outset, lie just as you 
 niiu'bt, wish. IViTeet discipline cannot be estab- 
 lished in a day ; yet you must aim to secure it 
 gradually and surely. But you may ask what 1 
 mean by perfect discipline. 1 say, negatively, that
 
 44 THE TEACHER'S ASSISTANT. 
 
 Order defined. 
 
 I do not consider it to consist in rigid and upright 
 positions, in exact and imdeviating movements, nor 
 in constrained looks. I say, positively, that I con- 
 sider that school in a good state of discipline, in 
 which the pupils attend to all their duties, perform 
 all their movements, and regard all the require- 
 ments of the school with cheerful alacrity, and with 
 an evident and constant desire to co-operate with 
 the teacher, studiously and pleasantly refraining 
 from every act, which may tend to disturb the 
 teacher or the school. " I consider a school judi- 
 ciously governed, where order prevails ; where the 
 strictest sense of propriety is manifested by the 
 pupils towards the teacher, and towards each other ; 
 where they are all busily employed in the appropri- 
 ate duties of the school-room, and where they seem 
 to be under the influence of the teacher as a leader, 
 but not as a driver. There is some difference of 
 opinion as to the degree of stillness possible or de- 
 sirable in a school. We .all agree, however, that, 
 for a still school, all unnecessary noise must be 
 excluded." * The best governed are they who seem 
 to be ungovcrned, save by the inward desire to do 
 right ; and the best disciplinarians are they who 
 govern without seeming to govern. If you would 
 succeed, do not attempt to govern too much. Lure 
 your pupils into the right path by kindly words 
 and friendly acts, and thus gain that perfect control 
 over them which you should possess, and at the 
 
 * Admiral Stone.
 
 SCHOOL DISCIPLINE AND SCHOOL MANAGEMENT. 45 
 
 Self-Control. Anecdote. 
 
 same time have their obedience cheerful and prompt. 
 In this way you will govern them, and at the same 
 time they will not feel that they arc governed. 
 
 Govern 'Yourself. Unless you can exercise a 
 good degree of self-government, you can hardly ex- 
 pect to govern others. It will not always be an 
 easy matter for you to exhibit perfect self-control, 
 but you must aim to do so ; and if you can suc- 
 ceed in so governing your own feelings as never to 
 appear angry or annoyed, you will find no difficulty 
 in governing your pupils. I do not mean that you 
 should be entirely regardless of the conduct of your 
 pupils, but merely that you should not allow their 
 errors to cause you to lose your patience, by exhil>- 
 iting some sudden ebullition of passion. You know 
 how ready some people are to take offence and show 
 anger. A faithful servant, who had long borne the 
 abusive words of a petulant master, finally said to 
 him that he could no longer tolerate his captious- 
 ness, and that he was determined to leave his ser- 
 vice. " But, Peter," said the relenting master, 
 " Peter, you know I mean no harm, and that I am 
 no sooner mad than pleased again." " Very true, 
 master," replied Peter ; " but I also know that you 
 arc no sooner pleased than mad again." So it is 
 with some teachers, they allow feelings and ex- 
 pivssuyis of anger and pleasantness to follow each 
 other in such ludicrously rapid succession, as en- 
 tirely to impair their influence.
 
 46 THE TEACIIEU'S ASSISTANT. 
 
 Weigh Circumstances. Anecdote. 
 
 Let Circumstances modify your Views of Order 
 and your Plans to secure it. Some teachers form 
 a certain view of discipline, and certain undeviating 
 plans for securing it. With them, attending cir- 
 cumstances have no influence. The act is judged 
 in and of itself, entirely independent of the motives 
 which led to it. This, of course, is wrong. If you 
 would govern successfully and justly, study all the 
 particulars bearing upon a transgression. Some- 
 times an act, in itself wrong, may be divested of all 
 actual wrong when the circumstances are duly con- 
 sidered. In a certain school, for example, a boy of 
 very orderly deportment and studious habits, sud- 
 denly whistled, no less to his own astonishment 
 than that of his teacher. lie was called out by his 
 teacher and asked if he had whistled, when the 
 frightened lad exclaimed, with all honesty of heart, 
 "iVo, Sir, I didn't whistle, it whistled itself!'' 
 The little fellow had been so intent on his lessons, 
 and perhaps so delighted at overcoming some difli- 
 culty, that, forgetful alike of time, place, or circum- 
 stances, he expressed his joy by an unpremeditated 
 whistle. That the school was interrupted was obvi- 
 ous, but no sensible teacher Avould deal with such a 
 lad as he would with a culprit. Precisely such an 
 interruption would seldom occur ; and yet pupils 
 will often be guilty of deviations in tV, when the 
 motives arc entirely correct. Study, therefore, very 
 carefully to discriminate between a wilful wrong 
 and an unintentional error. Only a bad pupil can
 
 SCHOOL DISCIPLINE AND SCHOOL MANAGEMENT. 47 
 "Hard Days." 
 
 1)0 guilty of the former, while a very good one may 
 be of the latter. 
 
 Then there are other circumstances which you 
 must always take into consideration. There are 
 certain days in the experience of every teacher which 
 are hard days ; there is something in the atmos- 
 phere, in the state of the teacher's health, or some 
 incidental circumstances, which have an unfavor- 
 able influence upon the state of feeling, and con- 
 sequently upon the apparent order of the school. 
 You will, undoubtedly, sometimes enter your school- 
 room in a depressed state of mind, and everything 
 may seem to you "out of place," nothing meet- 
 ing your expectations, and yet you may not be 
 able to tell precisely u'hat or where the trouble is. 
 Under such circumstances, do not make a bad mat- 
 ter worse, by manifesting an unduly sensitive spirit. 
 The llev. Dr. Huntington, of Harvard College, gives 
 the following excellent advice in relation to such 
 days : 
 
 ' It is in the experience of most teachers, I pre- 
 sume, that on certain days, as if, through some 
 subtle and untraceablc malignity in the air, the 
 school-room seems to have fallen under the control 
 of a secret fiend of disorder. There is nothing aj)- 
 parent to account for this epidemic perversity; all 
 the ordinary rules of the place are in full recogni- 
 tion ; the exercises tramp on in the accustomed suc- 
 cession ; the parties are arranged as usual. There 
 are the pupils coming from their several breakfasts, 
 bringing both their identity and individuality ; no
 
 48 THE TEACHER'S ASSISTANT. 
 
 Professor Huntington's View. 
 
 apostasy nor special accession to depravity over 
 night has revolutionized their natures ; no compar- 
 ing out of doors has banded them into a league of 
 rebellion. Yet the demoniacal possession of irrita- 
 bility has somehow crept into the room, and taken 
 unconditional lease of the premises. You would 
 think it was there before the first visible arrival. 
 The ordinary laws of unity have been suddenly be- 
 witched ; the whole school is one organized obstruc- 
 tion ; the scholars are half-unconscious incarnations 
 of disintegration and contraposition, inverted di- 
 visors engaged in universal self-multiplication. 
 
 " How is such a state of things to be met ? not, I 
 think you will agree, by direct issue ; not point blank. 
 You may tighten your discipline, but that will not 
 blind the volatile essence of confusion. You may 
 ply the usual energies of your administration, but re- 
 sistance is abnormal. You may flog, but every blow 
 uncovers the needle-points of fresh stings. You 
 may protest and supplicate, and scold and argue, 
 inveigh and insist ; the demon is not exorcised, 
 nor even hit, but is only distributed through fifty 
 fretty and fidgety forms. You will encounter the 
 mischief successfully when you encounter it indi- 
 rectly. What is wanted is, not a stricter sovereignty, 
 but a new spirit. The enemy is not to be confronted, 
 but diverted. That audible rustle through the 
 room comes of a moral snarl, and no harder study, 
 no closer physical confinement, no intellectual dex- 
 terity, will disentangle it. Half your purpose is de- 
 feated if the scholars even find out that vou are
 
 SCHOOL DISCIPLINE AND SCHOOL MANAGEMENT. 49 
 Plaits suggested. 
 
 worried. The angel of peace must descend so 
 softly, that his coming shall not be known, save as 
 the benediction of his presence spreads order, like a 
 smile of light, through the place. 
 
 " If a sudden, skilful change of the ordinary ar- 
 rangements and exercises of the day takes the schol- 
 ars, as it were, off their feet; if an unexpected nar- 
 rative, or a fresh lecture on an unfamiliar theme, 
 kept ready for such an emergency, is sprung upon 
 their good-will ; if a sudden resolving of the body 
 into a volunteer corps of huntsmen on the search 
 of some etymological research, the genealogy of a 
 custom, or the pedigree of an epithet, surprises 
 them into an involuntary interest ; or, in a younger 
 company, if music is made the Orphean minister of 
 taming savage dispositions again, then your ob- 
 lique and unconscious tuition has wrought the very 
 charm that was wanted ; the room is ventilated of 
 its restless contagion, and the furies are fled. 
 
 " Or if, as is more than probable, the disorder 
 was in the teacher himself; if the petulance of the 
 school all took its origin in the disobedience of some 
 morbid mood in the master's own mind or body, 
 and only ran over, by sympathetic transmission, 
 upon the benches, so that he saw it first in its re- 
 flection there, of what use to assail the insubordi- 
 nation by a second charge out of the same temper ? 
 Ilis only remedy is to fall back on the settled spir- 
 itual laws of his own being. He must try to es- 
 cape out of the special disturbance into the general 
 harmony ; ho must retreat, in this cnr.Tgency of
 
 50 THE TEACHER'S ASSISTANT. 
 
 Loud Talking. 
 
 temptation, into those reso\irces of character, prin- 
 ciple, affection, provided by the previous and nor- 
 mal disposition of his soul. This ho will achieve by 
 some such process as that just specified, displacing 
 the ground of a direct and annoying conflict by new 
 scenery, and rather leaping up out of the battle with 
 foes so mean, than staying to fight it out on their 
 level." 
 
 Talk not Much nor Loud. It is a very com- 
 mon error with young teachers, that they talk too 
 much and too loud ; and wherever you meet with 
 one of these garrulous and noisy teachers, you will 
 be sure to find a disorderly school. Let us call at 
 two schools and notice the difference. Here is a 
 school of fifty pupils, kept by Miss Matilda Captious 
 Fussy. The pupils arc nearly all untidy in appear- 
 ance, inattentive to lessons, disorderly, and noisy, 
 whispering, and constantly asking unimportant ques- 
 tions of the teacher. It is a sort of " Bedlam let 
 loose." But the children arc not the only actors. 
 Listen to the teacher, who, in loud and petulant 
 tones, and in rapid succession, thus speaks : " We 
 must have less noise, scholars." " You are the 
 worst set of children I ever saw." "Sit down, 
 Mary." " John, did n't I tell you not to whisper ? " 
 " Susan, what arc you doing? " " Sarah, I 'vc told 
 you twenty times that you mustn't look out of the 
 window, and you don't mind one word I say." 
 " Peter, did n't I tell you I should punish you if 
 you did that again? You'll get it by and by."
 
 SCHOOL DISCIPLINE AND SCHOOL MANAGEMENT. 51 
 The Contrast. 
 
 " Thomas, what arc you out of your seat for? If 
 you don't mind better, I shall punish you." And 
 thus it continues through the livelong day, the 
 teacher noisily issuing meaningless orders and 
 threats, the pupils hearing them as they would 
 the whistling winds. The room is unswept and in 
 disorder ; the teacher, slovenly in her personal ap- 
 pearance, and unlovely and forbidding in look and 
 manner. All is discord, no discipline, no true 
 teaching, no good habits. The classes are called 
 upon to recite without any seeming regard to time 
 or manner ; they move noisily and dilatorily to 
 the recitation seat ; their answers are indistinct, 
 and mostly imperfect ; there is an entire heartless- 
 ness and hecdlessness about every exercise and every 
 effort. 
 
 "We have stopped long enough, let us pass along. 
 Here we come to another school, of the same size, 
 kept by Miss Mary Cheerful Method. "We enter, 
 and are greeted by the teacher's pleasant smile, wel- 
 coming -us to her school. She looks pleasant and 
 happy ; the room is a model of neatness and order ; 
 the pupils look cheerful and industrious, each ear- 
 nestly attending to his lessons. There is no whis- 
 pering, no useless questioning, no confusion ; cheer- 
 ful quietness and well-ordered industry meet the eye 
 on every hand. The teacher says but little, and 
 every remark is made in that pleasant and subdued 
 tone which is sure to be heard and regarded. " The 
 still, small voice" is readily heard, and promptlv 
 obeyed. When the classes are called to recite, they
 
 52 THE TEACHER'S ASSISTANT. 
 
 Prompt Obedience. 
 
 take their places with alacrity, and without noise ; 
 and, as we might expect, the lessons are well com- 
 mitted and distinctly recited. It is in all respects a 
 pleasant and well-managed school. And do you 
 not see that, in each school, as was the teacher, so 
 were the pupils ? I trust you have learned a use- 
 ful lesson from these visits, and that you will not 
 hesitate which of the two to take as your model. 
 
 Insist on Prompt and Exact Obedience. Be 
 sure that your requirements are reasonable and 
 right, and be satisfied with nothing short of an im- 
 plicit, exact, and prompt obedience to them. There 
 is an unwilling, hesitating compliance with requisi- 
 tions, which is little better than downright disobe- 
 dience. Indeed, it is often more annoying, from 
 the difficulty of meeting it. Positive and direct re- 
 fusal to obey orders yoii know how to deal with ; 
 but a half-way obedience, a sort of attempt on the 
 part of the pupil to compromise by meeting you 
 half-way, may sometimes seem to lack dcfiniteness. 
 But really it has point, and must be met without 
 hesitation. Early, then, impress upon the minds of 
 your pupils that you make no difference between a 
 direct act of disobedience and obedience reluctantly 
 and sullenly rendered. In some instances the lat- 
 ter may be the worse. 
 
 Never promise what you cannot perform, nor 
 that which it would be Wrong- or Unreasonable to 
 perform. Very young pupils will readily discover
 
 SCHOOL DISCIPLINE AND SCHOOL MANAGEMENT. 53 
 Truthfulness. 
 
 if you err in this particular. My earliest school 
 recollections are of a " schoolma'am " who often 
 threatened to cut off the ears of her pupils if they 
 did not sit still. Child as I was, I thought she 
 meant what she said, and with almost breathless 
 stillness I kept my eye for the entire first day upon 
 a pair of scissors which were attached to her person. 
 I regarded them as the ear-shortening implements ; 
 but after having heard the threat many times re- 
 peated, and finding my own ears were uninjured, I 
 concluded that the teacher was uttering idle threats, 
 and I lost the little respect for her that I first 
 had. It was soon ascertained that she said what 
 she did not mean, and then her words fell upon 
 our ears as the idle wind. Ever, my friend, study 
 to verify your words by your acts ; but also study 
 to have both words and acts consistent and right. 
 
 Never threaten to inflict a certain Mode or Kind 
 of Punishment for certain anticipated Offences. 
 Different pupils require different inducements and 
 different methods of discipline. As no two cases 
 of transgression will be precisely similar in all their 
 bearings and particulars, so it will not be wise to 
 have a uniform and undeviating kind of punish- 
 ment for all offenders. Aim always to deal justly 
 und impartially ; and in order that you may so deal, 
 you must carefully weigh all circumstances, and 
 studiously adapt your discipline, both in kind and 
 in degree, to the peculiar temperament and dispo- 
 sition of each offender. Let the motives and cir-
 
 54 THE TEACHER'S ASSISTANT. 
 
 An Incident. 
 
 cumstanccs attending tho error always be duly con- 
 sidered. The following incident, which I find in 
 the Canada Journal of Education, will illustrate my 
 position, and, I hope, convey a good lesson : 
 " My third attempt at teaching was in the parish 
 
 of St. A . I had been engaged in the ordinary 
 
 duties of a common school for three or four weeks, 
 when, on a very cold, bright day in Jamiary, a group 
 of children arrived rather earlier than the usual 
 hour. They were all new pupils, except one. This 
 was pleasing to me. As the children approached, I 
 heard sobbing, and, upon opening the door, the lad, 
 who had previously attended the school, entered, 
 leading by the hand a little girl about seven years 
 of age. Her eyes were large and blue ; her hair, 
 which was too fair to be golden, hung around her 
 neck in little ringlets ; her cheeks Avere red, though 
 partly concealed by frozen tears. Her complexion 
 was very fair, and her features of an exquisite mould. 
 Ilcr cousin Charley was about twelve years of age, 
 tall, and well formed ; his eyes were black, and his 
 hair was of the same color ; his features were regu- 
 lar, and indicative of intellect as well as benevolence. 
 As Charley entered, he said, ' This is Cousin Polly ; 
 she 's coming to school, please, Sir, and I told her 
 you would n't whip her if she is a good girl ; she 's 
 crying with the cold.' With a little dialing of tin; 
 cold hands and the aid of a good fire, Polly soon 
 became comfortable. After this introduction, Polly, 
 Charley, and myself were very good friends. Time 
 glided pleasantly away, for we had a most agreeable
 
 SCHOOL DISCIPLINE AND SCHOOL MANAGEMENT. 55 
 Charley and Polly. 
 
 assemblage of youth, and, with one exception, a 
 pleasant school-room. The exception was, that two 
 of our windows overlooked the highway, and thus 
 presented a temptation to violate the rules of dis- 
 cipline, by looking at passers-by in the time of 
 study. The winter was nearly over, and I had be- 
 come strongly attached to Charley and his Cousin 
 Polly, for they were docile and obedient, seem- 
 ingly full of affection for me, as well as for each 
 other. I had never had occasion to chastise either 
 of them during the term. Indeed, I had to be cau- 
 tious about addressing them in a hasty or excited 
 manner, else they would have burst into tears im- 
 mediately ; and to speak harshly to them would be 
 worse than whipping' some children. One day, near 
 the close of the term, I had been disturbed several 
 times, while attending to classes, by the scholars 
 seated near the windows already mentioned. They 
 would rise from their seats to look at any vehicle 
 which might be passing. After having been inter- 
 rupted three times while engaged with a class, and 
 as often remonstrating, 1 lost patience, and said that 
 I should ferule the first one who arose again to look 
 out of the windows. After this announcement all 
 were very quiet for some time ; but before I had 
 concluded the exercises of my class, I heard a noise, 
 and, looking around, I saw Polly standing upon a 
 desk and stretching past, two girls to look out of the 
 window. Here was a case. All eyes were upon 
 me. I had described a certain kind of punishment, 
 and pledged my word to inllict it upon the one who
 
 56 TUB TEACH Kll'ri ASSISTANT. 
 
 Unpleamnt Predicament 
 
 should violate the rulo. Polly was the last one I 
 deemed likely to be guilty, and the last person in the 
 school whom I wished to punish in such a manner ; 
 hut now my only alternative was to hreak my word 
 or to punish Polly. I called her to me ; she came, 
 with tears in her eyes. I asked her why she wept ? 
 She said she was sorry she had forgotten the rule ; 
 that she had been told, by Fanny Conly, that her 
 papa and mamma were coming for her in the sleigh, 
 and she got up to look out without thinking. I 
 replied, * If I should not punish you as I said, I 
 should be guilty of an untruth, which is sinful, and 
 I should lose your respect and esteem, as well as 
 that of your schoolmates.' ' dear ! yes, you must 
 punish me,' said Polly, with a gush of tears ; 4 but 
 I feel so bad because I cannot help it now I ' and 
 she held out her hand. I stood up as though I was 
 about to inflict the expected blows, when Charley 
 approached, and, holding out his hand, said, ' Please, 
 master, whip me, and don't whip Polly.' From this 
 little incident I learned two things about discipline ; 
 first, never to pledge myself to any particular 
 kind of punishment beforehand ; and second, that 
 children often shed tears because their error is past 
 recall, or, in the words of Polly, ' because they can- 
 not help it,' when their teachers suppose they are 
 crying for fear of the punishment." 
 
 A particular Offence docs not necessarily call 
 for the Infliction of a Specific Punishment. All at- 
 tendant and palliating circumstances should always
 
 SCHOOL DISCIPLINE AND SCHOOL MANAGEMENT. 57 
 The Physician. 
 
 be taken into account in deciding upon disciplinary 
 measures. A course that would be highly salutary 
 in one case, under one set of circumstances, would 
 prove far otherwise in another case, and under 
 other circumstances. A certain physician once had 
 as a patient an Englishman. The disease was fe- 
 ver. He allowed the patient to partake 'frequently 
 of chicken-broth. The sick man was restored to 
 heal tli ; and the doctor wrote in his note-book, 
 " Chicken-broth is good in case of fever." His 
 next patient was a Frenchman, and the disease fever. 
 He was allowed to partake of chicken-broth, and 
 died. The next memorandum in the note-book was, 
 " Though chicken-broth is good for an Englishman 
 in case of fever, it will kill a Frenchman." From 
 this learn a lesson in school discipline, and study 
 to adapt the mode of discipline to existing circum- 
 stances and peculiarities, and never feel that the 
 same means will always produce the same results. 
 
 Re Calm and Self-possessed. Never give your 
 pupils opportunity to feel that they can annoy you ; 
 for if they find you over-sensitive, they will ever be 
 on the alert to do things which will vex you. But 
 while you aim to let them see that you control your- 
 self, be sure also to have them feel that you shall 
 control them ; and that any degree of impropriety 
 on their part will be duly considered, even though il 
 may not receive immediate notice. It is well, occa- 
 sionally, to let certain errors and deviations pass, 
 apparently unnoticed, during the day, and be taken
 
 58 THE TEACHER'S ASSISTANT. 
 
 Neatness nnd Courtesy. 
 
 into consideration at a quiet hour after school. In 
 a calm but firm manner, call the offenders to an ac- 
 count, administering such punishment, or censure, 
 as may seern necessary. Do not forget that there 
 is a right time, place, and manner in which to say 
 things, and never administer reproof or punishment, 
 when citner the erring or yourself arc in a state of 
 undue excitement. 
 
 Cultivate Habits of Neatness and Courtesy as 
 Helps to Discipline. If you can so inspire a hoy 
 with feelings of self-respect, that he will always en- 
 ter the school-room with his person and apparel in 
 a neat and cleanly condition, you will at the same 
 time create within him a desire to regard the rules 
 of the school. If, in addition to this, you can in- 
 duce him to regard the rules of propriety and cour- 
 tesy in his manner and conversation with others, 
 you may be quite sure all else will be right. A 
 courteous pupil will, almost as a matter of course, 
 be an obedient and attentive pupil. 
 
 Von ask, if you must ever resort to corporal pun- 
 ishment. In answer to this, 1 Avish I might feel 
 A\ arrantcd in saying that it is never necessary. 1 
 hope the time may come when it will Vie wholly un- 
 necessary ; but I do not believe that time has yet 
 arrived. I will advise, however, that you inflict 
 corporal punishment as seldom as possible. Make 
 it your u strange work '' ; and when you resort to 
 it, do it in such manner and in such spirit as will 
 make the right impression. In most cases, 1 would
 
 SCHOOL DISCIPLIN;: AND SCHOOL MANAGEMENT. 59 
 
 Corporal Punishment. 
 
 recommend that corporal punishment be inflicted in 
 private ; and yet there will be cases, in which the 
 greatest good of all concerned will require that the 
 punishment be inflicted in the presence of the whole 
 school. If a boy wilfully sets at defiance all whole- 
 some authority, and says or does things, in the 
 presence of the whole school, for the plirpose of 
 showing that " he will do as he pleases," the bet- 
 ter way will be to administer to him the well-de- 
 served punishment in the presence of all who have 
 witnessed the transgression. If, however, you can 
 secure the entire co-operation of the parents, you 
 will not often have any trouble of a disciplinary 
 nature. I do not hesitate to express the belief, that, 
 when all teachers shall be thoroughly qualified for 
 their high duties, and enter upon their discharge 
 with an earnest fidelity, and when all parents shall 
 be faithful in training their children in " the way in 
 which they should go,"' we shall hear no complaints 
 touching school discipline. But until that good 
 time shall come, the best of teachers may some- 
 times find it necessary to resort to corporal punish- 
 ment ; lut ordinarily, the higher the qualifications 
 of the instructor, Hie less frequently will such occa- 
 sions occur. 
 
 Never scold. If whipping is objectionable, scold- 
 ing is much more so. If you speak in fretful and 
 fault-finding tones, your pupils will soon lose all 
 respect for you, and they will, to a great extent, 
 partake of your spirit. In such things " like pro-
 
 60 THE TEACHER'S ASSISTANT. 
 
 Anecdote. 
 
 duces like." Mild and pleasant tones, combined 
 with a firm and determined manner, will, in mo.^-t 
 cases, secure the desired result. I once visited a 
 school, kept by an accomplished lady, who ever ex- 
 ercised the most perfect control over her feelings 
 and actions. A class was called upon to read. In 
 it was one of those disagreeable things, an obsti- 
 nate, mulish girl. "When her turn to read came, 
 she paid no regard to it. The teacher very pleas- 
 antly, but firmly, said, " Read, Mary." But, in 
 stubborn expression, Mary's countenance said, " I 
 won't." The teacher, with the utmost composure, 
 said, " You may continue standing, and the next 
 may read." Wishing to know the teacher's plan in 
 such cases, I asked what she intended to do in this 
 instance. Her reply was, " I shall let my patience 
 have its perfect work, and Miss Obstinate will not be 
 allowed to leave her place, until she has performed 
 her part ; and as the regular time has passed, 
 she must await my time, which will not be until 
 every other lesson has received attention, and the 
 faithful pupils have been dismissed." Throughout 
 the whole, the teacher was as calm as a summer's 
 day ; and I doubt not that the plan adopted was 
 entirely effectual. 
 
 Never attempt to frighten a Pupil into Obedi- 
 ence. Temporary subjection may be secured by 
 terror, but it will not be a true submission. The 
 motive is a wrong one, and the result will have no 
 permanency. Let it be ever your aim to exercise
 
 SCHOOL DISCIPLINE AND SCHOOL MANAGEMENT. 61 
 Be exemplary. 
 
 that influence over your pupils, which will lead them 
 to respect authority, and to do right, from high and 
 honorable motives. So far as possible, train them 
 to habits of self-control and self-discipline. Be to 
 the little ones under your care an example of all 
 that is " lovely and of good report," ever manifest- 
 ing on your part a willing and prompt obedience to 
 the higher powers. Remember always that 
 
 " The mind, impressible and soft, with ease 
 Imbibes and copies that she hears and sees, 
 And through life's labyrinth holds fast the clew- 
 That first instruction gives her, false or true." 
 
 How important is it, then, not only that right im- 
 pressions be made on tender minds, but also that 
 they be made in the right way and in the true spirit. 
 It is unquestionably true, that parents and teachers 
 do wrong by being over-exacting and over-rigid in 
 their treatment of the young, not making sufficient 
 allowance for youthful feelings and buoyancy of 
 spirit. Is there not a lesson prettily expressed in 
 the following lines ? 
 
 " He who checks a child with terror, 
 
 Stops its play, and stills its song, 
 Not alone commits an error, 
 But a great and moral wrong. 
 
 " Give it play, and never fear it, 
 
 Active life is no defect ; 
 K Never, never break its spirit, 
 Curb it only to direct. 
 
 " Would you stop the flowing river, 
 
 Thinking it would cease to flow < 
 Onward it must flow for ever, 
 Better teach it where to go." 
 6
 
 C2 THE TEACHER'S ASSISTANT. 
 
 System. Roger Ascham. 
 
 Have System in Relation to all your Exercises. 
 This will be of great service to you in the disci- 
 pline of your school. Have a time for every recita- 
 tion, and have every recitation at its proper time. 
 See that every pupil has work enough to occupy his 
 time, and do all you can to make every lesson inter- 
 esting by illustrations of your own. Pupils love 
 order and system ; and, if they are kept properly 
 employed, they will not be tempted to wrong action. 
 Nothing is more true, than that a certain noted 
 " busybody " has always some mischief for idle 
 hands to do ; and if you fail to give your pupils 
 useful work, he will give them that which will 
 greatly increase your labors and trials. 
 
 Aim earnestly and constantly to make all the 
 Exercises of the School-room pleasant and attract- 
 ive. Many a child has acquired an unconquerable 
 dislike of school, and all that pertains to it, on ac- 
 count of the forbidding manner or injudicious chid- 
 ing of umvise teachers ; even as some children, 
 from ill-treatment at home, have boon brought to 
 regard any place as more attractive than home. 
 On this point let me quote from the quaint lan- 
 guage of Roger Ascham, ,in " The Schoolmaster," 
 published in London, in 1571. 
 
 " Yet some will say that children of nature love 
 pastime, and mislike learning, because in their kind 
 one is easy and pleasant, the other hard and weari- 
 some. Which is ;in opinion not so true as some men 
 ween. For the matter lieth not so much in the dis-
 
 SCHOOL DISCIPLINE AND SCHOOL MANAGEMENT. G3 
 Lady Jane Grey. 
 
 position of them that be young, as in the order and 
 manner of bringing up by them that be old ; nor yet 
 in the difference of learning and pastime. For beat 
 a child if he dance not well, and cherish him though 
 he learn not well, ye shall have him unwilling to go 
 to dance, and glad to go to his book ; knock him 
 always when he draweth his shaft ill, and favor him 
 again though he fault at his book, ye shall have him 
 very loth to be in the field, and very willing to go to 
 
 school And one example, whether love 
 
 or fear doth work more in a child for virtue and 
 learning, I Avill gladly report, which may be heard 
 with some pleasure, and followed with more profit. 
 " Before I went into Germany, I came to Brode- 
 gate in Leicestershire, to take my leave of that noble 
 Lady Jane Grey, to whom I was exceeding much 
 beholden. Her parents, the Duke and Duchess, 
 with all the household, gentlemen and gentlewo- 
 men, were hunting in the park. I found her in 
 her room, reading ' Pluedo Platonis,' in Greek, and 
 that with as much delight as some gentlemen would 
 read a merry tale in Boccace. After salutation and 
 duty done, with some other talk, I asked her why 
 she would lose such pastime in the park ? .Smiling, 
 she answered me : ' I wist, all their sport in the 
 park is but a shadow to that pleasure that I find in 
 Plato. Atas ! good folk, they never felt what true 
 pleasure meant.' ' And how came you, madam,' 
 quoth I, ' to this deep knowledge of pleasure 'i 
 And what did chiefly allure you unto it, seeing not 
 many women, but very few men, have attained
 
 64 THE TEACHER'S ASSISTANT. 
 
 The Kind Teacher. 
 
 thereunto ? ' 'I will tell yoii,' quoth she, ' and tell 
 you a truth which perchance ye will marvel at. 
 One of the greatest benefits that God ever gave me 
 is, that he sent me so sharp and severe parents, and 
 so gentle a schoolmaster. For when I am in pres- 
 ence of either father or mother, whether 1 speak, 
 keep silence, sit, stand or go, eat, drink, be merry 
 or sad, be playing, sewing, dancing, or doing any- 
 thing else, 1 must do it, as it were, in such weight, 
 measure, and number, even so perfectly as God 
 made the world ; or else I am so sharply taunted, 
 so cruelly threatened, yea presently sometimes with 
 pinches, nips, and bobs, and other ways (which I 
 will not name for the honor I bear them) so with- 
 out measure misordered, that I think myself in hell, 
 till time come that I must go to Mr. Elmer, who 
 teacheth me so gently, so pleasantly, with such fair 
 allurements to learning, that I think all the time 
 nothing while I am with him. And when I am 
 called from him, I fall on weeping, because whatso- 
 ever I do else but learning is full of grief, trouble, 
 fear, and whole misliking unto me. And thus my 
 book hath been so much my pleasure, and bringcth 
 daily to me more pleasure and more, that in respect 
 of it all other pleasures, in very deed, be but trifles 
 and troubles unto me.' ' 
 
 May not parents and teachers draw a lesson from 
 this ? Some poet thus happily portrays the power 
 of gentleness and kindness : 
 
 " Wouldst thou a wanderer reclaim, 
 A wild and restless spirit tame,
 
 SCHOOL DISCIPLINE AND SCHOOL MANAGEMENT. 65 
 
 The True Course. 
 
 Check the warm flow of youthful blood, 
 And lead an erring one to God ? 
 Pause ; if thy spirit's wrath be stirred, 
 Speak not to him a bitter word ; 
 Speak not, that bitter word may be 
 The stamp that seals his destiny. 
 
 " If widely he hath gone astray, 
 And dark excess has marked his way, 
 'T is pitiful, but yet beware ; 
 Reform must come from kindly care. 
 Forbid thy parting lips to move 
 But in the gentle tones of love. 
 Though sadly his young heart hath erred, 
 Speak not to him a bitter word. 
 
 " The lowering frown he will not bear ; 
 The venomed chiding will not hear ; 
 The ardent spirit will not brook 
 The stinging tooth of sharp rebuke. 
 Thou wouldst not goad the restless steed, 
 To calm his fire or check his speed ; 
 Then let no angry tones be heard, 
 Speak not to him a bitter word. 
 
 " Deal kindly with him ; make him feel 
 Your heart yearns deeply for his weal ; 
 Tell him the perils of the way 
 Wherein his devious footsteps si ray : 
 So shall thou win him, call him back 
 From pleasure's smooth, seductive track ; 
 And warnings, thou hast mildly given, 
 May guide the wanderer to Heaven." 
 
 I have -written you a long letter on the subject of 
 discipline. The great importance which I attach to 
 the subject must be my apology, and if you can gain 
 a single new and correct view of t'.iis part of your 
 duty, I shall not have written in vain, nor will you 
 
 G*
 
 GG THE TEACHER'S ASSISTANT. 
 
 Study Circumstances. 
 
 have read in vain. I have given you some specific 
 directions, which I trust may be of service to you. 
 In closing, let me urge upon your attention, briefly, 
 the importance of making your school pleasant and 
 attractive, by doing all you can to make its lessons 
 clear and interesting. Let the pupils see that they 
 have in you a sincere friend, one who loves them, 
 and wishes to do them good. Study carefully their 
 natures, dispositions, temperaments, peculiarities. 
 Learn what you can of their home-training and 
 " out-of-school " influences. Gain their confidence 
 and secure their affection, and you may guide and 
 control them at will. So far as circumstances will 
 allow, cultivate the acquaintance of the parents of 
 your pupils, and strive to inspire them with the 
 feeling that you are but a co-worker in the busi- 
 ness of educating their children. If possible, cause 
 them *to feel that they can aid you, and that you 
 have a just claim upon their cheerful and constant 
 support and co-operation. With the good-will and 
 kindly feelings of your pupils, and with the approv- 
 ing efforts of their parents, you will be strong for 
 any work ; without these, you will labor at great 
 disadvantage, and your best intentions and plans 
 will fail of accomplishing what you may desire to 
 accomplish. As parental co-operation is so essen- 
 tial to your highest success in disciplining and 
 instructing your pupils, I shall in my next give 
 you a few hints iu relation to your intercourse and 
 duties with the parents of your pupils. 
 
 Your sincere friend, 
 
 C.
 
 LETTER VI. 
 
 PARENTAL CO-OPERATION. 
 
 MY DEAR FRIEND : 
 
 THE highest success of a school demands the 
 united and harmonious efforts of three parties, 
 teachers, parents, and pupils. If you would hope 
 to he truly successful in your labors, you must not 
 only have your own efforts earnest and judicious, 
 hut you must also he able to devise means and 
 adopt plans that will awaken and keep alive an in- 
 terest on the part of your pupils and their parents. 
 It will be my purpose in this letter to offer a few 
 hints in this direction. 
 
 You must manifest a deep Interest in your Daily 
 Work. If you possess true enthusiasm, and labor 
 with a will and with efficiency, your pupils will 
 not only imbibe of your spirit, but they will im- 
 part it to ihcir parents. Let your scholars see 
 that you feel a sincere interest in their studies, and 
 that you take delight in their improvement ; let 
 them .see that you arc ever devising plans which 
 will tend to make their lessons more intelligible, 
 pleasant, and profitable, and they will be quickened
 
 68 THE TEACHER'S ASSISTANT. 
 
 Interest in your Work. 
 
 in their efforts and cheered in their labors. " 
 mother ! " said a little girl, " I never loved to go to 
 school till this term, and now I don't wish to be ab- 
 sent a single hour." " But why," said the mother, 
 " are you so much interested in your school now ? " 
 " Because, mother, our teacher is so pleasant and 
 kind. She always helps us all she can, and then 
 she makes our lessons so interesting ! All the 
 scholars love her, and mean to do all they can to 
 please her." 
 
 Do not, however, imagine that you arc to gain 
 the good-will of your pupils by an easy discipline, 
 or by making the lessons so simple as to excuse 
 them from all mental effort. Pupils like order and 
 study, if secured in the right way. Teach them 
 how to study. Cause them to feel that they have a 
 special interest in the prosperity of the school, and 
 that they will be doing the most for themselves, 
 when they are earnestly co-operating with you, by 
 yielding an implicit, prompt, and cheerful com- 
 pliance with your wishes and requirements. Make 
 them realize that your success and theirs are identi- 
 cal. If they thus feel an interest in you and your 
 efforts, they will not be slow in making their feel- 
 ings known at the home fireside. 
 
 Visit the Homes of your Pupils. Do this for 
 your own good, and for the good of your pupils 
 and their parents. These visits, made in the right 
 spirit, will give you an influence that will be worth 
 much to you, and prove valuable in all your labors.
 
 PARENTAL CO-OPERATION. 69 
 
 Visits to Parents. 
 
 Make them occasions for learning all you can in re- 
 lation to the home influences, which conspire to aid 
 you, or to counteract your efforts. It will tend to 
 please both parents and children to see that you 
 have an interest in them, that extends beyond the 
 limits of the school-room. But that these visits 
 may prove mutually pleasant and profitable, mani- 
 fest a friendly and cheerful spirit. Exhibit no an- 
 gular points of character or disposition, but strive to 
 make your conversation both agreeable and benefi- 
 cial. If questioned by the parents, in reference to 
 the progress or deportment of their children, give 
 prudent and truthful answers. Do not feel that 
 you must utter words of commendation. If there 
 has been a lack of interest in study, or a disregard 
 of the rules of the school, or misconduct of any 
 kind, say so in the spirit of kindness and courtesy, 
 and ask for friendly sympathy and co-operation in 
 your endeavors to secure better results. Unless 
 you, and the parents for whom you labor, can have 
 a singleness of purpose and union of action, you 
 cannot reasonably expect to accomplish much that 
 will be desirable. Diversity of opinion, alienation 
 of feeling, or want of harmony in action, between 
 teachers and parents, will in results prove like " a 
 house divided against itself." In all your acts and 
 words study for those things which make for peace, 
 and be strictly careful not to utter words or perform 
 acts that will "need to be repented of"; and be 
 not over-sensitive in regard to what may be said to 
 you, or of you. So live, so act, and so speak, that
 
 70 THE TEACHER'S ASSISTANT. 
 
 Visits from Parents. 
 
 words of scandal or misrepresentation will fall 
 powerless. If parents prefer charges, or utter com- 
 plaints, listen in a spirit of candor, answer in a 
 spirit of frankness and conciliation. Many teachers 
 prove their own worst enemies by uttering un- 
 guarded words, or doing imprudent or injudicious 
 things. They should strive to be " as wise as ser- 
 pents, but harmless as doves." 
 
 Invite the Parents to visit the School. This is 
 of the greatest importance. It will do them good, 
 encourage you, and stimulate and cheer your pupils. 
 But when such visits are made, put on no unusual 
 airs, make no attempt at parade or show, neither 
 strive to exhibit the proficiency of your best schol- 
 ars. Go on with the regular exercises of the school, 
 and if some pupils fail to answer, or make blunders, 
 do not make a bad matter worse, by saying, as I 
 have often heard teachers say, "I never knew my 
 scholars do so badly before ; they always do the 
 worst when I have company ! " You know that 
 some of them will fall short of the true standard 
 every time they recite, and there is no reason why 
 you should be unwilling to have visitors sec your 
 school as it actually is. Let them see that you 
 daily meet with difficulties, and that, with all your 
 efforts, you cannot always get the results you may 
 desire. If you attempt anything unusual when 
 company is present, you will fail to meet your o\vn 
 expectations, or those of your visitors, and perhaps 
 forfeit the confidence and respect of your pupils.
 
 PARENTAL CO-OPERATION. 71 
 
 Special Occasions. 
 
 You will find some advantages in having special 
 seasons for the visits of parents, in addition to those 
 of an every-day nature. Exercises in declamation, 
 composition, etc. possess more than ordinary in- 
 terest for visitors. Let such exercises he given 
 occasionally, not as evidence of proficiency in daily 
 studies, but as an exhibition of what can be done 
 in particular departments. Examinations and ex- 
 hibitions are both important auxiliaries in school 
 matters ; but the latter should in no instance be 
 made a substitute for the former. 
 
 I will not enlarge on the subject of this letter, 
 but will merely urge that you make every suitable 
 effort to awaken and increase parental interest in 
 school matters, ever bearing in mind, that, "As is 
 the teacher, so will be the school" ; and, "As are 
 the parents, so will be both teacher and pupils" 
 
 Your sincere friend, 
 
 C.
 
 LETTER VII. 
 
 MORAL INSTRUCTION. 
 
 MY DEAR FRIEND: 
 
 You seem anxious to know what you can do for 
 the moral culture of your pupils, and how you may 
 influence them to act from pure and honorable mo- 
 tives. This is all-important, and I rejoice that your 
 thoughts incline in this direction. It has too often 
 been the case in 9ur schools, that the intellect has 
 been careo^ for, while the moral nature has been 
 neglected. But if it is true that " out of the heart 
 are the issues of life," how important is it that the 
 source of these issues be made pure ? It should be 
 the constant and earnest endeavor of every teacher 
 so to train his pupils that the finer and nobler feel- 
 ings of the heart shall be developed and strength- 
 ened. A brilliant and cultivated intellect may daz- 
 zle and attract only to poison and destroy, unless 
 chastened and controlled by right heart-training. 
 True education implies the proper culture of all the 
 faculties of the heart and intellect, and the right 
 development of the physical powers. Of these, the 
 first-named is the most essential, and any system of
 
 MORAL INSTRUCTION. 73 
 
 Improve Opportunities. 
 
 education which neglects to provide for this is sadly 
 defective. 
 
 You are doubtless ready to assent to the truth of 
 this, and are almost impatient to know how you 
 shall do what you so strongly feel ought to be done. 
 I can, of course, give you no specific and undevi- 
 ating directions. I can merely give you a few 
 hints. If your heart is alive to the true magnitude 
 of the subject, these hints may be valuable ; but if 
 you have no deep and abiding interest in if, more 
 full and definite directions would prove " like water 
 spilled on the ground." In the first place I would 
 say, avoid all set and formal lessons in moral science 
 for young pupils. There is a fit time, and place, 
 and manner in which to say and do things for the 
 heart's good. Precisely when, where, and how 
 these may occur, I cannot tell you ; nor can any 
 one. They rmist depend on cifcumstances, and 
 these can be known only by yourself. It may be, at 
 the opening of the school, during some recitation, 
 on the play-ground, or after the close of the school. 
 It may be, when God speaks in the thunder, smiles 
 in the flowers, or blesses in the bounteous fruits. 
 It may be in the school-room, by the wayside, or in 
 the grove. At any time, in any place, and in many 
 ways, there will be opportunities to reach the heart 
 by the " still, small voice," uttered in tones of kind- 
 ness and love. Seek every opportunity, and im- 
 prove it. 
 
 But, if you would succeed in making any true 
 and lasting impressions, you must yourself be a
 
 74 THE TEACHER'S ASSISTANT. 
 
 An Instance. 
 
 "living epistle," read and- felt by your pupils. 
 What you would have them become, you must be, 
 a bright and consistent example of all that is lovely 
 and lovable. / You must not only point to the right, 
 but lead the way, and by your own cheering words 
 and kindly acts lure the " little ones " to follow you. 
 You cannot force them to be good ; you cannot 
 scold them into the true path. 
 
 Sometimes it will be well for you to labor with 
 individual pupils ; but you may, more frequently, 
 perhaps, make general application of your efforts. 
 Boys sometimes err and do wrong without any pre- 
 meditation, without reali/in^ the nature of their 
 doings. You may have several pupils guilty of the 
 same fault in kind, if not in degree. In such case, 
 some general remarks* may best serve to accomplish 
 the desired end. But at all times, and under all 
 circumstances, you should strive to impress upon 
 the hearts of your pupils a sense of their responsi- 
 bility to a higher power. Lead them to feel, that, if 
 they would be truly successful in eradicating their 
 wrong habits, and resisting tho temptations to sin, 
 which will bo sure to assail them, they must look to 
 their Heavenly Father for guidance and support. 
 
 But let me suppose a case, one which may oc- 
 cur. You learn that during recess, upon tho play- 
 ground, two boys have been guilty of quarrelling. 
 Their names arc Peter and James. You call them 
 to an account at the proper time ; but not until 
 all anger has subsided, and the boys have had 
 time for reflection. We will suppose that the fol-
 
 MORAL INSTRUCTION. 75 
 
 The Teacher's Course. 
 
 lowing conversation takes place in presence of the 
 school. 
 
 Teacher. " I am very sorry to know that you 
 have been quarrelling. You have been guilty of a 
 great wrong. You have not only wronged your- 
 selves, but you have wronged me and the school ; 
 and, more than all, "you have wronged your Maker, 
 that good being who gives you all your blessings. 
 I know not which commenced the wrong, but you 
 are both guilty, and deserving of punishment." 
 Peter. " He struck me first." 
 James. " Well, he called me names." 
 Teacher. " I understand ; you have both done 
 wrong, and you give no good reason for so doing ; 
 indeed, you cannot give any. Peter says James 
 struck him first, and James gives as a reason for his 
 wrong-doing, that Peter called him names. Both 
 these acts were wrong, and the only excuse you 
 give is, that each of you did wrong because the 
 other did. If one is more guilty than the other, it 
 is he who commenced the difficulty. Peter did 
 wrong in ' calling names,' but in this he injured 
 himself much more than he did James. Remem- 
 ber, my young friends, that, if some one calls you 
 ' fools,' it will not injure you, unless you make 
 yourselves such by foolish acts. Be right and act 
 right, and no one can injure you half so much as 
 you can injure yourselves by one wrong or foolish 
 act. No other person has half the power to injure 
 you that you have to injure yourselves." 
 
 With a few such general remarks as these, the
 
 7G THE TEACHER'S ASSISTANT. 
 
 A Story. 
 
 subject may be left for the reflection of the offend- 
 ers, who, at another hour, should receive a more pri- 
 vate and particular direction. The main points in 
 the general remarks should be to lead the pupils 
 to see that it is no excuse for them to do wrong to 
 others because others have done wrong to them ; and 
 also to cause them to feel tha no one can injure 
 them so much as they can injure themselves. 
 
 Within a year or two an excellent little book has 
 been published, for the purpose of aiding the teacher 
 in imparting moral instruction. It is entitled " Cow- 
 dery's Moral Lessons " ; and I will give one or two 
 of the stories, accompanying them with a few sug- 
 gestive hints. 
 
 Let mo suppose that you discover, on the part of 
 some of your pupils, a wayward disposition, an 
 inclination to disregard the wishes of their parents, 
 a feeling that they will not be under the control 
 of any one, a sort of pride in showing that they 
 will have their own way, regardless of the directions 
 or wishes of their parents, a sort of an impression 
 that it is humiliating to submit to any authority, 
 and particularly that of a mother. Read to them 
 the following story, and accompany it by such re- 
 marks as will readily suggest themselves as perti- 
 nent. 
 
 " I was sitting by a window in the second story 
 of one of the large boarding-houses at Saratoga 
 Springs, thinking of absent friends, when I heard 
 shouts of children from the piazza beneath me. 
 
 " ' yes ! that 's capital ! so we will ! Come on,
 
 MORAL INSTRUCTION. 77 
 
 True Courage. 
 
 now ! there 's William Hall ! Come on, "William ! 
 we 're going to have a ride on the -circular railway ! 
 Come with us ! ' 
 
 " ' Yes, if my mother is willing. I will run and 
 ask her,' replied William. 
 
 " ' Oh ! oh ! so you must run and ask your ma ! 
 Great baby, run along to your ma ! Are n't you 
 ashamed ? I did n't ask my mother.' 
 
 " ' Nor I,' ' Nor I,' added half a dozen voices. 
 
 " ' Be a man, William,' cried the first voice ; 
 ' come along with us, if you don't want to be called 
 a coward as long as you live ; don't you see we 're 
 all waiting ? ' 
 
 " I leaned forward to catch a view of the children, 
 and saw William standing with one foot advanced, 
 and his hand firmly clenched, in the middle of the 
 group. He was a fine subject for a painter at that 
 moment. His flushed brow, flashing eye, compressed 
 lip, and changing cheek, all told how the word 
 ' coward ' was rankling in his breast. ' Will he in- 
 deed prove himself one, by yielding to them ? ' 
 thought I. It was with breathless interest I lis- 
 tened for his answer ; for I feared that the evil prin- 
 ciple in his heart would be stronger than the good. 
 But no. 
 
 " ' I will not g-o without asking my mother,' said 
 the noble boy, his voice trembling with emotion. 
 ' I am no coward, cither. I promised her I would 
 not leave the house without permission, and I should 
 be a base coward, if I Avere to tell her a wicked 
 lie ! ' " 
 
 7*
 
 78 THE TEACHER'S ASSISTANT. 
 
 The Peaches. 
 
 If you have occasion to reprove a selfish disposi- 
 tion, and encourage kind and benevolent feelings 
 and acts, read the following story, from the Ger- 
 man : 
 
 " WHO DID THE BEST WITH HIS PEACH. 
 
 " On returning from the city, one day, a gentle- 
 man took home with him five of the finest peaches 
 he conld procure. He divided them among his 
 four children, retaining one for their mother. The 
 children rejoiced over them exceedingly. 
 
 " In the evening, before the children retired to 
 their chamber, the father questioned them by ask- 
 ing, * How did you like the soft, rosy peaches ? ' 
 
 " ' Very much indeed, dear father,' said the eldest 
 boy ; ' it is a beautiful fruit, so soft and nice to 
 the taste ! I have preserved the stone, that I may 
 cultivate a tree.' 
 
 " ' Right, and bravely done,' said the father ; 
 ' that speaks well for regarding the future with care, 
 and is becoming in a young husbandman.' 
 
 " ' I have eaten mine and thrown the stone away,' 
 said the youngest ; ' besides, mother gave me half of 
 hers. 0, it tasted so sweet, and so melting in my 
 mouth ! ' 
 
 " ' Indeed,' answered the father ; ' thou hast not 
 been prudent. However, it was very natural and 
 childlike, and displays wisdom enough for your 
 years.' 
 
 " ' I have picked up the stone,' said the second 
 son, ' which my brother throw away, cracked it, and
 
 MORAL INSTRUCTION. 79 
 
 Acting a Lie. 
 
 eaten the kernel ; it was as sweet as a nut to the 
 taste ; but my peach I have sold for so much money, 
 that, when I go to the city, I can buy twelve of them.' 
 
 " The parent shook his head reprovingly, saying, 
 1 Beware, my boy, of avarice. Prudence is all very 
 well, but such conduct as yours is unchildlike and 
 unnatural. Heaven guard thee, my child, from the 
 fate of a miser.' 
 
 " ' And you, Edmund ? ' asked the father, turn- 
 ing to his third son, who frankly and openly replied, 
 ' I have given my peach to the son of our neighbor, 
 the sick George, who has had the fever. He 
 would not take it, so I left it on his bed, and I have 
 just come away.' 
 
 " ' Now,' said the father, ' who has done the best 
 with his peach ? ' 
 
 " ' Brother Edmund ! ' the three exclaimed aloud ; 
 ' Brother Edmund ! ' 
 
 " Edmund was still and silent, and the mother 
 kissed him, with tears of joy in her eyes." 
 
 If you discover a disposition to evade the truth, 
 to act the false part, read the following story, and 
 lead your pupils to feel that they may be quite as 
 guilty for acting lies, or withholding the truth, as 
 in uttering the lie direct. In some cases it may 
 even be more mean. 
 
 " ' Why, Alfred, how could you tell mother that 
 wrong story ? ' said Lucy Somers to her brother. 
 'You know you did eat one of the apples that was 
 in the fruit-dish, yet you told mother you did not.'
 
 80 THE TEACHKR'S ASSISTANT. 
 
 True Obedience. 
 
 " ' Now, Lucy, I did n't tell any lie about it at 
 all,' said Alfred. l Mother asked me if I took one 
 of the apples from the dish, and I said, No. And 
 that was true, for the apple rolled off from the top 
 of the dish, when I hit the table, and I picked it 
 np from the floor. Mother did not ask me if I ate 
 one, but if I took one from the dish. So you see I 
 got along finely with it, and told nothing but the 
 truth.' " 
 
 Can you not make such a story the medium of 
 good moral impressions, and cause your pupils to 
 feel that, if they would appear truthful to Him who 
 knows the heart, they must live and act the truth, 
 as well as speak it ? 
 
 Sometimes boys do forbidden acts, relying on the 
 kindness of their parents, or teachers, for overlook- 
 ing the error. Read to them the following : 
 
 " A boy was once tempted, by some of his com- 
 panions, to pluck some ripe cherries from a tree, 
 which his father had forbidden him to touch. 
 
 " ' You need not be afraid,' said one of them, l for 
 if your father should find out that you had taken 
 them, he is so kind that he would not punish you.' 
 
 " ' That is the very reason,' replied the noble boy, 
 ' why I will not touch them. It is true my father 
 would not hurt me, but I know my disobedience 
 would hurt my father, and that would punish me 
 more than anything else.' ' 
 
 In endeavoring to make correct moral impres- 
 sions by repeating particular texts of Scripture, he
 
 MORAL INSTRUCTION. 81 
 
 Anecdote. 
 
 sure that the spirit of the qiiotation is comprehended. 
 The following will show how wide of the true mean- 
 ing the young will sometimes strike. 
 
 " ' A little hoy, getting angry with his sister in 
 their play, struck her. She cried out, ' Ma, ma, 
 huddcr knock me ! buddcr knock me ! ' 
 
 " ' well, my daughter,' said the mother, ' don't 
 mind it ! Just run up and kiss yoiir little brother, 
 and heap coals of fire upon his head.' 
 
 " The little girl ran up and kissed her brother, 
 and then said, ' Where is the shovel, now ? where is 
 the shovel ? ' 
 
 " This, we apprehend, is by no means a peculiar 
 perversion of the moral teachings of Christ." 
 
 If you can instil into the hearts of your pupils a 
 true regard for truth, so that not only all their 
 words, but all their acts, shall bear the impress of 
 truthfulness and honesty, you will accomplish much 
 in the right direction. I have sometimes thought 
 teachers erred in being unduly suspicious of their 
 pupils, exhibiting a lack of confidence in them. It 
 is better, unless a pupil has really deceived you, 
 and forfeited all claim to your respect, to confide in 
 him, and cause him to feel that you consider him 
 as incapable of doing a wrong or unworthy act. It 
 is better to confide and occasionally be deceived, 
 than never to confide. 
 
 Never tempt a child to tell an untruth, or 'to give 
 a false reason for an act. This may be done in 
 various ways, but more frequently through fear of
 
 82 THE TEACHER'S ASSISTANT. 
 
 Wordsworth's Views. 
 
 threatened punishment. Cause a child to feel that 
 deception and prevarication are always despicable, 
 and that any one guilty of them deserves punish- 
 ment, and, at the same time, lead him to feel that 
 a full and candid confession of an error is alike 
 right and manly. Children do and say many things 
 for which they can give no good reason, and parents 
 and teachers often tempt them to give a false reason 
 by unduly insisting upon having some reason for 
 an act performed, or an expression made. Words- 
 worth has thus beautifully expressed the same idea 
 in the following 
 
 METRICAL LESSON. 
 
 " I have a boy of five years old ; 
 
 His face is fair and fresh to see; 
 His limbs are cast in beauty's mould, 
 And dearly lie loves inc. 
 
 " One morn we strolled on onr dry walk 
 
 Our quiet home all full in view, 
 And held such intermitted talk 
 As we are wont to do. 
 
 " My thoughts on former pleasures ran ; 
 I thought of Kilve's delightful shore, 
 Our pleasant home when Spring began, 
 A long, long year before. 
 
 " A day, it was, when I could bear 
 Some fond regrets to entertain ; 
 With so much happiness to spare, 
 I could not feel a pain. 
 
 1 
 
 " The green earth echoed to the feet * 
 
 Of lambs, that bounded through the glade, 
 From shade to sunshine, and as fleet 
 From sunshine back to shade.
 
 MORAL INSTRUCTION. 83 
 
 Metrical Lesson. 
 
 " Birds warbled round me, every trace 
 
 Of inward sadness had its charm ; 
 ' Ivilve/ said I, ' was a favored place, 
 And so is Liswyn farm.' 
 
 " My boy was by my side, so slim 
 
 And graceful in his rustic dress ; 
 And, as we walked, I questioned him, 
 In very idleness. 
 
 '" ' Now, tell me, had you rather be,' 
 I said, and took him by the arm, 
 ' On Kilve's smooth shore, by the green sea 
 Or here at Liswyn farm 1 ' 
 
 " In careless mood he looked at me, 
 
 While still I held him by the arm, 
 And said, ' At Kilve I 'd rather be 
 Than here at Liswyii farm.' 
 
 " ' Now, little Edward, say why so ; 
 My little Edward, tell me why.' 
 ' I cannot tell, I do not know.' 
 ' Why, this is strange,' said I ; 
 
 " ' For here are woods, and green hills warm ; 
 
 There surely must some reason be 
 Why you would change sweet Liswyn farm 
 For Kilve by the green sea.' 
 
 " On this my boy hung down his head ; 
 
 lie blushed with shamcj nor made reply; 
 And five times to the child I said, 
 /, Edward, tell me why.' 
 
 " His head he raised, there was in sight 
 
 It caught his eye, he saw it plain 
 Upon the house-top, glittering bright, 
 A broad and gilded vane.
 
 84 THE TEACHER'S ASSISTANT. 
 
 Closing Hints. 
 
 " Then did the boy his tongue unlock ; 
 
 And thus to me he made reply : 
 ' At Kilve there was no weathercock, 
 And that '& the reason why.' 
 
 " O dearest, dearest boy ! my heart 
 
 For better lore would seldom yearn, 
 Could I but teach the hundredth part 
 Of what from thee I learn." 
 
 Be not regardless of the lesson contained in the 
 above lines. It is an important one, one that 
 should be heeded by every teacher and parent. At 
 all times do what you can to encourage an honest 
 expression of views and feeling ; but do not forget 
 that young children may sometimes be unable to 
 give a definite reason for preferences they may feel. 
 
 I will close this letter by enumerating several 
 particulars in relation to which you should strive 
 to cultivate correct moral impressions, and secure 
 right moral action. At appropriate times, read sto- 
 ries or relate anecdotes which have a bearing upon 
 these subjects, and do what you c;m 1o quicken and 
 strengthen the belter feelings of the heart, and call 
 into action all those refined and moral susceptibili- 
 ties which tend most to elevate and ennoble human 
 nature. In doing this it will not be necessary that 
 you should advance any ideas of a sectarian bearing. 
 You may say and do all that may be essential, with-- 
 out manifesting any of those distinctive prefcren- 3 * 
 ces which will be offensive to others. Moral and re- 
 ligions duties and obligations you may teach and
 
 MORAL INSTRUCTION. 85 
 
 Subjects named. 
 
 enforce ; but theological dogmas and discussions 
 belong not to the school-room. Be judicious, and 
 you may accomplish much 011 each of the following 
 subjects : 
 
 Obligations to our Creator. 
 
 Duties to parents ; to teachers ; to brothers and 
 sisters ; to friends and companions ; to strangers ; 
 to the unfortunate. 
 
 Obedience to parents and teachers : should be 
 prompt and cheerful, and not forced and reluctant. 
 
 Patience and perseverance. 
 
 Diligence. 
 
 Self-control, both in cases of personal danger 
 and in times of provocation. 
 
 Benevolence and selfishness, contrasted. 
 
 Generosity and covetousness, contrasted. 
 
 Anger, government of passions. 
 
 Cruelty to animals. 
 
 Neatness in appearance and habits. 
 
 Punctuality. 
 
 Gentleness, in word and deed. 
 
 Duty to obey the laws. 
 
 The golden rule. 
 
 Doing good to all, even to those who injure us. 
 
 Speaking evil of others. 
 
 Make promises with caution, fulfil with prompt- 
 ness. 
 
 True courage is daring to do right. 
 
 Think the truth, speak the truth, act the 
 truth. 
 
 Honesty in word and deed.
 
 86 THE TEACHER'S ASSISTANT. 
 
 Subjects. Continued. 
 
 Bad habits. 
 
 School duties. 
 
 Courtesy, politeness. 
 
 Forgiveness of injuries. 
 
 On use of profane or improper language. 
 
 Fidelity to every trust. 
 
 Labor conquers all things. 
 
 Avoid bad company. 
 
 It is better to suffer wrong than to do wrong. 
 
 Falsehood ; deception ; prevarication. 
 
 Always safe to do right, never safe to do wrong. 
 
 Guard against little sins and trifling errors. 
 
 Whatever is worth doing at all, is worth doing 
 well. 
 
 On the above, and kindred topics, you may safely 
 strive, by " word and example," to exert an influ- 
 ence which shall be for the true good of your pupils. 
 Your sincere friend, 
 
 C.
 
 LETTER VIII. 
 
 ORAL TEACHING. 
 
 MY DEAR FRIEND : 
 
 You wish to know what prominence you shall 
 attach to oral instruction, to what extent you 
 shall use it, and how, when, and where. The ques- 
 tion, in all its bearings, is an important one. Let 
 us consider the subject. Not many years ago it was 
 the nearly universal practice in schools, to conduct 
 all recitations in strict accordance with the language 
 of the text-book, the teacher asking the printed 
 question, the pupil giving the printed answer. To 
 some extent the same plan is adopted in many 
 schools at the present time. The practice, when- 
 ever and wherever pursued, will not lead to true de- 
 velopment of mind. The evil results of this course 
 have become apparent, and educational lecturers 
 and writers have called attention to the subject, 
 and urged reform. They have declaimed and writ- 
 ten against it, and wisely and strongly contended 
 for a change. But, in education, as in other con- 
 cerns, one extreme is very apt Io follow another. In 
 advocating the importance of oral teaching, many 
 went too far, and gave undue prominence to the
 
 88 THE TEACHER'S ASSISTANT. 
 
 Oral Teaching. 
 
 subject. Some teachers went so far as to contend 
 that oral teaching was the only true method, and 
 that text-books should be almost, if not altogether, 
 discarded. I recollect a -visit, many years ago, to a 
 school kept by a man somewhat advanced in years, 
 who was taken captive by the phrase " oral teach- 
 ing." No pupil had a book before him, but the 
 teacher was attempting to amuse and instruct them 
 by telling stories, they very listlessly hearing. Tins 
 he considered the very acme of oral instruction, 
 and yet the stories he told had not the remotest 
 bearing upon the school, or any of its appropriate 
 exercises, nor were they in any sense adapted to 
 awaken mind, or impart moral precepts. But you 
 will readily see that this man was adopting a course 
 quite as erroneous as the former, tending, as it 
 would, to relieve the pupil from true mental disci- 
 pline, and to weaken his self-reliance. 
 
 The true course is a medium one, a judicious 
 blending of the two ; and those teachers will be 
 the most successful who properly unite the two 
 modes. The objection to the old method was nut 
 so much to the use of the text-book, as to the im- 
 proper and excessive use of it. The book should 
 be used by the pupils, and its contents be learned. 
 The important truths and principles of eacli lesson 
 should, if possible, be comprehended. If tliey are 
 clearly understood, they may be, and should be, 
 clearly expressed. In order tlvat a pupil's knowl- 
 edge of a lesson may be ascertained, the teacher 
 should freely use the oral method, and ask such
 
 ORAL TEACHING. 89 
 
 Mere Word-Definitions not enough. 
 
 questions as will thoroughly test the ability and 
 comprehension of the pupil. In conducting a reci- 
 tation, the teacher should not feel confined to the 
 mere questions of the book. With a clear under- 
 standing of the subject, he should strive, by inciden- 
 tal remarks and illustrations, and by judicious ques- 
 tions, to awaken thought, and secure true mental 
 discipline. 
 
 Even the simplest questions in geography, gram- 
 mar, etc. may be expanded and varied, and made 
 suggestive of other questions ; and the oral method 
 should be mainly applied to secure this expansion 
 and variation. The first question in geography 
 usually is, " What is geography ? " and the printed 
 answer is, " A description of the earth." But how 
 few pupils, taught merely by rote, have any clear 
 and well-defined knowledge of the subject. A pupil 
 may give a word-definition of a cape, ati island, 
 peninsula, isthmus, etc., without really possessing 
 any correct conception of the object or thing thus 
 defined. It should be the duty and aim of the 
 teacher to ask such questions, and use such illus- 
 trations, as will make an accurate and permanent 
 impression on the mind. 
 
 If the lesson be iu arithmetic, and some particu- 
 lar rule is under consideration, let the teacher pro- 
 pose such questions as will tend to elucidate tin; 
 subject, and lest the scholar's comprehension. For 
 instance, if the lesson is in Interest, much of the 
 time devoted to the recitation may be most profit- 
 ably used by asking questions aside from those con- 
 
 8*
 
 90 THE TEACHER'S ASSISTANT. 
 
 Object Lessons. 
 
 taincd in the book, though involving the same prin- 
 ciple. At every step the teacher may properly and 
 profitably propose questions, uniformly remember' 
 ing that his true object is to awaken thought, and 
 promote right and wholesome mental development 
 and discipline ; or, in other words, to teach his 
 pupils-how to think, to investigate, to understand. 
 In attempting to favor oral teaching, some have 
 fallen into an excess of talking. To tell a child a 
 fact, is not half as valuable to him, in many in- 
 stances, as some hint or indirect aid, by which he 
 would be led to make the discovery himself, in part, 
 if not entirely. In no case regard oral teaching as 
 an entire substitute for the book, but merely as an 
 accompaniment for the purpose of confirming, eluci- 
 dating, and expanding the lessons of the book. 
 With very small children, for a time, most of the 
 instruction should be of the oral kind. But here, 
 even, great caution is necessary, in order that oral 
 teaching may not degenerate into mere talk. Ob- 
 jects should form the basis of many of the lessons for 
 the youngest pupils in our schools ; and it should 
 be the constant aim of the teacher to ask such ques- 
 tions as will awaken thought in the mind of the 
 child. Such lessons will be given without a book, 
 and, of course, will be wholly oral. It is quite an 
 error to suppose that a child must be told every- 
 thing that lie does not know. The true way is, for 
 the teacher to ask questions and give suggestive? 
 hints ; but, in most cases, to leave some point for 
 further thought and investigation on the part of the
 
 ORAL TEACHING. 91 
 
 A Specimen Lesson. 
 
 pupil. The mechanic, who should hope to make an 
 accomplished workman of an apprentice, by doing 
 all the work for him, instead of requiring him to 
 practise for himself, would be no more unreasonable 
 than those teachers who attempt, by mere talking, 
 to awaken thought and secure mental growth. I 
 will illustrate my idea of an oral object lesson by 
 giving an example. I will give other examples in 
 a future letter. I will suppose that the teacher 
 points to the side of the school-room, to the plas- 
 ter wall, and that the following conversation takes 
 place. I would, however, recommend that your 
 usual practice be, to ask a question with the under- 
 standing that all who think they can answer will 
 raise the right hand, and that some one be selected 
 to give an answer, and if any have a different an- 
 swer, let them be called upon to give it. 
 
 Teacher. " I^ow, children, give attention. I 
 wish to ask you a few questions. Let us see who 
 will answer the most. What do we call this ? " 
 
 Pupils. " The wall, or side of the room." 
 
 Teacher. " Very well. Of what is it made ? " 
 
 Pupils. " Of plaster." 
 
 Teacher. " Yes, we call it plaster. Of what is 
 plaster made ? " 
 
 Pupils. " Of lime." 
 
 Teacher. " Is lime the only article in plaster ? " 
 
 One Pupil. " I saw the masons put in some 
 hair." , 
 
 Another. " And I saw them put in sand." 
 
 Teacher. " You are both right. Hair and sand
 
 92 THE TEACHER'S ASSISTANT. 
 
 The Tendency. 
 
 are both used in making plaster. Can you tell 
 what it is called before it is placed upon the wall ? " 
 
 One Pupil. " My father calls it mortar" 
 
 Teacher. " Yes, that 's right. In making mor- 
 tar you say lime, hair, and sand are used. Can you 
 tell me why hair is used ? " 
 
 After some hesitation, one pupil says, " I guess it 
 is used to hold the mortar together better." 
 
 Teacher. " Very good. Now can any one tell 
 me why sand is used ? " 
 
 All hesitate, and no one offers an answer. The 
 teacher then says, " As no one knows why sand is 
 used, we will wait until to-morrow, and sec if you 
 can find out. Perhaps your parents will tell you, 
 or, if not, you must ask a mason. How many of 
 you will try to find out why sand is used, and tell 
 me to-morrow? (All hands raised.) I wish you 
 would also try to tell me all you can about lime, of 
 what, and how, it is made, where it is made, and 
 for Avhat used besides in making mortar. We will 
 talk about lime at our next lesson." 
 
 It will be readily seen, that pupils would go home 
 from a brief lesson of this kind abounding in in- 
 quisitive questions. Father and mother, brother 
 and sister, and all whom they meet, will be interro- 
 gated for information ; and the whole neighborhood 
 will be made fully sensible that a school exists, and 
 that an active., efficient, live teacher is at the head 
 of it. 
 
 Your sincere friend, 
 
 C.
 
 LETTER IX. 
 
 RECITATIONS. 
 
 MY DEAR FRIEND : 
 
 MUCH of your success and usefulness as a teacher 
 will depend upon the manner in which you conduct 
 recitations. In some schools but little benefit re- 
 sults from these exercises ; indeed, in some cases 
 they are prejudicial to the true advancement and 
 improvement of the pupils. 
 
 For what are recitations designed ? I answer, 
 briefly, to afford the teacher an opportunity, not 
 only for ascertaining what the pupil does know in 
 relation to the passing lesson, but also (and this is 
 more important) what he does not know, that 
 light may be imparted when and where really 
 needed, and that more effort on the part of the 
 learners may be required and encouraged, when 
 and where it may seem desirable and 'essential. I 
 will give you a few brief hints on several points. 
 
 Assignment of Lessons. Much care and judg- 
 ment should be used on this point. Lessons should 
 be neither too long nor too short. It would not be 
 well to assign a lesson that would severely tax the
 
 94 TIIE TEACHER'S ASSISTANT. 
 
 System. Record. 
 
 ability of the best pupil in the class, nor would it be 
 well to give one that the dullest member could 
 readily learn. A lesson adapted to the capacity of 
 the medium talent of the class will be right, one 
 that will require close application on the part of the 
 dullest members. 
 
 Regularity and System. Have a regular time 
 for each exercise, and let it receive attention at 
 the right time. Let not one lesson encroach upon 
 the time that belongs to another. After classifying 
 your school, and learning what is to be done, strive 
 judiciously to apportion your time and attention to 
 the several classes as circumstances may require, 
 neglecting none, giving no undue prominence to 
 any. See that your pupils move in an orderly and 
 quiet way to and from the place of recitation. 
 
 Keep a Record of each Recitation. This 
 have a good influence over the pupils, and incite 
 them to diligence. It will also be a convenient 
 form in which to exhibit to parents and visitors the 
 character of the various recitations. The scale for 
 marking may vary according to circumstances or 
 range of studies. From to 3 will answer in most 
 schools. If a recitation is perfectly satisfactory, let 
 it be indicated by 3 ; if a little defective, by '2; if 
 unsatisfactory, by 1 ; and if entirely faulty, by 0. 
 The scale of marking may in some cases be extenduij' 
 to 5, or even to 10. At another time I will give 
 you a form of record. (See Appendix.)
 
 RECITATIONS. 
 
 Teach the Subject. 
 
 Make Preparation for the Recitation. Though 
 the lesson may be one which has previously received 
 attention, and occupy ground that may seem familiar 
 to you, it will still he desirable for you to examine 
 the same with reference to the anticipated recitation. 
 Perhaps some new mode of explaining principles, or 
 sonic anecdote for illustrating, may occur to your 
 mind whereby you may impart fresh interest to the 
 lesson. So far as possible, I would advise that you 
 examine each lesson with a special reference to its 
 proposed recitation. 
 
 Teach the Subject, and not mere Words. It 
 has been a very common fault of the teaching in 
 our schools, that it has been too formal, too much 
 confined to the language of the text-books. Teach- 
 ers have asked the questions from the books, and 
 pupils have repeated the answers as contained in 
 the book. This may be well to a certain extent, 
 and yet such a course alone constitutes but a small 
 part of a true recitation. Words without ideas are 
 but little worth, but little worth only as the 
 clear exponents of ideas. A pupil may be able to 
 repeat the words of a grammar from beginning to 
 end, and yet have no clear and well-defined ideas of 
 the structure or analysis of language. If he has 
 learned mechanically, no thoughts have been, awak- 
 ened, no valuable impressions have been made. 
 "NVith a view to testing the understanding of your 
 pupils, and awakening thoughts, ask many inciden- 
 tal questions, such as are not contained in the text-
 
 96 THE TEACHER'S ASSISTANT. 
 
 Attention. Exactness. 
 
 book, but such as are pertinent to the subject under 
 consideration. It is not unfrequently the case that 
 a .pupil may perform certain operations with the 
 text-book or a given model under his eye, and yet 
 not clearly comprehend the principles involved. In 
 all your teaching, consider that your true duty 
 is to awaken thought, to encourage investigation, 
 to lead your pupils to examine, to think for them- 
 selves. 
 
 Insist on Attention. It is too often the case, that 
 the benefits of a recitation are lost through the list- 
 lessness or inattention of members of the class. Let 
 your pupils clearly understand that you will proceed 
 with no exercise, unless you can have their strict 
 attention. As one means of securing this, adopt no 
 undeviating order for asking questions at a recita- 
 tion. Ask the question, and then designate some 
 one to answer the same. It should bo deemed suffi- 
 cient if the question is asked once distinctly, with 
 the understanding that any and every member of 
 the class is liable to be called upon for an answer. 
 It is a good way to place the names of the class in a 
 small box, and then, as you ask the question, take 
 some name from the box, and have that decide from 
 whom an answer is expected. 
 
 Insist on Exactness, Promptness, and Energy. 
 Pupils are prone to give partial or imperfect an- 
 swers. These should not be regarded as satisfac- 
 tory. One of the greatest advantages of a recitation
 
 RECITATIONS. 97 
 
 Explanations should be Clear. 
 
 consists in the accuracy, precision, and clearness 
 with which questions are answered. Require an- 
 swers that shall be perfectly intelligible to all, such 
 as will give the clearest evidence that the pupil 
 comprehends the subject, and is not merely repeat- 
 ing words that are to him meaningless. Also insist 
 that answers be given promptly and energetically. 
 Avoid, assiduously, a dull, monotonous, indistinct 
 mode of reciting ; and with equal care avoid the 
 " drawing-out process," by means of which " piece- 
 meal " answers are obtained, or drawn out, by ask- 
 ing certain leading questions. Let it be always re- 
 membered, that a pupil is not, in any true sense, 
 prepared with his lesson unless he can promptly, 
 and without aid from any one, give a clear and full 
 answer to the question proposed. 
 
 Make all Explanations and Corrections plain and 
 intelligible. This is not always done by teachers. 
 They seem not to realize the difference between 
 their own minds and those of their pupils, and they 
 are often too ready to believe that a principle or 
 explanation must bo as clear to the minds of their 
 pupils as it is to their own, and yet the truth may be 
 far otherwise. Two or three amusing illustrations 
 occur to my mind. A certain teacher was preparing 
 his pupils for examination, and, I am sorry to say, 
 practising a little special drill preparatory to the 
 occasion. One pupil was to define " Faith," and, 
 with a view to prepare the boy for his part, the 
 teacher illustrated by using a teacup and an apple.
 
 98 THE TEACHEK'S ASSISTANT. 
 
 Amusing Anecdotes. 
 
 He first placed the apple under the cup, in presence 
 of the pupil, and then said, " You know the apple 
 is under the cup, because you saw me place it there. 
 Now, Faith would cause you to believe that it was 
 there, if jl.told you so, though you might not see me 
 place it there." With words like these the subject 
 was left, and on examination day, when the lad was 
 asked to define Faith, he very promptly said, " It 
 is an apple under a teacup." 
 
 A little boy once came to the following passage in 
 his reading lesson. " -Abraham, Isaac, and Jacob 
 were patriarchs." The little fellow read as follows : 
 "Abraham, Isaac, and Jacob were partridges" 
 " No," says the teacher, " noi partridges , \m& patri- 
 archs" Very soon the lad came to the same word 
 again, when, after a little hesitation, he looks into 
 his teacher's face and says, " Here 's another of 
 those queer birds, and I forget what you called it." 
 If the teacher had explained the meaning of patri- 
 arch, the pupil would not have made this error ; 
 but the very manner in which the correction had 
 been made led the lad to suppose that partridges 
 and patriarchs were both birds, though not the 
 same bird. 
 
 A little girl was once called upon to define fer- 
 ment, and gave as an answer, " to work," which 
 was received as satisfactory. She was subsequently 
 called upon to compose a sentence which should 
 contain the word, and she wrote, " I love to ferment 
 in the garden." From these instances you will not 
 fail to draw practical hints and inferences.
 
 RECITATIONS. 99 
 
 Thoroughness. 
 
 Encourage Thoroughness. If possible, cause 
 your pupils to learn thoroughly whatever they un- 
 dertake to learn. Often impress upon their minds 
 the truth and importance of the maxim, "What- 
 ever is worth doing at all, is worth doing well." 1 
 Professor Davies, the distinguished mathematician, 
 gives the following rules, which it would be well 
 for every teacher to observe : 
 
 1. Teach one thing at a time. 
 
 2. Teach that one thing well. 
 
 3. Teach its connections. 
 
 4. Feel, and teach, that it is better to know 
 everything of something, than to know something 
 of everything. 
 
 Encourage your pupils to ask questions in rela- 
 tion to the lesson, or some point in the lesson. Be- 
 fore they pass from the recitation-seat, say to them : 
 " If there is any principle in the lesson which 
 you do not comprehend, or if I have not been un- 
 derstood in my explanations, I wish you to say so 
 freely. Our object is, not merely to attend to the 
 recitation, but to .understand the subject ; and very 
 likely they who are most anxious to know, to learn, 
 will be most ready to ask questions." It may not 
 always be advisable to give an immediate answer to 
 every question that may be asked. You may think 
 it best that the pupils investigate for themselves. 
 In this case, give them a few suggestive hints, and, 
 with words of encouragement, ask them to give 
 more attention to the subject, and if they fail to dis- 
 cover all they wish, you will explain more fully at a
 
 100 THE TEACHER'S ASSISTANT. 
 
 Drawing-out Process. 
 
 future time. Always bear in mind, that it is not 
 that which you do directly for your pupils that most 
 benefits them, but that which you incite them, by 
 expressions of encouragement, to do for themselves. 
 A simple hint, as a step to the desired information, 
 will often be of more real benefit, than a direct com- 
 munication of the knowledge sought. 
 
 Studiously avoid the " Drawing-out " Process. 
 This is so admirably described and illustrated by 
 another,* that I shall quote at some length his lan^ 
 guage. The " drawing-out " process " consists in 
 asking what the lawyers call leading questions. It 
 is practised, usually, whenever the teacher desires 
 to help along the pupil. ' John,' says the teacher, 
 when conducting a recitation in Long Division, 
 ' John, what is the number to be divided called ? ' 
 John hesitates. ' Is it the dividend ? ' says the 
 teacher. ' Yes, Sir, the dividend.' ' Well, John, 
 what is that which is left after dividing called ? 
 the remainder is it ? ' ' Yes, Sir.' A visitor now 
 enters the room, and the teacher desires to show off 
 John's talents. ' Well, John, of what denomina- 
 tion is the remainder? ' John looks upon the floor. 
 ' Is n't it always the same as the dividend, John ? ' 
 
 * Prom the " Theory and Practice of Teaching," by David P. 
 Page, A. M. ; a work of the highest merit, the twenty-fifth edition of 
 which luis already been issued by the publishers, A. S. Barnes and 
 Burr, New York. It i.s a work which should be in the hands of 
 every teacher, and will prove worth a hundred-fold its cost to any 
 who will rejrurd its hints.
 
 RECITATIONS. 101 
 
 An Example. Teaching History. 
 
 ' Yes, Sir.' ' Very well, John,' says the teacher, 
 soothingly, ' what denomination is this dividend ? ' 
 pointing to the work upon the board. * Dollars, is 
 it not ? ' ' Yes, Sir, dollars.' ' Very well ; now 
 what is this remainder ? ' John hesitates. ' Why, 
 dollars, too, is n't it ? ' says the teacher. ' O yes, 
 Sir, dollars ! ' says John, energetically, while the 
 teacher looks complacently at the visitor, to see if 
 he has noticed how correctly John has answered ! 
 
 " A class is called to be examined in History. 
 They have committed the text-book to memory ; that 
 is, they have learned the words. They go on finely 
 for a time. At length one hesitates. The teacher 
 adroitly asks a question in the language of the text. 
 Tims : ' Early in the morning-, on the ~L\.th of Sep- 
 tember, what did the whole British army do ? ' 
 The pupil, thus timely reassured, proceeds : ' Early 
 in the morning-, on the VLth of September, the whole 
 British army, drawn up in two divisions, commenced 
 the expected assault.' Here again she pauses. 
 The teacher proceeds to inquire : ' Well, Agree- 
 ably to the plan of Howe, the right wing did what ? ' 
 
 Pupil. ' Agreeably to the plan of Howe, the 
 right wing ' 
 
 Teacher. ' The rig-lit wing-, commanded by 
 whom ? ' Pupil. ' Oh ! Agreeably to the plan of 
 Howe, the right wing, commanded by Knyphauseii, 
 made a feint of crossing the Braiidywine at Chad's 
 Ford,' etc," 
 
 This is a very common way of helping a dull 
 pupil out of a difficulty ; and I have seen it done so 
 o*
 
 102 THE TEACHEK'S ASSISTANT. 
 
 A further Example. Yes, Sir. 
 
 adroitly, before a company of visitors, that it was 
 wonderful to see how thoroughly the children had 
 been instructed ! 
 
 I may further illustrate this drawing-out process, 
 by describing an occurrence, which, in company 
 with a friend and fellow-laborer, I once witnessed. 
 A teacher, whose school we visited, called upon the 
 class in Colburn's First Lessons. They rose, and 
 in single file marched to the usual place, with their 
 books in hand, and stood erect. It was a very good- 
 looking class. *-" 
 - " Where do you begin ? " said the teacher, taking 
 the book. 
 
 Pupils. " On the eightieth page, third question." 
 
 Teacher. " Read it, Charles." 
 
 Charles. (Reads.) " A man being asked how 
 many sheep he had, said that he had them in two 
 pastures ; in one pasture he had eight ; that three 
 fourths of these were just one third of what he had 
 in the other. How many were there in the other ? " 
 
 Teacher. " Well, Charles, you must first get 
 one fourth of eight, must you not ? " 
 
 Charles. "Yes, Sir." 
 
 Teacher. " Well, one fourth of eight is two, 
 isn't it?" 
 
 Charles. "Yes, Sir; one fourth of eight is two." 
 
 Teacher. " Well, then, three fourths will be three 
 times two, won't it ? " 
 
 Charles. " Yes, Sir." 
 
 Teacher. " Well, three times two are six, eh ? " 
 
 Charles. " Yes, Sir."
 
 RECITATIONS. 103 
 
 Hard Mental Labor. 
 
 Teacher. " Very well." (A pause.) " Now, 
 the book says that this six is just one third of what 
 he had in the other pasture, don't it ? " 
 
 Charles. " Yes, Sir." 
 
 Teacher. " Then if six is one third, three thirds 
 will be three times six, won't it ? " 
 
 Charles. " Yes, Sir." 
 
 Teacher. " And three times six are eighteen, 
 aren't it?" 
 
 Charles. " Yes, Sir." 
 
 Teacher. " Then he had eighteen sheep in the 
 other pasture, had he ? " 
 
 Charles. " Yes, Sir." 
 
 In relation to the above-described process, Mr. 
 Page very justly remarks : " The teacher should at 
 once abandon this practice, and require the scholar 
 to do the talking' at recitation. I need hardly sug- 
 gest, that such a course of extraction at recitation, 
 aside from the waste of time by both parties, and 
 the waste of strength by the teacher, has a direct 
 tendency to make the scholar miserably superficial. 
 For why should he study, if he knows from constant 
 experience, that the teacher, by a leading question, 
 will relieve him from all embarrassment ? It has 
 often been remarked, that ' the teacher makes the 
 school.' Perhaps in no way can he more effectually 
 make an inefficient school, than by this drawing-out 
 process." 
 
 Cultivate a Self-reliant Spirit. "While undue 
 boldness should be discountenanced at all times, a
 
 104 THE TEACHER'S ASSISTANT. 
 
 Encouragement. Captain Hall. 
 
 true spirit of self-reliance, based on a well-grounded 
 confidence, should be studiously cultivated. A diffi- 
 dent, self-distrusting spirit always causes its pos- 
 sessor to appear at great disadvantage, while a de- 
 gree of manly confidence, based on a true conscious- 
 ness of understanding a subject, will give power to 
 him who exercises it. Some pupils are naturally 
 reserved, afraid to give utterance to their thoughts 
 and ideas. Such need much kindness and encour- 
 agement. A word or look of reproof will entirely 
 crush out any feelings of confidence that may have 
 existed. Deal gently with them, commending them 
 for any approximation to what is desirable, rather 
 than censuring them for defects and short-comings. 
 Kind and cheering tones and words have a won- 
 derful power for good, while captious tones and 
 frowning looks are extremely dispiriting in their 
 effects. Captain Basil Hall illustrates the same 
 ideas in the case of two sea-captains. It was the 
 habit of one, as he came on deck, to look about to 
 discover points for his approval. As he glanced at 
 the decks, he would, with smiling countenance, say : 
 " How white and clean you have got the decks to- 
 day ! I think you must have been diligent all the 
 morning, to have got them into such order." The 
 other would, with sour looks and captious tones, 
 seek for points to censure. If the decks were per- 
 fectly clean and white, instead of noticing the same, 
 he would seek for some trifling defect, and, pointing 
 to a bit of rope-yarn left under the truck of a gun, 
 he would say : " I wish, Sir, you would teach these
 
 RECITATIONS. 105 
 
 Make Recitations Interesting. 
 
 sweepers to clear away that bundle of shakings ! " 
 The influence of the former was like magic for pro- 
 moting a kindly, co-operative spirit ; that of the lat- 
 ter was promotive of a spirit of indifference, if not 
 of opposition. Captain Hall very justly remarks : 
 " It requires but very little experience of soldiers or 
 sailors, children, servants, or any other kind of de- 
 pendents, to show that this good-humor on our part 
 towards those whom we wish to influence, is the best 
 possible coadjutor to our schemes of management." 
 Can you not profit from these hints ? 
 
 Make Recitations Interesting. This you may 
 do in various ways, but in none more than in show- 
 ing yourself to be interested. Indeed, if you feel 
 deeply interested in the exercise, you will cause 
 your pupils to feel the same. " As is the teacher, 
 so will be the pupils," in this and many other par- 
 ticulars. Then be earnest, energetic, interested, 
 if you would have your pupils bo so. Seek to 
 elucidate and enliven every lesson by appropriate 
 illustration and pertinent anecdote. Expand the 
 subject under consideration by stating facts and 
 incidents additional to those contained in the book ; 
 and never feel satisfied with a recitation, unless you 
 have full assurance that your pupils pass from the 
 same with a clearer and more accurate comprehen- 
 sion of the subject, than they had when they came 
 to it. Be sure that at each recitation some truth or 
 principle, new to your pupils, is developed, or some 
 additional light imparted in relation to a subject or 
 principle previously considered in part.
 
 106 THE TEACHER'S ASSISTANT. 
 
 Anecdote. Throwing Stones. 
 
 Efforts in themselves uninviting, and laborious 
 even, may be made pleasant and attractive, by con- 
 necting them with some agreeable object or associ- 
 ation. The following anecdote will illustrate this 
 point, and the same principle may often be used to 
 advantage in school exercises. 
 
 A certain man directed his son, on a given after- 
 noon, to pick up the stones, which abounded in a 
 small lot of land, and place them in a pile under 
 the wall. The lad considered this very dull work 
 for a holiday afternoon ; but, nevertheless, he went 
 to work. His mates were happily playing in the 
 street, not far distant. After working for a short 
 time he left, and, joining the boys at their sports, 
 took an early opportunity to suggest a new play ; 
 and that was " to throw stones at a mark." " 
 yes ! " shouted the boys, " that '11 be nice sport ; but 
 where shall we go ? " " Why," says the lad first 
 named, " over in my father's lot will be a capital 
 place. There are stones enough there, and my 
 father will let us throw as many as we please." At 
 (his the whole company rushed to the lot. The 
 mark was placed by the interested lad in the very 
 spot where he had already so tediously placed many 
 of the stones, and in a very short time the lot was 
 cleared of stones, and all the lads felt that they had 
 had fine sport; and no one enjoyed it with more 
 relish, or participated more earnestly, than the very 
 lad who had planned " the sport." From this learn 
 a lesson. 
 
 Your sincere friend, 
 
 C.
 
 LETTER X. 
 
 OBJECT LESSONS. 
 
 MY DEAR FRIEND : 
 
 IN a previous letter I alluded to the value of les- 
 sons on objects, and promised to give you two or 
 three specimens of such lessons. For young pu- 
 pils these may be frequent, but not long ; and with 
 pupils of all ages they may be made profitable, if 
 judiciously conducted. The true design of siich 
 lessons should be to cultivate habits of attention 
 and observation, and at the same time lead pupils 
 to give expression to their thoughts and views ; in 
 other words, to train them to sec and describe what 
 I hoy see. They will even do more than this ; 
 they will cause pupils to think, to compare, to in- 
 vestigate. If, however, you would have exercises 
 of this description productive of the highest good, 
 make it a point to secure accuracy and propriety in 
 tin; answers given, remembering that it is a promi- 
 nent object to train children to give correct and 
 lucid expression to their ideas. After giving you 
 two .or three sample exercises, I will enumerate a 
 list of objects, eacb of which may lie the basis of a
 
 108 THE TEACHER'S ASSISTANT. 
 
 Object Lesson. Feather. 
 
 lesson. Let me advise, however, that you com- 
 mence such lessons by a few simple questions that 
 may be pretty readily answered. It greatly .en- 
 courages children to feel that they can answer ques- 
 tions proposed by their teacher, and the mere fact 
 that they have answered some correctly, will give 
 them confidence to continue their efforts ; while an 
 opposite course, in which a few difficult questions 
 are asked at the outset, will tend to embarrass and 
 discourage them. It will also be well, near the 
 close of every lesson, to ask one question, or more, 
 to which you will not be likely to obtain correct 
 answers. By leaving some question or questions 
 unanswered till a future time, you may do much 
 towards awakening a spirit of investigation and in- 
 quiry. Two ideas should be made clear to the 
 pupils by these lessons ; one, that they know some 
 facts in relation to the objects you present for their 
 attention ; the other, that there is something more 
 to be learned on every subject. In this way you 
 may encourage a becoming confidence, and at the 
 same time check a spirit of self-conceit. 
 
 The following lesson I take from the Canada 
 Journal of Public Instruction, making a few changes. 
 The object is a u Feather," which the teacher holds 
 in view of the class, when the following conversa- 
 tion takes place. 
 
 Teacher. " What have I in my hand ? " 
 
 Pupils. " A feather." 
 
 Teacher. kk Whence did it come ? " 
 
 Pupils. " From a bird."
 
 OBJECT LESSONS. 109 
 
 The Fitness of Feathers for Birds. 
 
 Teacher. " How do you think a bird would feel 
 without feathers ? " 
 
 Pupils. " It would be very cold." 
 
 Teacher. " What do we wear to keep ourselves 
 warm ? " 
 
 Pupils. " Coats, jackets, stockings, etc." 
 
 Teacher. " What do we call these ? " 
 
 Pupils. " Clothes." 
 
 Teacher. " What do birds have for clothes ? " 
 
 Pupils. " Feathers." 
 
 Teacher. " Can you think of any animals that 
 wear clothing different from that we wear, and also 
 different from that worn by birds ? " 
 
 Pupils. " The sheep wears wool ; the dog and 
 horse have hair." 
 
 Teacher. " Now look." (Throwing the feather 
 into the air.) " What do you see ? " 
 
 Pupils. " It flies, or floats in the air." 
 
 Teacher. " If I toss a penny into the air, will it 
 do the same ? " 
 
 Pupils. " No, it will fall to the floor." 
 
 Teacher. " Why does the feather float, and the 
 penny fall ? " 
 
 Pupils. " Because the feather is light, and the 
 penny heavy." 
 
 Teacher. " Can any of you tell me why feathers 
 arc better for birds than clothing like ours, or wool 
 like the sheep's?" 
 
 Pupils. " Because they are light, and birds can 
 fly better with them." 
 
 Teacher. " Very well. If they had heavy cover- 
 10
 
 110 THE TEACHER'S ASSISTANT. 
 
 The Qualities of Feathers. 
 
 ing, they could not rise into the air, or if they did, 
 they would soon fall down. From this we may see 
 how wise and good our Heavenly Father is. He 
 even cares for the birds. He says in the Bible, that 
 a little bird shall not fall to the ground without his 
 notice. Now if God sees all the little birds, and 
 takes care of them, do you think he will ever for- 
 get little children ? In the same passage in the 
 Gospel, which tells of God's care of the little birds, 
 it says, he takes still greater care of his children. 
 I wish you would all try to find the verse I mean, 
 and learn it to say to-morrow. Boys sometimes 
 kill birds and destroy their nests, is that right?" 
 
 Pupils. " It is not." 
 
 Teacher. " No, it is very cruel, and I hope you 
 will never do so. Now, children, examine these 
 feathers, are they all alike ? " 
 
 Pupils. " One is white, one is black, and one is 
 brown." 
 
 Teacher. " What, then, will you say of the color 
 of feathers ? " 
 
 Pupils. " They have different colors." 
 
 Teacher. " Now take one in your hand, and 
 tell me how it feels ? " 
 
 Pupils. " It is soft." 
 
 Teacher. " Are all parts soft ? " 
 
 Pupils. " No, the middle part is hard." 
 
 Teacher. " Yes, the middle part, which we call 
 the stem, is hard, while the down, or feathery part, 
 is soft. Is there any other difference between the 
 two parts ? "
 
 OBJECT LESSONS. Ill 
 
 Uses of Feathers. 
 
 Pupils. " The stem is bright and smooth, but 
 the rest is not." 
 
 Teacher. " What do we say of those things that 
 shine ? " 
 
 Pupils. " We sometimes call them brilliant." 
 
 Teacher. " And what of things that do not 
 shine ? " 
 
 Pupils. " We call them dull." 
 
 Teacher. " Do you notice any other difference 
 between the two parts ? Will all parts bend alike ? " 
 
 Pupils. " No, the quill or stem part does not 
 bend easily, it is more stiff." 
 
 Teacher. " Name some other things that are 
 stiff." 
 
 Pupils. " Wood ; stone ; slate." 
 
 Teacher. " For what are feathers used ? " 
 
 Pupils. " For making beds." 
 
 Teacher. " Why are they good for making beds ? " 
 
 Pupil. " Because they are soft." 
 
 Teacher. " There are many other curious things 
 about feathers which I will tell you at another time. 
 You may now repeat what you have learned about 
 feathers." 
 
 Pupils. " Feathers are the clothing of birds. 
 They are very light and soft. God takes care of 
 the little birds, and still more care of us. Feathers 
 are of different colors. The stem of the feather is 
 hard and stiff and shining ; but the down is soft 
 and dull. They make good beds, because they are 
 soft." 
 
 Teacher. " You may now repeat the names of
 
 112 THE TEACHER'S ASSISTANT. 
 
 Lesson on Lines. 
 
 the different kinds of birds you have seen, and I 
 will write them upon the blackboard ; and at our 
 next lesson I shall call upon you to spell them and 
 to describe them, or tell what you know of them." 
 
 Pupils. (Repeat as the teacher writes.) " Robin ; 
 Canary ; Sparrow ; Hawk ; Crow ; Eagle ; Black- 
 bird ; Thrush ; Owl ; Linnet ; Lark ; Chickadee ; 
 Bobolink ; Wren ; Woodpecker ; Oriole ; Parrot ; 
 Swallow ; Martin," etc. 
 
 | 
 
 I will now give one of a different nature, or, 
 rather, three or four brief ones connected, and 
 adapted to children who have not learned their 
 letters.* " If they are given to children who have 
 learned to read, the names should be spelled, writ- 
 ten on the board by the teacher, and on the slates 
 by the pupils. What has been learned of the lines, 
 should be applied in learning the alphabet ; referring 
 to a list of plain capitals, and pointing to the parts 
 of different letters, ask the pupils to say whether 
 the part designated is curved or straight. Then re- 
 quest them to point to the letters which have no 
 straight lines, and those which have no curve lines." 
 
 In the lessons on Lines, which follow, the an- 
 swers of the pupils are not always given. The main 
 purpose is to give the teacher's part, merely as 
 suggestive. Each will expand and vary according 
 to circumstances, or according to his own peculiar 
 views. 
 
 * By J. D. Philhrick, in " The Massachusetts Teacher."
 
 OBJECT LESSONS. 113 
 
 Straight Lines. Curve Lines. 
 
 OBJECT LESSONS. LINES. 
 
 FOR PBIMAKY SCHOOLS. 
 
 LESSON I. 
 
 Straight Line. Curve Line. 
 
 You see what I have drawn on the board. 
 
 Are these lines alike ? 
 
 How do they differ from each other ? 
 
 One is straight and the other is not. 
 
 We call the one which is not straight, a carve 
 line. 
 
 You may tell me the names as I point to them. 
 
 Which is this ? Repeat it. 
 
 And this ? Repeat it. 
 
 James may come and point to the straight line. 
 Now to the curve line. 
 
 You may now make them on your slates. 
 
 If I stretch this thread thus, what line does it 
 make ? 
 
 Now if I bring the ends nearer together, and let 
 it bend down thus, what line does it make ? 
 
 A line that is not bent in any part of it, is called 
 a straight line. Repeat together. 
 
 A line that bends in every part, but has no sharp 
 corners in it, is a curve line. Repeat together. 
 
 LESSON II. 
 
 Having reviewed the preceding lesson, the teacher 
 proceeds. 
 
 10*
 
 114 THE TEACHER'S ASSISTANT. 
 
 Perpendicular Lines. 
 
 You see I have made a line straight 
 up and down. When a line is made 
 in this direction, we call it a perpen- 
 
 Perpendicular Line, dicular lillC. 
 
 You may say perpendicular line. 
 
 We will analyze the word perpendicular. 
 
 You may make four on your slates. 
 
 I will look at some of your slates. 
 
 Jane has made them very well. 
 
 Look at Jane's ; you see they are straight up and 
 down. 
 
 Now erase them, and try again. 
 
 Now see me make one on the board (an oblique 
 one). 
 
 Is it right ? 
 
 It is not straight up and down. 
 
 It is not perpendicular, you mean. 
 
 Well, I will make this one right. 
 
 You may try again. 
 
 Edward may come up and hold this pointer in a 
 perpendicular direction. 
 
 Tell me what you see in the room that is perpen- 
 dicular. 
 
 The sides of the door, and of the windows, and of 
 the blackboard. 
 
 LESSON III. 
 
 Review the preceding lesson. 
 
 Now 1 have made a straight line 
 
 Horizontal Line. 
 
 made in this direction, we call it a horizontal line.
 
 OBJECT LESSONS. 115 
 
 Horizontal and Oblique Lines. 
 
 You may say horizontal line. 
 
 Analyze the word horizontal. 
 
 The pointer is now horizontal. 
 
 Who will come and hold it in a horizontal direc- 
 tion ? 
 
 You may make four horizontal lines on your 
 slates. 
 
 (Proceed as in Lesson II.) 
 
 LESSON IV. 
 Review as before. 
 
 Is this straight line perpendicular ? 
 Is it horizontal ? 
 
 iique Line. This is a slanting or oblique line. 
 You may call it an oblique line. Say oblique line. 
 Analyze the word oblique. 
 You see it leans towards the right. 
 Now I will make one leaning towards the left. 
 Mary may come and point to the one that leans 
 to the right ; to the left. 
 
 (Illustrate with the pointer. Proceed as in Les- 
 son II.) 
 
 LESSON V. 
 
 Here are a perpendicular line, a horizontal line, 
 and two oblique lines. 
 
 Which is this (pointing to the horizontal line) ?
 
 116 THE TEACHER'S ASSISTANT. 
 
 Parallel Lines. 
 
 A horizontal line. 
 
 This ? 
 
 A perpendicular line. 
 
 This ? 
 
 An oblique line, leaning or inclining towards the 
 right. 
 
 This? 
 
 An oblique line inclining towards the left. 
 
 You may all lean towards the right ; left. 
 Stand up straight, in a perpendicular position. 
 
 Hold out your arms in a horizontal position. 
 
 Make these lines on your slates. 
 
 Tell the names as I point to them. 
 
 i LESSON VI. 
 
 I have made two straight lines. You 
 see they are just as far apart in one 
 place as in another ; they run in the 
 
 Parallel Lines. same direction. 
 
 If two straight lines are "just as far apart in one 
 place as in another, they are parallel. 
 
 Do you see any things in the room parallel ? 
 
 The two sides of my slate, the two sides of the 
 door, of the window, of a pane of glass ; the wires 
 of the numeral frame. 
 
 Now I will make three parallel lines. 
 
 Make three just like them on your slate. 
 
 (Practise on these some time ; then proceed in 
 the same way witli the horizontal and oblique par- 
 allel lines.)
 
 OBJECT LESSONS. 117 
 
 Lesson on Glass. 
 
 The following I take from an English work enti- 
 tled " Object Lessons," a very useful book for the 
 teacher. 
 
 GLASS. 
 
 Glass has been selected as a proper substance to 
 be presented to the children, because the qualities 
 which characterize it are quite obvious to the senses. 
 The pupils should be arranged before a blackboard 
 or slate, upon which the result of their observations 
 should be written. The utility of having the les- 
 sons presented to the eyes of the children, with the 
 power of thus recalling attention to what has oc- 
 curred, will very soon be appreciated by the in- 
 structor. 
 
 The glass should bo passed round the party, to 
 be examined by each individual.* 
 
 Teacher. " What is this I hold in my hand ? " 
 
 Children. " A piece of glass." 
 
 Teacher. " Can you spell the word glass ? " 
 
 (The teacher then writes the word " glass " up- 
 on the slate, which is thus presented to the whole 
 class as the subject of the lesson.) " You have all 
 examined this glass ; what do you observe ? What 
 can you say it is ? " f 
 
 * By tliis means each individual in the class is called upon to 
 exercise his own powers on the object presented ; the subsequent 
 questions of the teacher tend only to draw out the ideas of the chil- 
 dren, which he corrects if wrong. 
 
 t This question is put, instead of asking, " What are its quali-
 
 118 THE TEACHER'S ASSISTANT. 
 
 Qualities of Glass. 
 
 Children. " It is bright." 
 
 Teacher. (The teacher having written the word 
 " qualities," writes under it, " It is bright.") " Take 
 it in your hand and feel it." * 
 
 Children. " It is cold." (Written on the board 
 under the former quality.) 
 
 Teacher. " Feel it again, and compare it with 
 the piece of sponge that is tied to your slate, and 
 then tell me what you perceive in the glass." f 
 
 Children. " It is smooth, it is hard." 
 
 Teacher. " What other glass is there in the 
 room ? " 
 
 Children. " The windows." 
 
 Teacher. " Look out at the window, and tell me 
 what you see ? " 
 
 Children. " We see the garden." 
 
 Teacher. (Closes the shutters.) " Look out 
 again, and tell me what you now observe ? " 
 
 Children. " We cannot see anything." 
 
 Teacher. " Why cannot you see anything ? " 
 
 Children. " We cannot see through the shut- 
 ters." . 
 
 tics ? " because the children would not, at first, in all probability, un- 
 derstand the meaning of the term ; its frequent application, however, 
 to the answer of this question, will shortly familiarize them with it, 
 and teach them its meaning. 
 
 * The art of the teacher is to put such questions as may lead 
 successfully to the exercise of the different senses. 
 
 t The object of the teacher here is to lead the pupil to the ob- 
 servation of the quality smooth, and he does so by making him con- 
 trast it with the opposite quality in another substance ; a mode of 
 suggestion of which frequent use may be made.
 
 OBJECT LESSONS. 119 
 
 Transparency. 
 
 Teacher. " What difference do you observe be- 
 tween the shutters and the glass ? " 
 
 Children. " We cannot see through the shut- 
 ters, but we can through the glass.' 
 
 Teacher. " Can you tell me any word that will 
 express this quality which you observe in the 
 glass ? " 
 
 Children. " No." 
 
 Teacher. " I will tell you then ; pay attention, 
 that you may recollect it. It is transparent* What 
 shall you now understand when I tell you that a 
 substance is transparent ? " 
 
 Children. " That you can see through it." 
 
 Teacher. " You are right.f Try and recollect 
 something that is transparent." 
 
 Children. " Water." 
 
 Teacher. " If I were to let this glass fall, or 
 you were to throw a ball at the window, what would 
 be the consequence ? " 
 
 Children. " The glass would be broken. It is 
 brittle." 
 
 * The fact of the glass being transparent is so familiar to the 
 children, they will probably not observe it till its great use in conse- 
 quence of that quality brings it forcibly before their minds. They 
 then feel the want of a term to express the idea thus formed, and the 
 teacher gives them the name, as a sign for it, and in order to impress 
 it upon their minds. To ascertain whether they have rightly com- 
 prehended the meaning of the word, they are called upon to give 
 examples of its application. 
 
 t It is but too common a practice to call a child good because he 
 gives a right answer ; thus confounding intellectual truth and moral 
 virtue.
 
 120 THE TEACHER'S ASSISTANT. 
 
 Brittleness. 
 
 Teacher. " If I used the shutter in the same 
 manner, what would be the consequence ? " 
 
 Children. " It would not break." 
 
 Teacher. " If I gave it a sharp blow with a very 
 hard substance, what would happen ? " 
 
 Children. " It would then break." 
 
 Teacher. " "Would you, therefore, call the wood 
 brittle ? " 
 
 Children. " No." 
 
 Teacher. " What substances, then, do you call 
 brittle ? " 
 
 Children. " Those which are easily broken." 
 
 These are probably as many qualities as would 
 occur to children at their first attempt : they should 
 be arranged on the slate, and thus form an exercise 
 in spelling. They should then be effaced : and if 
 the pupils are able to write, they may endeavor to 
 remember the lesson, and put it down on their 
 slates. 
 
 OBJECT LESSON. FOR OLDER PUPILS. 
 
 IRON. 
 
 Teacher. (Holding up a piece of iron.) " Can 
 you tell me what this is ? " 
 
 Pupils. " It is iron, Sir." 
 
 Tcaclier. "And what is iron, mineral, ani- 
 mal, or vegetable ? " 
 
 Pupils. " It belongs to the mineral kingdom. 1 '
 
 OBJECT LESSONS. 121 
 
 Articles made of Iron. 
 
 Teacher. " Can you tell me some of its uses, 
 or name some articles * that are made of iron ? " 
 
 Pupils. " Nails, screws, bolts, bars, locks, keys, 
 stoves, ploughs, hammers, wheels, axletrees, shovels, 
 tongs, pincers, hinges, latches, horse-shoes, chains, 
 knives, forks, axes, planes, saws, chisels, doors, 
 chairs, bedsteads, buildings, boats, steam-engines, 
 locomotives, boilers, pumps, etc." 
 
 Teacher. " You see that you have named a 
 great many articles which are made of iron, and 
 many others might be named. You say that knives, 
 and other edge-tools, or cutlery, are made of iron. 
 Are they made wholly of common iron ? " 
 
 Pupils. " No, Sir, they are composed partly of 
 steel, which is iron refined and hardened." 
 
 Teacher. "Yes, we will talk more about steel 
 at another time. You say that nails are made of 
 iron. Are all nails alike ? If not, name some dif- 
 ferent kinds ? " 
 
 Pupils. " Tack-nails, shingle-nails, clapboard- 
 nails, board-nails, spike-nails, horse-shoe nails, 
 wrought nails, cut nails." f 
 
 Teacher. " What are the principal forms in 
 which iron is used ? " 
 
 Pupils. " Cast-iron, wrought-iron, sheet-iron, 
 and steel." (Here the teacher may ask questions 
 in relation to each kind, and its uses.) 
 
 * It will be well for the teacher to write these on the blackboard, 
 as they are given, and let the list be taken for a spelling lesson. 
 
 t Ask the purpose for which each is used ; the difference between 
 a cut-nail and a wrought-nail, etc. 
 11
 
 122 THE TEACHER'S ASSISTANT. 
 
 Iron and Wood. Iron and Gold. 
 
 Teacher. " Can you name some particulars in 
 which iron and wood are alike ? " 
 
 Pupils. " Both have solidity, strength, firmness, 
 durability, though wood has less than iron." 
 
 Teacher. " Name some points of difference." 
 
 Pupils. " Iron is mineral, wood is vegetable ; 
 iron is not inflammable, wood is ; iron is ductile 
 and malleable, wood is neither." (Call for a defi- 
 nition of the words used in the answers to the last 
 two questions.) 
 
 Teacher. " In what respects are iron and glass 
 alike ? " 
 
 Pupils. " They are both solid, both have weight, 
 neither of them will burn, both maybe melted," etc. 
 
 Teacher. " Can you name some particulars in 
 which they arc unlike ? " 
 
 Pupils. " Glass is smooth, iron is rough ; glass 
 is brittle, iron is not ; glass is transparent, iron is 
 not." 
 
 Teacher. " Which do you think more useful and 
 important, iron or gold ? " 
 
 Pupils. (Variously.) "Gold, iron." 
 
 Teacher. " I sec you have different views on 
 this point, and I will leave the subject for your re- 
 flection until another day. I shall also wish you to 
 inform me where iron is found, the form or condi- 
 tion in which it is found, how it is obtained, how it 
 is prepared for use, etc. To obtain information on 
 these points you can consult books, or ask your 
 parents and friends. Let us see who will be able to 
 tell us the most about iron at our next lesson."
 
 OBJECT LESSONS. 123 
 
 An Ear of Corn. 
 
 I will add only one more exercise of this kind, 
 and that I take from Page's " Theory and Practice 
 of Teaching," a work previously alluded to, arid 
 one that every teacher should own and read. In 
 this the object is 
 
 " AN EAR OF CORN. 
 
 " Teacher. ' Now, children,' holding up the corn, 
 and addressing himself to the youngest, ' I am go- 
 ing to ask you only one question to-day about this 
 ear of corn. If you can answer it, I shall be very 
 glad ; if the little boys and girls upon the front seat 
 cannot give the answer, I will let those in the next 
 seat try ; and so on till all have tried, unless our 
 time should expire before the right answer is given. 
 I shall not be surprised if none of you give the an- 
 swer I am thinking of. As soon as I ask the ques- 
 tion, those who are under seven years old, that 
 think they can give an answer, may raise their 
 hand. What is this car of com for?' 
 
 " Several of the children raise their hands, and 
 the teacher points to one after another in order, and 
 they rise and give their answers. 
 
 "Mary. ' It is to feed the geese with.' 
 "John. ' Yes, and the hens too, and the pigs. 
 " Sarah. ' My father gives corn to the cows.' 
 " By this time the hands of the youngest scholars 
 are all down, for, having been taken a little by sur- 
 prise, their knowledge is exhausted. So the teacher 
 says that those between seven and ten years of age 
 may raise their hands. Several instantly appear.
 
 124 THE TEACHER'S ASSISTANT. 
 
 Uses of Corn. 
 
 The teacher again indicates, by pointing, those who 
 may give the answer. 
 
 " Charles. ' My father gives corn to the horses 
 when the oats are all gone.' 
 
 "Daniel. i We give it to the oxen and cows, and 
 we fat the hogs upon corn.' 
 
 "Laura. ' It is good to eat. They shell it from 
 the cobs and send it to mill, and it is ground into 
 meal. They make bread of the meal, and we eat it.' 
 
 " This last pupil has looked a little further into 
 domestic economy than those who answered before 
 her. But by this time, perhaps before, the five 
 minutes have been nearly expended, and yet several 
 hands are up, and the faces of several are beaming 
 with eagerness to tell their thoughts. Let the 
 teacher then say, ' We will have no more answers 
 to-day. You may think of this matter till to-mor- 
 row, and then I will let you try again. I am sorry 
 to tell you that none of you have mentioned the 
 use I was thinking of, though I confess I expected 
 it every minute. I shall not be surprised if no one 
 of you give this ansAver to-morrow. I shall now put 
 the ear of corn in my desk, and no one of you must 
 speak to me about it till to-morrow. You may now 
 take your studies.' 
 
 " The children now breathe more freely, while the 
 older ones take their studies, and the next class is 
 called. In order to success, it is absolutely neces- 
 sary that the teacher should positively refuse to 
 hold any conversation with the children on the sub- 
 ject till the next time for ' general exercise.'
 
 OBJECT LESSONS. 125 
 
 The Effects. 
 
 " During the remainder of the forenoon the teach- 
 er will very likely observe some signs of thoughtful- 
 ness on the part of those little children who have 
 been habitually dull before. And perhaps some 
 child, eager to impart a new discovery, will seek an 
 opportunity to make it known during the forenoon. 
 * Wait till to-morrow,' should be the teacher's only 
 reply. 
 
 " Now let us follow these children as they are 
 dismissed, while they bend their steps toward home. 
 They cluster together in groups as they go down 
 the hill, and they seem to be earnestly engaged in 
 conversation. 
 
 " ' I don't believe it has any other use,' says John. 
 ' yes, it has,' says Susan ; ' our teacher would 
 not say so if it had not. Besides, did you not see 
 what a knowing look he had, when he drew up 
 his brow, and said he guessed we could n't find 
 it out?' 
 
 " ' Well, I mean to ask my mother,' says little 
 Mary ; ' I guess she can tell.' 
 
 " By and by, as they pass a field of corn, Samuel 
 sees a squirrel running across the street, with both 
 his cheeks distended with ' plunder.' 
 
 " At home, too, the ear of corn is made the sub- 
 ject of conversation. ' What is an car of corn for, 
 mother ? ' says little Mary, as soon as they have 
 taken a seat at the dinner-table. 
 
 "Mother. 'An car of corn, child? why, don't 
 you know ? It is to feed the fowls, and the pigs, 
 and the cattle ; and we make bread of it, too 
 11*
 
 126 THE TEACHER'S ASSISTANT. 
 
 Another Attempt. 
 
 "Mary. ' Yes, we told all that, but the teacher 
 says that is not all.' 
 
 "Mother. ' The teacher ? ' 
 
 "Mary. ' Yes, ma'am ; the teacher had an ear 
 of corn at school, and he asked us what it was for ; 
 and after we had told him everything we could 
 think of, he said there was another thing still. 
 Now I want to find out, so that I can tell him.' 
 
 " The consequence of this would be that the family, 
 father, mother, and older brothers and sisters, would 
 resolve themselves into a committee of the whole on 
 the ear of corn. The same, or something like this, 
 would be true in other families in the district ; and 
 by the next morning, several children would have 
 something further to communicate on the subject. 
 The hour would this day be awaited with great in- 
 terest, and the first signal would produce perfect 
 silence. 
 
 " The teacher now takes the ear of corn from the 
 desk, and displays it before the school ; and quite a 
 number of hands are instantly raised, as if eager to 
 be the first to tell what other use they have discov- 
 ered for it. 
 
 " The teacher now says, pleasantly, < The use I am 
 thinking of, you have all observed, I have no doubt ; 
 it is a very important use indeed ; but as it is a 
 little out of the common course, I shall not be sur- 
 prised if you cannot give it. However, you may 
 try.' 
 
 " ' It is good to boil ! ' says little Susan, almost 
 springing from the floor as she speaks.
 
 OBJECT LESSOXS. 127 
 
 Primary Use of Corn. 
 
 " ' And it is for squirrels to eat,' says little Sam- 
 uel. ' I saw one carry away a whole mouthful 
 yesterday from the cornfield.' 
 
 " Others still mention other uses, which they have 
 observed. They mention other animals which feed 
 upon it, or other modes of cooking it. The older 
 pupils begin to be interested, and they add to the 
 list of uses named. Perhaps, however, none will 
 name the one the teacher has in his own mind ; he 
 should cordially welcome the answer, if perchance 
 it is given ; if none should give it, he may do as he 
 thinks best about giving it himself on this occasion. 
 Perhaps, if there is time, he may do so, after the 
 following manner. 
 
 " ' I have told you that the answer I was seeking 
 was a very simple one ; it is something you have all 
 observed, and you may be a little disappointed when 
 I tell you. The use I have been thinking of for 
 the ear of corn is this, It is to plant. It is for 
 seed, to propagate that species of plant called corn.' 
 Here the children may look disappointed, as much 
 as to say, ' We knew that before.' 
 
 " The teacher continues : ' And this is a very im- 
 portant use for the corn ; for if for one year none 
 should be planted, and all the ears that grew the 
 year before should be consumed, we should have no 
 more corn. This, then, was the great primary de- 
 sign of the corn ; the other uses you have named 
 were merely secondary.' ' 
 
 I will now close with a list of objects suitable for 
 lessons of this kind.
 
 128 
 
 THE TEACHER S ASSISTANT. 
 
 Objects for 
 
 Lessons. 
 
 Glass. 
 India-rubber. 
 
 Vinegar. 
 Biitter. 
 
 Leather. 
 
 Cheese. 
 
 Sponge. 
 Wool. 
 
 Coffee. 
 Tea. 
 
 Wax. 
 
 Hice. 
 
 Whalebone. 
 Bread. 
 
 Paper. 
 Cotton. 
 
 Ivory. 
 Chalk. 
 A pin. 
 A pencil. 
 A pen. 
 A chair. 
 
 Flax. 
 Hemp 
 Silk. 
 Table. 
 Gold. 
 Silver. 
 
 A stove. 
 A brick. 
 
 Mercury. 
 Lead. 
 
 A key. 
 A knife. 
 
 Copper. 
 Iron. 
 
 A piece of sugar. 
 An acorn. 
 
 Tin. 
 Lime. 
 
 A cork. 
 
 Coal. 
 
 A piece of glue. 
 A stone. 
 
 Granite. 
 
 Salt. 
 
 A bclL 
 
 Slate. 
 
 A wheel. 
 
 Feather. 
 
 Cinnamon. 
 
 Coral. 
 
 Nutmeg. 
 Ginger. 
 Cloves. 
 Water. 
 
 Gutta-percha. 
 A book. 
 A piece of fur. 
 A hat. 
 
 Oil. 
 
 A door.
 
 OBJECT LESSONS. 129 
 
 Books recommended. 
 
 The list of objects might be greatly extended, but 
 it will not be necessary. Take one at a time, and 
 have its qualities, uses, color, shape, origin, etc. 
 carefully considered. Each question asked will be 
 suggestive of another, so that after you have fairly 
 commenced you will find no difficulty, and I am 
 sure you will be satisfied that such lessons will both 
 please and benefit your pupils. As very useful aids 
 in lessons of this kind, I will name two small works : 
 " The Treasury of Knowledge," by Chambers, and 
 an excellent work entitled " Common Things," by 
 Worthington Hooker, M. D. The two books will 
 cost but little, and will be worth much. 
 
 Your sincere friend, 
 
 C.
 
 LETTER XI. 
 
 READING. 
 
 MY DEAR FRIEND : 
 
 OP all the branches you will be called to teach, 
 none will be more important than that of reading. 
 It lies at the very foundation of all learning, and all 
 must know something of this as a key to other 
 branches. All who enter the school-room, from 
 the little ones, just beginning to lisp the letters of the 
 alphabet, up to those who are about to close their 
 school days, all will require training in this de- 
 partment. How small the number of those who can 
 be properly called accomplished readers, and how 
 large the number who read quite indifferently or 
 very poorly ! One who can read a piece witli ease 
 and right effect will always be listened to with in- 
 terest and delight, while one who reads in a hesitat- 
 ing, lifeless, meaningless style, Avill have no power 
 over his hearers, and may even become a subject of 
 ridicule. 
 
 As a general tiling, it must be admitted that read- 
 ing has not been well taught in our schools. It has 
 received formal attention and' frequent mattention.
 
 READING. 131 
 
 The Old Plan. 
 
 This pemark may be more properly true of schools 
 as they were a score of years ago, than of those of 
 the present day ; and yet it is, to a certain extent, 
 true of our schools as a whole, even now. I well 
 recollect when it was customary for teachers to hear 
 every member of their schools read ftnir times a day, 
 - twice in the forenoon, and twice in the afternoon. 
 This was the established law, and seemingly as un- 
 alterably fixed as that of the Medes and Persians. 
 In imagination I can see the school-dame of my 
 boyhood days, as she called her several pupils and 
 classes. First came the little alphabctarians, one 
 by one, to whom, in regular order, the whole twenty- 
 six letters were administered at a dose, just four 
 times daily ; the teacher pointing at the letter 
 and pronouncing it, and the pupil repeating it after 
 her, the only variation consisting in an occasional 
 snap upon the ear for inattention. For days, and 
 weeks, and months, perhaps for years, was this 
 operation continued before the letters were fairly 
 understood. Then came the little boys and girls 
 in b-a, ba, b-e, be, b-i, bi, b-o, bo, b-u, bu, etc;., up 
 through baker and cider, until the oldest had received 
 their turn. If the performance was attended to 
 just four times daily, the requirements of parents 
 and committees were met, and all was considered 
 right. But so far as real benefit was concerned, it 
 \vouM have been just as Avell if the pupils had been 
 called upon to whistle just four times a day, twice 
 in the forenoon, and twice in the afternoon. Really 
 it would have been better ; for if they had, each time,
 
 132 THE TEACHER'S ASSISTANT. 
 
 Minding the Stops. Anecdote. 
 
 whistled wrong, it would have done no harm. But 
 to be required to go through the form of reading, as 
 it was done, without any true regard to emphasis, 
 inflection, punctuation, or sense, was only making a 
 bad matter worse at every repetition that was made, 
 as bad habits were only confirmed thereby. The 
 prominent requirement seemed to be to read rapidly, 
 and this was essential, in order that the regular 
 " round " might be accomplished. The whole exer- 
 cise was a formal, unmeaning affair ; and the result 
 a monotonous, blundering, unmeaning style of read- 
 ing. We were, it is true, commanded to " mind our 
 stops," but it was only in an arbitrary way, which 
 admitted of no modification on account of the sense. 
 At a comma we were to stop long enough to count 
 one ; at a semicolon long enough to count two, etc. 
 The following anecdote illustrates in an amusing 
 manner the absurdity of the old rule for " minding 
 the stops." 
 
 " A country schoolmaster, who found it rather 
 difficult to make his pupils observe the difference in 
 reading between a comma and a full-point, adopted 
 a plan of his own, which, he flattered himself, would 
 make them proficients in the art of punctuation ; 
 thus, in reading, when they came to a comma, they 
 were to say tick, and read on to a semicolon, and 
 say tick, tick, to a colon, and say tick, tick, tick, 
 and when a full-point, tick, tick, tick, tick. Now, 
 it so happened that the worthy Dominie received 
 notice that the parish minister was to pay a visit of 
 examination to his school ; and, as he was desirous
 
 READING. 133 
 
 Examination Day. Omitting the " Ticks." 
 
 that his pupils should show to the best advantage, 
 lie gave them an extra drill the day before the ex- 
 amination. ' Now,' said he, addressing his pupils, 
 ' when you read before the minister to-morrow, you 
 may leave out the ticks , though you must think 
 them as you go along, for the sake of elocution.' 
 So far, so good. Next day came, and with it the 
 minister, ushered into the school-room by the Dom- 
 inie, who, with smiles and bows, hoped that the 
 training of the scholars would meet his approval. 
 Now it so happened, that the first boy called up by 
 the minister had been absent the preceding day, 
 and, in the hurry, the master had forgotten to give 
 him his instructions how to act. The minister 
 asked the boy to read a chapter in the Old Testa- 
 ment, which he pointed out. The boy .complied, 
 and in his best accent began to read : ' And the 
 Lord spake unto Mos6s, saying tick. Speak unto the 
 children of Israel, saying tick, tick, and thus shalt 
 thou say unto them, tick, tick, tick, tick.' This 
 unfortunate ^ sally, in his own style, acted like a 
 shower-bath on the poor Dominic, whilst the minis- 
 ter and his friends almost died of laughter." 
 
 It is not my intention to give you any specific 
 hints, or directions, in relation to the elocutionary 
 part of reading, but rather to otter such hints as 
 may be of service to you in tbe e very-day work of 
 the school-room. I must leave the strictly oratori- 
 cal part, and take up reading as an intellectual ex- 
 ercise, and, if possible, offer such thoughts and sug- 
 12
 
 134 THE TEACHKU'S ASSISTANT. 
 
 Good Reading. \Vliat is it ? 
 
 gcstions as may be truly practical. "With so many 
 under your training, you cannot be expected to go 
 into all the minutias of elocutionary drilling. Your 
 aim imist be to teach well what you undertake to 
 teach. If you cannot hope to make all your pupils 
 accomplished elocutionists, you may hope and strive 
 to make them good and intelligent readers. Per- 
 haps you will wish to know what I consider good 
 reading. I call that good reading where a person 
 reads distinctly and clearly, and with such intona- 
 tion and emphasis as to be pleasant to the hearer, 
 and in such manner as to be easily heard and read- 
 ily understood. That person may be called a good 
 reader who can, from the columns of a common 
 newspaper, read the several items and articles in a 
 clear and . intelligible style, without seeming effort 
 on his part, and without requiring painfully or un- 
 pleasantly close attention on the part of. the hearer. 
 You have some among your pupils who arc yet 
 strangers to the letters of the alphabet. The old 
 -method of teaching it was a tedious one both for 
 teachers and children. Of course you have a black- 
 board in your school-room, as this is one of the 
 really essential articles for every school. Call your 
 little ones in front of the blackboard. If possible 
 let each be furnished with a slate. Now draw upon 
 the blackboard the picture of some animal or ob- 
 ject, a dog, for instance. AVith a pointing-stick 
 in hand, call attention, and have an exercise some- 
 what as follows : 
 
 Teacher. " What animal is this ? "
 
 BEADING. 135 
 
 An Illustration. 
 
 Children. " A dog." 
 
 Teacher. " Are all dogs alike ? " 
 
 Children. " No, ma'am ; some are small and 
 some are large." 
 
 Teacher. " Are they alike in all but size ? " 
 
 Children. " No, ma'am ; they don't have the 
 same color." 
 
 Teacher. " How many legs has -a dog ? " 
 
 Children. " Four." 
 
 Teacher. " What can a dog do ? " 
 
 Children. " He can run fast, and he can catch 
 squirrels." 
 
 You will readily see that these questions may he 
 continued indefinitely. They will tend to awaken 
 thought and interest in the little ones. After you 
 have extended the questioning sufficiently, ask them 
 if they would like to know another way to express 
 the animal besides by a picture. They will all be 
 anxious to know. Now print DOG under the pic- 
 ture on the board, and require them to do the same 
 on their slates. Then tell them the name of each 
 letter, and have it repeated several times. After 
 having fixed their attention for a minute, make D 
 only on the board, and ask its name, and so with 
 each of the other letters, and in a short time they 
 will be able to give their names readily. It will be 
 well also, at the right time, to give them the powers 
 of the letters, or their appropriate sounds. You 
 will readily see, that some object of interest to chil- 
 dren mny be connected with these early lessons, nnd 
 that, by judicious questioning, they may be trained
 
 136 THE TEACHER'S ASSISTANT. 
 
 Teaching the Alphabet. A Specimen Lesson. 
 
 to think and express their thoughts at the same 
 time they are learning their letters. 
 
 The following excellent specimen lesson for teach- 
 ing the alphabet just meets my attention. It is 
 from the pen of a distinguished educator,* and will 
 commend itself as sensible and practical. 
 
 TEACHING THE ALPHABET. A SPECIMEN LESSON. 
 
 Apparatus. A blackboard; a chart of easy 
 words of one syllable ; an alphabet chart ; a set of 
 alphabet cards, with a grooved stick, called spelling- 
 stick, in which the cards may be inserted in spelling 
 words ; and a slate and pencil for each child. 
 
 Preliminary Training. Children should not 
 be- put to reading immediately upon entering school 
 for the first time. ' Judicious preliminary exercises 
 will render subsequent progress, not only in this, 
 but in other branches, more rapid and satisfactory. 
 The object of these exercises should be to train the 
 ear to distinguish sounds, and the organs of speech 
 to utter them ; to form habits of attention and of 
 prompt obedience to all directions ; and to excite 
 the curiosity, or desire to learn something. Such 
 being the objects, the judgment of the teacher must 
 guide in the selection and adaptation of the exer- 
 cises. 
 
 Lesson. The proper preparatory training hav- 
 ing been given, the teacher will select a single letter 
 to begin with ; it matters little which. Suppose it 
 
 * John D. Philbrick.
 
 READING. 137 
 
 A Slate Exercise. 
 
 to be a. The card containing it is placed in the 
 spelling-stick, in view of all the class. 
 
 Teacher. " You see this letter. Now look at 
 me. You all know me when you see me. Now I 
 wish you to look at this letter, so that you will know 
 it whenever you see it. It stands for a sound. 
 Listen, and hear me give the sound." 
 
 Having enunciated the sound distinctly several 
 times, taking care to secure the attention of all, the 
 teacher might ask if any one has ever heard the 
 sound before. Some may remember it, "as given 
 among the elementary sounds of the language. If 
 so, they are pleased to find that the lesson is con- 
 nected with something learned before. If it is not 
 recalled, give the vowel-sounds promiscuously, re- 
 questing all to put up hands when they hear it. 
 
 Teacher. " Now all give the sound after me ; 
 again ; again. That is what this letter says. When 
 you read it, you give the sound. You may take 
 your slates, and see if you can make one like it." 
 
 Only a few, perhaps, will try at first. But the 
 teacher passes rapidly around, giving a glance at 
 slates, bestowing commendation on the best efforts. 
 
 Teacher. " Erase it. See me make it on the 
 blackboard. I begin here, and go round in this 
 way. You may try it again on your slates." 
 
 The slates are inspected as before ; the timid 
 are encouraged, and the letter written for them on 
 their slates. Then the drill 011 the sound is re- 
 peated, and afterwards individuals called up to 
 give it. 
 
 12*
 
 138 THE TEACHER'S ASSISTANT. 
 
 A Word formed. 
 
 If this is found to be enough for one lesson, 
 when the course is resumed, the exercises on a 
 should be reviewed. Tin teacher will then proceed 
 with another letter in a similar manner, taking one 
 that, with the preceding, will make a duo-literal 
 word. Suppose it is t. The letters are placed 
 together. 
 
 Teacher. " You see I have put together the 
 two letters you have learned, and they make a word ; 
 would n't you like to read the word ? Hear me say 
 the sounds, and see if you can tell what the word is. 
 I will give them slowly, a , t. Can you tell the 
 word ? " 
 
 After several repetitions, perhaps some one will 
 combine them and say, " at." 
 
 Teacher. "Yes, at; that is right. Now you 
 have read a word. You often use the word. I am 
 at the desk ; you are at school. Say, ' We are at 
 school.' I will write both letters on the board. I 
 begin thus, and make the first ; and then you see 
 how I make the other, and cross it thus. You may 
 take your slates, and make them." 
 
 Now the reading lesson is changed for writing 
 or printing. This having been pursued long enough, 
 the alphabet chart is suspended before the class, 
 and the pupils requested to see if they can find the 
 word. The first who raises his hand is allowed to 
 come out and point to it. 
 
 If any time is allowed to elapse before present- 
 ing another letter, these steps should bo reviewed. 
 The next letter to be learned should be one which,
 
 READING. 
 
 Further Illustrations. 
 
 with at, will form another word. Let it be r. The 
 same course as before is pursued. First, the at- 
 tention is called to the form. Next, the sound is 
 learned. Then, it is written, exercising the concep- 
 tion and imitation, and fixing the form in the mem- 
 ory. The three letters are then placed in order, to 
 form the word rat. 
 
 Teacher. " You see the three letters you have 
 learned. They make another word. Hear me give 
 the sounds, and then see if you can tell the word ; 
 r-a-t. You may give the sounds after me." 
 
 If this process is well managed, some one will 
 catch the word. Now, as many individuals as pos- 
 sible should be called upon to repeat the sounds, 
 while pointing to the letters, and then pronounce 
 the word. It is then written as before. This might 
 be followed by some simple story read or related 
 about the rat. Then the pupils might be asked to 
 tell anything they know of the rat. The same pro- 
 cess as before with the charts. Keep in mind the 
 maxims, one short step at a time, constant re- 
 views, vigorous exercise of the mind during the 
 lesson. 
 
 In the same way make the words, bat, cat, fat, 
 hat, mat, sat, vat. 
 
 The letter n might come next. This, placed after 
 a, will give the word an. Then m, which placed 
 before makes man. And so make tan, ran, fan, 
 pan, can. For the next vowel, take i, with n mak- 
 ing in. Then as before form pin, bin, din, fin, sin, 
 win.
 
 140 THE TEACHER'S ASSISTANT. 
 
 The same Plan continued. 
 
 Thus proceeding, go through the first reading 
 chart, always using every word learned in oral 
 sentences, and training the class to make them for 
 themselves. 
 
 The same general plan may be continued as the 
 .pupils progress. Suppose you have a class reading 
 in short and simple sentences ; as, The dog" ran 
 after the fox. Ask them questions like the fol- 
 lowing : Why did the dog run after the fox ? 
 Which has the most legs, a dog or a fox ? Which 
 do you think can run the fastest ? What do we call 
 all animals that have four logs ? Which do you 
 think can run fastest, a man or a dog ? For what 
 is a dog useful ? How many kinds of dogs do you 
 know of? You say one kind is called a Newfound- 
 land dog, why ? Of what use are foxes ? Of 
 what use are dogs ? What is the difference between 
 a wild animal and a domestic animal ? Which is 
 the dog ? Which the fox ? etc. 
 
 It often happens that children acquire drawling 
 habits and unnatural tones in reading. Sec to it 
 that your pupils do not err in these particulars. 
 Bad habits of pronunciation, intonation, or enuncia- 
 tion, formed at the outset, will, if indulged, soon 
 become confirmed and disagreeable. A wrong in- 
 tonation or inflection may sometimes be rectified by 
 requiring the pupil to close his book, and lo repeat 
 the phrase or sentence after you, being careful your- 
 self to give a natural and correct expression and 
 tone. After he has done this three or four times,
 
 READING. 141 
 
 Make Lessons Interesting. 
 
 let him open his book and read the same again. 
 If the first trial does not prove effectual, make 
 another attempt, and continue until the error" is 
 fully eradicated. 
 
 I would urge that you strive to make every exer- 
 cise interesting and instructive. This you may do 
 by asking numerous questions. See to it that every 
 word and expression is comprehended clearly. It 
 will be well frequently to require all the members 
 of the class to read, in turn, the same sentence, 
 paragraph, or stanza, making the performance of 
 each a subject of pleasant criticism. Your own 
 active and ready mind will see to what extent this 
 cour; o may be pursued, and its advantages will be 
 obvious to you. Always make your criticisms in 
 that pleasant spirit which will not discourage, but 
 rather lure them to renewed and more careful effort. 
 
 The hints I have given are mainly for beginners. 
 I will now pass to offer some suggestions in refer- 
 ence to the more advanced classes. And here I 
 may advise, that you take special care to cultivate 
 a correct taste. Unless you can lead your pupils 
 to appreciate the difference between good reading 
 and that which is faulty, they will not be apt to 
 make improvement. Make them understand that 
 the mere calling of words does no more to constitute 
 correct reading, than the mere daubing a canvas 
 with paint constitutes a finished and lifelike pic- 
 ture. What the variations and shades arc to the 
 true beauty of the picture, such are inflections, em- 
 phasis, accent, etc. to good reading ; and it would
 
 142 THE TEACHER'S ASSISTANT. 
 
 Cultivate a Correct Taste. 
 
 be just as sensible to hope to represent a beautiful 
 landscape by a single color, uniformly applied, as to 
 produce good reading with a monotonous, unchan- 
 ging tone of voice. It will be well for you, occa- 
 sionally, to read a stanza or sentence in different 
 styles, each, perhaps, exemplifying some common 
 error, and call upon your pupils to designate such 
 faults as they may notice. If you can only succeed 
 in arousing a critical spirit, and leading them to 
 discriminate, the remainder of the work will bo 
 comparatively trifling. 
 
 If a pupil reads too rapidly, too low, too indis- 
 tinctly, too monotonously, or in any way faulty, 
 call upon others in the class to read the same pas- 
 sage, and read it yourself, and again call upon 
 the first one to make another attempt. It is not 
 enough to say to a pupil, " You read too fast, or too 
 low, or gave the wrong emphasis." If there was 
 some prominent defect, not only cause it to be seen, 
 but corrected. Object not that it requires time. 
 It will require more time, if you let these habits be- 
 come confirmed. It is not how much nor how often 
 your pupils read, but hoiv they read, that is most 
 important. It is better that they read once a week 
 carefully and properly, than to read ten times a day 
 in a heedless and improper manner. Every repeti- 
 tion of a bad habit or act only renders it the more 
 difficult of correction. Just remember this in all 
 your teaching. 
 
 I have before suggested the importance of making 
 every reading exercise a subject for questioning and
 
 READING. 143 
 
 The Wreck of the Arctic. 
 
 criticising. Some teachers will make a single para- 
 graph suggestive of numerous useful questions, and 
 of much valuable information. It will be well, so 
 far as possible, to have your pupils give a sketch of 
 the author of the piece they are about to read, and 
 an account of the circumstances under which it was 
 written. This will tend to bring the subject home 
 to their hearts, and, as it were, make the piece 
 their own. This is essential. Take, for example, 
 the following beautiful and expressive extract from 
 " The Wreck of the Arctic," written by Rev. H. 
 Ward Beecher, and see how many pertinent ques- 
 tions may be raised in reference to it. 
 
 " It was autumn. Hundreds had wended their 
 way from pilgrimages ; from Home and its treasures 
 of dead art, and its glory of living nature ; from the 
 sides of the Switzer's mountains, from the capitals 
 of various nations ; all of them saying in their hearts, 
 ' We will wait for the September gales to have clone 
 with their equinoctial fury, and then we will em- 
 bark ; we will slide across the appeased ocean, and 
 in the gorgeous month of October we will greet our 
 longed-for native laud, and our heart-loved homes.' 
 
 " And so the throng streamed along from Berlin, 
 from Paris, from the Orient, converging upon Lon- 
 don, still hastening toward the welcome ship, and 
 narrowing every day the circle of engagements and 
 preparations. They crowded aboard. Xever had 
 the Arctic borne such a host of passengers, nor pas- 
 sengers so nearly related to so many of us. 
 
 " The hour was come. The signal ball fell at
 
 144 THE TEACHER'S ASSISTANT. 
 
 Questions on the Exercise. 
 
 Greenwich. It was noon also at Liverpool. The 
 anchors were weighed ; the great hull swayed to 
 the current ; the national colors streamed abroad, 
 as if themselves instinct with life and national sym- 
 pathy. The bell strikes ; the wheels revolve ; the 
 signal-gun beats its echoes in upon every structure 
 along the shore, and the Arctic glides joyfully forth 
 from the Mersey, and turns her prow to the winding 
 channel, and begins her homeward run. The pilot 
 stood at the wheel, and men saw him. Death sat 
 upon the prow, and no eye beheld him." 
 
 How much of interest and profit may be obtained 
 from the few lines above quoted, by asking the fol- 
 lowing questions, and others that may be suggested 
 by them : 
 
 What do you know of the author of this piece ? 
 What was the Arctic ? Where was she ? Whither 
 was she bound ? What is the meaning of " wended " ? 
 of " pilgrimage " ? Where is Rome ? What is meant 
 by " the treasures of dead art " ? Where does the 
 Switzcr live ? What are his mountains called ? 
 What is meant by " September gales " ? by " equi- 
 noctial " ? What is meant by " we will slide over the 
 ocean " ? Meaning of " appeased " ? What is meant 
 by the " appeased ocean " ? Meaning of " gor- 
 geous " ? Why is October called a gorgeous month ? 
 Can you give some other sentence containing the 
 word "gorgeous"? Where is Berlin? Paris.? 
 London ? The Orient ? Meaning of " converging " ? 
 Why spoken of as " welcome ship " ? " The hour 
 was come," - what hour? Where is Greenwich?
 
 READING. 145 
 
 Another Illustration. 
 
 What is meant by the expression, " the signal-ball 
 fell at Greenwich " ? "Where is Liverpool ? What 
 would be the course of a vessel from New York 
 to Liverpool ? What is meant by the expression, 
 " the anchors were weighed " ? What is meant by 
 " national colors " ? What and where is the Mersey ? 
 Why the expression " the Arctic glides joyfully " ? 
 What is the meaning of " prow " ? Who is the 
 pilot, or what are his duties ? What is meant by 
 " Death sat upon the prow " ? etc. 
 
 The same plan is recommended in the following 
 extract from a well-prepared article in The Mas- 
 sachusetts Teacher. 
 
 " Imagine a class of "sixteen or eighteen girls, 
 ready to begin their recitation, their reading-books 
 open at a description of the river Xile. One of 
 them reads as follows : 
 
 " ' For many an hour have I stood upon the city- 
 crowning citadel of Cairo, and gazed unweariedly 
 upon the scene of matchless beauty and wonder that 
 lay stretched beneath my view, cities and ruins 
 of cities, palm-forests and green savannas, gardens, 
 and palaces, and groves of olive. On one side, the 
 boundless desert with its pyramids ; on the other, the 
 land of Goshen, with its luxuriant plains, stretching 
 far away to the horizon. Yet this is an exotic 
 country. That river winding through its paradise, 
 has brought it from far regions, unknown to man. 
 That strange and richly varied panorama has had a 
 long voyage of it ! Those quiet plains have turn- 
 bled down the cataracts : those demure gardens 
 
 13
 
 146 THE TEACHER'S ASSISTANT. 
 
 Subject continued. 
 
 have flirted with the Isle of Flowers, five hundred 
 miles away ; and those very pyramids have floated 
 down the waves of the Nile. In short, to speak 
 chemically, that river is a solution of Ethiopia's 
 richest regions, and that vast country is merely a 
 precipitate.' 
 
 " After analyzing the sentences and defining the 
 more important words, various questions are asked. 
 For example : Give some account of Cairo. What 
 is a pyramid? Describe the Egyptian pyramids. 
 What do you know of the land of Goshen ? What 
 is an exotic, and what is meant by an exotic land ? 
 In what form did those plains come down the cata- 
 racts ? Give us some account of the Cataracts of 
 the Nile. How were those vast pyramids floated 
 down the river ? ' In short, to speak chemically, 
 that river is a solution of Ethiopia's richest regions, 
 and that vast country is merely a precipitate.' Ex- 
 plain this sentence. What is it to speak chemically ? 
 What is a solution and a precipitate ? Why is it 
 correct to use such terms here ? 
 
 " Another paragraph describes the annual inun- 
 dation of the Nile : 
 
 " ' The stream is economized within its channel 
 until it reaches Egypt, when it spreads abroad over 
 the vast valley. Then it is that the country pre- 
 sents the most striking of its Protean aspects ; it be- 
 comes an archipelago, studded with green islands, 
 and bounded only by the Libyan Hills and the pur- 
 ple range of the Mokattan Mountains. Every island 
 is covered with a village or an antique temple, and
 
 READING. 147 
 
 Another Example. 
 
 shadowy with ya\m-trees, or acacia groves. Every 
 city becomes a Venice, and the bazaars display 
 their richest and gayest cloths and tapestries to the 
 illuminations that are reflected from the streaming 
 streets.' 
 
 " Many interesting questions are here suggested. 
 What are Protean aspects, and why so called ? 
 Where are the Libyan Hills and the Mokattan 
 Mountains ? Describe an Arab Adllagc, an an- 
 cient Egyptian temple, a palm-tree, an acacia. 
 Give some account of Venice. How does every city 
 become a Venice ? What is a bazaar ? 
 
 " We followed the study of ' The Nile ' with that 
 of the poetical ' Address to the Mummy i:i Bclzoni's 
 Exhibition.' The manner of treating the first stanza 
 will show the way in which the whole was studied. 
 
 ' And tliou hast walked about how strange a story ! 
 In Thebes' streets, three thousand years ago ; 
 
 When the Memnonium was in all its glory, 
 And time lir.d not begun to overthrow 
 
 Those temples, palaces, and piles stupendous, 
 
 Of which the very ruins arc tremendous.' 
 
 " The class are asked if they know anything of 
 the author of these lines, and of the traveller Bet- 
 zoni ; and having stated such facts as they have 
 been able to procure respecting them, one is called 
 upon to explain the first words of the poem. 
 
 " ' And tbou hast walked about.' The writer 
 speaks as if the mummy were actually before him, 
 while writing. Do you think that this was the 
 case ? Lucy may answer.
 
 118 THE TEACHER'S ASSISTANT. 
 
 Answers given. 
 
 " ' I suppose that ho wrote the poem after return- 
 ing from a visit to the exhibition, but remembered 
 so perfectly how it looked, that he seemed still to 
 be where he could see it.' 
 
 " Has any one a different opinion ? Maria, you 
 may give yours. 
 
 " ' I think that he might have composed a part, 
 at least, of the poem while at the exhibition, and 
 then have written it after returning home.' 
 
 " ' How strange a story ! ' Harriet may tell why 
 it was strange. 
 
 " ' Bodies usually decay in a short time, but this 
 body had lasted thousands of years, owing to its 
 having been embalmed. It seemed very strange to 
 look at it, and remember that so many years had 
 passed away since it was alive, and yet it looked as 
 it did when it used to walk through the> streets of 
 Thebes.' 
 
 '" Alice, you may give some account of Thebes. 
 
 ' ' Thebes was anciently the capital of Egypt. 
 It is not known when it was founded, but the time 
 of its greatest prosperity was, probably, when David 
 and Solomon reigned in Judaea. Its ruins are won- 
 derful. They extend seven or eight miles on both 
 sides of the Nile, from each bank to the enclosing 
 mountains. The most remarkable are the temple 
 of Karnac, the palace of Luxor, and the Memno- 
 nium. The mountains are pierced with tombs, 
 many of which are richly adorned with paintings 
 and sculptures." 
 
 " The Memnonium is mentioned in the next line. 
 Helen may tell us what she knows about it.
 
 READING. 149 
 
 The Memnonium explained. 
 
 " ' The Memnonium was the temple-palace of 
 Ramcscs the Great. Its ruins show that it must 
 have been a most beautiful specimen of architecture. 
 There is in its grand hall a double row of pillars, 
 crowned with capitals resembling the bell-shaped 
 lotus-flowers. These are very large and of a solid 
 stone, but the light and graceful shape of the flower 
 is perfectly imitated. In the outer court, the frag- 
 ments of an immense statue lie around its pedestal. 
 Once it must have weighed nearly nine hundred 
 tons ; and the head was so large that, although 
 several mill-stones have been cut out of it, its size 
 does not appear to have been lessened.' 
 
 " Emma may explain the next three lines. 
 
 " ' Time is here compared to a giant of such im- 
 mense strength that he could throw down the mag- 
 nificent palaces and temples that had been built with 
 so much labor. But when the mummy was a living 
 man, they were in all their splendor : Time had 
 not even begun to destroy them.' 
 
 " It is proper for me to say, as I conclude, that I 
 have no desire that such a study of reading-lessons 
 should take the place of practice in elocution. I 
 am aware that some time must bo given to this 
 alone ; but the frequent or occasional study of 
 reading-lessons in this manner will, I think, be at- 
 tended with two advantages. Our pupils will read 
 them far better, for they will have a more genial 
 sympathy with the writer, and a more intelligent 
 perception of -his meaning. At the same time, they 
 will form a habit which will bo of indescribable bon- 
 
 13*
 
 150 THE TEACHER'S ASSISTANT. 
 
 Emphasis. 
 
 cfit to them in after life, the habit of comparing 
 different views and statements, of trying an author 
 by the great, eternal standard of Truth, and of 
 earnestly questioning' the Past, the Present, and the 
 Future." 
 
 Sometimes these questions may be asked before 
 the reading, and sometimes after. This may depend 
 upon circumstances. The answering of the ques- 
 tions will prove very serviceable, by unfolding tho 
 sense of the piece, and thus enabling one to read it 
 more undcrstandingly. It will be well if you will 
 often give illustrations of reading. This you may 
 do for the purpose of exemplifying prominent errors 
 and faults, and also for giving specimens of correct 
 style. The importance of emphasis may be clearly 
 manifested by a few illustrations, by which the 
 entire force, if not meaning, may be affected by 
 changing the emphasis. Let us take one or two ex- 
 amples. The oft-used line, " Do you ride to town 
 to-day ? " is a very good one. Write it upon the 
 blackboard in the following different ways : 
 
 Do you ride to town to-day ? 
 
 Do you ride to town to-day ? 
 
 Do you ride to town to-day? 
 
 Do you ride to town to-day ? 
 
 This will give an idea of the variations that may 
 Vie made merely by change of the emphasis. The 
 following amusing, and perhaps I may say ex- 
 treme cases, Avill sho\v what a ridiculous import 
 wrong emphasis sometimes gives to an otherwise 
 expressive sentence.
 
 READING. 151 
 
 Examples to illustrate Emphasis. 
 
 " Do you imagine me to be a scoundrel, Sir ? " 
 demanded one man indignantly of another. " No," 
 was the reply, " I do not imagine you to be one." 
 
 A careless reader once gave this passage from 
 the Bible, with the following emphasis and pauses : 
 " And the old man said unto his sons, Saddle me, 
 the ass ; and they saddled him." 
 
 A clergyman once told his congregation that they 
 " had not followed a cunningly devised fable." The 
 natural inference from his remark would be that he 
 did not deny the fable, but only that it was not a 
 cunning' fable. 
 
 " Another clergyman, noted for reading hymns 
 with an abrupt emphasis, once uttered the word 
 bears in the following lines so that it seemed to his 
 congregation a noun instead of a verb : 
 
 " He takes young children in his arms, 
 And in his bosom bears " 
 
 I might say much more on the subject of reading, 
 but it may not be necessary. If you carefully re- 
 gard the hints already given, you will do much bet- 
 ter than the majority of teachers who have preceded 
 you. Hoping that you will not only regard these, 
 but that you will, also, aim to devise new plans for 
 securing the improvement of your pupils in the 
 highly useful and pleasing art of reading, I am, as 
 ever, 
 
 Your friend, 
 
 C.
 
 LETTER XII. 
 
 SPELLING. 
 
 MY DEAR FRIEND: 
 
 THOUGH the number of spelling-books has greatly 
 increased during the last few years, it is still true 
 that poor spellers do greatly abound. I have re- 
 cently seen a few cases of false orthography, which 
 I will give, both to amuse you and to convince you, 
 if need be, that the subject of spelling calls for 
 attention. The specimens I give are only a few 
 of many. A bookseller recently received, from a 
 person occupying a teacher's desk, the following 
 order : 
 
 " Plese sccnd me 
 
 4 secund Readers 
 4 primari Readers 
 and 2 sheats of stiffacets," 
 (meaning Certificates.) 
 
 Another received an order for " wun sam buk " 
 (meaning one Psalm-Book). 
 
 A gentleman once wrote to a friend in India, re- 
 questing him to send him two specimens of the 
 genus monkey. By the combination of indistinct
 
 SPF.LL1XG. 153 
 
 Examples of Bad Spelling. 
 
 writing and poor spelling the request seemed to be 
 for 100 (too) monkeys, and the order was duly 
 answered according to this understanding, much to 
 the amazement of the gentleman, whose highest am- 
 bition was to become the owner of two of the chat- 
 tering quadrupeds. 
 
 A merchant in London wrote to his agent in 
 Scotland, requesting him to purchase a ton of cop- 
 per, but being a poor speller, as well as writer, he 
 omitted one of the j^'s, and made a word which 
 seemed more like capers than any other word. So 
 the agent understood it, and, after much effort, he 
 succeeded in procuring a full ton of capers, and 
 wrote to the merchant, saying that " he had found it 
 very difficult to obtain the required amount, but 
 that he had finally filled the order, and the capers 
 were subject to his order." The merchant was not. 
 a little surprised and mortified that so queer a caper 
 should result from his illegible writing and poor 
 spelling. 
 
 Again I urge you to give prominence to spelling, 
 and I hope I may never receive a letter from any 
 pupil of yours commencing, as a letter to another 
 did, " My dear Cur." And should I ever have 
 occasion to invite any of them to make me a visit, 
 I should be very sorry to receive, as I once did, an 
 answer thus : " It will afford me great pleasure to 
 except your kind invitation," etc. 
 
 I might fill a volume with similar specimens, 
 were it necessary. These defects are not charge- 
 able to you. I have only instanced them as a proof
 
 154 THE TEACHER'S ASSISTANT. 
 
 Errors in Relation to Spelling. 
 
 of past neglect in teaching. I trust your pupils 
 will ho so trained and instructed that they will 
 never bo guilty of adding to the examples I have 
 given. After speaking of two or three of the causes 
 of poor spelling, I will give you a few hints and 
 methods for conducting the spelling exercise. It is 
 often regarded as dull and uninteresting, but, by 
 adopting variety, it may be made pleasant and prof- 
 itable. 
 
 One cause of the frequency of poor spelling niny bo 
 found, in the neglect with which the spelling lesson 
 is treated in school. It is often crowded into a feAV 
 minutes, and passed over in a very hurried and im- 
 perfect manner, and if any exercise must be omitted, 
 the spelling lesson is the neglected one. Another 
 cause may be found in a feeling, not very uncom- 
 mon, that spelling is undeserving the attention of 
 any but very young pupils. Many feel as the young 
 man did, who, on commencing a course at an acad- 
 emy, demurred at the idea of joining the spelling 
 class, notwithstanding lie was a very poor speller. 
 On being informed that all the pupils were required 
 lojoiu in the exercise, he very condescendingly con- 
 sented to do so, provided Hie words should be taken 
 from Webster's Unabridged Dictionary, feeling 
 that it would be quite derogatory if they should bo 
 selected from any spelling or rending book. Tbeso 
 ;u:d some otlic-r erroneous notions must bo eradi- 
 cated. From the beginning, let your pupils see that, 
 the spelling lesson will always receive its due sbare 
 of allention, and at its due time, and ;il:o cause
 
 SPELLING. 155 
 
 Pronounce properly. No Guessing. 
 
 them to feel that the only thing really derogatory is 
 the inability to spell correctly. But I will proceed 
 to describe a few methods for conducting the exer- 
 cise, both in the oral and written exercises, 
 for the latter of which I give a decided preference. 
 I would, however, recommend a union of the two. 
 But, first, I will allude to two very common errors. 
 
 One is that of giving out the words with an im- 
 proper pronunciation, or an undue emphasis on a 
 particular syllable or vowel ; as, in-tl-mate, in-hab-i- 
 tant, im-me-dl-atc-ly, sep-a-rate, sim-I-lar-i-ty, op-e- 
 ra-tion, etc. The only correct way is to pronounce 
 a word precisely as it would be spoken by a good 
 speaker ; giving no undue emphasis to any letter 
 or syllable ; and, if distinctly pronounced once, it 
 should suffice. 
 
 The other error to which I allude is that of al- 
 lowing pupils to try more than once on a word in 
 oral spelling. This is wrong, and I trust you will 
 guard against it. One trial is sufficient, and all be- 
 yond is mere guessing. If pupils feel that they 
 may make two or three attempts to spell a word, 
 they will never become accurate spellers. 
 
 Home are strong advocates for the use of the 
 spelling-book, while others entirely discard its use. 
 My own impression is that it nny be used to a cer- 
 tain extent ; but if you would make a spelling lesson 
 truly interesting and profitable, you must draw ex- 
 ercises fronL.every proper source. It is an excellent 
 plan to devote some time d;i;ly a fj\v minutes will 
 suffice to spelling the names of familiar objects.
 
 156 THE TEACHER'S ASSISTANT. 
 
 A Spelling Lesson. 
 
 Ask your pupils to give you the names of all the 
 objects they saw on the way to school, and as they 
 repeat, write the words legibly upon the blackboard, 
 and say to them that the list thus written will con- 
 stitute the next spelling lesson. Let us suppose the 
 following to be a list of the words given by your 
 pupils, as names of objects they have seen on the 
 way to school : 
 
 horse collar barrel 
 
 wagon wheel teamster 
 
 harness carriage mail-coach 
 
 bridle whip trunk 
 
 saddle axletree box. 
 
 Now, that you may call particular attention to these 
 words, spend five minutes in making some of them 
 subjects for object lessons, somewhat as follows :* 
 
 Teacher. " What is the meaning of harness ? " 
 
 Pupil. " It is something put on horses for them 
 to draw by." 
 
 Teacher. " Of what is it made ? " 
 
 Pupil. " Of leather." (Here you may expand 
 tho subject by asking what leather is, how made, 
 and why better for making harnesses than rope or 
 other materials, etc.) 
 
 Teacher. "Of how many principal parts does a 
 harness consist ? " 
 
 * In asking questions in this way, I would not often allow con- 
 cert answers. Require all who feel prepared to answer to raise tho 
 hand, and then designate some one to give his answer, after which 
 others who have a different definition may be called upon.
 
 SPELLING. 157 
 
 Further Examples. 
 
 Pupil. "Four, collar, hames, saddle, and bri- 
 dle." 
 
 Teacher. " What is sometimes used instead of a 
 collar?" 
 
 Pupil. "Breastplate." 
 
 You will readily see that such an exercise may 
 be extended .almost indefinitely, and be made inter- 
 esting and profitable. If desirable to add to the 
 number of words, given in the columns above, the 
 italicized words will be very good ones. The word 
 wheel may be taken, and used somewhat as fol- 
 lows : 
 
 Teacher. " What is a wheel ? " 
 
 Pupil. " A round frame which turns round." 
 
 Teacher. " On what does it turn ? " 
 
 Pupils. " On its axis ; we say a wagon-wheel 
 turns on an axletree." 
 
 Teacher. "Yes, but not exletreQ, as some 
 say. Can you name the parts of a wheel ? " 
 
 Pupil. "Hub or nave, felloe or felly, spokes, 
 tire." 
 
 Hero you may call for a description of each, and 
 explain the process of setting tire, etc. You may, 
 also, question them 011 the different kinds of wheels 
 which they have seen or heard of, etc. 
 
 The word mail-coach may be taken and explained. 
 So too box, wagon, barrel, axletree, may, each, be 
 made a topic for a lesson. For variety's sake, as 
 well as for profit, suppose you call upon your pupils 
 to name sentences containing the word box. The 
 following may be the examples given : 
 
 14
 
 158 
 
 THE TEACHER'S ASSISTANT. 
 
 A List of Words. 
 
 The driver sat upon the box of the coach. 
 
 The garden walk had a border of box. 
 
 John kept his money in a box. 
 
 The boy received a box on the ear. 
 
 Sailors can box the compass. 
 
 This will be sufficient to explain my meaning. 
 Your active mind will readily expand the exercise, 
 and make it highly interesting and instructive. 
 Such questions in connection with the spelling les- 
 son will do much to give it life and meaning ; and 
 Avith such exercises, well devised and continued, 
 pupils will become good spellers, though they may 
 never study the spelling-book for an hour. The 
 Avords thus selected can be left upon the blackboard 
 until within a few minutes of the time for spelling 
 them. 
 
 At another time you may collect a list of words 
 from the school-room, as follows : 
 
 book 
 library 
 arithmetic 
 geography 
 grammar 
 dictionary 
 slate 
 pencil 
 
 inkstand 
 desk 
 platform 
 blackboard 
 crayon 
 shelf 
 chair 
 algebra 
 
 philosophy 
 astronomy 
 physiology 
 botany 
 aisle 
 ventilator 
 furnace 
 recitation 
 
 penmanship 
 composition 
 declamation 
 orthography 
 discipline 
 paper 
 scholar 
 teacher. 
 
 The names of objects which pupils may sec at, 
 their respective homes, may constitute a list suffi- 
 ciently long for two or three lessons, and include 
 such articles as may be found in nearly every house.
 
 SPELLING. 159 
 
 The Parts of a Book. 
 
 These names will be the very words all should 
 know how to spell, and yet such as are very fre- 
 quently misspelled. The articles kept for sale, in 
 different kinds of stores, would also form a very 
 appropriate and long list. The names of the va- 
 rious trees to he found in the gardens, fields, and 
 forests, and the names of flowers, would, also, be 
 fruitful sources from which to draw many useful 
 spelling and object lessons. 
 
 Make a drawing of some familiar object upon the 
 blackboard, as the basis of a spelling lesson. For 
 example, the picture of a book. Call upon your 
 pupils to name the different parts of the book, and 
 you will get something like the following : 
 
 outside preface contents 
 
 inside title-page letters 
 
 binding running-title words 
 
 leaves folio sentences 
 
 edges quarto (4to) paragraphs 
 
 margin octavo (8vo) printing 
 
 page duodecimo (12mo) stereotyping. 
 
 Let us suppose you call upon your pupils to give 
 the names of the different trees they have seen, and 
 the following are given and written upon the black- 
 board: oak, walnut, dm, chestnut, hemlock, birch, 
 cedar, pine, spruce,, maple, beech, locust, ash, sifca- 
 more, poplar, willow, cypress, fir, larch, apple, pear, 
 plum, peach, cherry, mulbcrru, apricot. After 
 these are distinctly written, ask questions like the 
 following :
 
 1GO THE TEACHER'S ASSISTANT. 
 
 Parts of a House. 
 
 Which of the trees named are fruit-bearing ? 
 Which produce nuts ? For what purposes is the 
 oak valuable ? How many kinds of oak, and what 
 called ? For what is the walnut valuable ? Which 
 of the trees named are most prized as ornamental 
 trees ? 
 
 After calling for the uses and properties of the 
 different trees, let the names be studied for a future 
 spelling lesson. The same course may be pursued 
 in regard to flowers, shrubs, vegetables, etc. 
 
 At another time, you may make a plain drawing 
 of a house. 
 
 Teacher. " Can you tell me the names of some 
 of the parts of a house ? " 
 
 Pupil. "Roof, caves, ridg-cpolc, cornice, doors, 
 windows, chimney, rafters, sill, sash, parlor, kitchen, 
 pantry, cupboard, closet, sitting-room, chamber, 
 garret, cellar, stairs, hall or entry, piazza." 
 
 Teacher. " Can you name some of the mate- 
 rials used in building houses ? " 
 
 Pupil. " Timber, joist, boards, laths, nails, 
 I line, brick, clapboards, shingles, g-lass, paint, 
 screws, hinges, stone, zinc, etc." 
 
 The particular use of each of these objects or 
 materials may be explained at the same time that 
 its name is spelled. A prominent advantage in 
 these, methods is, tluit it connects the subject, of 
 spelling witli actual objects, and gives it a meaning 
 and a force. Pupils trained in this way will soon 
 form the habit of spelling the name of every object 
 thev meet with.
 
 SPELLING. 101 
 
 Another Method. 
 
 I will now name ono or two other methods which 
 may be well for occasional use and for the sake of 
 variety. In all exercises in oral spelling, I would 
 recommend that you pronounce the words distinctly, 
 once only, require the class to pronounce the same 
 in concert, and then call upon some one to spell. 
 This will help to secure the attention, and make it 
 sure that the word is understood. 
 
 In giving out long words it may be well, at times, 
 to let the pupils spell by each giving a letter in 
 its order, or pronouncing a syllable when finished. 
 For example, let us take the word orthography. 
 You pronounce the word and the whole class 
 repeats it. In rapid succession the pupils spell 
 thus, the figure indicating the number of pupil : 
 
 1234367 8 9 10 11 12 13 
 
 0-r or t-h-o-g thog orthog r-a ra ortliogra- 
 
 14 15 15 17 
 
 p-h-y phy orthography (by whole class.) 
 
 Another method which has its advantages is the 
 following. Let the teacher dictate some thirty or 
 forty words to a class, requiring the members to 
 write them upon their flutes. These words are to 
 bo carefully examined and studied by the pupils, 
 who are also to be required to incorporate each 
 word into a sentence, which shall illustrate its 
 meaning and show that it is understood by them. 
 After these sentences have been read, and erased 
 from the slates, let the words be again dictated, 1o 
 bo written and examined with special reference to 
 the orthography. An exercise of this kind will an- 
 swer very well to fill up time that would otherwise 
 
 14*
 
 1C2 THE TEACHER'S ASSISTANT. 
 
 Extract from The Teacher and Parent. 
 
 be unimproved. The words may be given on one 
 afternoon, and the written exercises and the spelling 
 receive attention on the next afternoon. 
 
 It will be well if the teacher will have a small 
 blank-book in which to write such words as are fre- 
 quently misspelt, or such as are not of very com- 
 mon occurrence, and make use of these words for 
 the method above named. 
 
 * " In order to secure the perfect attention of a 
 class, the following methods will be found valuable ; 
 and, at the same time, they will aid in awakening 
 an interest, and causing improvement. 
 
 " 1. Read a short sentence distinctly, and require 
 every word to be spelt by the class, the first 
 scholar pronouncing and spelling the first word, 
 the next scholar the second, and so on, until all the 
 words in the sentence have been spelt. After a lit- 
 tle practice in this method, scholars will be able to 
 go through with quite long sentences, with a good 
 degree of accuracy and promptness. Many valuable 
 truths and proverbs may in this way be impressed 
 upon the mind, while attention is more directly 
 given to orthography. The following may be sam- 
 ples : 
 
 A good scholar will bo industrious and obedient. 
 
 If sinners entice thce, consent thou not. 
 
 Take care of the minutes, and the hours will 
 take care of themselves. 
 
 A soft answer turncth away wrath. 
 
 * From " The Teacher and Parent," puhlishcd by A. S. Barnes 
 &. Burr, New York.
 
 SPELLING. 163 
 
 A Slate Exercise. 
 
 " 2. It will be Avcll, often, to make all the mem- 
 bers of a class feel responsible for the accurate 
 spelling of each and every word. If the first mem- 
 ber of a class misspells the word given to him, let 
 the teacher proceed and give out the next w T ord, 
 without intimating whether the first was correctly or 
 incorrectly spelt. If the second scholar thinks the 
 first word was not correctly spelt, he will spell it 
 instead of the one given to him ; and so on, through 
 the class, each being expected to correct any error 
 that may have been committed. If the first spells 
 a word wrong, and no one corrects it, let all bo 
 charged with a failure. This method will amply 
 compensate for its frequent adoption. 
 
 " I will now proceed to speak of some points in 
 relation to the mode of conducting an exercise with 
 the slate. Most experienced teachers have, latterly, 
 often adopted the plan of writing Avords ; but, for 
 tho benefit of others, I Avill specify one or two 
 modes. 
 
 " Let the teacher select words from some studied 
 exercise, either in the reading-book or spelling-book, 
 pronounce them distinctly, allowing time, after each 
 Avord, for all to Avrite it legibly. After all the 
 Avords have been given out, each slate may be ex- 
 amined separately, and all errors noted ; or, the 
 members of a class may exchange slates, and each 
 examine his companion's slate, Avhile the teacher 
 spells the Avords correctly, and mark the number 
 Avrong upon each slate. Or, instead of either of 
 these, the instructor may call upon some one to
 
 164 THE TEACHER'S ASSISTANT. 
 
 Names of Persons and Places. 
 
 spell a word as he has written it, and then request 
 those who have written differently to signify it by 
 raising the hand. Neither of these methods will 
 consume much time, and either of them will be 
 preferable to the oral method. 
 
 " It will sometimes be the case, that scholars will 
 prove themselves quite expert in spelling long or 
 difficult words, and yet make sad mistakes in spell- 
 ing those that are shorter, and apparently much 
 easier. To remedy this, it will be well, occasionally, 
 to read slowly an entire stanza or paragraph, and 
 require the members of a class to write the same 
 upon their slates. This course has its advantages. 
 
 " Again, it is frequently the case that scholars are 
 exceedingly deficient in ability to spell the names of 
 countries, states, counties, towns, mountains, rivers, 
 individuals, etc. Any teacher, who has not exer- 
 cised his pupils on such words, will be astonished at 
 the number and nature of the errors that will be 
 committed by a class on the first trial. Let teach- 
 ers who have overlooked words of this description, 
 in conducting the spelling exercise, commence by 
 requesting their pupils to write all the Christian 
 names of their schoolmates, the names of the coun- 
 ties in their native State, towns in the county, and 
 States in the Union. Though the result, at first, may 
 bo neither very satisfactory nor gratifying, the plan, 
 if frequently adopted, will cause much improvement. 
 
 " It may be profitable, sometimes, to request Urn 
 members of a class to select, from a certain number 
 of pages in a book, some ten or twelve words, Avhich
 
 SPELLING. 1G5 
 
 The Blackboard may be used. 
 
 may seem to them of most difficult orthographical 
 construction, which shall, subsequently, be given to 
 the class as a spelling exercise. The prominent 
 advantage in this plan results from the fact that 
 each scholar will, in searching for a few words, 
 notice the orthography of a much larger number, 
 selecting such only as appear to him peculiarly 
 difficult. In this way pupils will, unconsciously as 
 it were, study with interest a lesson in itself un- 
 attractive to them. Favorable results will attend 
 such a course. 
 
 "If a school-room is well furnished with black- 
 boards, the words or sentences for the spelling exor- 
 cise may be written on them. In this case, it may 
 be well to have the oxercise occur during the last 
 half-hour of the day. Let the scholars be required 
 to write the words, legibly, as soon as pronounced 
 by the teacher. After all have written, let the 
 teacher examine the work, and draw a line over 
 such words as are incorrectly written, and request 
 that all errors be corrected immediately after school 
 is dismissed. It is very important that pupils should 
 lie required to write all such exercises in a neat and 
 distinct manner. 
 
 " At times it may be well to require scholars to 
 divide the words into their appropriate syllables, 
 and to designate the accented syllable of each word ; 
 as, an-ni.-vcr'-sa-ry, me-men'-to, la'-bor, la-bo'-ri-ous. 
 
 " Another method of conducting the exercise of 
 spelling is the following, and we may add, that, for 
 more advanced schools, it possesses some advantages
 
 1G6 THE TEACHER'S ASSISTANT. 
 
 An Additional Method. 
 
 over either of the others named. Let the teacher 
 write, legibly, upon the blackboard, some twenty or 
 more difficult words, and allow them to remain 
 long enough to be carefully studied by the school. 
 A few minutes before the close of the school, let all 
 the words be removed from the board. Now let 
 each scholar put aside his books, and provide him- 
 self Vith a narrow slip of paper. At the top of this, 
 or upon one side, let him write his name, and then 
 the words, as dictated by the instructor. After all 
 have written the list of words that had previously 
 been placed upon the blackboard, let the slips be 
 collected, and taken by the teacher, who may him- 
 self, aided perhaps by some of his best spellers, ex- 
 amine the slips, and mark those wrong upon each. 
 At some hour of the next day, let the teacher read 
 the result to the whole school, stating the number 
 of errors committed by the several pupils ; after 
 which, the papers may be returned for correction. 
 We will suppose, for illustration, that, on some day, 
 the teacher gives out the names of the months, days 
 of the week, and seasons of the year ; and that the 
 following is a sample of one of the papers, as re- 
 turned by the teacher, with errors marked : 
 
 AMOS MASON. 
 Eleven Errors. 
 
 January. Feberwary.* March. 
 
 April. May. June. 
 
 July. August. Septembur.* 
 
 Oetobur.* Novembur.* Deceinbur.* 
 
 Sundy.* Monddy.* Tuesday.
 
 SPELLING. 1G7 
 
 An Attractive Method. 
 
 "Wensday.* 
 Saterday.* 
 Autum.* 
 
 Thursday. 
 Spring. 
 Winter. 
 
 Friday. 
 Snmer.* 
 
 " 111 conducting this exercise, let the teacher 
 insist upon perfect distinctness in the writing of the 
 words, and let it be understood that every letter not 
 perfectly plain will be considered as wrong, and 
 marked accordingly. It will be readily seen, that a 
 little skill, on the part of the teacher, in the selec- 
 tion of words, will make this a highly useful and 
 interesting exercise ; and the time for the announce- 
 ment of the number of errors will be looked fot-wfth 
 interest. 
 
 " An attractive method, which may answer for 
 oral or written spelling, is the following. The in- 
 structor pronounces a word, which is to be spelt by 
 the first in the class, who will immediately name 
 another, commencing with the final letter of the 
 first word, which is to be spelt by the next scholar ; 
 and he, in turn, will name another word, and so on r 
 through the class. If the words are to be written 
 upon the slate, the same course may be taken, as to 
 naming of words. Let us take, for illustration, the 
 following words : 
 
 Commotion. Rhetoric. 
 
 Nourishment. Circumstances. 
 
 Theoretical. Sympathy. 
 
 Language. Yellow. 
 
 Endeavor. Wandering. 
 
 An exercise of this kind will have its peculiar ad-
 
 1G8 THE TEACHER'S ASSISTANT. 
 
 Unusual Words. 
 
 vantages, the more prominent of which will be, the 
 awakening of thought and interest. After a little 
 practice, the members of a class will be able to 
 name words with a great degree of promptness ; 
 and an exercise of this kind will be made highly 
 interesting and profitable. 
 
 " Another method, and the last I shall name, is 
 the following, which may prove very useful in the 
 higher classes of most schools. Let the teacher 
 pronounce to a class several words of difficult or- 
 thography, or short sentences containing such words, 
 the pupils writing the same upon their slates as fast 
 as dictated. After the desired number of words 
 and sentences have been written, the instructor may 
 address his class as follows : ' Scholars, the words 
 and sentences which I have just pronounced may 
 require from you some study. Examine them 
 carefully, ascertain the correct spelling and mean- 
 ing of each ; and when you have studied them suffi- 
 ciently, erase them from your slates. To-morrow 
 I shall give you the same exercise, and shall then 
 expect you to write them accurately.' 
 
 " Let us suppose that the following words and 
 sentences should be given for an exercise of this 
 kind : 
 
 Aeronaut. Colporteur. 
 
 Armistice. Hemorrhage. 
 
 Anchovy. Beau ideal. 
 
 Acoustics. Guillotine. 
 
 Bronchitis. Hemistich.
 
 SPELLING. 169 
 
 Words unusually difficult. 
 
 Thomas has an excellent daguerreotype likeness 
 of his mother. 
 
 The dahlia is a beautiful flower. 
 
 He was a successful merchant and a skilful finan- 
 cier. 
 
 The glaciers of Switzerland. 
 
 There is a beautiful jet cfeau on the common. 
 
 There was a beautiful giraffe in the menagerie. 
 
 His loss caused great poignancy of grief. 
 
 It was a successful ruse de guerre. 
 
 The police exercised strict surveillance. 
 
 " This mode is well adapted for presenting words 
 and phrases whose orthography is peculiarly diffi- 
 cult, and which occur less frequently than most 
 words." 
 
 By a judicious use of the methods I have named, 
 and of others which may suggest themselves to your 
 mind, I cannot but think you will succeed in your 
 attempts to make your pupils good spellers. That 
 such may be the case- is the earnest wish of 
 
 Your sincere friend, 
 
 C. 
 
 15
 
 LETTER XIII. 
 
 PENMANSHIP. 
 
 MY DEAR FRIEND: 
 
 YOUR pupils will all be anxious to write, and 
 those foolish parents who have been duped into the 
 belief that a finished style of writing may be given 
 in " twelve lessons of one hour each," will be rather 
 unreasonable in their demands ; but you have too 
 much sense to feel any sympathy with such notions, 
 and, of course, will neither attempt nor pretend to 
 be one of the impostors. 
 
 A good handwriting is often spoken of as quite 
 an accomplishment. It is more. Its utility is its 
 chief value, and for this, mainly, should it be taught. 
 AYhatevcr is worth knowing at all, is worth knowing 
 well ; and whatever is worthy to be taught, is wor- 
 thy to be thoroughly taught. All reasonable peo- 
 ple believe this, and yet how few practise it ! How 
 many there are who write so illegibly as to make it 
 almost impossible to decipher their meaning ! How 
 often do we find it necessary to spend more minutes 
 in reading a letter, than the writer used in penning 
 it ! Tliis should not so be, and certainly there is no
 
 PENMANSHIP. 171 
 
 The True End to be kept in View. 
 
 reasonable excuse for it. With proper care and 
 right instruction, every pupil on leaving school may 
 l>e, and should he, ahle to write a fair and legible 
 hand, I mean every one who attends school regu- 
 larly. Some, of course, will write a more finished 
 and elegant style than others, and learn much more 
 readily ; but if a boy leaves school at the age of 
 fourteen years, without the ability to write a plain, 
 readable hand, he must have been grossly heedless, 
 or his teacher a very incompetent one. 
 
 But you wish for hints and directions. I can 
 point out no royal road, designate 110 way in which 
 you can hope to make good writers without con- 
 tinued care on your part, and persevering effort and 
 practice on the part of your pupils. This should be 
 understood at the outset by you and by them. I 
 think it may also be understood, that a due regard 
 to the directions and suggestions Avhich I am about 
 to give will secure satisfactory results in the branch 
 under consideration. 
 
 A definite, desirable, and attainable end should be 
 kept before the mind. It is too often the case that 
 pupils commence writing with no well-defined views, 
 and with 110 object beyond that of spending the re- 
 quired time in making " pen-and-ink marks " upon 
 paper ; and many teachers, I am sorry to add, feel 
 that their whole duty is performed if they require 
 their pupils to devote a half-hour daily to the mak- 
 ing of these marks. No right taste is cultivated, 
 no directions given, no instruction imparted, and, 
 of course, no improvement is made. Week after
 
 172 THE TEACHER'S ASSISTANT. 
 
 The Position. The Pen. 
 
 week the pupils sit in. the same improper position, 
 holding the pen wrong, making and remaking very 
 imperfect letters, both teacher and pnpils attach- 
 ing more consideration to the quantity written than 
 to the qiiality. 
 
 I will now, in a familiar way, proceed to give a 
 few hints and directions on specific points. 
 
 I. The Position. Pupils are very apt to sit in 
 an awkward and bent position. They should be 
 required to sit nearly erect, and with the right or 
 left side towards the table. If you find that your 
 pupils have acquired a bad position, it may require 
 considerable effort for you to cause a change; but 
 it should be effected, whatever amount of labor and 
 time it may cost. It is not uncommon to find pu- 
 pils in schools Avho bend over so much as to bring 
 their eyes very near the paper. Though this is 
 really an unhealthy and uncomfortable position, it 
 will be no easy matter to cause a change, especially 
 if the improper position has been long allowed. 
 
 II. Holding- the Pen. You cannot bo too par- 
 ticiilar in your efforts on this point. Tory bad 
 habits are often formed, and become so established 
 that the most patient and decided effort will be ne- 
 cessary in order to eradicate the old habit and intro- 
 duce a new and correct one. But you must do it, 
 if you would hope to be a successful teacher in this 
 department. Bad habits in pen-holding are fre- 
 quently the result of the improper construction of
 
 PENMANSHIP. 173 
 
 Holding the Pen. 
 
 seats and desks. It is sometimes the case that the 
 seat is so far from the desk, or the desk so high, as 
 to render it impossible to sit erect, or hold the pen 
 in a proper position. Effort should be made to have 
 these right. If you find that any of your pupils 
 have formed bad habits in holding the pen, give at- 
 tention to the subject, and not lose sight of it until 
 all is right. Sit at your table in view of your school, 
 with your body and pen in proper position. Re- 
 quire them to observe how you sit and hold your 
 pen, and then require them to imitate your example. 
 It may seem awkward to them at first. If so, re- 
 peat the operation frequently, requiring them to 
 imitate you in movements similar to those made in 
 actual writing. The following cuts will show the 
 correct position of the hand and pen. 
 
 III. Acorrect Taste and quick Perception. These 
 are very important points. It is very essential that 
 we know precisely what is to be done before we at- 
 tempt to do it. A farmer once sent an ignorant man 
 to work in his field, who spent most of the day in 
 plying the hoe, but doing little good and much harm, 
 simply because he knew not the difference between 
 the weeds to be cut up and the corn to be cultured. 
 
 15*
 
 174 THE TEACHER'S ASSISTANT. 
 
 Illustrations. 
 
 So, often, it is with pupils in writing, they have 
 no clear idea of what they should do, and the longer 
 they use the pen, the more paper they waste, and 
 the more bad habits they confirm. After devoting 
 the requisite time and attention to the two particu- 
 lars previously named, position and holding the 
 pen, spend a little time in an effort to cultivate a 
 correct taste and judgment. I will tell you how 
 this may be done, and would suggest that a few 
 minutes be given daily to this point, the main 
 thing being to lead the pupils to see that the same 
 letter may be made in several' different ways, and at 
 the same time cause them to feel that one way is 
 the best, and that they should always aim to secure 
 the best way. Let us go- to the blackboard, in im- 
 agination, with the following : 
 
 1 S3 456 
 
 Teacher. " Scholars, can you tell me what let- 
 ters these arc 1 " 
 
 Scholars. " Yes, Sir ; they are m's." 
 
 Teacher. " What, all w's 1 Arc they all alike 1 " 
 
 Scholars. " No, Sir ; some arc made better than 
 others, but they are all w's." 
 
 Teacher. " Which do you think is made best 1 " 
 
 Scholars. " The fourth one." 
 
 Teacher. " Those who think the fourth is the 
 best, may raise their hands." (All hands up.) 
 " Very well ; I think so too. Now let us sec what 
 fault there is with the others. George, what do 
 you think of No. 1 f i "
 
 PENMANSHIP. 175 
 
 A Lesson. 
 
 George. " The different parts are not of the 
 same height, and the turns are not good." 
 
 Teacher. " Very well ; hut is that all ? Thomas, 
 can you name any other faults ? " 
 
 Thomas. " I should think they all ought to have 
 the same slope and he better spaced. " 
 
 Teacher. " Yery good. I am glad you under- 
 stand so well about these letters. Now if you were 
 going to make one, which should you try to imi- 
 tate ? " 
 
 Scholars. The fourth." 
 
 This might be extended, but the idea will be 
 readily seen. Each of the other m's may be treated 
 in the same manner, the particular defects in 
 each being pointed out. 
 
 A similar course may be pursued with more ad- 
 vanced classes. A line like the following may be 
 presented for criticism : 
 
 A course of questioning on this line would lead 
 pupils to see the prominent faults, and induce 
 them to study to avoid them. Such a plan will 
 afford an opportunity for explaining the difference 
 between the looped and unlooped letters ; the effects 
 of unequal spacing ; want of uniformity in height ; 
 and of evenness in the down marks, etc. In ex- 
 amining the writing-books of one day, you will find 
 a sufficient number of errors to afford you material
 
 176 THE TEACHER'S ASSISTANT. 
 
 How to secure the Object. 
 
 for a lesson the next. Two particulars should be 
 kept constantly and prominently before the mind of 
 the pupils. 
 
 1st. That they should strive to imitate a good 
 model. 
 
 2d. That the writing of each day should indicate 
 an improvement upon that of the preceding day. 
 Towards seciiring the first of these, the blackboard 
 exercises above alluded to will do much. To pro- 
 mote the second, I would recommend the two fol- 
 lowing plans. 
 
 1. At the beginning of the term let each pupil 
 write a few lines upon a page of a blank-book, pro- 
 vided for the purpose, and say to him that at the 
 close of the term he will be required to write a few 
 more lines on the same page, and that, if he is faith- 
 ful and attentive, the lines last written will appear 
 much better than those written at the commence- 
 ment of the term. This will give you in one book 
 
 and a common writing-book will answer a 
 specimen of the handwriting of each pupil at the 
 beginning and also at the close of the term. It will 
 have a stimulating effect upon your pupils. 
 
 2. Let the pupils go through the book, writing one 
 half of a page at a lesson, and one half of a page 
 well written will be better than ten pages carelessly 
 written. After writing one half of each page in the 
 book, let them re-commence and write the remaining 
 half of each page. There will be two advantages in 
 this, one that it will relieve pupils of the monot- 
 ony of writing the same copy, and the other, that
 
 PENMANSHIP. 177 
 
 Classification in Writing. 
 
 the time elapsing between writing the first and last 
 half of each page will be sufficient to afford a crite- 
 rion of improvement. 
 
 IY. If possible, classify your Pupils in Writing, 
 as well as in other Exercises. The pupils in most 
 schools may be arranged in from two to four classes 
 in writing. This classification may be governed by 
 qualification, as in other branches. One of the 
 prominent advantages of such an arrangement will 
 be the opportunity of giving instruction to a num- 
 ber, at the same time, on the same copy. For this 
 purpose the blackboard may be used with excellent 
 effect. We will suppose that your first class is just 
 commencing the book, and that the first copy is to 
 be written. Go to the blackboard and write the copy, 
 and call their attention to the particulars to which 
 they should give gpecial effort, and point out some 
 of the errors which pupils most frequently make. 
 To a class of ten or twenty members, more or less, 
 you can make a brief exercise of this kind very 
 profitable. After listening to your 'instruction and 
 hints, they w r ill commence writing with some defi- 
 nite object in view. In a late report to the School 
 Committee of Boston, Superintendent Philbrick thus 
 testifies in favor of the use of the blackboard for 
 illustration in this branch : " Where the best re- 
 sults were produced, the blackboard was in constant 
 use, and a whole section of pupils wrote the same 
 copy at the same time." Perhaps you will say that 
 your pupils are so irregular in their attendance, that.
 
 178 THE TEACHER'S ASSISTANT. 
 
 Have all write the same Copy. 
 
 you cannot classify them in writing. But you can 
 just as well as in other branches. Every class 
 suffers from the irregular attendance of members. 
 Have the copies come in regular order, and if a 
 pupil is absent when a particular page is written, 
 either require him, 011 his return to school, to write 
 the page after school, or leave it blank ; and if at 
 the end of the term there are several blank pages, 
 just explain to the committee and parents the rea- 
 son, and say to them that there are just as many 
 blank pages in all other studies, only they are not 
 so distinctly visible as in this particular. This may 
 cause some to see the evils of irregular attendance 
 in a new light. 
 
 It will frequently happen that a whole class will 
 err in the same particular, or in making the same 
 letter. When such is the case, go to the blackboard 
 and imitate the wrong letter or letters, and show 
 wherein the defect is. Then make a letter as nearly 
 correct as possible, and require them to spend two 
 or llirec minutes in forming the same letter on slips 
 of paper. 
 
 The following sensible and judicious remarks and 
 directions I take from the cover of one of the best 
 systems of penmanship now before the public.* I 
 commend them ;is Avorthy of observance. 
 
 " From an experience of many years, we are snlis- 
 Jicd that there is no short and easy method of ac- 
 
 * Payson, Dunton, and Scrihncr's, published by Messrs. I'rosby, 
 ii 'hols, & Co., Boston.
 
 PENMANSHIP. 179 
 
 Valuable Rules. 
 
 quiring a rapid and graceful style of penmanship ; 
 and that those who profess to teach the art of writ- 
 ing in twelve, twenty-four, or double that number 
 of lessons, may be justly regarded as empirics. 
 
 " Learning to write well must always be a work 
 of much time and effort, since it involves a careful 
 training of the eye and hand, and a gradual devel- 
 opment of the judgment and taste. Great natural 
 obstacles are sometimes to be overcome ; but by 
 careful and well-directed efforts, with a good system, 
 any one may learn to write well, and most persons 
 may learn to write elegantly. 
 
 " Good writing is characterized by legibility, ra- 
 pidity, and beauty. In order that these ends may 
 be attained, the following rules must be carefully 
 studied and implicitly observed, all of which the 
 authors submit to the careful attention of the 
 public. 
 
 " 1. OF POSITION. Sit with either the right or 
 left side turned a little towards the desk, in an easy, 
 natural position, but do not lean against the desk. 
 
 " 2. Hold the pen with a gentle pressure, be- 
 tween the thumb and the first and second fingers, 
 keeping the nmsclcs of the hand and arm so re- 
 lieved that the motions may be free and easy. 
 
 ' 3. OF POSITION OF If AND AND Ami. The hand 
 and arm should rest very lightly upon the desk, in 
 order to secure freedom of motion and rapidity of 
 execution. 
 
 " 4. REMARKS. -- Before commencing to write 
 after a copy, the pupil should carefully notice the
 
 180 THE TEACHER'S ASSISTANT. 
 
 + 
 
 Rules, continued-. 
 
 form and proportion of each letter, and he should 
 also examine each word as soon as it is written, to 
 see wherein it differs from, or agrees with, the copy, 
 and then try to improve it the next time. This 
 course, diligently pursued, will certainly secure a 
 good degree of improvement ; while, by an opposite 
 course, the time of the pupil and the labor of the 
 teacher will be entirely wasted. 
 
 "5. OF ORDER AND NEATNESS. Write nothing 
 but the copy on the book, unless directed to do so 
 by the teacher ; but try to keep the book clean and 
 free from blots, and never cut out a leaf. Keep the 
 pen clean, and ink thin. A habit of neatness and 
 order is of very great value to a book-keeper or 
 business man. 
 
 " 6. THE PEN. Never touch the point of the pen 
 with the fingers, nor wipe it on the hair, but on a 
 pen-wiper, made of some kind of cloth. It should 
 be wiped often, and always when you lay it aside. 
 Do not hold the pen between the teeth while turn- 
 ing the leaves, etc., but place it over the right ear, 
 Avhere it will be less liable to make blots than else- 
 where. 
 
 " 7. OF POSITION OF LEFT HAND. The left hand 
 may rest on the paper above the line on which you 
 arc writing, but never below it, ns the oily matter 
 of the perspiration, on the paper or the pen, will 
 prevent the ink from flowing freely."
 
 LETTER XIV. 
 
 GRAMMAR. 
 
 MY DEAR FRIEND : 
 
 MUCH time lias been devoted, in most schools, to 
 tlie subject of Grammar ; yet the real attainments 
 of pupils, for all practical purposes, have been very 
 limited and unsatisfactory. In this branch, more 
 than in any other, have pupils been allowed to re- 
 peat words, definitions, and rules, which were to 
 them but empty sounds, meaningless expressions. 
 In many cases, scholars have committed to memory 
 the entire contents of a text-book, without gaining 
 any true knowledge of language or grammatical 
 science. What I have said of geography is quite 
 as true of grammar, that words are too often 
 learned and repeated on the recitation-scat, without 
 imparting any definite ideas. " "What is a vowel ? " 
 asked a teacher of a girl. " A vowel is an articu- 
 late sound," was the ready answer, in the language 
 of the book. "And what is an articulate sound ? " 
 " A melodeon," answered the girl. To her mind, a 
 vowel was but another name for a musical instru- 
 ment, or melodeon. 
 
 16
 
 182 THE TEACHER'S ASSISTANT. 
 
 Anecdote by Professor Russell. 
 
 Some of the most discouraging cases you will 
 meet with will be those in which pupils have " been 
 through the Grammar," and learned little but words. 
 Professor Russell gives a case in point. " A boy, 
 who had studied grammar a long time, got tired of 
 it, and did not wish to go over the definitions again 
 under the guidance of another teacher. To test 
 him, the teacher said : ' Do you think you under- 
 stand all that you have studied ? ' ' Yes, Sir ; I 
 know it all.' ' Well, here is the definition of an in- 
 definite article ; what is that ? ' 'A or an is styled 
 the indefinite article, and is used in a vague sense ; 
 in other respects indeterminate.' (So he learned 
 from his Grammar.) ' Do you understand that 
 fully?' '0 yes, Sir.' 'Will you tell me what 
 " styled " means ? ' ' Why, it means something sort 
 of grand, stylish.' ' What does " article " mean ? ' 
 'It means why, it means anything that we see.' 
 ' What does " vague " mean ?' 'I don't know, Sir.' 
 'Well, what docs "indeterminate" mean?' 'Be- 
 ing very determined about it, Sir.' ' 
 
 And yet this lad, like hundreds of others, had a 
 sort of impression that he knew all about grammar, 
 and felt it almost derogatory to his standing as a 
 scholar to have his attention called to it as a suit- 
 able branch for him to study. If you meet with 
 Mich a case, as you undoubtedly Avill, your first ef- 
 fort must be directed to convincing the pupil iliat 
 he does not comprehend the subject. This will be 
 310 easy task, and yet it must be accomplished. You 
 must strive to convince him both of his lack and
 
 GRAMMAR. 183 
 
 When to commence Grammar. 
 
 need of knowledge, before you can expect to liavc 
 liiin study with a will. 
 
 You wish to know what I consider the proper age 
 for commencing the study of grammar. This will 
 depend on circumstances. Many lessons may be 
 given to very young pupils. The parts of speech, 
 kinds of sentences, and many other points, may be 
 treated of in a familiar style of oral lessons by the 
 teacher, and much information may be imparted to 
 pupils of the ages of eight or nine years, before they 
 take the text-book. The " when " to commence, 
 therefore, w r ill depend much upon the " how " of 
 commencing. The very youngest pupils should have 
 the benefit of correct examples of speech. But it 
 would be better that the study of grammar never 
 be commenced, than to have it improperly treated. 
 
 My object, in this letter, will be to caution you 
 against the tendency, on the part of scholars, to 
 learn words only, and also to give you a few hints 
 on teaching grammar. Mr. Tower, in his preface 
 lo a valuable work entitled " Grammar of Composi- 
 tion," uses the following sensible and truthful lan- 
 guage : " English Grammar has been defined as 
 ' the art of speaking and writing the English lan- 
 guage correctly ' ; and this definition has been ac- 
 c 'pted and retained by grammarians, notwithstand- 
 ing it has become a matter of public notoriety that 
 pupils may excel in grammar and ' parsing,' as 
 taught in our schools, and yet be unable to form 
 grammatical sentences, either orally or in writing. 
 WhfM-o, then, is the fault? in the definition, or in
 
 184 THE TEACHER'S ASSISTANT. 
 
 Correct Speaking. 
 
 the method of teaching ? In the latter, we fully 
 believe. The very fact that it is an art shows the 
 absurdity of supposing that it can be acquired with- 
 out practice. Who ever became a skilful musi- 
 cian simply by studying the principles and rules of 
 music ? " 
 
 If teachers would regard the truth contained in 
 the brief extract just made, it would be sufficient. 
 And yet, for years and tens of years, a sort of word- 
 repeating and formal round of technical parsing 
 have constituted the sum and substance of gram- 
 mar in many of our schools, though within the last 
 ten years the study has been more wisely taught by 
 most good teachers. Many of my suggestions, at 
 this time, will be directed to giving the subject a 
 more practical bearing. 
 
 Be careful to speak correctly your 'self \ and re- 
 quire your pupils to do the same. This is all- 
 important. If, in all your conversation, your com- 
 mands and requests, you speak with propriety, you 
 will, as it Avcrc, be a living grammar to your pu- 
 pils. Your example will be felt for good. On 
 Ihe other hand, if you arc careless in the use of 
 language, and are guilty of frequent grammatical 
 inaccuracies, you can hardly hope to have your 
 pupils speak correctly. One groat difficulty in the 
 way of teaching grammar is, that the pupils out of 
 the school-room often hear expressions and lan- 
 guage at variance with any correct standard. If 
 all persons were in the habit of " speaking the
 
 GRAMMAR. 185 
 
 A Comparison. 
 
 English language correctly," the teacher's efforts 
 to impart instruction in the school-room would be 
 far more successful. But every pupil has twofold 
 instruction, that in the school-room and that out- 
 side the school ; and often the two are directly 
 antagonistic in their influence and results. This 
 point is not duly considered, and the faithful 
 teacher is often charged with errors or defects in 
 his pupils, which are in no true or just sense 
 chargeable to him. 
 
 Let us suppose a portrait-painter undertakes to 
 perfect the likeness of some person. During a part 
 of the hours of each day he devotes his time and 
 skill, most assiduously, to make the painting life- 
 like and accurate. Faithfully and \vell he performs 
 his part, making no errors, but constantly develop- 
 ing true shades and right points. Every touch is 
 made at the right time, and in the right place and 
 manner. Now suppose this unfinished painting 
 should be daily brought in contact with those who 
 are no artists, and that each should give a touch 
 with his own unskilled hand. It Avould be easy to 
 predict the result. And yet the teacher's work is 
 thus exposed and tampered with ; and in no point 
 does it suffer i-o much as in that under considera- 
 tion. Be sure that the errors of the street find no 
 countenance in the practice of the school-room. 
 "Speak correctly" yourself, if you would hope to 
 have your labors in teaching grammar successful, 
 and insist on correct speaking on the part of your 
 pupils. By the exercise of care and judgment, you 
 
 1G*
 
 180 THE TEACHER'S ASSISTANT. 
 
 Be thorough and clear. 
 
 will soon succeed in creating a sort of popular 
 school-sentiment in favor of the right ; and when 
 you have secured this, your success will be sure. 
 
 Make your teacldng thorough and clear, One 
 of the most common errors has been that of at- 
 tempting to advance too rapidly. The pupil's mind 
 is often so perplexed with the variety before him, 
 that he receives no definite and accurate view of 
 any one topic. I have known a class of beginners 
 who have been required to give the definitions of 
 all the parts of speech at a single lesson. Of course 
 they could not receive any clear impression of either. 
 The result would naturally be vague and confusing. 
 Suppose one individual should attempt to enlighten 
 a friend in relation to the trees in a dense forest, 
 not one of which was known to the second party. 
 The two enter the forest, and the first, as they pass 
 rapidly along, says to his friend : " This is an oak ; 
 this, a pine ; this, a hickory ; this, a hemlock ; this, 
 a chestnut," <fcc. ; without any attempt to point 
 out the distinctive peculiarities of each, and not even 
 allowing time for the learner to take a fair look at 
 each tree as its name is given. How many such 
 forest walks would it require to give to the man the 
 needed information ? Yet a course equally unrea- 
 sonable bus often been taken with beginners in 
 grammar. ,Hcc that you commit no such error. 
 From the beginning, teach one thing at a lime, and 
 teach that thoroughly. Make one step familiar be- 
 fore another is attempted.
 
 GRAMMAR. 187 
 
 Tench one Tiling at a Time. 
 
 In teaching the several parts of speech, deal with 
 one singly, at first, and dwell upon it until the class 
 understands it. The old definition of a noun was 
 as follows : " A noun is the name of anything that 
 exists, or of which we have any notion ; as, London, 
 man, virtue." I have heard -this repeated scores of 
 times, when I was satisfied that those who gave the 
 definition had not the slightest correct " notion " 
 of the part of speech denned. To them a noun was 
 " London-man-virtuc," but what " London-man- 
 virtue" was, they knew not. Most of the Grammars 
 of the present day define a noun as " the name of 
 an object," and yet even this maybe repeated, 
 and not be understood. I have, in many instances, 
 known pupils to confound the object with its name. 
 The word book is a noun, but not the book itself. 
 See that your pupils discriminate, and, after using 
 proper effort to make the point plain, call upon them 
 for a list of nouns. Ask them to give you the 
 names of all the objects in the school-room, and 
 write them as they are spoken. The list may be 
 something as follows : Desk, chair, book, stove, 
 inkstand, pencil, slate, pen, window, floor, Avail, 
 nail, hat, etc. They may also be called upon to give 
 the names of objects that they have seen on their 
 way to school. Continue exercises of this kind, 
 requiring your pupils to write them upon their 
 slates, until they are fully comprehended. The same 
 course may be pursued to explain what is meant ly 
 'common and proper," as applied to nouns. Re- 
 quire the pupils to make lists of each until they
 
 188 THE TEACHER'S ASSISTANT. 
 
 Illustrative Exercises. 
 
 shall be able to do so with promptness and correct- 
 ness. Number, person, gender, and case may be 
 taken in the same manner. If a term has been 
 properly explained, require your pupils to give a 
 practical illustration by some written exercises. 
 After the noun and its several modifications have 
 been considered, in the manner alluded to, your 
 class will be prepared to write sentences exemplify- 
 ing the following : 
 
 A sentence containing one proper and two com- 
 mon nouns. 
 
 A sentence with a proper noun in the nominative 
 case, and two common nouns in the objective case 
 and singular number. 
 
 A sentence with two common nouns, one in the 
 nominative and the other in the possessive case. 
 
 A sentence with a proper noun in the nominative 
 case, masculine gender, and a common noun in the 
 plural number, objective case, and feminine gender. 
 
 These exercises will please the pupils, and they 
 should be continued until the several points and 
 modifications are made perfectly plain. 
 
 The same general plan may be taken with the 
 several parts of speech, and their various modifi- 
 cations. Have every definition followed by some 
 written exercises illustrative of the same. The dif- 
 ferent kinds of sentences may be explained in the 
 same manner. 
 
 .On the subject of grammar, important as it is, 
 it is hardly necessary that I should enlarge. The 
 hints I have already given will be of some service if
 
 GRAMMAR. 189 
 
 False Syntax. 
 
 duly regarded. On many points teachers differ in 
 opinion. A score of years ago most of the gram- 
 matical exercises consisted in the parsing of words. 
 These were conducted in a manner so set and for- 
 mal, that but little good resulted from them. The 
 analysis of sentences received no attention. But 
 there has been a change, and now, with many, the 
 old mode of parsing is entirely discarded, and analy- 
 sis substituted therefor. The true course, I think, 
 is to give attention to both methods. Combine the 
 two in practice, and the results will be satisfactory. 
 
 Much of grammar, in its practical use, will enter 
 into the exercise of composition, of which I shall 
 speak more particularly in my next letter, and 
 I would urge you to give much attention to that 
 branch of the subject. Indeed, in all your attempts 
 to teach the subject, do not forget that it is only by 
 frequent practice that one can reasonably hope to 
 become skilled and ready in " speaking and writing 
 the English language correctly." 
 
 Before closing, I will speak of two other exercises 
 in this connection. The first is the correction of 
 false syntax. It will be well, occasionally, to place 
 upon the blackboard a few ungrammatical sen- 
 tences and require your pupils to correct them, 
 and also to tell what is wrong, and why wrong, 
 in the example given. I will add a few sentences 
 for the purpose named. You will find that pupils 
 will feel pleased in attempting their correction, and 
 the effort will cultivate a critical and observing 
 spirit.
 
 190 THE TEACHER'S ASSISTANT. 
 
 Examples for Correction. 
 
 Charles did it unbeknown to me. 
 
 It is him. It is her. 
 
 Let every scholar attend to their studies. 4 
 
 May John and me go t$ walk ? 
 
 Please to let John and I go to walk. 
 
 You should have went with me. 
 
 He said how he would go. 
 
 I have not seen him this ten days. 
 
 I expect you reached home safely. 
 
 John and George was to home. 
 
 I saw that James had been abused with half an 
 eye. 
 
 A newspaper has the following : 
 
 " Wanted. A young man to take charge of a 
 pair of horses of a religious turn of mind." 
 
 A carpenter once rendered the following bill to a 
 farmer, for whom he had worked : " To hanging two 
 barn-doors and myself seven hours, one dollar and 
 a half." 
 
 A newspaper says : " A child was run over by a 
 wagon three years old and cross-eyed, with panta- 
 lets on which never spoke afterward." 
 
 A man writes : " We have two school-rooms suffi- 
 ciently large to accommodate three hundred schol- 
 ars one above another." 
 
 Another writes : " We have a new school-house 
 large enough to accommodate four hundred pupils 
 three stories high." 
 
 Make a memorandum of errors, like the above, as 
 you hear or see them, and occasionally make one 
 the subject of a brief criticism by the school, guard-
 
 GRAMMAR. 191 
 
 Punctuation. 
 
 ing against any improper spirit on the part of your 
 pupils. Aim to have all criticisms made in a 
 friendly, and not in a censorious or supercilious 
 spirit. 
 
 The only remaining point, to which I will call 
 your attention in this letter, is punctuation. This 
 has been sadly neglected in our schools ; and yet its 
 importance, as affecting the import of what is writ- 
 ten, is such as to demand for it special attention. 
 Of course I cannot consider the subject in detail. 
 1 will merely urge its claims to your attention, and 
 give a few examples illustrating the entire change, 
 in meaning, caused by a change of punctuation. 
 These examples will assist you in showing the effect 
 of punctuation, and in awaking an interest in the 
 right direction.* 
 
 " Lord Palmerston then entered ; on his head, a 
 white hat ; upon his feet, large, but well-polished 
 boots ; upon his brow, a dark cloud ; in his hand, 
 his faithful walking-stick ; in his eye, a meaning 
 glare ; saying nothing, he sat down." 
 
 "With a slight change in punctuation, it will read 
 thus : " Lord Palmerston then entered on his head ; 
 a white hat upon his feet ; large, but well-polished 
 boots upon his brow ; a dark cloud in his hand ; his 
 faithful walking-stick in his eye ; a meaning glare 
 saying nothing. He sat down." 
 
 * A Treatise on Punctuation, by John Wilson, is the best work on 
 the subject within my knowledge. Indeed, it seems to be a complete 
 treatise on the subject, and it should be used in all our schools. I am 
 indebted to it for two or three of the illustrations.
 
 192 THE TEACHER'S ASSISTANT. 
 
 Examples. 
 
 In the priory of Ramessa there dwelt a prior who 
 was very liberal, and who caused these verses to be 
 written over his door: 
 
 " Be open evermore, O thou my door, 
 To none be shut, to honest or to poor." 
 
 But after his death, there succeeded him another, 
 whose name was Raymond, as greedy and covetous 
 as the other was bountiful and liberal, who kept 
 the same lines there still, changing nothing therein 
 but one point, which made them run after this 
 manner : 
 
 " Be open evermore, thou my door, 
 To none ; be shut to honest or to poor." 
 
 Afterward, being driven thence for his extreme 
 niggardliness, it grew into a proverb, that for one 
 point Raymond lost his priory. 
 
 Observe the difference in the following : " The 
 persons inside the coach were Mr. Miller ; a clergy- 
 man ; his son ; a lawyer ; Mr. Angelo ; a foreigner ; 
 his lady ; and" a little child." 
 
 As here punctuated, with a semicolon after each 
 noun, the number of individuals is eight. Arrang- 
 ing the names in pairs, thus " The persons inside 
 the coach were Mr. Miller, a clergyman ; his son, a 
 lawyer ; Mr. Angelo, a foreigner ; his lady ; and a 
 little child," we reduce the number to five, and. 
 entirely change the meaning of the sentence. 
 
 Varying the punctuation a third time, we find 
 that " the persons inside the coach were Mr. Mil- 
 ler ; a clergyman, his son ; a lawyer, Mr. Angelo ; 
 a foreigner, his lady ; and a little child."
 
 GRAMMAR. 193 
 
 Other Illustrations. 
 
 The following lines will furnish another instance. 
 By placing the semicolon, now at the end of each 
 line, after the first noun in the line, quite a change 
 will be made in the sense. 
 
 " I saw a pigeon making bread ; 
 I saw a girl composed of thread ; 
 I saw a towel one mile square ; 
 I saw a meadow in the air ; 
 I saw a rocket walk a mile ; 
 I saw a pony make a file ; 
 I saw a blacksmith in a box ; 
 I saw an orange kill an ox ; 
 I saw a butcher made of steel 
 I saw a penknife dance a reel ; 
 I saw a sailor twelve feet high ; 
 I saw a ladder in a pie ; 
 I saw an apple fly away ; 
 I saw a sparrow making hay ; 
 I saw a farmer like a dog ; 
 I saw a puppy mixing grog ; 
 I saw three men who saw these too ; 
 And will confirm what I tell you." 
 
 A clergyman was lately depicting before a deeply 
 interested audience the alarming increase of intem- 
 perance, when he astonished his hearers by saying : 
 " A young woman in my neigborhood died very 
 suddenly last Sabbath, while I was preaching the 
 gospel in a state of beastly intoxication ! " 
 
 From the work of Mr. Wilson I take the follow- 
 ing illustrations of the value of correct punctu- 
 ation. 
 
 " A blacksmith, passing by a hair-dresser's shop, 
 observed in the window an unpointed placard, which 
 he read as follows :
 
 19-i THE TEACHER'S ASSISTANT. 
 
 The Barber's Lines. 
 
 ' What do you think ? 
 I '11 shave you for nothing, 
 And give you some drink.' 
 
 " The son of Vulcan, with a huge black beard on 
 his chin and a little spark in his throat, considered 
 the opportunity too good to be lost. He accord- 
 ingly entered ; and, after the shaving had been 
 duly performed, asked with the utmost sang froid 
 for the liquor. But the shaver of beards demanded 
 payment ; when the smith, in a stentorian voice, re- 
 ferred him to the placard, which the barber very 
 good-hunioredly produced, and read thus : 
 
 ' What ! do you think 
 I '11 shave you for nothing, 
 And give you some drink ? ' ' ; 
 
 " The following request is said to have been made 
 at church : ' A man going to sea, his wife desires 
 the prayers of this congregation for his safety.' 
 But, by an unhappy transposition of the comma, and 
 the misspelling of one word, the note was thus read : 
 " A man, going to see his wife, desires the prayers 
 of this congregation for his safety." 
 
 " Witness the entire change caused by punctua- 
 tion in the following : 
 
 ' Every lady in this land 
 Hath twenty nails upon each hand ; 
 Five and twenty on hands and feet. 
 And this is true without deceit.' 
 
 ' Every lady in this land 
 Hath twenty nails : upon each hand 
 Five ; and twenty on hands and feet 
 And this is true without deceit.' "
 
 GRAMMAR. 195 
 
 Illustrations in Punctuation. 
 
 " The well-known speech of Norval, for instance, 
 in the tragedy of ' Douglas,' may, by an erroneous 
 use of the pauses, be delivered in such a manner as 
 to affect or destroy the meaning ; as, 
 
 'My name is Norval on the Grampian hills. 
 My father feeds his flock a frugal swain ; 
 Whose constant cares were to increase his store. 
 
 "We fought and conquered ere a sword was drawn. 
 An arrow from my bow, had pierced their chief 
 Who wore that day the arms which now I wear.' 
 
 "A change in punctuation restores the meaning 
 thus : 
 
 ' My name is Norval. On the Grampian hills 
 My father feeds his flock ; a frugal swain, 
 Whose constant cares were to increase his store. 
 
 We fought and conquered. Ere a sword was drawn, 
 An arrow from my bow had pierced their chief, 
 Who wore, that day, the arms which now I wear.' " 
 
 Trusting that you will be able to make a good 
 use of these illustrations, and be aided by them in 
 causing your pupils to see the importance of the 
 subject, I remain 
 
 Your sincere friend, 
 
 C.
 
 LETTER XV. 
 
 COMPOSITION. 
 
 Mr DEAR FRIEXD : 
 
 You ask if you shall make the writing of compo- 
 sition a regular exercise in your school. I answer, 
 most emphatically, Yes. It is one of the most im- 
 portant subjects, and Avell deserves your care and 
 thought. It has often been sadly neglected, more 
 frequently improperly treated. You also ask at 
 what age pupils should commence the exercise, and 
 for some hints in regard to it. 
 
 In answer to this I would say, if it is regarded by 
 you as it is by some teachers, it would be better 
 never to commence ; but, properly viewed and con- 
 ducted, it can hardly be commenced too early. As 
 soon as a child can write words, he may begin the 
 writing of composition, provided his first lessons are 
 of the right kind. I well recollect some of my first 
 themes for composition, given when I was a mere 
 boy. They were such as these : Temperance, Friend- 
 ship, Virtue, Happiness, Charity, &c., all themes 
 entirely unsuitable for beginners. Pupils cannot 
 write upon a subject beyond their comprehension,
 
 COMPOSITION. 197 
 
 Anecdote. 
 
 or in which they feel no special interest ; and when- 
 ever such themes are given, pupils will be very apt 
 to examine books to ascertain what others have 
 thought or written. In this way, many early be- 
 come plagiarists, and try to pass as their own what 
 they have wholly, or partly, borrowed from others. 
 I recollect an instance of this kind, in which the 
 ready wit of the offender saved him from punish- 
 ment and exposure. He took a nicely written arti- 
 cle to his teacher, who, after reading it, opened a 
 volume written by Mrs. Barbauld, containing the 
 same views, expressed in precisely the same words. 
 After reading this to the pupil, the teacher re- 
 marked : " What have you to say to this ? " 
 " Why," said the lad, " all I have to say is, that 
 Mrs. Barbauld and I think exactly alike." 
 
 The better way is to give suitable subjects, and 
 thus afford no temptation for pupils to borrow 
 thoughts or words from the writings of others. 
 You have, I doubt not, often heard compositions 
 read in schools, whose whole style and expression 
 afforded the most convincing proof that they were 
 not original. I recently heard one, many words of 
 which were so shockingly mispronounced, that it 
 was perfectly obvious that the piece was a borrowed 
 one, and that the meaning of many of the words 
 was not comprehended. The word " receptacle " 
 was repeatedly called " respectacle." But I have 
 said enough on this point, and will now offer a few 
 suggestive hints. 
 
 You know very well with what a feeling of dread 
 
 17*
 
 198 THE TEACHER'S ASSISTANT. 
 
 Method for Beginners. 
 
 pupils engage in the exercise under consideration. 
 The very word composition seems to cause a shud- 
 der ; and the longer the subject is deferred, the 
 greater will be the reluctance with which it will be 
 commenced. With a little care and prudence, you 
 may fairly initiate your pupils into the mysteries of 
 the exercise before they realize that they have taken 
 the first step, and before you make any allusion to 
 it as a step, even, in the much-dreaded exercise. 
 Take a class of little ones, and ask them to write 
 the word horse upon their slates. For three or four 
 minutes ask them qtiestions about a horse, some- 
 what as follows : How many of you ever saw a 
 horse ? Of what color are horses ? How many legs 
 has a horse ? What do we call animals which have 
 four legs ? For what is the horse used ? Of what 
 does his food consist ? What do we sometimes call 
 his feet ? What is meant by a draft-horse ? car- 
 riage-horse ? race-horse ? etc. Such questions as 
 these will elicit thought, and prepare them for the 
 next step, which is to write upon their slates some- 
 thing about the horse. As a result, you may get 
 something like the following : 
 
 " My father has a black horse. 
 
 " The feet of a horse are very hard, and are 
 called hoofs. 
 
 " Some horses are very swift, and called race- 
 horses. Some are large and strong, and called draft- 
 horses, because they arc used in drawing heavy loads. 
 
 " The horse is very iiseful, and it is cruel to whip 
 him.
 
 COMPOSITION. 
 
 A Specimen Lesson. 
 
 " Horses, and other animals that have four legs, 
 are called quadrupeds." 
 
 These sentences may not all be as correctly writ- 
 ten as they are printed. There may be errors in 
 spelling, use of capitals, etc. Still each of them ex- 
 presses an idea, and is a first step in composition 
 writing. At first it will be well rather to commend 
 them for what they have done properly, than to cen- 
 sure them for any errors they may hare made. A 
 little encouragement will do much good, while a 
 slight reproof at the beginning may prove quite dis- 
 piriting. At the first attempt, each will write but a 
 single sentence. This may be as much as it will be 
 well to require, and if they do this fairly, commend 
 them, and as a next step ask them to see how many 
 sentences each of them can write about a horse. 
 After a few exercises you may receive something 
 like the following : 
 
 " The horse is a very useful animal. My father 
 has a good horse. His color is white. He eats hay 
 and oats, and sometimes he feeds on grass. He is 
 very gentle, and I can drive him. He is not afraid 
 of the cars, but a gun frightens him some. He 
 wears iron shoes, which are nailed to his feet. His 
 foot is called a hoof. We ought to use a horse very 
 kindly." 
 
 If, instead of this, you should give to a beginner 
 virtue as a subject, he would not write, because he 
 would have nothing to write, no ideas on the sub- 
 ject. The fault is not in the pupil, that he does not 
 write, but in the subject, or rather in yourself, if you
 
 200 THE TEACHER'S ASSISTANT. 
 
 Letter-writing. 
 
 assign him such a subject. So much depends upon 
 the selection of subjects, and the manner of treating 
 the few first efforts, that you should make a special 
 point to give them suitable themes, and furnish en- 
 couragement by commending the first productions. 
 
 Quite young pupils may commence writing sen- 
 tences, as soon as they can write legibly. It will 
 amuse them, and serve to keep them usefully em- 
 ployed. For such pupils the subject should, of 
 course, be very simple ; such as horse, cow, dog; 
 kitten, house, garden, etc. 
 
 To more advanced pupils a different class of sub- 
 jects may be given, but they should be subjects in 
 which they feel an interest, and about which they 
 should be expected to have some thoughts and ideas. 
 An account of some journey, a vacation, a holiday, 
 a walk, a visit, etc. might be very appropriate sub- 
 jects. Letter-writing' may very profitably be intro- 
 duced as an exercise in composition. To be able to 
 write a good letter is, in itself, quite an accomplish- 
 ment, and constitutes, in the true sense, an exercise 
 in composition. I would advise you to make the 
 writing of a letter a special lesson occasionally. If 
 it had heretofore received more attention in all our 
 schools, we should not sec so many miserably writ- 
 ten letters. By using the blackboard you may give 
 directions as to date, address, closing, superscrip- 
 tion, etc. 
 
 The following may serve as specimens of subjects 
 for letter-writing. 
 
 1. Write to a cousin, and give an account of your 
 school and studies.
 
 COMPOSITION. 201 
 
 Another Method. 
 
 2. Write to your parents, and give them an ac- 
 count of your studies, deportment, etc. for the last 
 week or month. 
 
 3. Write to an absent brother, sister, or friend, 
 and give an account of whatever you may deem 
 interesting. 
 
 4. Write to a former schoolmate, and tell him 
 about your school, your amusements, and compan- 
 ions. 
 
 5. Write to your teacher, and tell how you have 
 spent your vacation. 
 
 6. Write to some absent friend or relative, and 
 tell about your home, your friends, your school, etc. 
 
 It will make a A^ery pleasant and useful exercise 
 for pupils, to require them to change poetry into 
 prose in such manner as to retain the same mean- 
 ing. I will give an example. 
 
 " Across the rolling ocean 
 
 Our Pilgrim Fathers came, 
 And here, in rapt devotion, 
 
 Adored their Maker's name. 
 Amid New England's mountains 
 
 Their temple sites they chose, 
 And by its streams and fountains 
 
 The choral song arose." 
 
 Changed to prose, the above might read thus : 
 " Our Pilgrim Fathers crossed the rough ocean that 
 
 o o 
 
 they might, on these shores, engage in earnest and 
 devout worship of their Creator. They erected 
 churches among the hills and mountains of Xew 
 England, and on the banks of the streams and rivers
 
 202 THE TEACHER'S ASSISTANT. 
 
 Writing Sentences. 
 
 they sung anthems of praise to Him who had sus- 
 tained and guarded them." 
 
 The ideas expressed might be expanded, and given 
 in many different modes of expression. 
 
 Another method for giving pupils a start in the 
 exercise of composition is to read to them some in- 
 teresting story, or relate to them an account of some 
 journey, and require them, on a subsequent day, to 
 express the leading incidents in their own language 
 and style. From the outset encourage simplicity 
 of style and manner of expression, and discourage 
 every attempt at high-sounding words and phrases. 
 
 Give to a class a few words, requesting them to 
 write as many sentences as there are words, and to 
 incorporate one word into each sentence. For ex- 
 ample, let us suppose you give the following words, 
 by dictation, or by writing them upon the blackboard : 
 good, lesson, scholar, obedient, teacher, diligently. 
 No two scholars will be likely to write precisely the 
 same sentences. The A~ariety itself will be useful in 
 illustrating the different wavs in which the same 
 
 O / 
 
 word may be employed. Perhaps one pupil may 
 Avrite as follows : 
 
 " Good boys Avill obey their parents in all things. 
 
 " The idle boy Avill not learn his lesson. 
 
 "An industrious scholar Avill improve. 
 
 " The obedient pupil Avill love to do right. 
 
 " The faithful teacher Avill be happy. 
 
 " AVe should all study diligently" 
 
 The Avord good may be used as follows by differ- 
 out pupils : -
 
 
 COMPOSITION. 203 
 
 An Example. 
 
 " We should all try to be good." 
 " John gave me a very good apple." 
 " The good scholar will obey his teacher." 
 " I had a good time last vacation." 1 
 " School will do us no good if we are idle." 
 As another exercise, requiring more effort and 
 thought, require a class to write a sentence which 
 shall contain all the words. One may write thus : 
 " A good scholar will be obedient to his teacher, and 
 will study his lesson diligently." 
 
 So far as time will permit, read the several sen- 
 tences aloud, or require the pupils to do so, and 
 make such criticisms as you may think proper, al- 
 ways being careful not to subject any pupil to the 
 ridicule of the class. If a boy has done as well as 
 he could, commend him, though his performance 
 may fall far short of what you might wish. This 
 hint should pertain to all exercises of the school- 
 room. 
 
 I have alluded to the correction of errors. It 
 must be expected that beginners will make many 
 mistakes in their early productions. If they could 
 write without making errors, it would not be neces- 
 sary for them to write as a school exercise. The 
 very object for which they write in school is that 
 they may learn how to correct their errors, learn 
 how to express their thoughts properly. It will be 
 your duty to assist and encourage them. Very 
 much will depend upon the manner in which you 
 perform your part. At the outset, it may not be 
 well to be over-critical ; for, if beginners should
 
 THE TEACHERS ASSISTANT. 
 
 How to correct Errors. 
 
 have all their mistakes arrayed before them at once, 
 they might feel discouraged. In a kindly way 
 point out some of the more prominent ones first, 
 often uttering words of cheer, so far as you can do 
 so consistently. Many of the first exercises may be 
 written upon slates ; but after sufficient practice, let 
 paper be used, and always require a margin of an 
 inch on the left for the designation of errors. It 
 will be most profitable to require pupils to correct 
 their own errors, you merely indicating the lines 
 in which they exist, and also their nature. A few 
 simple characters may be used as expressive of the 
 nature of the mistake. Perhaps the first four or 
 five figures will answer the purpose. Let it be 
 understood that (1) placed opposite a line denotes 
 an error in spelling ; (2) an error in use of capital, 
 or neglect of same ; (3) the omission of a word, or 
 the repetition of a word ; (4) false syntax ; (o) a 
 wrong word. If two or more errors are in the same 
 line, use the figures that indicate all that exist. To 
 illustrate my meaning more clearly, let us suppose 
 the following to be a composition, with the errors 
 designated according to the above method. 
 
 ] " Qst f-J wt y Siccidetit So idi'f- 
 
 come, tot we art Si tea o/ a/Hf/t/ntf/ au the 
 / / ff / # 
 
 2, 5 Q/ime. QS/ M* ruive afuaua tttuf/touaitt 
 
 ff / 
 
 (/({tin>/ ae/toc< fame tve wiu cmiou ouz vaca* 
 
 / S /
 
 COMPOSITION. 205 
 
 A School Paper. 
 
 tuan i/ we Aaa K/(G. Q/ u>vc 
 1, 2 So ao to t/ie cottnfou in, vacadtan a<) i ativaitd 
 
 7 / . / 
 
 5, 1 nave a aooa fame at /iienina veVMM ana in 
 / ' / f 
 
 m?/ ca6in<). Ssnen vacation, 
 
 / 
 
 ovei we a 
 
 neata tefu-in at 0en&0t ana 
 
 This will be sufficient to explain what I mean. 
 You will readily see that the above will be at once 
 simple and effective. It will prove very beneficial 
 for pupils to search for, and correct, these errors. 
 I would recommend that at first they correct the 
 errors upon the paper which contains them, and 
 that they then be required to rewrite the whole in 
 the right form ; and I would also advise that you 
 make the chirography itself a subject for criticism. 
 As an incitement to effort in this department, it is 
 well to have a " paper," into which the best written 
 articles shall be copied, and that, occasionally, ex- 
 tracts be read from this paper to parents and others 
 who may come to listen. In some schools an hour 
 is devoted to this semi-monthly. 
 
 As aids to the subject of composition, a few use- 
 ful treatises have been prepared, and are now before 
 the public. For beginners Brookfield's work, pub- 
 lished by S. A. Hollo, New York, will be found 
 an excellent work. For more advanced pupils, 
 Parker's " Aids to Composition," published by R. 
 
 18
 
 206 THE TEACHER'S ASSISTANT. 
 
 A List of Subjects. 
 
 S. Davis, Boston, and a work by Quackenboss, 
 published by the Messrs. Appleton, New York, will 
 prove very valuable. But I would have you feel 
 that in yourself are the chief aid and moving power. 
 If you are judicious in the selection of subjects and 
 in the general management of the exercise, you will 
 do your pupils great good without any of these aids ; 
 but if you have not the right feeling, or if you err 
 in your instruction, all other aids cannot compen- 
 sate therefor. 
 
 I will close this letter by giving you a list of 
 topics for exercises in composition. 
 
 SUBJECTS FOR COMPOSITION. 
 
 1. A description of my home. 
 
 2. A description of my school-house and its loca- 
 tion. 
 
 3. An account of the village or town in which I 
 live. 
 
 4. A description of a garden, with its trees, 
 plants, and flowers. 
 
 5. A description of a ship. 
 
 6. A. description of the ocean and its uses. 
 
 7. The Dog. 
 
 8. The Cat. 
 
 r , T Note. Those and other domestic 
 
 animals may form themes for Com- 
 
 10. 1 lie Cow. f position. A description of each may 
 
 11. The Pin-. 
 
 be given, in which the habits, mode 
 
 ^^ rn , of living, uses, etc. may be considered. 
 
 12. 1 he Sheep. 
 ]:',. The Ox.
 
 COMPOSITION. 207 
 
 List of Subjects, continued. 
 
 14. The Lion. ] 
 
 15. The Elephant. 
 10. The Leopard. 
 17. The Panther. 
 
 Note. The countries in. which 
 they live, their appearance, habits, 
 disposition, mode of living, etc. may 
 be named. 
 
 18. The Giraffe. 
 
 19. The names and description of the wild ani- 
 mals I have seen. 
 
 20. The Whale. 1 
 
 91 Tl Q 1 Note. Where found, how captured, 
 
 i. j. ne oeai. \ 
 
 I and for what valuable. 
 
 22. The Walrus, j 
 
 23. The fishes I have seen, and their uses. 
 
 24. The names of the common domestic fowls, 
 and an account of their food, habits, uses, etc. 
 
 25. A list of the different birds I have seen, and 
 something about them. 
 
 20. Reflections at the beginning of a year. 
 
 27. Reflections at the close of a year. 
 
 28. Thoughts at the commencement of a school 
 term. 
 
 29. Thoughts at the close of a school term. 
 CO. Thoughts on the death of a friend. 
 
 81. Duties to parents. 
 
 32. Duties to teachers. 
 
 83. Duties to brothers and sisters. 
 
 84. Duties to schoolmates and associates. 
 
 85. Duties to the poor and unfortunate. 
 
 80. Some of the ways for promoting happiness. 
 37. An evening at home. 
 
 88. A day at school. 
 
 89. The importance of forming good habits. 
 40. Learning: is better than wealth.
 
 208 THE TEACHER'S ASSISTANT. 
 
 List of Subjects, continued. 
 
 41. How to improve time. 
 
 42. Spring. 
 
 43. Summer. 
 
 44. Autumn. 
 
 45. Winter. 
 
 Nate. Some of the peculiar and appro- 
 priate pleasures and duties of each season 
 may be mentioned, and preferences ex- 
 pressed. 
 
 40. An account of the fruits I have seen. 
 
 47. A description of the different trees I have 
 seen, their names, appearance, uses, etc. 
 
 48. Some of the most common vegetables, 
 manner of cultivating, uses and modes of use. 
 
 49. An account of the different grains and grasses 
 I have seen, etc. 
 
 50. A description of the flowers I have seen. 
 
 51. The materials used in building houses, and 
 how used. 
 
 52. Articles of furniture in a house, and their 
 uses. 
 
 5o. Uses of knowledge. 
 
 54. The Puritans. 
 
 55. Fourth of July. 
 
 50. What should I aim to be and do ? 
 
 57. Industry. 
 
 58. Perseverance. 
 
 59. Idleness, and its evils. 
 
 60. Disobedience. 
 
 01. Ivight use of time. 
 
 02. Delays are dangerous ; why? 
 
 03. Pleasures of school. 
 
 04. The good scholar. 
 
 05. The bad scholar. 
 00. Good deportment.
 
 COMPOSITION. 
 
 209 
 
 List of Subjects, continued. 
 
 and 
 
 67. Cruelty to animals. 
 
 68. Pleasures of home. 
 
 69. Order ; or, " A place for everything, 
 everything in its place." 
 
 70. Cheerfulness. 
 
 71. Politeness. 
 
 72. Punctuality. 
 
 73. The evils of war. 
 
 74. The farmer. 
 
 75. The blacksmith. 
 
 76. The shoemaker. 
 
 77. The tanner. 
 
 78. The currier. 
 
 79. The printer. 
 
 80. The carpenter. 
 
 81. The sculptor. 
 
 82. The mason. 
 
 83. The cabinet-makei 
 
 84. The merchant. 
 
 85. The sailor. 
 
 86. Pleasures of travelling. 
 
 87. An account of a journey to 
 
 88. Honesty. 
 
 89. Truth. 
 Falsehood. 
 
 Note. Let a description of 
 each be given, their duties 
 named, the tools or implements 
 used described, etc. 
 
 90. 
 91. 
 
 92. 
 
 si on. 
 
 93. 
 long voyage. 
 
 94. Thoughts on leaving school. 
 
 18* 
 
 Thoughts on visiting a cemetery. 
 Reflections on witnessing a funeral proccs- 
 
 Thoughts on seeing a ship " set sail " on a
 
 210 THE TEACHER'S ASSISTANT. 
 
 List of Subjects, continued. 
 
 95. The past, the present, the future. 
 
 96. Attention. 
 
 97. Adversity. 
 
 98. Affectation. 
 
 99. Benevolence. 
 
 100. True courage. 
 
 101. Cruelty. 
 
 102. Carelessness. 
 
 103. Curiosity. 
 
 104. Diligence. 
 
 105. Education. 
 
 106. Early impressions. 
 
 107. Friendship. 
 
 108. Flattery. 
 
 109. Gambling. 
 
 110. Intemperance. 
 
 111. Force of habit. 
 
 112. Honesty. 
 
 113. Happiness. 
 
 114. Kindness. 
 
 115. Music. 
 
 116. Sincerity. 
 
 117. System. 
 
 118. Every man the architect of his own fortune. 
 
 119. Never too old to learn. 
 
 120. Selfishness. 
 
 121. Avoid extremes. 
 
 122. Example better than precept. 
 
 123. Our country. 
 
 124. Ambition. 
 
 125. Contentment.
 
 COMPOSITION. 211 
 
 List of Subjects, concluded. 
 
 126. The art of printing. 
 
 127. Commerce. " 
 
 128. Fashion. 
 
 129. Silent influence. 
 
 130. A soft answer turneth away wrath. 
 
 131. The true object of life. 
 
 132. "Be not overcome of evil, but overcome evil 
 with good." 
 
 133. Gratitude. 
 
 134. Our duties to God. 
 
 135. " Labor conquers all things." 
 
 Your sincere friend, 
 
 C.
 
 LETTEK XVI. 
 
 GEOGRAPHY. 
 
 MY DEAR FRIEND : 
 
 THE dictionary tells us that geography is a de- 
 scription of the earth ; and in all our schools the 
 pupils commence the study of this branch by com- 
 mitting the definition to memory. This is all well 
 as far as it goes ; but too often the words are re- 
 peated without having any definite idea connected 
 Avith them. Hence it is true that children study 
 geography for weeks and months without gaining 
 any correct and practical views. In all your teach- 
 ing, it should be your aim to impart or awaken 
 ideas. Cause your pupils to feel that words are 
 useless, except as symbols of ideas, and that they 
 arc but unmeaning sounds, unless they convey 
 ideas. The definition of a peninsula, for example, 
 may be repeated by a pupil for the hundredth time, 
 and yet give no accurate impression of the thing de- 
 fined. If possible, awaken thoughts in the minds of 
 your pupils, and then lead them to use right words 
 as expressive of those thoughts. It would greatly 
 amaze you to know how much some pupils arc able
 
 GEOGRAPHY. 213 
 
 Illustrative Anecdotes. 
 
 to recite from the Geography, while, for all availa- 
 ble, practical purposes, they are as ignorant as 
 untutored children. A gentleman once took an 
 apple, for the purpose of illustrating to. his niece, 
 sixteen years of age, who had studied geography 
 for several years, the shape and motion of the 
 earth. She looked at him a few minutes, and said, 
 with much- earnestness : " Why, uncle, you don't 
 really mean to say that the earth turns round, do 
 you ? " " Certainly," he replied ; " did you not 
 learn that several years ago ? " " Why yes," said 
 she, " I learned it, but I never knew it before." 
 So it is with many pupils in our schools ; they learn 
 without knowing. 
 
 A late writer in an English paper gives the follow- 
 ing, which admirably illustrates our point. " One 
 little incident we must mention, as illustrating edti- 
 cation by rote. Walking to church, one Sunday, in 
 Skye, we were followed by a slip of a lad some ten 
 or eleven years of age, who, on putting some ques- 
 tions to him, volunteered to name all the capitals in 
 Europe, which he did with marvellous dexterity. 
 From Europe he crossed to South America, and rat- 
 tled out the names of the capitals with the accuracy 
 of a calculating machine. From South America he 
 started off to Asia, and finally brought up at Jeddo, 
 in Japan. We were rather sceptical as to the value 
 of such acquirements, and, indeed, as to the reality 
 of any information having been conveyed to the 
 lad's mind by the formidable muster-roll of words 
 that had been stuffed into his mouth. We there-
 
 214 THE TEACHER'S ASSISTANT. 
 
 The Snuff-Box. 
 
 fore asked him, ' Can you tell us the name of the 
 island on which you live ? ' But, notwithstanding 
 his lore, he had not learned that he lived in the 
 Isle of Skye. To make quite sure of the fact, we 
 requested the captain of the steamer to repeat the 
 question in Gaelic, but there was no " Skye " forth- 
 coming. He knew the name of the parish, and of 
 all the capitals in the world, but not of the island 
 he lived in. There being a schoolmaster present, 
 accidentally, we thought the occasion too good to 
 be lost to show the worthlessness of word-stuffing, 
 and ventured another question : ' Now, my lad, 
 you have told us the names of nearly all the capi- 
 tals in the world ; is a capital a man or a beast ? ' 
 * It 's a beast,' said the boy, quite decisively. So 
 much for words without understanding. In the 
 next school inspection, that boy will probably pass 
 for a prodigy, and will figure in statistical reports 
 as an example of what good education can do." 
 
 From these derive a lesson, and be sure that your 
 pupils know what they learn. True learning' im- 
 plies the possession of knowledge^, True teaching 
 implies the giving of information ; and when this is 
 attempted by means of illustrations, they should be 
 made simple and expressive. An English teacher 
 was once drilling his pupils preparatory to an an- 
 ticipated visit from the committee. " Very likely," 
 said the master, " you will be asked of what shape- 
 the earth is ; and if you forget, look towards me, 
 and I will show you my snuff-box to remind you of 
 its shape." It so happened that the teacher had
 
 GEOGRAPHY. 215 
 
 Word Answers not enough. 
 
 two snuff-boxes, a round one, which lie used on 
 Sundays, and a square one, that he used on other 
 days. As was expected, the committee-man asked 
 one of the lads, " What is the earth's shape ? " 
 After a moment's embarrassment, he turned his eye 
 towards the teacher, and, seeing the snuff-box, said : 
 " It is round on Sundays, but square the rest of the 
 week." 
 
 It will be my object in this letter to give you 
 some hints on teaching geography. In many 
 schools, it is the custom for pupils to commit to 
 memory the answers in the book, and if these are 
 repeated accurately, it is sufficient. If, in answer 
 to the question, " What is an isthmus ? " the pupil 
 says, " A neck of land uniting a peninsula to the 
 mainland," it is perfectly satisfactory, notwith- 
 standing the pupil may have no well-defined idea 
 cither of " peninsula " or " mainland." Let mo 
 advise you not to be satisfied with mere word an- 
 swers, but, by asking questions, ascertain that defi- 
 nite and correct ideas accompany the utterance of 
 those words. 
 
 Aim to bring every term and definition within 
 the comprehension of your pupils. So far as pos- 
 sible, do this by using familiar illustrations, the 
 simpler, the better. For a child to say that the 
 earth is round, conveys no true impression. A dol- 
 lar is round ; the trunk of a tree is round ; a cup 
 is round; but neither of them round like the earth. 
 If you have a globe, you can readily explain the 
 earth's rotundity; but if you have none, use an
 
 216 THE TEACHER'S ASSISTANT. 
 
 Geographical Cards. 
 
 apple, an orange, or a ball. All our maps represent 
 the earth as on a. flat surface. Explain this, and 
 cause your pupils to see that these maps simply 
 represent the surface of the globe, spread out for 
 our convenience ; and that, if a globe of the right 
 size should be prepared, these several maps could 
 be made to cover it in proper form. See to it that 
 all the geographical terms are perfectly understood. 
 Question your pupils concerning island, peninsula, 
 continent, isthmus, cape, promontory, mountain, 
 valley, ocean, sea, lake, river, gulf, bay, <fec., until 
 you are satisfied they know precisely what is meant 
 when either of these terms is used. In this con- 
 nection, I would commend to your attention a series 
 of geographical cards, published by Messrs. J. II. 
 Colton & Co., New York. These cards convey 
 through the eye a clear impression of the object 
 defined. No. 1 represents a beautiful island, with 
 trees and dwellings upon it, and boats and vessels 
 around it. From a moment's glance at this pic- 
 ture a mere child will understand what an island is. 
 All the other terms above alluded to are clearly 
 illustrated in the same w r ay. If you have not 
 these cards at hand, take a little time, and, by use 
 of maps or blackboard, make each term as plain 
 as possible. 
 
 In commencing geography, it will be well to 
 begin near home. The idea of boundary, location, 
 relative position, and distance, may be given by 
 some simple illustration. The school-house, or its 
 yard, if you are so fortunate as to have one,
 
 GEOGRAPHY. 217 
 
 Drawing recommended. 
 
 may be taken for a lesson. Its north, east, south, 
 and west boundaries may be given. Tell your 
 pupils that their fathers' gardens or farms are 
 bounded by those farms or gardens or streets which 
 adjoin them, and that to give the boundaries of a 
 town, state, or country, is to give the towns, states, 
 countries, or waters which lie next to them. For 
 the sake of system, require all boundaries to be 
 given commencing with the north, and then pro- 
 ceeding to east, south, and west. 
 
 In giving some idea of location and relative posi- 
 tion of places, require them to draw a representa- 
 tion of the street from their homes to the school- 
 room ; or, in the first place, give them an example 
 by representing upon the blackboard some promi- 
 nent street, with the dwellings and other objects of 
 general interest. This exercise of drawing may be 
 commenced quite early, and continued through the 
 whole period of studying geography. The benefits 
 will be many and great. 
 
 The following extract * contains many valuable 
 suggestions. 
 
 ' In order to impart clear ideas in teaching geog- 
 raphy, it is indispensable, first, that the figure and 
 motions of the earth bo clearly understood. To ac- 
 complish this, the teacher must have at hand maps 
 and globes, to which reference should be constantly 
 hud. A knowledge of the definitions, also, is indis- 
 
 * From a late report of J. W. Bulkier, Superintendent of Schools 
 in the city of Brooklyn. 
 
 10
 
 218 THE TF.ACHKK'S ASSISTANT. 
 
 J. W. Bulklcv's Views. 
 
 pcnsablc. But verbal definitions are of little worth, 
 unless the thing denned, and its relations, use, &c. 
 are understood. Much time is usually spent on 
 Descriptive Geography. This department of the 
 subject should receive attention, but it is by no 
 means the most important, because, in its nature, 
 it is the most liable to change. What is true of a 
 particular locality or district to-day, may have ma- 
 terially changed in the course of a single year. 
 Attention should be directed rather to principles. 
 These change not ; and without a knowledge of 
 them, no one can lay claim to anything of geo- 
 graphical science. 
 
 " The earth being one of the planets of the solar 
 system, the pupil should be made acquainted, after 
 he has gained some knowledge of maps and the 
 globe, with so much of Mathematical Geography and 
 Astronomy as'may be necessary to give him an idea 
 of the relations of the earth to the system, and the 
 general phenomena pertaining to this body. He 
 may be easily taught how to find north and south 
 by showing him the polar star and the sun at noon, 
 the shadow then falling towards the north. The 
 other points of the compass would be clearly under- 
 stood ; and then he would know the true meaning 
 of these in nature as well as on the map, which is 
 an important point gained. 
 
 " The form of the earth, and the reasons and evi- 
 dences of its rotundity, could here be explained in 
 such away as to interest and awaken thought in the 
 pupil, and carry conviction to his understanding.
 
 GEOGRAPHY. 219 
 
 Axis and Equator explained. 
 
 The motion of the earth on its axis, and rotation 
 in its orbit, Avill claim attention also. Here let such 
 models as represent a sphere and hemisphere, and 
 such lines as represent a circle, diameter, and right, 
 curved, and parallel lines, be exhibited, explained, 
 and their use and application shown. An idea of 
 the axis of the earth may bo given by running a 
 wire through an apple, and turning the same upon 
 it ; the diameter of the apple representing the axis, 
 and the ends of the axis the poles ; and these not 
 extending beyond the surface, as often represented 
 on maps, but terminating there. Care should hero 
 be taken to have the pupil understand that the axis 
 is not a real, but an imaginary line. Next let the 
 equator be described; and 'let it be seen that, not- 
 withstanding it appears like a straight line on the 
 map, it is nevertheless a true circle. This can 
 easily be shown by tracing this line on a globe, or 
 winding a thread around an apple or ball. 
 
 " This line (the equator) would furnish the 
 teacher with thoughts which would not only in- 
 terest and instruct his pupils, but be of importance 
 in understanding the general subject. Here, the 
 days and nights arc always equal, the sun rising 
 and setting at six o'clock, with a very short twi- 
 light ; consequently, darkness comes on almost im- 
 mediately after sunset. Here, the temperature is 
 nearly the same at all seasons, being generally as 
 high as eighty or eighty-two degrees. This would 
 be understood by reference to our hot days in sum- 
 mer. Here, animals and plants differ much from
 
 220 THE TEACHER'S ASSISTANT. 
 
 Latitude and Longitude. 
 
 our own. The teacher would name some of the 
 most important, and describe them. Here, the sun 
 is vertical at noon on the 20th of March and the 
 28d of September, when bodies cast no shadow. 
 Here, the polar star is in the horizon, and the Great 
 Bear near the same line or below it. Here, the 
 story of the old ' Salts ' to the young sailors, on ap- 
 proaching the burning- line, concerning old ' Father 
 Neptune,' and the terrible ordeal to which he sub- 
 jects all who cross it the first time, may be told. 
 
 " Again, the subjects of latitude and longitude, 
 the tropics, polar circles, and tho zones, each in 
 order, should be carefully explained and well under- 
 stood. The pupil should distinctly understand that 
 latitude must be measured on the meridian, and 
 that the meridian line is that which runs north and 
 south of a given place ; that all places on the same 
 parallel must have the same latitude ; that these on 
 the globe are marked on the brass meridian, and in 
 maps on their sides ; and that a degree is about 
 sixty-nine miles. The tropics may be the next sub- 
 ject presented. Their distance from the equator 
 shown, and why; the space included between them, 
 its name, why so called ; its productions, animal 
 and vegetable ; its climate ; and that, when the sun 
 is vertical at the tropic of Cancer, the northern 
 hemisphere has the long day of summer, and tho 
 southern the long day of winter, at the same time ; 
 and that, when the sun is vertical at Capricorn, tho 
 opposite takes place, as to length of day and season, 
 in the northern hemisphere. Here the question
 
 GEOGRAPHY. 221 
 
 Difference of Time. 
 
 may be answered in relation to the polar circles, 
 why drawn the same distance from the poles as the 
 tropics from the equator ? The temperate and 
 frigid zones, in their climate, seasons, length of the 
 days and nights, and other important facts, may be 
 described, and the same contrasted with the torrid. 
 An interesting fact for the pupil to understand, 
 namely, how it is that the earth's surface has two 
 divisions of constantly equal day and night, at the 
 poles six months each, and at the equator of twelve 
 hours each, while the other parts of the earth's sur- 
 face have unequal day and night, should here bo 
 explained. 
 
 " Instruction in longitude should be given, in con- 
 nection with time, as all places under the same 
 meridian have the same time, and opposite merid- 
 ians a difference of twelve hours. Let it be ex- 
 plained, that longitude must be reckoned in degrees, 
 minutes, and seconds, along the parallel of the given 
 place, and marked on the equator, on the globe, or 
 on maps at the top or bottom. An interesting prob- 
 lem may now be explained, the difference of time 
 at different places. The earth makes a revolution 
 in twenty-four hours. A circle contains three hun- 
 dred and sixty degrees. Now, if we divide three 
 hundred and sixty by twenty-four, we obtain fifteen. 
 An hour is equal, then, to fifteen degrees of longi- 
 tude. Or, if we divide an hour (sixty minutes) by 
 fifteen, we get four minutes, which is equal to one 
 degree, a result corresponding with the first. The 
 time of the place farthest east will be in advance of 
 . 19*
 
 222 THE TEACHER'S ASSISTANT. 
 
 Hints by Professor Camp. 
 
 the one in the opposite direction. Thus the pupil 
 has the elements by which to ascertain the time of 
 any given place, and the difference between it and 
 his own and other places." 
 
 In teaching geography, a set of outline maps will 
 be found of great value. With a set of such maps, 
 the subject may be taken up by topics, and made 
 very interesting and profitable. I know not how I 
 can better express my views as to the beginning of 
 instruction in geography, and also in relation to 
 the use of outline maps, than in the language of 
 Professor Camp, in his hints to teachers as contained 
 in his Geography, prepared to accompany Mitchell's 
 excellent set of Outline Maps. Any teacher who 
 will follow the plan thus pointed out can hardly fail 
 of success. 
 
 " In introducing the study of geography to a 
 class of young pupils, their attention should first be 
 directed to the school-yard, or a portion of the road, 
 or fields ; prominent objects should bo pointed out, 
 and their relative position and distance noted. The 
 whole should then be represented on the blackboard, 
 by the teacher. Thus would be conveyed to the 
 child the idea of a map. This map should be copied 
 on a slate, by each member of the class, and recited 
 from as a lesson. Additions of surrounding fields, 
 roads, etc. should be made at successive lessons, till 
 a map of the district, village, town, or city be com- 
 pleted. 
 
 " Various natural features should be described 
 when located, such as brooks, ponds, hills, and isl-
 
 GEOGRAPHY. 223 
 
 On Outline Slaps. 
 
 ands ; the points of the compass indicated ; the 
 boundaries, peculiarities, and general features of 
 the whole taught orally, and by actual view of the 
 same, if possible. 
 
 " By similar and successive steps, the geography 
 of the county or parish should be taught, while an 
 outline of the same is made upon the board and 
 copied by the class. 
 
 " The excellent State maps now published, will 
 give the teacher an opportunity to teach well the 
 geography of the pupil's own State. 
 
 " When this is done, the class or school will be 
 prepared to study with advantage from the text- 
 book. 
 
 " The geographical definitions should be thor- 
 oughly committed to memory, and illustrated from 
 the maps, and by a globe. 
 
 " In the use of the outline maps, it is desirable 
 that the class lie so arranged that they will face the 
 north, with the map before them. The teacher 
 should point out the country or part of the world 
 to be studied, calling the attention of the class to 
 any peculiarities of configuration or position. 
 
 " The pupils should then become so familiar with 
 each map, the natural features represented, the 
 political divisions, and the locality of places, as to 
 recognize them by their forms or positions, without 
 their names accompanying. 
 
 " This can be secured by oral instruction, by a 
 careful study of the map with the key in the Geog- 
 raphy, and by drawing the map on the slate or pa-
 
 224 TUE TEACHER'S ASSISTANT. 
 
 The Principle of Association. 
 
 per, putting down the parallels and meridians, and 
 accurately filling up the outline with the natural 
 and political divisions. 
 
 " The principle of association, according to some 
 particular order of arrangement, will aid the mem- 
 ory in retaining the name of each place or division. 
 The following order has long been used by some of 
 the best teachers of Xew England, and has been 
 adopted in the arrangement of the maps and key. 
 Commencing with each map at the upper left-hand 
 corner, or northwest part, and proceeding around 
 the map to the right, let the pupil in recitation pro- 
 nounce distinctly the names classified as follows. 
 
 1. Countries. 
 
 2. Oceans, seas, gulfs, and bays. 
 
 3. Straits, channels, and sounds. 
 
 4. Islands. 
 
 f* Capes, peninsulas, and isthmuses. 
 G. Mountains and deserts. 
 7. Lakes and rivers. 
 
 " Or the teacher may pronounce the name, and 
 let the pupil point out the thing named, on the map. 
 " Each map is to be reviewed by promiscuous 
 questions. A few of these have been given. But 
 the teacher should multiply and vary tbem, as cir- 
 cumstances require. 
 
 u Fur classes of advanced scholars, topical in- 
 struction Avill be productive of very beneficial 
 results. Tbe country to be studied having been 
 selected, the teacher should assign a topic to each 
 pupil, who, with a given and definite subject before
 
 GEOGRAPHY. 225 
 
 Topics named. 
 
 him, should consult reference-books, public and pri- 
 vate libraries, and all sources of available informa- 
 tion. 
 
 " The following list of topics can be used, or so 
 much of it as is adapted to the attainments of the 
 class, or their means of obtaining the facts re- 
 quired. 
 
 " LIST OF TOPICS FOR ADVANCED CLASS. 
 
 1. Situation, extent, and boundaries. 
 
 2. Coast (indentations and projections). 
 
 3. Rivers and lakes. 
 
 4. Surface (mountains, plains, plateaus, etc.). 
 
 5. Soil and climate. 
 
 6. Productions (animal, vegetable, and min- 
 eral). 
 
 7. Manufactures. 
 
 8. Commerce (exports and imports). 
 
 9. Cities and towns (capital, seaports, and man- 
 ufacturing towns). 
 
 10. Travelling facilities. 
 
 11. Inhabitants (population, manners, and cus- 
 toms). 
 
 1 '1. Government. 
 
 13. Education and religion. 
 
 14. History (colonial possessions). 
 
 1"). Miscellaneous (natural curiosities, places and 
 objects of interest, distinguished persons, etc.)." 
 
 For reviews in geography, the following arrangi)- 
 ment of topics will be found a good one. 
 
 1. Situation, boundary, latitude, and longitude.
 
 226 THE TEACHER'S ASSISTANT. 
 
 Topics for Review. 
 
 2. General divisions. 
 
 3. Islands, peninsulas, capes, and isthmuses. 
 
 4. Mountains, plateaus, and deserts. 
 
 5. Capitals, cities, and important towns. 
 
 6. Oceans, seas, and archipelagos. 
 
 7. Gulfs, bays, and harbors. 
 
 8. Straits, channels, and sounds. 
 
 9. Rivers and lakes. 
 
 10. Government, in whom vested, and how 
 administered. 
 
 11. Religion and education. 
 
 12. Agricultural productions. 
 1-3. Mechanical productions. 
 
 14. Miscellaneous, as, modes of travel, objects 
 of interest, etc. 
 
 Let us suppose that North America is to receive 
 attention according to the above order, and that the 
 class has studied with reference to the same. One 
 pupil is called upon for an answer to the first. If 
 you have outline maps, require him to go to the 
 same, and, with a pointer, to trace the outlines, 
 give the boundaries, latitude, and longitude. The 
 pupil culled upon to answer Xo. 4 should be re- 
 quired to point out the several places as he names 
 lliem. The list of topics treated in this wav will 
 embrace all the important points in relation lo the 
 country under consideration. 
 
 Here let me caution you against the very com- 
 mon error of indistinct or incorrect pronunciation 
 of geographical terms and names. How often do 
 w ; heai- A flic for Arctic, Missippy for Mississippi,
 
 GEOGRAPHY. 227 
 
 Voyages described. 
 
 Carlina for Carolina, Fellydelfy for Philadelphia, 
 As/ice for Asia, Mederanean for Mediterranean, 
 etc. It will be well occasionally to devote an hour 
 to the pronouncing and spelling of geographical 
 names, and especially such as are often mispro- 
 nounced. 
 
 In addition to the hints named, you will find it 
 an excellent plan, occasionally, to require your pu- 
 pils to describe the course of a ship from one coun- 
 try to another. For example, 
 From New York to Manilla. 
 
 " Boston to Melbourne. 
 
 " Philadelphia to Constantinople. 
 
 " New York to San Francisco. 
 
 " Boston to the Sandwich Islands. 
 Let them go to the outline maps, and, with a 
 pointer, designate the route of a ship, and give such 
 information as they can in relation to these places, 
 naming their imports and exports, the probable 
 length of the voyage, etc. It may be well to call 
 upon some pupil, daily, for an exercise of this kind. 
 It will occupy but a few minutes, and may be made 
 both interesting and profitable. After one pupil has 
 given all the information he possesses, give others 
 an opportunity to add other particulars. 
 
 Another exercise mayj>c, to require a class to 
 write, in letter form, some geographical account of 
 a State or country. For instance, a letter relating 
 to Massachusetts, in which its situation, boundaries, 
 chief rivers, mountains, productions, exports, im- 
 ports, educational condition, etc. may be stated.
 
 228 THE TEACHER'S ASSISTANT. 
 
 An Occasional Method. 
 
 This may be made a useful exercise in composition, 
 as well as in geography. 
 
 Much interest may be excited in a class by the 
 following plan, which I have often seen adopted 
 with pleasing results. Let the first in order name 
 some city, state, country, mountain, river, etc. ; 
 let the next in order tell where it is, and give all 
 the information he can concerning it ; and then give 
 to the next some place commencing with the last 
 letter of his own topic, and so on. Sometimes it 
 will be Avcll to limit the names or topics to cities, 
 sometimes to countries or rivers, etc. An exercise 
 of this kind, once or twice weekly, will excite much 
 interest in a class, and lead to investigation. 
 
 If one is unable to give any information, or gives 
 it incorrectly, let him pass to his seat, and the next 
 in order make the trial. To illustrate this let us 
 suppose a class of six members, whom we will desig- 
 nate by the figures 1, 2, 8, 4, 5, 6. 
 
 1. London? 
 
 2. London, the most important and largest city 
 in the world, is situated on the river Thames, in 
 England, and is the capital of the British empire. 
 1 1 contains a population of nearly 3,000,000, and is 
 in all respects a city of immense influence. (To 
 the next.) New York? * 
 
 }. NYw York is the name of one of the. United 
 States, and also of the largest city in the Union. 
 The city of New York is situated on Manhattan 
 Island, arid it is the most important and influential 
 city of the New World. The island, on which it is
 
 GEOGRAPHY. 229 
 
 A Specimen Exercise. 
 
 situated, is thirteen and a half miles long, and about 
 two miles wide in its widest part. The population 
 is about 650,000. It was first settled by the Dutch, 
 in 1G12. (To the next.) Knoxville ? 
 
 4. Knoxville is a flourishing city in Tennessee. 
 It is on the Holston River, and was formerly the 
 capital of the State. It has a university and an 
 asylum for the deaf and dumb. (To the next.) 
 Edinburgh ? 
 
 5. Edinburgh is the capital and metropolis of 
 Scotland. As the centre of learning, it is the most 
 
 .distinguished town in the British empire. It is in 
 many respects an important city. It is particularly 
 noted for its excellent and elegant buildings. The 
 name Edinburgh (" Edwin's castle or fort") is sup- 
 posed to be derived from Edwin a Saxon prince. 
 It was anciently written Edwinsburgh, etc. (To 
 the next.) Hartford? 
 
 ('). Hartford is one of the capitals of Connecticut. 
 Jt is on the west bank of the Connecticut River, and 
 is a city of much enterprise. Trinity College is 
 located at ILirtford. The American Asylum lor 
 tin 1 Deaf and Dumb is in this city. There is also an 
 asylum for the insane, which is one of the most 
 noted and best conducted in the United States, etc. 
 
 These are merely given as examples. You will 
 ivadilv see to what extent an exercise of this kind 
 may be carried, and especially if the class is large. 
 It will be well, after a few trials, to require all the 
 prominent particulars in relation to each topic or 
 place to be given ; but at first, if a few are cor- 
 20
 
 230 THE TEACHER'S ASSISTANT. 
 
 Mariue Journal. 
 
 rectly given, it may answer. After one has stated 
 what he may have to say, an opportunity may be 
 given for others to add any particulars not already 
 given. An additional interest and advantage may 
 be secured by making the spelling of the names 
 given a part of the exercise. 
 
 Another interesting, useful, and practical lesson 
 may be obtained from the items in a common " Ma- 
 rine Journal." Let us take, for illustration, the 
 following, which I find in a New York newspaper. 
 
 MARINE JOURNAL. 
 
 PORT OF NEW TORK, AUGUST 5. 
 
 Cleared. 
 
 Steamships Roanoke, Skinner, Norfolk, Ludlam & Pleasants; 
 Kangaroo, Jeffrey, Liverpool, J. G. Dale ; Illinois, Boggs, Aspin- 
 wall, M. O. Roberts. 
 
 Ships Ocean Pearl, Chandler, New Orleans, N. II. Brigham ; 
 Mutoro, Dillingham, Valparaiso, A. Ladd; H. Von Gagcn, Reiiner, 
 Hamburg, W. F. Schmidt ; Horatio, Hathaway, Cowes and a mar- 
 ket, Jas. E. Ward & Co. 
 
 Barks William, Heath, Gibara, C. & E. J. Peters; Cavnllo, 
 Washington, Lavaeca, J. II. Brower & Co. ; Nazarine, Smith, Beim- 
 ventura, M. M. Bachey. 
 
 Brigs Lydia Francis, Hall, Philadelphia, Yates & Porterfield ; 
 Crimea, Hickborn, Philadelphia, Walsh, Carver, & Chase ; Williel- 
 mina (Brem.), Ilowyer, Laguayra, Biirchard & Burk ; Edinburgh, 
 Bartlett, Philadelphia, T. II. Sandford ; Flying Eagle, Conant, Ali- 
 cante, R. P. Buck & Co.; Vulcan (Br.), Card, Windsor, D. R. 
 I)e Wolff; A. 15. Cook, Leigliton, Philadelphia, <i. W. Simpson. 
 
 A m'reil. 
 
 R. M. steamship Persia (Br.), Judkins, Liverpool, Julv 25. incise. 
 and pass, to E. Cunard. July 25, passed ship Countess (of England), 
 bound in ; Aug. 1. hit. 47 2(1, Ion. 50 K>, passed a cutter steering W., 
 showing Spanish < olors ; 2d, hit. 44 40, Ion. 57 32, exchanged sig-
 
 GEOGRAPHY. 
 
 Marine Journal. 
 
 nals with Br. ship Onward, bound E. ; 3d, at 8 a. m., lat. 42 26, Ion. 
 62 56, passed steamship Vandcrbilt, hence for Southampton ; same 
 day, at 9^ a. m., lat. 42 18, Ion. 61 21, passed steamship Atlantic, 
 hence for Liverpool ; the Persia arr. off Sandy Hook on the 4th, at 8 
 p. m. ; Aug. 1, wind easterly, light breeze and cloudy, at 8 p. m., 
 Cape Race Light abeam ; 4th, at 6^ a. m., lat. 40 23, Ion. 71 25, 
 calm, with dense fog, took a pilot from the Edwin Forrest, No. 14. 
 
 Steamship New York (Br. screw), Craig, Glasgow, July 22, mdse. 
 and pass, to J. McSymon. Has experienced strong westerly gales 
 for the first 5 days ; on the 25th, had a heavy gale from W. N. W. ; 
 26th, signalled Brem. ship Janson, Smidt, bound W. ; 29th, at 5^ 
 a. m., signalled steamship Arabia, for Liverpool ; 30th, at 9 p. m., a 
 large steamer passed, bound W. ; Aug. 4, at 11 J a. m., signalled 
 steamship Atlantic, hence ; same day, saw a Brem. bark, showing 
 private flag, blue swallow and white cross. 
 
 Ship Don Quixote (of Boston), Elwell, Foo-Chow-Foo April 23, 
 teas to order. Sailed in company with Br. ship Glencoe, for Lon- 
 don ; left Angier May 21, in company with bark Reindeer, Towns- 
 end, from Singapore for New York; April 26, lat. 18, Ion. 115, 
 passed Br. ship Bio Bio, from Shanghae ; May 21, 20 miles from 
 Angier, signalled ship Mandarin ; 26th, exchanged signals with a ship 
 supposed the Fearless ; 29th, spoke Fr. ship Thetis, from Pondi- 
 cherry for Bourl>on ; June 15, lat. 34 28, Ion. 29, spoke ship Jennie 
 "W. Paine, from Batavia for London ; 18th, lat. 34, Ion. 23, spoke 
 bark Vcrnon, for Table Bay; 27, lat. 29, Ion. 12, signalled Br. ship 
 Anglo American ; 28th, lat. 27, Ion. 9, signalled Br. ship Alice Jane ; 
 same day, signalled ship Fleetwood Dale, from Calcutta, 71 days out; 
 21st, lat. 35, Ion. 13, spoke the C. W. Wappers, from Batavia, 72 
 days out ; 22d, lat. 33 30, Ion. 15, spoke brig Helena, for Hamburg ; 
 July 24, lat. 13, Ion. 50, spoke bark Emblem, from Rio for Philadel- 
 phia, 25 days out; passed St. Helena July 3. 
 
 You will readily see that you may make the above 
 extracts from a " Marine Journal " such as von 
 may always find in newspapers printed at important 
 seaports the basis of several interesting lessons. 
 Those lessons, too, will have a practical bearing. 
 Lei us propose the following questions to your 
 class :
 
 232 THE TEACHER'S ASSISTANT. 
 
 Suggestive Questions. 
 
 What is meant by " Marine Journal " ? " Port 
 of New York," - - where is it, and what can you 
 say of it? What is meant by " Cleared " ? What 
 is the name of the steamship first cleared ? her 
 captain's name ? whither bound ? by whom cleared ? 
 Where is Norfolk ? Where is Liverpool ? How 
 would you go from New York to Liverpool ? Where 
 is Aspiiiwall ? Is it an old or new town ? To what 
 docs it owe its origin ? Where is New Orleans, and 
 what can you say of it ? Where is Valparaiso ? 
 Where is Hamburg ? (Let pupils go to the outline 
 maps and point out these places, and designate the 
 course of a vessel from Boston or NCAV York, etc.) 
 Where is Cowes ? What is meant by " Cowcs and 
 a market " ? 
 
 You will at once perceive to what extent these 
 questions may be proposed. 
 
 Under the head " Arrived," the lessons may be 
 still more interesting and varied. The places of 
 meeting may be pointed out ; the meaning of phrase 
 " showing Spanish colors." This will open a new 
 and instructive field. " Cape Race Light abeam," 
 what is meant ? what by " took a pilot " ? etc. 
 
 But in your efforts to teach the geography of 
 other and distant sections, do not overlook less re- 
 mote sections. Occasionally take imaginary jour- 
 neys with you! 1 pupils. Let us suppose you have a, 
 school in New York city. Say to your class, when 
 sufficiently advanced : " To-morrow's lesson will be 
 an imaginary journey to the city of Boston. There 
 are three or four different routes. You mav con-
 
 GEOGRAPHY. 
 
 An Imaginary Journey. 
 
 fine your attention .to either of those which consists 
 partly of water. I shall wish you to describe the 
 course, tell where you leave the stoamcr for the 
 cars, the prominent places through which you pass, 
 and about how long it will require to make the 
 journey. At another time, we will make the return 
 over a route wholly by railroad." The idea you 
 will readily see, and also the extent to which this 
 course may be carried. 
 
 If the interesting volumes of Dr. Kane have been 
 read, his perilous travels, daring adventures, and 
 many hardships, may be made to invest many a 
 geography lesson with an interest before unthought 
 of. Let the various points spoken of be pointed out 
 upon the map, and let the members of your class be 
 called on to state all the incidents that may occur to 
 them as worthy of note. Tin's course will tend to 
 awaken a spirit of attention and investigation in re- 
 lation to their reading. 
 
 I would again advise that you make the drawing 
 of maps a prominent exercise ; and, if rightly con- 
 ducted, it will prove a very pleasant and profitable 
 one. If the lesson is about a certain country, let 
 its outlines lie drawn upon the blackboard, together 
 with the prominent features, mountains, rivers, etc. 
 Frequent and careful practice will give results 
 highly useful and satisfactory. 
 
 As a valuable aid to you in the department of 
 map-drawing, I would call your attention to a small 
 work just published, entitled " Elements of Map- 
 drawing, with Plans for Sketching Maps by Trian- 
 20*
 
 THE TEACIIEUS ASSISTANT. 
 
 A New Work. 
 
 gulation, and Improved Methods of Projection." 
 The author is Cornelius S. Cartdc, a successful in- 
 structor in Charlestown, Mass. The work is a val- 
 uable one, and original in its plan. 
 
 Your sincere friend. 
 
 C.
 
 LETTER XVII. 
 
 ARITHMETIC. 
 
 MY DEAR FRIEND : 
 
 I NOW come to consider the subject of Arithmetic. 
 This has been made a very prominent branch, in 
 most of our schools. In this age of money-getting 
 and calculation, there is a strong tendency to give 
 it an undue prominence. I have sometimes thought 
 it did receive more than its just share of time and 
 ' attention. It is urged that the science of numbers 
 is deserving of special consideration, on account of 
 the mental discipline it will give. This may be 
 urged in favor of other branches, though, it may be, 
 not to the same extent. The amount and quality 
 of mental drill and development depend more upon 
 the teacher's manner of teaching, and the pupil's 
 habits of learning, than upon the mere subject 
 taught. 
 
 Let me say, at the outset, that it will be hardly 
 possible for you to overestimate the value of mental 
 arithmetic. This should be commenced at an early 
 period in the child's education, and be continued 
 through a series of years. Indeed, it would be well
 
 236 THE TEACHER'S ASSISTANT. 
 
 Mental Arithmetic. 
 
 if the pupils in all our schools and academies should 
 be required to devote a short time, daily or weekly, 
 to operations in mental arithmetic. .A little daily 
 practice, in the right way, will secure results of the 
 most satisfactory nature. I have heard children of 
 the age of nine or ten years perform mental opera- 
 tions with a degree of rapidity and accuracy far 
 greater than most adults could perform similar ex- 
 ercises with the use of slate and pencil. If, then, 
 you wish to have your pupils make true progress in 
 numbers, give them frequent and thorough drilling 
 in mental arithmetic. If you devote an hour, daily, 
 to the study of arithmetic, give at least one half of 
 it to mental operations. I have no hesitation in 
 saying that a lad, who has been thoroughly and 
 properly trained in all the exercises in Colburn's 
 First Lessons, or in those of the mental Arithmetics 
 of Davies, Thompson, Grecnleaf, Stoddard, or any 
 other well-prepared book of the kind, without hav- 
 ing received an hour's training in written arithme- 
 tic, that such a lad will be better fitted for any 
 common business, so far as arithmetic is concerned, 
 than he would be if he had devoted months merely 
 to written arithmetic, without giving any attention 
 to mental exercises. 
 
 In teaching mental arithmetic, the Xumeral 
 Frame will be found almost invaluable. No pri- 
 mary or intermediate school should be without one 
 of these simple articles of apparatus. It is alike 
 useful in teaching the little ones to count, and in 
 illustrating operations in addition, subtraction, di-
 
 ARITHMETIC. 237 
 
 Bishop Potter quoted. 
 
 vision, and also in explaining fractions. It will 
 prove worth tenfold its cost in the hands of any 
 active and judicious teacher. A set of blocks and 
 solids for the illustration of square and cubic meas- 
 ure will be found very useful, both in mental and 
 written arithmetic. 
 
 In the performance of mental exercises, it will be 
 well to require the pupils to recite without the book. 
 Read the question distinctly, and let the pupils give 
 the answer and explain the process, giving the 
 reason for every step. This course will tend to se- 
 cure attention, and prove a more desirable mental 
 discipline. From the beginning, cause your pupils 
 to feel that they must recite the lesson without your 
 aid. You may, of course, solve one or two prob- 
 lems, as a specimen of the mode in which you wish 
 to have them solved. It is often the case that much 
 of the benefit of such examples is lost by the care- 
 less and immethodical manner of performing them. 
 Then let me urge you to train your pupils to be 
 accurate and self-reliant. Train them to think and 
 act for themselves. Says Bishop Potter : " If I 
 were to reduce to a single maxim the concentrated 
 wisdom of the world on the subject of practical edu- 
 cation, I should enunciate a proposition, which, I 
 think, is not incorporated as it should be into the 
 practices of schools and families. That principle is, 
 that, in educating the young, you serve them most 
 effectually, not by what you do to them or for them, 
 but by what you teach them to do for themselves. 
 This is the true secret of educational development."
 
 238 THE TEACHER'S ASSISTANT. 
 
 Specimen Examples. 
 
 Exercises like the following in which the whole 
 school may take part will be found of great value, 
 and a few minutes of daily practice will, in a short 
 time, lead to a wonderful degree of rapidity and 
 accuracy in mental operations. In these exercises, 
 the pupils are expected to follow the dictation of the 
 teacher, so that they will be able to give the answer 
 the instant he pauses. The terms plus, minus, and 
 square should be well understood. 
 
 Square 5 + 6x3^-2 5-j-8+6x5 = ?* 
 7 + 5x2-4-6x4x2 12x5 25 = ? 
 Square 8 X 2 -- 4 X 10 40 + 20 80 = ? 
 | of 20 X 2 + 20 X 5 50 X 2 300 = ? 
 
 15 + 10 + 5+ 12X2 + 16 -*- 2 20 X 3 = ? 
 
 The above may be varied and extended almost 
 indefinitely. I merely give the hint. In treating 
 of written arithmetic it will not be necessary for 
 me to go fully into the details of teaching the vari- 
 ous rules and principles. Most of the modern text- 
 books on this subject usually contain good formu- 
 las and a sufficient number of rules. I have some- 
 times thought that the rules and explanations, the 
 formulas and directions, were too numerous, leav- 
 ing too little for the pupils to accomplish, and thus 
 failing to secure that mental growth which is so 
 essential to true progress. 
 
 * In dictating this, the teacher would say, Square 5, add (orpins) 6, 
 multiply by 3, divide by 2, subtract (or minus) 5, divide by 8, add G, 
 multiply by 5, Uow many 1
 
 ARITHMETIC. 
 
 Avoid undue Haste. 
 
 It will be my aim to caution you against two or 
 three of the common errors of teachers, in relation 
 to arithmetic, and, in passing, to give a few hints 
 touching miscellaneous exercises that may be found 
 useful, for the purpose of general drill and review. 
 
 Avoid undue Haste. Many teachers seem to 
 think that, if they can only say they have " taken a 
 class through the text-book," they will have ac- 
 complished all that is required, and under this 
 impression they " take " their pupils along at a sur- 
 prisingly rapid gait. Scholars, too, seem to imagine 
 that the degree of their proficiency will be aug- 
 mented by every new page " gone over " in the text- 
 book, and they " hurry on," impatient of delay. 
 And, in addition to this, parents and committees 
 often " harp on the same string," so that, with all, 
 the amount " passed over " is made the only crite- 
 rion of the teacher's ability or of the pupil's pro- 
 gress. 
 
 I once visited a school in which the feeling just 
 spoken of greatly prevailed. It was a showy school, 
 and, to a superficial observer, might present a good 
 appearance. The teacher was one of your wordy 
 men. He blew his own trumpet loud enough, and 
 long enough, and, I am sorry to say, he deceived 
 many whose ears had never been properly tuned to 
 such blasts. Many supposed he kept an excellent 
 school, and bis pupils considered themselves of 
 the ne plus ultra order. In speaking of his (ir-t 
 class, he said: "This is the finest class you ever
 
 240 THE TEACHER'S ASSISTANT. 
 
 A Visit to a School. 
 
 saw. I have taken this class over more ground 
 than any other class was ever taken in the same 
 time. I took them through Davies's Arithmetic in 
 three months, and they can do anything within the 
 covers of that book." This was said in that positive 
 manner which would be sure proof to some that the 
 statement made was true. Without in the lua: t 
 questioning the truth of what had been said, I re- 
 marked : " That is a very intelligent class, and they 
 must have been well trained to accomplish so much." 
 " yes, I have done well by them, and they have 
 done well for themselves." " Arc you willing to 
 have me ask them a few questions ? " said I. Some- 
 what " taken aback " by the question, he hesitated 
 a moment, and then said : " Why, yes, I have no 
 objection, but I don't know how they will get along 
 with questions from a stranger." " My questions 
 shall not be difficult," said I ; "I do not wish to 
 puzzle or trouble them." I then proceeded to ask 
 a few questions on the ground rules, and the an- 
 swers were mostly wrong or very defective. I gave 
 them a few examples in addition, subtraction, etc. 
 These were performed very slowly, and not more 
 than one in ten gave the correct answers ; and not 
 a single one could give a clear reason for what he 
 did. I passed to fractions, and there found a total 
 lack of knowledge. The same was true of interest, 
 discount, mensuration, <tc. They actually kne\v 
 less than any intelligent boy of the same age would 
 know after a week's proper instruction ; and vet 
 ill 'V really felt that they \\vre (>u:!<! expert in arilh-
 
 ARITHMETIC. 241 
 
 Make Haste slowly. 
 
 mctical operations. The teacher undertook to con- 
 sole himself, and satisfy me, by attributing their 
 seeming ignorance to diffidence before a stranger ; 
 but a more self-conceited class I never saw. The 
 pupils seemed to feel almost insulted that I should 
 question them in the simple rules, and yet the re- 
 sult showed that they had not been properly or 
 thoroughly drilled on those rules. Surely, thought 
 I, you have been " taken through " the book ; and a 
 hard task will it be to take self-conceit away, and 
 cause you to see your true position as arithmetical 
 " know-nothings." 
 
 Now, my friend, let me say to you, " Make haste 
 slowly." Be thorough. Teach one thing at a time, 
 and be careful that you teach it properly, and that 
 your teaching is understood. Be not ambitious to 
 " take your pupils through the book," but rather 
 aim so to teach and train them that they will be 
 able, if necessary, to complete the book without the 
 aid of a teacher, after they have been fairly started 
 upon the right track. 
 
 Jie sure that the simple or ground Rules are thor- 
 oughly comprehended. Most teachers pass over 
 these too rapidly. We frequently meet with per- 
 sons who can, somewhat readily, perform many of 
 the more difficult problems of arithmetic, and yet 
 are very moderate and unreliable in adding col- 
 umns of figures. I would recommend that you 
 devote a few minutes nearly every day to some gen- 
 end exercises, for the entire school, in the elenien-
 
 242 THE TEACHER'S ASSISTANT. 
 
 An Exercise. 
 
 taiy rules. The results of a little daily practice 
 will be highly satisfactory. If the maxim, " Prac- 
 tice makes perfect," is ever true, it is strictly so in 
 relation to operations in arithmetic. I would advise 
 you to have daily exercises in notation, numeration, 
 addition, multiplication, subtraction, division, frac- 
 tions, &c. In such exercises, let all who are sufli- 
 ciently advanced take part, and insist on promptness 
 and energy in the performance of the work. 
 
 I will give you an example or two, as a specimen 
 for the general exercise alluded to, and the same 
 plan may be adopted in reference to the other rules. 
 Calling for the attention of your pupils, you ad- 
 dress them somewhat as follows : " Scholars, I wMi 
 you to give your entire attention to an exercise I 
 ani about to give. It is a simple exercise, one in 
 which all who have ciphered can take part. It is 
 only a sum in simple addition. But in performing 
 the example, I wish you to aim to excel in three or 
 four particulars : 
 
 1. Make your figures plain. 
 
 2. Put them down in straight columns. 
 
 3. Add accurately. 
 
 4. Add rapidly. 
 
 As I dictate the figiircs, you will write them ; and 
 when I say, i AddJ you will all commence. The 
 pupil who first obtains an answer will speak dis- 
 tinctly and say, ' No. 1 ' ; the second, ' No. 2 ' ; and 
 so on. I will note the time in which each performs 
 the example, and will read to you the result. But 
 remember that there will be no merit in obtaining
 
 ARITHMETIC. 243 
 
 Examples for Addition. 
 
 an incorrect result ; for that you can do without 
 any attempt at adding the several columns. Ra- 
 pidity and accuracy together will be very desirable. 
 You may now write." (Dictate either of the fol- 
 lowing' :) 
 
 24875 
 
 95628 
 
 76439 
 
 87542 
 
 94387 
 
 62954 
 
 45768 
 
 89541 
 
 97865 
 
 As soon as you have repeated the last line, say, 
 distinctly, "Add" and be ready, with your watch in 
 hand, to note down the time required, by each, in 
 obtaining an answer. After all have performed the 
 work, call for answers, and then name the time oc- 
 cupied by each. If you have a liberal supply of 
 blackboard, let a class occasionally take chalk, and 
 perform similar operations upon the board. This 
 will afford you a better opportunity for pointing out 
 defects in figures and columns. 
 
 Exercises like the above will yield good results. 
 If you will devote six or eight minutes, daily, for 
 ten days, at the expiration of the time you will find 
 that most of your pupils will obtain correct answers 
 in about one half the amount of time at first re- 
 quired. When you commence, the time used in
 
 THE TEACHER S ASSISTANT. 
 
 Do not render too much Aid. 
 
 obtaining the answer to a sum having as many fig- 
 ures as there are in the examples given, will vary 
 from one to three minutes ; but at the end of the 
 time named, you will find that many will be able to 
 perform similar examples in thirty seconds, and less. 
 And, moreover, you will find that the skill and accu- 
 racy gained here will be of service in all the more 
 difficult operations of the Arithmetic. Of course, 
 the number of figures and columns may be varied 
 from time to time. It will be well, often, to give a 
 single column, of some twenty or more figures, for 
 the double purpose of giving discipline in addition, 
 and training the eye in making straight columns of 
 figures. The same general method may be adopted 
 with examples in division, subtraction, multiplica- 
 tion, fractions, etc. 
 
 Do not be satisfied with the mere verbatim repeti- 
 tion of the rules of the Arithmetic, and the mechan- 
 ical performance of the questions under the several 
 rules. Yary the questions, and ask many not con- 
 tained in the book. Do not abandon one rule or 
 principle, and pass to another, until the former is 
 perfectly clear. Move " step by step," never forget- 
 ting that practice tends to make perfect. 
 
 Do not render too much Help in the Performance 
 of Problems. It will be necessary for you to cxei^ 
 cisc imich judgment and discretion on this point. 
 Some aid you must render; but be very careful and 
 not give too much or too soon. One prominent ob- 
 ject, in all school exercises, should be to train pupils
 
 ARITHMETIC. 245 
 
 Give Encouragement. 
 
 to overcome difficulties, to surmount obstacles. 
 In no branch will this hold more true than in that 
 under consideration. It will scarcely ever be well 
 for you to solve a difficult problem for a pupil. 
 Give him one or two hints in the right direction, 
 and then encourage him to persevere. If you can 
 once succeed in arousing a true spirit of perse- 
 verance, you will find but little difficulty. " My 
 teacher says I can do very hard problems if I will 
 try long enough," said James Diligent, " and if I 
 can, I know I will ; for I can try as hard and as 
 long as any one." With such a feeling, but very 
 few insurmountable obstacles will be found. Give 
 to your pupils as mottoes, Labor omnia vincil, and 
 Nil desperandum. 
 
 Encourage your Pupils. Utter words of cheer 
 and expressions of kindly interest, and lead your 
 pupils to feel that you are their sincere friend, and 
 that you require them to learn hard lessons because 
 you know it will do them good to learn such lessons. 
 The following incident illustrates the power of en- 
 couraging words. 
 
 The teacher of a large school had a little girl 
 under her care who was exceedingly backward in 
 her lessons. She was at the bottom of the class, 
 and seemed to care but little about what had passed 
 in it. 
 
 During the school hours, singing was sometimes 
 employed as a relaxation, and, noticing that this 
 girl had a very clear, sweet voice, her teacher said 
 21*
 
 246 THE TEACHER'S ASSISTANT. 
 
 Illustrative Anecdote. 
 
 to her : " Jane, you have a good voice, and you 
 may lead in the singing." 
 
 She brightened up, and from that time her mind 
 seemed more active. Her lessons were attended to, 
 and she made steady progress. One day, as the 
 teacher was going home, she overtook Jane and one 
 of her schooijaates. 
 
 " Well, Jane," said she, " you are getting on very 
 well at school. How is it that jou do so much bet- 
 ter now than you did at the beginning of the half- 
 year ? " 
 
 " I do not know why.it is," replied Jane. 
 
 " I know what she told me the other day," said 
 her companion. 
 
 " And what was that ? " asked the teacher. 
 
 " Why, she said she was encouraged." 
 
 Yes, there was the secret, she was encouraged. 
 She felt she was not dull in everything ; she had 
 learned self-respect, and thus she was encouraged to 
 self-improvement. * 
 
 Take the hint, dear friend, and try to reach the 
 intellect through the heart. Endeavor to draw out 
 the dormant faculties of your scholars by discrimi- 
 nating culture and well-timed commendation. Give 
 them the 'credit whenever you can, and allure them 
 with hopeful words. Many a dull-minded child has 
 been made irretrievably stupid by constant fault- 
 finding or ungenerous sarcasm. And, on the other 
 hand, how often has a genial smile or an approving 
 remark awakened into new life some slow-learning 
 pupil.
 
 ARITHMETIC. 247 
 
 Make Explanations Clear. 
 
 Make your Explanations plain and intelligible. 
 It is not unfrequently the case, that teachers fail to 
 make their explanations sufficiently simple. At all 
 times strive to awaken or impart ideas, and not 
 merely to give words. Said a child to her teacher, 
 " Will you please tell me why I carry one for every 
 ten ? " " Certainly," said the teacher, pleasantly, 
 " it is because numbers increase from right to left 
 iu a decimal ratio." The child went to her seat, 
 and, with a sad expression, sat repeating the words 
 just quoted. She did not comprehend the answer 
 of her teacher, and felt disappointed. The words 
 "decimal" and "ratio" she did not understand. 
 She sat thinking for a while, and then, utterly dis- 
 couraged, she put aside her book, saying, " I do not 
 like arithmetic ; I cannot understand it." 
 
 Sec to it, my friend, that your pupils do not suffer 
 in this way. When you give illustrations or expla- 
 nations, have them siich that they will convey to 
 the pupil's mind the ideas or information intended 
 by you and desired by them. As far as may be, 
 use illustrations for the eye. Long measure, square 
 measure, cubic measure, etc. may be illustrated by 
 drawings and blocks. Let me suppose you ask a 
 pupil the difference between ten square miles and 
 len miles square. A word answer may be given 
 without convoying any clear idea; but if you go 
 Iu the board and draw a figure, you may make all 
 plain and clear. Let the following be used, consid- 
 ering each square the representative of a square 
 mile :
 
 248 
 
 THE TKACHER'S ASSISTANT. 
 
 Be Practical. 
 
 
 One mile long. 
 
 Many other definitions and principles yon may 
 readily explain by some simple drawing or illustra- 
 tion. 
 
 Aim to give a practical turn to every Exercise. 
 This you will best do by asking such incidental 
 questions as shall have a bearing upon common 
 business operations. So far as possible, require 
 your pupils, not only to state the " how " of per- 
 forming an example, but also to show that they 
 fully comprehend the same, by solving problems 
 given at the time, but not taken from the text-book. 
 Let mo suppose you have a class in mensuration. 
 You ask a pupil how he will obtain the superficial 
 feet in the floor of the school-room. His answer 
 will be, " multiply the length by the width," and ho 
 may give these words without being able to perform 
 the operation. That you may know whether lie 
 comprehends the definition, or not, give him a rule 
 or measuring-tape, and ask him to got the contents 
 of the room. If he can do that properly and accu- 
 rately, you may feel sure that the wtrds of the rule
 
 ARITHMETIC. 
 
 An Example. 
 
 are understood. So let it be at every step ; let the 
 rule be elucidated and confirmed by the perform- 
 ance of some pertinent question. As another ex- 
 ample on this point, let us take the subject of inter- 
 est. The members of the class are able to repeat 
 the rules and explanations with promptness. If 
 you wish to ascertain if the words they have re- 
 peated convey the intended information, step to the 
 blackboard, and write a note, as follows : 
 
 4-nY- 6 - 2 - 
 
 i o o * 
 
 /n / / s- 1 0' , , 
 
 (_yn, acmana t^ r utomMe fo 
 / 
 
 */& / / / / / 
 
 W6, o-t otaev, ftoat nanaiea a 
 
 a PIMM ana <ti^ 
 t ^^,^/ 
 
 Now call upon your class to tell how much it will 
 require to pay the above note at the present time, 
 on some previous day, or on some future day, that 
 you may designate. 
 
 If the subject of indorsements is under consider- 
 ation, prepare some notes in due form, note the 
 payments upon the back in the usual and proper 
 manner, and, passing them to members of the class, 
 require them to ascertain the amount due on each 
 at the present time. If results are correct, you
 
 250 THE TEACHER'S ASSISTANT. 
 
 Combine Theory and Practice. 
 
 may feel satisfied that the subject is clearly compre- 
 hended. 
 
 In fine, let it be a part of your daily practice to 
 propose to your pupils practical questions, prepared 
 by yourself for the purpose of illustrating and con- 
 firming the passing recitation. A lad may be able 
 to give the rule for ascertaining the contents of a 
 load or pile of wood, and not be able, by actual meas- 
 urement and figures, to " carry the rule into prac- 
 tice " ; and yet this is the more important part. 
 In all your teaching, aim judiciously to combine 
 theory and practice. Encourage your pupils to 
 bring into the school-room such practical business 
 operations as may come within their observation out 
 of the school-room. In this way you will obtain a 
 valuable variety, embracing such operations as the 
 farmer, the merchant, the mechanic, etc. will have 
 occasion to perform. By pursuing this course, your 
 pupils will be so trained that they will not be con- 
 futed and entirely thrown from the arithmetical 
 track, if called upon to perform some simple busi- 
 ness question outside of the school. How many 
 111- -re are among those who have professedly been 
 through the Arithmetic, even the " hardest Arith- 
 metic you can name," who would Incompletely 
 nonplussed, if SOUK; fanner should ask them to c;isf. 
 l!i : interest on a certain note, or ascertain the con- 
 tents and Avorlh of a load of wood at a specified 
 amount per cord, or if some carpenter should ask 
 them to estimate the cost of a pile of boards at a 
 given sum pep thousand feet !
 
 ARITHMETIC. 251 
 
 Make Fractions intelligible. 
 
 Be sure that Fractions are well understood. 
 Most teachers and pupils fail in not giving suffi- 
 cient attention to fractions. If the various opera- 
 tions in fractions are clearly explained by the 
 teacher, and followed by frequent practice by the 
 pupils, the results will be favorable. Let it be 
 yo'ur aim to give thorough instruction and frequent 
 drill in exercises involving the various principles of 
 fractions. Facility and accuracy here will be of 
 great service in all other arithmetical exercises. I 
 once knew an entire school in which most of the 
 pupils had been nearly through (that is, had been 
 taken nearly through) written arithmetic, and yet 
 not one could answer the following simple question 
 proposed by a visitor : " If an apple and a half cost 
 u cent and a half, what will one apple cost ? " Who 
 cannot see that in such a school the subject of frac- 
 tions had not received merited attention ? 
 
 But I have already sufficiently enlarged upon the 
 subject under consideration. I hope the hints 1 
 have given may not prove entirely useless. In clos- 
 ing, I will say, if you would be a successful teacher 
 of arithmetic, study to have fresh examples and 
 ne\v modes of illustration as often as possible, al- 
 ways endeavoring to teach the subject, and not the 
 mere words of the book. 
 
 Your sincere friend, 
 
 C.
 
 LETTER XVIII. 
 
 BOOK-KEEPING. PHYSIOLOGY. DRAWING. 
 HISTORY. SINGING. 
 
 MY DEAR FRIEND: 
 
 I HAVE already considered the several branches 
 usually taught in our Common Schools. Pupils 
 should be thoroughly instructed in these, and not 
 be allowed to substitute other branches in their 
 stead, nor to allow other studies to engross any part 
 of the time and attention which should be devoted 
 to the elementary branches already alluded to. If 
 pupils arc properly trained in these, they will have 
 a firm and desirable foundation, on which a super- 
 structure may be reared as circumstances may favor 
 and require. But if these elementary branches are 
 neglected, or but imperfectly taught, any superstruc- 
 ture will be in a toppling and unpleasant condition. 
 Let me again urge you to be thorough in ;ill your 
 teaching, but in no cases more so than in relation 
 to those subjects which form the very basis of the 
 educational structure. How many men may be 
 found in each of the learned professions, who have 
 suffered, and will suffer, their lives long, from a
 
 ELEMENTARY BRANCHES. 253 
 
 Edward Everett. 
 
 want of thoroughness in their early education ! 
 Be it, then, your motto, and that of your pupils, 
 " Whatever is worth doing 1 at all, is worth doing' 
 well." 
 
 As proof that I have not over-estimated the im- 
 portance of the elementary branches, let me call 
 your attention to the following remarks, made by 
 Edward Everett, at the dedication of a school-house. 
 
 " I hold that to read the English language well, 
 that is, with intelligence, feeling, spirit, and effect, 
 to write, with despatch, a neat, handsome, legible 
 hand, (for it is, after all, a great object in writing to 
 have others able to read what we write,) and to be 
 master of the four rules of arithmetic, so as to dis- 
 pose, at once, with accuracy, every question of fig- 
 ures which comes up in practical life, I say I call 
 tliis a good education. And if you add the ability 
 to write pure, grammatical English, with the help of 
 very few hard words, I regard it as an excellent ed- 
 \ieation. These are the tools. You can do much 
 with them, but you are helpless without them. 
 They are the foundation ; and, unless you begin 
 wit! i these, all your flashy attainments, a little nat- 
 ural philosophy, a little physiology, and a little ge- 
 ology, and all the other ologics and osophics, are 
 ostentatious rubbish. 
 
 " Is it not a fact, that, in many of our common 
 schools, spelling, reading, writing, geography, and 
 grammar, combining with it the art of composition, 
 are neglected in order to study the ' ologics and os- 
 ophies ' ? How many college students have learnt 
 22
 
 THE TEACHER'S ASSISTANT. 
 
 The College Graduate. 
 
 English grammar and English orthography ? Wo 
 know many who have not, and never will, because 
 it is too late now to do what could only be well 
 done in childhood, either in the family or primary 
 school. A graduate of one of our colleges recently 
 boasted that ' he never studied English grammar.' 
 A person standing by remarked, ' No one would 
 suppose you ever had, judging you by the manner 
 you use the Queen's English.' ' 
 
 I will now pass to consider, briefly, two or three 
 other topics or branches, which should receive atten- 
 tion if circumstances will warrant. They are highly 
 important, and if our schools were what they should 
 be, as to organization and support, I should not 
 hesitate to place the branches about to be considered 
 among the really indispensable ones. But many 
 of our schools arc so large and so imperfect in 
 classification, that but few teachers can find time 
 or place for any studies additional to those named 
 in previous letters. If, however, you cannot find 
 time for a thorough and systematic course of in- 
 struction in them, you may give a few lessons and 
 hints on each which will be of service ; for, if the 
 foundation is substantially laid, your pupils will be 
 prepared, with but little help from their teacher, to 
 make progress in other and higher branches as a 
 lit ling superstructure. 
 
 BOOK-KEEPING. All should have some knowl- 
 edge of accounts, and in many of our schools in- 
 struction in book-keeping should receive attention.
 
 BOOK-KEEPING. 255 
 
 How formerly taught. 
 
 The exorcises required in filling out a set of books 
 will prove highly profitable and useful, calling 
 into practice, as it will, to some extent, knowledge 
 already acquired in arithmetic, penmanship, and 
 orthography. If, therefore, you can possibly find 
 time if it be only one hour per week to de- 
 vote to familiar instruction in the art of book-keep- 
 ing, be sure to use it. In many schools nominal 
 attention was given to this subject a score of years 
 ago, but in such a manner as neither to interest 
 nor instruct the pupils. I can well remember the 
 amount and kind of attention it received when I 
 attended school. The Arithmetics then used 
 more than those now in use contained a few 
 pages of accounts entered in D ay-Book and Ledger 
 form. These we were required to copy into blank- 
 books, and in doing so we were made to feel that 
 we were studying book-keeping. As well might 
 one learn to comnose by merely copying the compo- 
 sitions of others. A person might copy a thousand 
 very excellent essays, and still not be able to com- 
 pose ten lines with propriety of expression. So one 
 might merely copy scores of pages from a printed 
 account-book without gaining a clear and practical 
 understanding of accounts. 
 
 There are now before 1he public several very 
 good treatises on the subject of book-keeping, 
 either of which will be sufficient in the hands of a 
 sensible teacher. Hut if you would give the sub- 
 ject a truly practical bearing, you must go beyond 
 the book, and, by the use of the blackboard, ex-
 
 256 THE TEACHER'S ASSISTAXT. 
 
 Physiology. 
 
 pand, explain, illustrate, and apply the principles 
 of the printed text-book. 
 
 Call upon your pupils, frequently, to go to the 
 blackboard, and write in due form a note, a receipt, 
 a common bill of goods, an order, etc. Xame to 
 them certain business transactions, real or imagi- 
 nary, between two persons, and require them to ex- 
 press the same upon the blackboard as they should 
 be recorded or expressed in an account-book. I see 
 no reason why all, who attend school until the age 
 of fourteen or fifteen years, may not receive a fail- 
 amount of instruction in accounts, certainly to such 
 an extent that they will*be able, with facility and 
 correctness, to write any common business form, or 
 to make proper record of any common business 
 transaction. Let it be your aim to qualify your 
 piipils to do thiis much. 
 
 PHYSIOLOGY. While I do not believe that an ex- 
 tended course of instruction in this branch should 
 be attempted in our common schools, I do believe 
 Hint some amount of information should be imparted 
 in all our schools, varying according to c ire u in- 
 stances. If we cannot all gain a complete knowl- 
 edge; of " the house in which we live," wo should 
 certainly learn so much of its mechanism, its nature, 
 its capabilities, and the dangers which threaten it, 
 ;is will keep us from doing aught that will tend to 
 mar or weaken our " tenement," and, if possible, so 
 much as will enable us to impart unto it those in- 
 fluences which will tend to its true adornment, and
 
 PHYSIOLOGY. 257 
 
 The House in which we live. 
 
 lead to the real development of its powers and 
 resources. 
 
 If one to whom a costly and well-finished dwell- 
 ing has been presented should abiise the same, and 
 pervert its use, by allowing, if not by enticing, " four- 
 footed beasts and all manner of creeping things " to 
 range through the various apartments, we should 
 say that he was undeserving of the residence, and 
 that it had fallen into bad hands. What, then, shall 
 be said of those who so grossly pervert and abuse 
 the temple in which they live, that structure 
 which an omnipotent hand has reared and intrusted 
 to a single occupant ? And yet how many there arc 
 who daily " live, move, and have their being " in 
 that most wonderful structure, the human body, 
 constantly, through design or ignorance, doing 
 those things which at once tend to diminish its 
 capacities and mar its beauty and symmetry ! 
 How many, through gross ignorance of the true 
 laws of physical being and development, indulge in 
 habits which are utterly at variance with the condi- 
 tions of real existence and growth ! Xay, more ; in 
 how many of our school-houses have the internal 
 arrangements and fixtures been promotive of physi- 
 cal deformity ! In how many has defective ventila- 
 tion proved destructive of vitality and health, 
 often gradually, but surely! Now it is Avilhin your 
 power, as a teacher, to diffuse much valuable in- 
 formation regard ing some of the essentials lor phys- 
 ical health and well-being. If you cannot find time 
 for giving detailed and thorough instruction in the 
 
 22*
 
 THE TEACHER'S ASSISTANT. 
 
 S. II. Culthrop. 
 
 principles of physiology, you may and should find 
 time for giving many valuable hints and sugges- 
 tions bearing upon the subject. If you cannot teach 
 anatomy, you may speak of some of the laws of 
 health. The subjects of ventilation, diet, clothing, 
 exercise, etc. may be considered, and much valu- 
 able information may be given in relation to each 
 of them. Let the importance of the whole subject 
 lead you to do what you can. It is to be hoped 
 that the time will arrive, when our youth will remain 
 in the school-room long enough to receive a more 
 thorough course of instruction, than it would bo 
 practicable to undertake to give in many of our 
 schools, under existing circumstances. But some- 
 thing you may do in the way of encouraging an in- 
 terest in all those manly exercises and games which 
 tend to the true development of the physical powers. 
 It is indeed lamentable to see to Avhat an extent the 
 mere intellect is cared for, while no regard is paid 
 to the culture of the corporeal powers and faculties. 
 In a lecture recently given before the American 
 Institute of Instruction, Professor S. R. Calthrop 
 thus playfully hits the prevailing feeling and cus- 
 toms, and suggests a remedy : 
 
 " SOTIIC time ago 1 read a tale, which related that 
 a certain gentleman was, once on a lime, digging a 
 deep hole in his garden, lie had, as 1 myself had 
 in my younger days, a perfect passion for diguing 
 holes, for the mere pleasure of doing it ; but the 
 hole which he was now digging was by far the deep- 
 est which he had ever attempted. At last he became
 
 PHYSIOLOGY. 259 
 
 An Amusing Storv. 
 
 perfectly fascinated, carried away by his pursuit, 
 and actually had his dinner let down to him by a 
 bucket. Well, he dug on, late and early, when, 
 just as he was plunging in his spade with great 
 energy for a new dig, he penetrated right through, 
 and fell down, down, to the centre of the earth. 
 
 " To his astonishment, he landed upon the top of 
 a coach, which was passing at the time, and soon 
 found himself perfectly at home, and began to enter 
 into conversation with the passenger opposite to 
 him, a very gentlemanly-looking man, enveloped 
 entirely in a black cloak. He soon found out that 
 the country into which his lot had fallen was a 
 very strange one. Its peculiarities were thus stated 
 by his gentlemanly fellow-passenger. ' Ours, Sir,' 
 said he, ' is called the country of Skitzland. All 
 the Skit/landers arc born with all their limbs and 
 features perfect; but when they arrive at a certain 
 ago, all their limbs and features which have not been 
 used drop off, leaving only the bones behind. It is 
 rather dark this evening, or you would have seen 
 this more plainly. Look forward there at our 
 coachman : he consists simply of a stomach and 
 hands, these being the only things he has ever used. 
 Those two whom you sec chatting together are 
 brothers in misfortune; one is a clergyman, tin. 1 
 other a lawyer ; they have neither of them got any 
 legs at all, though each of them possesses a finely 
 developed understanding ; and you cannot help re- 
 marking what a massive jaw the lawyer has got. 
 Yonder is Mr. , the celebrated millionnaire,
 
 2GO THE TEACHER'S ASSISTANT. 
 
 Story, continued. 
 
 he is just raising his hat ; you sec he has lost all the 
 top part of his head, indeed, he has little of his 
 head left, except the bump of acquisitiveness and the 
 faculty of arithmetical calculation. There are two 
 ladies, members of the fashionable world : their case 
 is very pitiable, they consist of nothing whatever but 
 a pair of eyes and a bundle of nerves. There are two 
 members of the mercantile world : they are munch- 
 ing some sandwiches, you see, but it is merely for 
 the sake of keeping up appearances, as I can assure 
 you, from my own personal knowledge, that they 
 have no digestive organs whatever. As for myself, 
 I am a schoolmaster. I have been a hard student 
 all my life, at school and at college, and moreover I 
 have had a natural sympathy with my fellow-men, 
 and so I am blessed with a brain and heart entire. 
 But see here.' And he lifted up his cloak, and lo ! 
 underneath, a skeleton, save just here ! ' Sec, here 
 are the limbs I never used, and therefore they have 
 deserted me. All the solace I now have consists in 
 teaching the young children to avoid a similar doom. 
 I sometimes show them what I have shown you. I 
 labor hard to convince them that most assuredly the 
 same misfortune will befall them which has hap- 
 pened to me and to all the grown-up inhabitants; 
 but even then, I grieve to say, I cannot always suc- 
 ceed. Many believe that they will be lucky enough 
 to escape, and some of the grown-up inhabitants 
 pad themselves, and so cheat the poor children into 
 the belief that they arc all right, though all the 
 elder ones know better. You will now perceive the
 
 PHYSIOLOGY. 2G1 
 
 The Skitzlanders. 
 
 reason why all the gentlemen you see wear such 
 tight pantaloons : they pretend that it is fashionable,- 
 but in reality it is in order to prevent their false 
 legs from tumbling out. Surely my case is miser- 
 able enough ; my only hope consists in the idea of 
 educating the rising generation to do better. No 
 doubt it is easy to persuade them to do so in the 
 country from which you come, but I assure you,' 
 added he, with a heart-felt sigh, ' that it is some- 
 times very hard to do so here. Nearly all of us, 
 then, have lost something of our bodies. Some 
 have no head, some no legs, some no heart, and so 
 on ; the less a man has lost, the higher he ranks in 
 the social scale ; and our aristocracy, the govern- 
 ing body, consists of the few individuals who have 
 used all their faculties, and therefore now possess 
 them all.' 
 
 " At this moment a dreadful earthquake broke 
 out, and an extempore volcano shot the gentleman 
 who had listened to this interesting narration right 
 up to the crust of the earth again, and, by a strange 
 and fortunate chance, shot him up into the very 
 hole which he had been digging, and lie discovered 
 himself lying down at the bottom of the hole, feel- 
 ing just as if he had awakened from a dream ; and, 
 to his surprise, he heard distinctly the voice of his 
 wife crying out from the top, ' Come, come, dear, 
 yon 're very late, and supper is getting quite cold ! ' 
 
 " The name of the country of Skit/land, trans- 
 lated into the vulgar tongue, is the planet Earth, 
 and America is one of the portions thereof. If we
 
 2G2 THE TEACHER'S ASSISTANT. 
 
 The Application. 
 
 were to look round in a cimiit of a hundred miles, 
 how many of the Skitzland aristocracy should we 
 find, think you ? What a dropping off of limbs 
 and features there would be, if the letter of the law 
 of Skitzland were carried out ! But it is absolutely 
 certain that this is in effect the law of nature, 
 which does not act, it is true, all in a moment, but 
 which slowly and truly tends to this. The Hindoo 
 tics up an arm for years together, as a penance, 
 thinking thereby he does Brahma service ; the limb, 
 with fatal sureness, withers away and rots. The 
 prisoner in solitary confinement has his mind and 
 faculties bound, fettered, and tied, and, by a law as 
 fixed as that which keeps the stars in their places, 
 the said prisoner's mind grows weaker, feebler, less 
 sane, day by day. School-children are confined six 
 long hours in a close school-room, sitting in one 
 unvarying posture, their lungs breathing corrupted 
 air, no single limb moving as it ought to move, 
 not the faintest shadow of attention being paid to 
 heart, lungs, digestive organs, legs, or arms, all 
 these being bound down and tied, as it were ; and 
 so, by the stern edict of Heaven, which, when man 
 was placed upon earth, decreed that the faculties 
 unused should weaken and fail, we see around us 
 thousands of unhealthy children whose brains are 
 developed at the expense of their bodies, the ulti- 
 mate consequence of which will be deterioration of 
 brain as well as body. 
 
 " What is the remedy for all this ? I have before 
 stated, that, in large, crowded cities, gymnastic
 
 DRAAVING. 203 
 
 What may be done. 
 
 training, systematically pursued as a study, is the 
 only thing which seems possible to be done, and 
 most assuredly will be beneficial wherever it is in- 
 troduced. But there is a different method of phys- 
 ical education, which can be pursued either exclu- 
 sively or .in association with gymnastics, which can 
 be followed up either in the country, or in towns, 
 where playgrounds can be obtained. This is the 
 method which I have invariably pursued myself, 
 namely, the systematic pursuit of health and 
 strength by all manner of manly sports and games. 
 I myself learned to play and love these games at 
 school and at college. I have given them now 
 nearly four years' trial in my school, and every 
 day convinces me more and more of their bene- 
 ficial results." 
 
 DRAWING. This branch is deserving of more 
 attention than it has yet received in our schools. 
 An ability to draw w^ill prove of advantage to all 
 classes of people ; for all will find occasions on 
 which it will be pleasant, if not positively valuable, 
 to be able to exercise skill in drawing. To the 
 mechanic, this subject is of the utmost importance ; 
 and one who is well skilled as a draughtsman will 
 be far more successful than one who is not, other 
 things being equal. 
 
 The facilities for imparting instruction in this 
 branch have been greatly increased within a few 
 years, and there arc many excellent elementary 
 treatises and pattern-cards within reach of all. I
 
 2G4 THE TEACHER'S ASSISTANT. 
 
 History. 
 
 can see no reason why the exercise of drawing may 
 not be introduced into most of our schools. It will 
 give a pleasant variety to school lessons ; and min- 
 utes, that might otherwise be spent in idleness or 
 mischief, may be usefully employed in copying 
 models. While, therefore, I would insist upon 
 thorough training in the branches alluded to in 
 previous letters, I would certainly encourage pupils 
 to improve some of their leisure minutes in prac- 
 tising on drawing-lessons. But do not imagine, 
 nor allow your pupils to feel, that they can become 
 proficients in the art of drawing by receiving a 
 few hours' instruction. It will be only by patient 
 and persevering study and effort, and by long-con- 
 tinued practice, that one can acquire a desirable 
 degree of skill and readiness. Let this be under- 
 stood from the beginning, and here, quite as much 
 as in any other branch, insist on care and thorough- 
 ness. 
 
 HISTORY. Something of history should be taught 
 in our schools. In the study of geography, the 
 teacher will have frequent opportunities for com- 
 municating some historical information ; and these, 
 if wisely improved, will awaken in the minds of his 
 pupils a desire to know more, and induce them to 
 investigate for themselves. So much history as 
 relates to our own country ought to receive par- 
 ticular attention in our schools ; and there would 
 be ample time for it if pupils would be regular in 
 their attendance, and continue at school for a few
 
 HISTORY. 265 
 
 A Pleasing Exercise. 
 
 months longer than they have been wont to do. 
 The adoption of any plan or exercise that will 
 awaken an interest will result in good. I do not 
 intend to give any particular instruction in relation 
 to the study of history, but merely to call your 
 attention to it, and to advise that you give it as 
 much consideration as circumstances will allow. 
 
 My eye just meets with a little exercise or game 
 bearing upon this subject, which may be turned to 
 good account. The following I take from the New 
 York Teacher, though the plan described has been 
 previously published. 
 
 The teacher or some pupil fixes his mind or 
 thoughts upon some individual, place, or event of 
 historical notoriety, and the other members of the 
 class ask questions to ascertain what person, place, 
 or event is thought of. One having selected, men- 
 tally, a subject, the others question him, and receive 
 answers somewhat as follows : 
 
 Question. Is the subject you have in mind an 
 individual, place, or event ? 
 
 Answer. An individual. 
 
 Q. Now living, or dead ? 
 
 A. Dead. 
 
 Q. Male or female ? 
 
 A. Male. 
 
 Q. Did he live in Europe, Asia, Africa, or Amer- 
 ica ? 
 
 A. In Europe. 
 
 Q. In England, France, Spain, Italy, or Russia V 
 
 A. In France.
 
 2G6 THE TEACHER'S ASSISTANT. 
 
 Questions and Answers. 
 
 Q. Within five hundred years, or within a cen- 
 tury ? 
 
 A. Within a century. 
 
 Q. Within fifty years ? 
 
 A. No. 
 
 Q. Was he celebrated as a king, statesman, war- 
 rior, poet, or philosopher .? 
 
 A. As near a warrior as anything you have men- 
 tioned, and, though not a statesman, he was con- 
 nected with national affairs. 
 
 Q. Was he connected with the French Revolu- 
 tion of 1792 ? 
 
 A. He was. 
 
 Q. Was he a Royalist or Republican ? 
 
 A, Republican. 
 
 Q. Did he die in France ? 
 
 A. He did. 
 
 Remark by some of the class. Then it is not 
 Bonaparte. 
 
 Q. Did he die a natural death ? 
 
 A. He did not. 
 
 Q. Was lie murdered by Charlotte Corday ? 
 
 A. He was not. 
 
 Remark. Then it is not Marat. 
 
 Q. AVas he Jacobin or Girondist ? 
 
 A, Jacobin. 
 
 Q. Was he a leader of the Jacobin party ? 
 
 A. Yes. 
 
 Q. Is lie noted for his cruelty during the "Reign 
 of Terror " ? 
 
 A. He is.
 
 HISTORY. 267 
 
 Exercise, continued. 
 
 Q. Robespierre ? 
 
 A. It is Robespierre. 
 
 Game is won by the questioners. 
 
 Another pupil has a subject. 
 
 Q. An individual, an event, or a substance ? 
 
 A. An event. 
 
 Q. Did it transpire in Europe, Asia, or America ? 
 
 A. America. 
 
 Q. Within fifty years ? 
 
 A. No. 
 
 Q. Within a hundred years ? 
 
 A. Yes. 
 
 Q. Before the American Revolution, or after ? 
 
 A. Before. 
 
 Q. Was the event brought about by the agency 
 of man, or was it a natural event ? 
 
 A. Effected directly* by man. 
 
 Q. A disastrous or fortunate event ? 
 
 A. Disastrous to some, fortunate to others ; but 
 we consider it fortunate, because its results have 
 been good. 
 
 Q. Was it a national event ? 
 
 A. Its results were at least national. 
 
 Q. Had England any interest in this event ? 
 
 A. She had. 
 
 Q. Did it transpire in the Eastern, Middle, or 
 Southern States ? 
 
 A. Eastern. 
 
 Q. On land, or on Avater ? 
 
 A. On water. 
 
 Q. Was there any loss of life or property ?
 
 2G8 THE TEACHER'S ASSISTANT. 
 
 Singing. 
 
 A. Of property, but not of life. 
 
 Q. Was the property destroyed tea ? 
 
 A. It was the destruction of the cargo of tea in 
 Boston Harbor. 
 
 This game is instructive and amusing in the 
 school, the home circle, or at social gatherings. It 
 exacts an extensive and an accurate knowledge, and 
 strengthens the memory. It also requires consider- 
 able skill to ask questions in a connected, chain-like 
 manner, and is therefore an excellent mental disci- 
 pline. It induces a search into the characters of 
 individuals, and into the cause, nature, and effects 
 of events, thus making pupils more philosophical 
 and more self-reliant. 
 
 This exercise might be introduced into history 
 classes one day in a week, in place of recitation, 
 and scholars might prepare for it as for a recitation. 
 
 SINGING. Vocal music has already assumed a 
 somewhat exalted position in some schools, and yet 
 in scarcely any have its merits been fully estimated. 
 It is, indeed, less than a score of years since school- 
 room songs were a very great novelty ; and we can 
 well remember that those who first favored their 
 introduction were strongly censured by parents and 
 others. It was regarded by many as a monstrous 
 innovation. For children to go to school, term 
 after term, and sit, aching-, on wretched seats, in 
 still more wretched school-houses, caused no regret, 
 because such penance seemed to be an essential 
 part of school life ; but for school-boys and school-
 
 SINGING. 209 
 
 Lowell Mason's Views. 
 
 girls to sing, who ever heard the like ? It was a 
 great waste of time ; and, moreover, it caused the 
 little ones to be happy, and for a brief time to for- 
 get their aches, which, it was thought, would be a 
 perversion of the object of schools. Such was the 
 feeling very generally. But a pleasant change has 
 come " over all the land " ; and now the joyous 
 songs of merry pupils may be heard in a large * 
 number of our best schools, alike promoting their 
 happiness and cheering them on in the performance 
 of the less agreeable duties of the school-room, and 
 meeting the approval of all kind and intelligent 
 people. 
 
 Though we cannot sing, our school days having 
 been passed all too early for receiving any instruc- 
 tion in singing, we would strongly advocate the 
 teaching of music in all our schools. It is a good 
 disciplinary exercise, and its indulgence always 
 tends to give an air of cheerfulness to the school- 
 room. But we would have the songs, and the sen- 
 timents of the songs, of a truly pure and elevating 
 character. We have no partiality for the practice 
 now, we feel, quite too common of having lessons 
 and recitations set to music. This we think a per- 
 version of the object. We fully agree with that 
 veteran of song, Lowell Mason, whose name has 
 become so intimately connected with the music of 
 our land, who says : " Music's highest and best in- 
 fluence is of a moral nature; and the introduction 
 into schools of such songs as tend to mere levity, 
 frolic, or idle mirth, or such as are low, coarse, or 
 
 23*
 
 270 THE TEACHER'S ASSISTANT. 
 
 The Boy and the Bobolink. 
 
 vulgar, in thought or in language, or such as con- 
 tain equivocal or ambiguous expressions, is most 
 deeply to be regretted." 
 
 The following remarks on the " Power of Music " 
 I take from the Indiana School Journal. The little 
 incident named is certainly full of interest. 
 
 " In looking over an old ' newspaper ' printed sev- 
 eral years ago, I came across this beautiful piece, 
 which struck me as being true to nature. 
 
 " Leaning idly over a fence, a few days since, we 
 noticed a little four-years-old ' lord of creation,' 
 amusing himself, in the grass, by watching the frol- 
 icsome flight of birds, which were playing around 
 him. At length a beautiful bobolink perched on a 
 bough of an apple-tree which extended within a 
 few yards of the place where the urchin sat, and 
 maintained his position, apparently unconscious of 
 his close proximity to one whom birds visually con- 
 sider a dangerous neighbor. 
 
 " The boy seemed astonished at his impudence, 
 and, after regarding him steadily for a minute or 
 two, obeying the instinct of his baser part, he 
 picked up a stone lying at his feet, and was pre- 
 paring to throw it, steadying himself for a good 
 aim. The little arm was drawn backward without 
 alarming the bird, and ' bob ' Avas ' within an ace ' 
 of danger, when lo ! his throat swelled, and forth 
 came nature's plea : ' a-link, a-link, a-link, bob-a- 
 link, bob-a-link, a-no-sweet, a-no-sweet ! I know it, 
 I know it, a-link, a-link, don't throw it, throw it, 
 throw it,' <fcc. And he did n't. Slowly the little
 
 SINGING. 271 
 
 " Could n't cos he sung so." 
 
 arm fell to its natural position, and the now de- 
 spised stone dropped. The minstrel charmed the 
 murderer ! We heard the songster through, and 
 watched his unharmed flight, as did the boy, with 
 a sorrowful countenance. Anxious to hear an ex- 
 pression of the little fellow's feelings, we approached 
 him and inquired, ' Why did n't you stone him, my 
 boy ? you might have killed him and carried him 
 home.' 
 
 " The poor little fellow looked up doubtingly, as 
 though he suspected our meaning, and, with an ex- 
 pression half shame and half sorrow, he replied: 
 ' Could n't cos he sung so ! ' 
 
 " Who will say that ' music hath no charms to 
 soothe the savage breast,' or aver that God hath 
 not made melody to move the purer fountains of 
 our nature, to awaken those sympathies that are 
 kindred to heaven, the angels, and to God himself? 
 Let the sweet tones of music break upon the ears 
 of the dull school-boy, and he will awake with new 
 life and energy. Pour the notes of melody into 
 the ears of the wilful child, and you disarm him ; 
 the anger will fall from his heart, and he will be- 
 come obedient and attentive. Let music be the 
 first to break the silence of the school-room in the 
 morning, and the chords of young hearts that are 
 put in motion will continue to vibrate during 
 the day. Happy will be the time when not only the 
 tones of our school-bells can be heard all over the 
 land, but when the notes of our school-children, 
 in the morning, breaking upon the silent atmos-
 
 272 THE TEACHER'S ASSISTANT. 
 
 Give Attention to Music. 
 
 phere along the Atlantic coast in the East, shall 
 reverberate along the Gulf of Mexico, and the echo 
 be heard in California." 
 
 Then I would say, give some attention, daily, to 
 vocal music. This may be done without any detri- 
 ment to other branches. Indeed, I believe it will 
 prove a pleasant auxiliary in all the work of the 
 school-room. If your pupils are sad, or dull, or 
 uneasy, or too playful, call upon them to sing one 
 or two sweet songs, and the result will be highly 
 salutary. All angry and dull feelings will at once 
 be dispelled, and a spirit of cheerfulness will be 
 produced throughout the school. You may safely 
 introduce music, and devote some time to it daily, 
 without any fear of encroaching upon other branches, 
 for it will prove a help, and not an injury. Such, 
 at least, is the belief of 
 
 Your sincere friend, 
 
 C.
 
 LETTER XIX. 
 
 DECLAMATION. STUDY OF NATURE. STUDY OF 
 WOEDS. MISCELLANEOUS KNOWLEDGE. 
 
 MY DEAR FRIEND : 
 
 IN this letter I purpose to speak of two or three 
 other exercises which should receive occasional 
 attention in school. 
 
 DECLAMATION. In a largo number of schools 
 the speaking of pieces receives some attention, hut 
 only in a few does it occupy the time and care 
 which its importance demands. If a half-day semi- 
 monthly should he devoted to declamation, and the 
 several performances should he made subjects of 
 fuifhful criticism, much good would result from tin; 
 exercise. It is, however, of the utmost importance 
 that whatever is done be well done. Improper 
 positions, disagreeable tones, indistinct enunciation, 
 or bad habits of any kind, should receive prompt 
 attention, .and be corrected if possible. While, 
 therefore, I would urge you to require exercises 
 in declamation, 1 would earnestly advise (hat you 
 guard against the practice, quite too common, of
 
 274 THE TEACHER'S ASSISTANT. 
 
 Declamation. 
 
 allowing the repetition of words and sentences to 
 be considered as satisfactory declamations. Lead 
 your pupils to study their pieces with a particular 
 view of ascertaining the writer's ideas, thoughts, 
 and feelings, and then encourage them to give 
 correct and forcible utterance to the same. A 
 mere formal and monotonous style of speaking, 
 performed simply as a required exercise, will be of 
 but little service. Strive to awaken an interest in 
 the subject, which will induce your pupils to en- 
 gage in it with an earnestness which cannot fail of 
 leading to right study and correct expression and 
 delivery. 
 
 The plan, adopted, in some schools, of devoting 
 every alternate Wednesday afternoon to exercises 
 in declamation and composition, is a very good one, 
 and if judiciously managed will do much to awaken 
 a desirable amount of interest both on the part of 
 pupils and their parents. Many of the latter will 
 feel inclined to spend an hour or two in the school- 
 room to listen to such exercises as I have alluded 
 to, and an interest once awakened in this way will 
 become expansive and permanent. The introduc- 
 tion of such exercises may increase your labors, but 
 (he results will be highly gratifying in themselves, 
 and their influence upon the daily studies of school 
 will be favorable. On the afternoons devoted to 
 these miscellaneous exercises the girls can take part 
 in dialogues, in reading original essays, or in giving 
 select readings.
 
 POLITICAL ECONOMY. 275 
 
 Study of Nature. 
 
 POLITICAL ECONOMY. In a country like ours, all 
 should have some knowledge of the constitution and 
 of the laws. Much valuable and interesting infor- 
 mation on these points may be given in the form of 
 brief and familiar lectures, if it is found inconven- 
 ient to make use of a regular text-book, though 
 the latter is preferable. It would certainly be well 
 if our youth could all be made familiar with the 
 matter contained in such a work as Shepard's 
 Constitutional Text-Book, or some work covering 
 the same ground. Such knowledge would tend 
 to make them intelligent and independent citizens 
 and voters. 
 
 STUDY OF NATURE. You may do much to awa- 
 ken in your pupils a lov<? for the study of Nature. 
 How many "live and move" in the midst of the 
 most beautiful and sublime works of Nature, 
 works full of instruction, and yet see nothing, 
 learn nothing. Let it be your aim to lead your pu- 
 pils to move about with observing eyes and listening 
 ears, eyes and ears trained to draw from Nature 
 whatever is lovely and instructive. Our Heavenly 
 Father has thrown before us the great book of Na- 
 ture wide open, and so plain are its great lessons 
 that he " \vho runs may read," and learn, if lie \vill. 
 (Jan you not learn and teach a lesson from the fol- 
 lowing pretty lines, from the pen of S. G. Guud- 
 rich, so extensively and favorably known as Peter 
 Parley ?
 
 276 THE TEACHER'S ASSISTANT. 
 
 A Metrical Lesson. 
 
 A LESSON FOR TEACHERS. 
 
 " I saw a child some four years old 
 
 Along a meadow stray ; 
 Alone she went, unchecked, untold, 
 Her home not far away. 
 
 * She gazed around on earth and sky, 
 
 Now paused, and now proceeded ; 
 Hill, valley, wood, she passed them by 
 Unmarked, perchance unheeded. 
 
 " And now gay groups of roses bright 
 
 In circling thickets bound her ; 
 Yet on she went, with footsteps light, 
 Still gazing all around her. 
 
 "And now she paused, and now she stooped, 
 
 And plucked a little flower, 
 A simple daisy 't was, that drooped 
 Within a rosy bower. 
 
 " The child did kiss the little gem, 
 
 And to her bosom pressed it ; 
 And there she placed the fragile stem, 
 And with soft words caressed it. 
 
 " I love to read a lesson true, 
 
 From Nature's open book, 
 And oft I learn a lesson new 
 From childhood's careless look. 
 
 " Children are simple loving true ; 
 
 'T is Heaven that made them so ; 
 And would you teach them, be so too, 
 And stoop to what they know. 
 
 " Begin with simple lessons, things 
 \ On which they love to look : 
 
 Flowers, pebbles, insects, birds on wings, 
 These are God's spelling-book.
 
 STUDY OF NATURE. 277 
 
 Rev. Thomas Hill quoted. 
 
 ' And children know His ABC, 
 As bees where flowers are set : 
 Wouldst thou a skilful teacher be ? 
 Learn, then, this alphabet. 
 
 ' From leaf to leaf, from page to page, 
 
 Guide thou thy pupil's look, 
 And when he says, with aspect sage, 
 
 ' Who made this wondrous book ? ' 
 
 ' Point thou with reverent gaze to Heaven, 
 
 And kneel in earnest prayer, 
 That lessons thou hast humbly given 
 May lead thy pupil there." 
 
 " In childhood the senses are open to the recep- 
 tion of truth from the outward world. A child sees 
 and hears a thousand things that escape the obser- 
 vation of a man. Train him in the usual mode of 
 education, and he soon loses the habit of attending 
 to outward things, learns to tread upon the insect 
 and to pass by the flowers, to let the birds sing un- 
 noticed, and the pebble glitter untouched. But 
 give him a true education, including in his studies, 
 sis a prominent part, the elements of chemistry, bot- 
 any, and zoology, and his eye shall not become dim 
 nor his ear dull of hearing ; in manhood his heart 
 will be open to the sweet influence of the flowers, 
 and to the grandeur of the starry heavens ; ho will 
 read the meaning of each singing-bird, and cntrh 
 th<3 true expression of the solemn tones of tin' thun- 
 der. When the forest ocean surges under a July 
 breeze, and the clouds sail majestically through the 
 blue sky, they will fill his heart with emotions un- 
 
 24
 
 278 THE TEACHER'S ASSISTANT. 
 
 The Influence of Flowers. 
 
 known to one who despises these glorious works of 
 the Most High as being mere matter."* 
 
 In cultivating a love for the beautiful in Nature, 
 you will, at the same time, be promoting true men- 
 tal growth, and developing the better feelings of the 
 heart. A boy who delights in hill and valley, wood- 
 land and lake, one whose heart is made joyous as 
 he beholds the blossoming tree and opening flow- 
 ers, will not be wholly reckless and wayward. By 
 kindly influences he may be led " through Nature 
 up to Nature's God," and his heart may be made to 
 swell with gratitude towards that great and good 
 Being, who rolled up the mountains and spread out 
 the earth with all its beauty and loveliness. 
 
 To one who has been brought to 
 
 " Find tongues in trees, books in the running brooks, 
 Sermons in stones, and good in everything," 
 
 there will be a sincere delight in attending to the 
 culture of flowers, which speak so unequivocally of 
 the great goodness of Him who has made the 
 flowers, 
 
 " To comfort man, to whisper hope, 
 Whene'er his faith is dim; 
 For whoso careth for the flowers 
 Will much more care for him." 
 
 Whenever we sec a house, with its neat flower- 
 garden and well-trained vines and shrubbery, 
 whether it be in the thriving village or away from 
 the "busy haunts and noisy shops," up among the 
 
 * Rev. Thomas Hill.
 
 STUDY OF NATURE. 279 
 
 A Love for Flowers. 
 
 hills or mountains, we always feel that the in- 
 dwellers have hearts that feel for others' woes. 
 " God, who careth for the flowers," will not be un- 
 mindful of those who appreciate the beauties, as well 
 as the utilities, of his handiwork. "What a bright, 
 joyous, cheerful aspect would the earth wear, if all 
 who dwell thereon would plant and cultivate a few 
 flowers ? It would not only tend to strew man's 
 pathway to the tomb with flowers, but also to 
 shed a sweet fragrance around his daily walks 
 and vocations. Then will not teachers do what 
 they can to foster a flower-loving spirit ? If they 
 will, they will be amply compensated by the reflex 
 influence in promoting a genial disposition in the 
 hearts of the little ones under their charge. When- 
 ever we see a happy boy or girl gayly tripping along 
 the school-ward path, with a bunch of flowers, 
 whether culled from the garden or road-side, for 
 Ihe teacher's desk, we always feel that in the young 
 heart which prompted the gift the teacher will find 
 ;i ready and cheerful obedience to his wishes. 
 
 We hope the time is not distant, when every 
 teueher will feel it not only a duty, but a privilege, 
 1o cultivate in the hearts of the youth a refined love 
 for music, paintings, and flowers; feeling assured 
 that thereby much will be done to promote both 
 the happiness and true usefulness of their pupils. 
 And, when it shall bo deemed an essential part, of 
 a school-yard to have a neatly arranged flower-plot, 
 we shall find the. love of school increasing, and a 
 <>To\vm<_r dislike for coarse and unconrteons acts on
 
 280 THE TEACHER'S ASSISTANT. 
 
 Study of Words. 
 
 the part of the young. Whatever tends to adorn 
 and beautify the place in which children spend 
 much of their time, will leave a pleasing and last- 
 ing impression upon their young and tender hearts. 
 In the language of Keats : 
 
 " A thing of beauty is a joy for ever ; 
 Its loveliness increases ; it will never 
 Pass into nothingness, but still will keep 
 Full of sweet dreams, and health and quiet breathing : 
 Therefore, on every morning let 's be wreathing 
 A flowery band to bind us to the earth." 
 
 And, as another says, " if rightly wreathed, the 
 band will bind us to Heaven no less." 
 
 STUDY OF WORDS. This may be made highly 
 interesting and instructive, and if you can succeed 
 in awakening a true spirit of investigation, you will 
 at the same time open a way in which your piipils 
 will employ much time that would be otherwise 
 spent in idleness or in a useless manner. But few 
 realize how much valuable information may be 
 gained from an investigation into the origin of 
 words and phrases. Sir James Mackintosh has well 
 said, that, " in a language like ours, where so many 
 words are derived from other languages, there are 
 few modes of instruction more useful or more amus- 
 ing than that of tracing out the etymology and 
 primary meaning of the words we use. There arc 
 cases in which knowledge of more real value may 
 be conveyed from the history of a word, than from 
 Ihe history of a campaign." Let me call your
 
 STUDY OF WORDS. 281 
 
 Illustrations given. 
 
 attention to a few cases that occur to me. I will 
 first refer to two or three words still in use, ap- 
 plied to objects quite different in their material or 
 mechanism from the object to which the name was 
 originally given. The article has been materially 
 changed, though the name remains unchanged. Of 
 this class are ink-Aorw, powder-horn, <fec., so called 
 from the fact that they were composed of horn. 
 
 A part of a plough, now made of metal, is still 
 called mould-board, the name given when it was 
 made of wood, or board. 
 
 Our word " window," and the phrase " Open the 
 window," will possess a new interest to pupils when 
 told that formerly windows were constructed so that 
 they opened as doors, a mode now in use to some 
 extent. They were wind-doors, or doors for the 
 admission of air. Hence it was quite appropriate to 
 speak of opening a window, or wind-door, though 
 it would seem more fitting now to speak of " raising 
 a window." 
 
 The word villain., or villein* as it was formerly 
 spelt, simply meant a servant employed on a villa 
 or farm. A boor was a farmer, and a neighbor was 
 only a nigh boor. A coward was one who cowered 
 in the presence of an enemy. 
 
 Case-knife had its origin in the time when every 
 man carried his own knife in a case. The name is 
 still retained, though the case is not used. 
 
 How often is the word ringleader used, and yet 
 how few have the remotest idea of its origin, and 
 ho'w significant it becomes when we trace it, and 
 
 24*
 
 282 THE TEACHER'S ASSISTANT. 
 
 Further Examples. 
 
 learn that it is derived from the practice, which 
 men associating to oppose law have spmetimes 
 adopted, of signing their names to articles of agree- 
 ment, in a " ring," so that no one could tell who 
 signed first, as such a one would be considered 
 the most guilty. Though the practice is not in use 
 with us, we still use the word as expressive of the 
 leading person in any wrong-doing, always consider- 
 ing the " ringleader " of a party as the -most influ- 
 ential, and, in cases of damage or wrong-doing, the 
 most reprehensible. 
 
 Our word candidate is derived from a Latin word 
 signifying white, those who were candidates for 
 office in Rome being required to wear a white 
 gown. If all candidates for office in our times 
 should be required to dress in white, our streets 
 would present quite a gala appearance. 
 
 The word windfall is quite an expressive word 
 with us. By the tenure of some of the estates in 
 England, the felling of trees was prohibited, the 
 timber being reserved for the royal navy. If any 
 trees were prostrated by the wind, they became the 
 property of the occupant of the grounds. Hence a 
 tornado was quite a god-send or " windfall " to ten- 
 ants of estates. With us the term is used to ex- 
 press any pecuniary fortune received by any one. 
 
 The word blackguard is said to have originated in 
 the fact that a number of filthy, ragged, and rogu- 
 ish boys attended the Horse Guards at parade in 
 St. James's Park, to black the boots of the soldiers, 
 etc. These, from their constant attendance about
 
 STUDY OP WORDS. 
 
 Blackguard. Humbug. 
 
 the time of Guard meeting, received the appellation 
 of " blackguards," a term now applied to a class 
 of persons who are many degrees below a common 
 boot-black. 
 
 The word humbug, perhaps quite too common 
 with us, is said to be a corruption of Hamburg. 
 " During a period when war prevailed on the Conti- 
 nent, so many false reports and lying bulletins were 
 fabricated at Hamburg, that at length, when any 
 one wished to signify his disbelief of a statement, 
 lie would say, ' You had that from Hamburg,' or, 
 1 That is Hamburg,' and, finally, ' That is a hum- 
 
 ivg: " 
 
 The expression " under the rose " had its origin 
 from the fact that confessionals, or the ceilings of 
 the rooms, were ornamented with representations 
 of the rose. 
 
 The word quarantine is often used by those who 
 comprehend neither its origin nor signification. It 
 is derived from the Italian word quarantina, mean- 
 ing forty. It was customary among the Venetians, 
 by whom the practice was originated, to confine 
 vessels at quarantine forty days, it being generally 
 believed that, if contagion did not spread within 
 that time, there need be no apprehension there- 
 after. The time for the detention with us varies 
 with circumstances. 
 
 The expression " robbing Peter to pay Paul," 
 has been explained as follows: " In the time of Ed- 
 ward VI., much of the lands of St. Peter, at West- 
 minster, were seized by his Majesty's ministers and 
 courtiers ; but, to reconcile the people to the rol >-
 
 284 THE TEACHER'S ASSISTANT. 
 
 Husband. Wife. 
 
 bery, they allowed a portion of the income to be 
 appropriated to the repairs of St. Paul's Church. 
 
 " The origin of the phrase, ' Mind your p's and 
 #'s,' is said to have been a call of attention, in the 
 old English alehouses, to the pints and quarts being 
 scored down to the unconscious or reckless beer- 
 bibber." 
 
 "Some words," says Trench, in his excellent 
 work on the Study of Words, " having reference to 
 the family and the relations of family life, are not 
 less full of teaching. For example, ' husband ' is 
 properly ' house-band,' the band and bond of the 
 house, who shall bind and hold it together. Thus 
 old Tusser, in his Points of Husbandry : 
 
 ' The name of the husband what is it to say ? 
 Of wife and of household the band and the stay.' 
 
 So that the very name may put him in mind of his 
 authority, and of that which he ought to be to all 
 the members of the house. And the name ' wife ' 
 has its lessons too, although not so deep a one as 
 the equivalent words in some other tongues. It 
 belongs to the same family of words as ' weave,' 
 ' woof,' ' web,' and the German ' wcben.' It is a 
 title given to her who is engaged at the web and 
 woof, these having been the most ordinary branches 
 of female industry, of wifely employment, when the 
 language was forming. So that in the word itself 
 is wrapped up a hint of earnest in-door, stay-at-home 
 occupations, as being the fittest for her who bears 
 this name." Again, the author just quoted says: 
 " You will often be able to glean knowledge from
 
 STUDY OP WORDS. 285 
 
 Information from Words. 
 
 the names of things, that will prove both curious 
 and interesting. What a record of invention is pre- 
 sented in the names, which so many articles bear, 
 of the place from which they first came, or the per- 
 son by whom they were first invented. The bayo- 
 net tells us that it was first made at Bayonne ; cam- 
 brics, that they came from Cambray ; damasks, from 
 Damascus ; arras, from the city of the same name ; 
 cordwain, or cordovan, from Cordova ; currants, 
 from Corinth ; the guinea, that it was originally 
 coined of gold brought from the African coast so 
 called ; camlet, that it is woven, at least in part, of 
 camel's hair. Such has been the manufacturing 
 progress of England* that we now send our calicoes 
 and muslins to India and the East ; yet the words 
 give standing witness that we once imported them 
 thence ; for calico is from Calicut, and muslin from 
 Moussul, a city in Asiatic Turkey." 
 
 We shall find some words used by ancient writ- 
 ers, but not now in use, which were quite as ex- 
 pressive as those substituted for them. Among 
 these are dcathsman for executioner; scatterling 
 for vagabond or spendthrift; moonling for lunatic, 
 &c. In teaching geography, how much interest 
 you may impart to the lesson by explaining the 
 meaning or origin of certain words or names. For 
 example, if " Alabama " occurs, say that it was an 
 Indian word, signifying " here we rest." It is said 
 that a peaceful trilte of the aborigines, being driven 
 from their home, wandered about until they came 
 
 * The author resides in London.
 
 286 THE TEACHER'S ASSISTANT. 
 
 Examples continued. 
 
 to the banks of a river, where they stopped, ex- 
 claiming, " Al-a-ba-ma ! " or, " Here we rest." 
 
 Azores comes from a word meaning hawk, and is 
 applied to a group of islands on which this bird 
 abounded. 
 
 Cape is from the Latin caput, meaning the head. 
 A cape is the head of the land. 
 
 The name " Lena," signifying sluggard, is given 
 to a certain river in Asia which is very sluggish 
 in its flow. 
 
 Holland is from " hollow land," a large portion 
 of the country being so low as to render it neces- 
 sary to construct embankments, or dikes, to prevent 
 the inflowing of the sea. 
 
 Ladrones comes from a word meaning thieves. 
 So named by Magellan, on account of the thievish 
 propensities of the inhabitants. 
 
 Patagonia, from the Spanish patagon, meaning 
 large feet. Magellan so called the country from 
 the fact that the natives seemed to have feet of 
 extraordinary size. 
 
 Porto Rico means " rich harbor." 
 
 Schuylkill, from, the Dutch, meaning "hidden 
 creek." The first explorers of the Delaware passed 
 the mouth of the Schuylkill without observing it. 
 
 Winnipiseogee, the name of a beautiful lake 
 among the highlands of New Hampshire, is said to 
 have come from an Indian word signifying u the 
 smile of the Great Spirit." * 
 
 But these cases will suffice to give you an idea 
 of the interest that may be awakened in the study 
 of words. As helps in this particular, I would refer
 
 MISCELLANEOUS KNOWLEDGE. 287 
 
 Books referred to. 
 
 you to Trench on the Study of Words, and to 
 Webster's or Worcester's unabridged Dictionary. 
 From either of these works you may derive a vast 
 amount of interesting and valuable information. 
 If you will keep by you a small blank-book, in 
 which you may record such words and phrases as 
 come under your observation, you may, at the end 
 of a year, have a collection that you will highly 
 prize. If you can induce your pupils to adopt a 
 similar plan, you will do much to awaken in them 
 a spirit of observation and investigation. 
 
 MISCELLANEOUS KNOWLEDGE. Improve every op- 
 portunity for imparting general information, and 
 awakening an interest in passing events. Almost 
 every newspaper will furnish you some pertinent 
 topics. If you meet with an account of any event 
 or transaction of importance, make it the subject 
 of a few minutes' conversation, and explain what- 
 ever may lie necessary. If places are named, have 
 them pointed out on the map, thus both fixing in 
 the mind the event itself and the locality of the 
 same. So far as possible, give a practical turn to 
 all miscellaneous exercises. By exercising a little 
 judgment and care, you may introduce all the exer- 
 cises named in this letter without interfering with 
 any of the regular and prescribed studies of the 
 school ; and their introduction will add to the gen- 
 eral interest and. progress of the school in other 
 matters. 
 
 Your sincere friend, 
 
 C.
 
 LETTER XX. 
 
 PRIMAKY SCHOOLS. 
 
 MY DEAR FRIEND: 
 
 I IMAGINE you may express some surprise at the 
 subject of this letter. Perhaps you will exclaim, 
 " What have I to do with primary schools ? " If so, 
 I will say, that I hope you may, at some time, be- 
 come qualified to take charge of one, though I con- 
 fess that I have doubts on this point. We may 
 differ somewhat in our estimates of these schools. 
 In my opinion, they have never been properly ap- 
 preciated nor suitably cared for. Lying as they do 
 at the very foundation of a system of education, 
 they are too often regarded as unimportant, though 
 unavoidable, appendages to our common-school sys- 
 tem. Teachers of moderate attainments and with- 
 out experience are often employed in them, merely 
 because their services can be secured at a lower 
 rate of compensation. But, in reality, these schools 
 are of the first consideration, and they should receive 
 the services and influence of the best of teachers. 
 As it is in them that the young receive their earli- 
 est school impressions, it must be readily seen that
 
 PRIMARY SCHOOLS. 289 
 
 Early Influences. 
 
 it would be no easy matter to over-estimate their 
 true importance. The influence of wrong disci- 
 pline, erroneous teaching, or improper example, in 
 these schools, will be felt unfavorably in all our 
 higher schools and seminaries of learning. While 
 I hardly dare hope that you will ever become a 
 model teacher of a primary school, I do hope the 
 few lines I may write on this subject will tend to 
 form in your mind a just estimate of the influence 
 of such a school in our educational system. 
 
 We well know that the instructions and influ- 
 ences to which we were exposed in early childhood 
 were those which most strongly and indelibly im- 
 pressed themselves upon our minds and characters. 
 How many lessons which we then learned, how 
 many sights which we then saw, how many impres- 
 sions which we then received, seem closely inwoven 
 into our very natures, and to be fresh and forceful 
 in our memories, while many of the lessons and 
 scenes and incidents of a later period are either 
 wholly forgotten, or but dimly and imperfectly re- 
 membered ! How many there arc who pass through 
 life constantly suffering from the influences of the 
 exaggerated or fictitious stories and representations 
 to Avliich they listened in childhood's tender years, 
 - influences which maturcr years and riper judg- 
 ment cannot entirely eradicate, though they may 
 bring a sort of conviction of their falsity! How 
 many superstitious notions and absurd ideas have 
 been so thoroughly inwrought into our early being, 
 that no after-training or culture could remove them !
 
 290 THE TEACHER'S ASSISTANT. 
 
 Importance of Early Training. 
 
 How many foolish prejudices and senseless antipa- 
 thies the young have received from persons with 
 whom they have associated, or from the circum- 
 stances by which they were surrounded ! How 
 many, during the first few years of their existence, 
 have formed and fostered those uncharitable feelings, 
 and those distorted and unseemly habits, which 
 have tended to darken and embitter the whole cur- 
 rent of subsequent life ! 
 
 In view of considerations like these, how essential 
 is it that special care and attention be devoted to 
 the early training of the young ! The lessons and 
 teachings, the scenes and the habits, which exert 
 their influences during the first six or eight years of 
 existence, make more lasting impressions than those 
 of any score of years of after life. The little songs 
 and hymns, the maxims and the verses, which lisp- 
 ing children learn by slowly repeating as their 
 mothers dictate, find so secure a lodgment in the 
 mind, that no future lessons can wholly supplant 
 them. A distinguished statesman once said, " Let 
 mo make the songs for the youth, and I care not 
 who make the laws." With far more of truth one 
 might say, " Let me have the control of the young 
 during the first four years of their school life, and I 
 care not who has their subsequent management." 
 
 But notwithstanding the immense importance of 
 early training, how sadly and how extensively is it 
 neglected or perverted ! In how many instances 
 are children not only not taught to go in the way 
 they ought, but arc left to go in their own way, or,
 
 PRIMARY SCHOOLS. 291 
 
 Early Teachings should be correct. 
 
 what is worse, left exposed to such examples and 
 impressions as will most surely lead them in the 
 way in which they ought not to go ! How many of 
 those untoward manifestations which are so often 
 made in the community, and of those feelings of 
 insubordination and disorganization which so fre- 
 quently and so greatly shock good citizens, owe 
 their origin to the neglected or perverted opportu- 
 nities and privileges of early youth ! 
 
 If such are ever the tendencies or results of in- 
 judicious or wrong early training, or of neglect, it 
 must seem obvious that primary schools should 
 assume a high position in the public estimation. 
 In them the young receive their first and most en- 
 during school impressions. In them they form 
 habits and views which will " grow with their 
 growth, and strengthen with their strength." Most 
 truthfully and expressively has the poet said, 
 
 " The mind, impressible and soft, with case 
 Imbibes and copies what she hears, and sees, 
 And through life's labyrinth holds fast the clew 
 That first instruction gives her, false or true." 
 
 How desirable, then, that these early lessons and 
 influences should be of the right kind, and imparted 
 in the right way! The mind of a child may bo 
 easily turned from a correct course by ill-judged 
 and unwise plans, or by the chilling effects of neg- 
 lect, on the part of those under whoso care they pass. 
 their early years, and some trivial circumstance, 
 or some apparently insignificant cause, bearing
 
 292 THE TEACHER'S ASSISTANT. 
 
 Parental Indifference. 
 
 upon the youthful mind, may give a change or 
 tinge to the whole future life. 
 
 It would seem that parents acted less wisely in 
 relation to this subject than in any other concern. 
 The judicious and skilful husbandman does not 
 neglect his young trees and leave them to assume 
 uncomely shapes, or to be dwarfed and choked by 
 rank weeds or from want of proper culture, with 
 the idea that they are soon to be removed to a dif- 
 ferent situation. He will rather watch them witli 
 special interest, and train them with extra care, that 
 they may prove specimens worthy of transplantation. 
 Knowing full well that 
 
 " As the twig is bent the tree 's inclined," 
 
 lie will labor most assiduously to see that every 
 vine and treclct assumes and retains the right 
 " bent" ; and, if he has occasion to employ any one 
 to assist him in their culture and training, he will 
 wisely select some one of known skill and judg- 
 ment. 
 
 The farmer who has a colt to be trained, does not 
 manifest indifference as to whom the task shall be 
 committed ; nor does he hazard injury and loss by 
 intrusting the work to incompetent hands, with a 
 view to saving a few dollars and cents ; for he well 
 knows that much of the animal's value and use- 
 fulness will consist in the manner in which he is 
 "broken" to work and travel; and yet how 
 passing strange is it that parents arc often less wise 
 and less interested in relation to the moulding and
 
 PRIMARY SCHOOLS. 293 
 
 An Incident in Germany. 
 
 training of the immortal minds of their offspring, 
 and that, for a trifling pecuniary saving, they will 
 risk the happiness and usefulness of those whom 
 God has intrusted to their charge ! 
 
 Those employed to teach in our primary schools 
 should not only be well qualified in a literary point 
 of view, but they should abound in every lovely and 
 desirable trait of character. Decided, kind, affec- 
 tionate, pleasant, and active, all their movements, 
 actions, and expressions should be such as may be 
 safely and profitably imitated. The teacher of a 
 primary school should be a pattern of every good, 
 a model worthy of the closest imitation. George B. 
 Emerson, Esq., a distinguished educator, in speak- 
 ing of a recent visit to schools in Germany, thus 
 strongly and beautifully testifies to the importance 
 of elementary schools, and at the same time gives 
 some Valuable hints on teaching the alphabet. 
 
 " The most striking and beautiful lesson I heard 
 in Germany was in Dresden, conducted by a man 
 of very high qualifications. It was a lesson in teach- 
 ing the alphabet. Young ladies and young gentle- 
 men are very apt to think, ' What a drudgery this 
 is ! Only think, that, with my qualifications, I 
 should be content to teach the beggarly elements ! 
 What a position ! 0, that I could be in a sphere 
 fitter for my capacities ! ' That is a great and fun- 
 damental mistake wbich leads any teacher to utter 
 such words. There is no lesson ever taught in at/// 
 school, so important as the alphabet. Teaching our 
 crabbed English language is the hardest thing in 
 
 25*
 
 294 THE TEACHER'S ASSISTANT. 
 
 Teaching the Alphabet. 
 
 the world. Our language is the hardest one to read, 
 from the fact that there is not the most remote con- 
 nection between the words used and the sounds ex- 
 pected. There cannot he a higher office than that 
 of giving the very elements of instruction. 
 
 " What was very striking, in connection with the 
 school at Dresden, was, that the teacher had a class 
 of about forty boys, all nearly of the same age, and 
 none of them less than seven years old, coming for 
 the first time to learn the alphabet. Those sensible 
 people, who wish to make as much as possible of 
 their scholars, do not allow their children to bo 
 taught the alphabet before they are seven years old. 
 The admirable teacher of these boys began by draw- 
 ing a fish, and asking the boys to tell what it was. 
 Some said it was a fish, some that it was a picture 
 of a fish ; but some that it had no color, and there- 
 fore was not a picture, but something the teacher 
 drew. So they arrived, after a series of questions, 
 at the conclusion that it was a drawing- of a fish ; 
 not a picture, because that would have color ; and 
 not a fish, because that would have life. Then all 
 the class were called on to say, together, ' That is a 
 drawing of a fish.' As that would form a good sen- 
 tence, they were required to repeat it till they could 
 utter it, as well as possible, giving every articulate 
 sound clearly. Then he would ask each one to read 
 the sentence. Then, from a set of large blocks, he 
 selected the letters to spell the word //x//, and, hav- 
 ing shown them to the class, he asked them to 
 select the letters to spell it^ then to go to their scats
 
 PRIMARY SCHOOLS. 295 
 
 A Valuable Suggestion. 
 
 and draw the letters 011 their slates. Some would 
 succeed well, and some would fail entirely ; but to 
 those that failed there was no reproof, though to 
 those that succeeded words of encouragement were 
 given. 
 
 " In about ten minutes he called on the boys 
 again, and inquired, ' What is a fish ? ' and put sev- 
 eral questions to lead them to think about a fish, 
 and would converse with them about the facts in its 
 natural history ; and at each conclusion he would 
 make them express their conclusion as well as their 
 organs could utter it. That was the striking thing, 
 the lesson in making sentences, in speaking good 
 German, and in pronouncing correctly. 
 
 The first thing to be noticed here is the fact that 
 a gentleman of the highest intelligence, possessed 
 of all knowledge, a beautiful knowledge of natural 
 history, did not think himself degraded in the least 
 degree by teaching the alphabet. Another thing to 
 be noticed was, that those things which, in the old- 
 fashioned schools, were considered unsuitable, they 
 were encouraged to do, that is, to make pictures. 
 Another thing that was very noticeable, was the 
 thoroughness with which the languages were taught 
 in the gymnasia. The master would have forty 
 boys of just the same age and the same attainments. 
 The little which the teacher attempted to teach at 
 one time was a striking feature of the instruction. 
 A single short sentence of three words was given ; 
 but in regard to them he led them to observe every- 
 thing, and reviewed everything they had become
 
 296 THE TEACHER'S ASSISTANT. 
 
 Kev. Dr. Lothrop. 
 
 familiar with, and they were kept familiar with it 
 by continual repetition. After they had learned a 
 single sentence, they were to use that in making 
 other sentences. The degree of thoroughness with 
 which this instruction was given almost transcends 
 belief." 
 
 I trust the extract just given, together with what 
 I may add, will tend to elevate, in your mind, the 
 primary school, and though you may never become 
 a teacher of such a school, it is very desirable that 
 you should possess right views and a proper esti- 
 mate of its true importance in the great system of 
 popular education. If you clearly understand the 
 subject, you may do much for the dissemination of 
 correct sentiments. 
 
 The Rev. Doctor Lothrop, a member of the School 
 Committee of the city of Boston, thus speaks of 
 primary schools : 
 
 " As parts of a great system of public instruction, 
 it is scarcely possible to attach too much importance 
 to the primary schools. They are the base of the 
 pyramid, and in proportion as the base is enlarged 
 and its foundations strengthened, the superstruc- 
 ture can be reared with case and rapidity, in grace- 
 ful proportions, and to a towering height. Under 
 the improvements which are now in operation, and 
 others that will be introduced, it is hoped that the 
 children in the primary schools will bo rescued from 
 that waste of time and misdirection of powers hith- 
 erto unavoidable, and so instructed and carried 
 forward, as that every child, on attaining the requi-
 
 PRIMARY SCHOOLS. 297 
 
 The School-House. 
 
 site age, shall be competent and qualified, not only 
 to enter the grammar schools, but to improve the 
 privileges and advantages there offered. And in 
 proportion as the children entering the grammar 
 schools come thoroughly qualified and prepared, 
 these schools themselves will be improved, and 
 a large number of pupils pass through them at 
 an age sufficiently early to allow them to enjoy the 
 benefit of the high schools, before the time arrives 
 at which they wish to leave school for some active 
 employment. Thus, by improving the primary, we 
 improve the grammar, extend the advantages of the 
 high schools, and make our whole system of public 
 instruction, of popular education, what it ought to 
 lie, progressive and not stationary ." 
 
 As you may, at some time, aspire to teach one of 
 these elementary schools, let me, in brief, give you 
 a few hints bearing upon them. 
 
 The School-House. When it is remembered 
 that children arc educated and influenced by what 
 I hey see, as well as by what (hey hear, it would 
 seem very important to have the surroundings of 
 childhood's days pleasant and attractive. Espe- 
 cially should this be true of the school-house, in 
 which the little ones receive their earliest school 
 impressions. The spot itself should be one of Xa- 
 ! lire's choicest, one which will be inviting to the 
 eve. The school-room should be constructed with 
 particular reference to the comfort and convenience 
 of the children. The walls should be covered with
 
 298 THE TEACHER'S ASSISTANT. 
 
 Hours of Confinement. 
 
 maps, paintings, mottoes, and drawings ; and if a 
 case could be provided for the reception of such 
 objects of interest as the children, or others, may 
 bring to the school-room, it will prove an addi- 
 tional attraction, and become truly valuable in con- 
 nection with those pleasant Object Lessons which 
 should occupy so prominent a part of instruction 
 in primary schools. A pleasant school-house and 
 yard will have a very happy influence on the early 
 school days of children. 
 
 The Hours of Confinement. In most of our 
 schools the younger pupils are confined quite too 
 many hours in the day. It is no great pleasure for 
 little four-years-old boys or girls to go to school and 
 sit still, on hard seats, some six hours daily, and 
 it is extremely unreasonable to require them to do 
 FO. For all under the age of seven or eight years, 
 two or three hours daily of school confinement 
 will prove sufficient. Let the remainder of the 
 lime, usually allotted to school exercises, or rather 
 to motionless position, be spent upon the play- 
 ground, and let the teacher watch them there, that 
 she may teach them how to play. How many val- 
 uable lessons might be given on the play-ground, 
 bv judicious efforts in cultivating those kindly and 
 friendly feelings which ought to prevail in all com- 
 munities, lessons in patience, self-denial, forgive- 
 ness, sympathy, generosity, &c. 
 
 The E.rcri'isc.s of the Primary School. These
 
 PRIMARY SCHOOLS. 299 
 
 Rules and Maxims for Teachers. 
 
 should be made brief and interesting. The black- 
 board and slate, and simple pieces of apparatus, 
 should be in frequent use. But it will not be 
 necessary that I give any detailed list of suitable 
 exercises. An excellent " Manual for Primary 
 Schools" is soon to be presented to the public, 
 prepared by one* who has taken a deep and judi- 
 cious interest in these schools. From an examina- 
 tion of the plan and some of the contents of the 
 book, in manuscript, we are persuaded it will be a 
 work of inestimable value to teachers and schools. 
 This work, and Hooker's " Child's Book of Com- 
 mon Objects," will be so fruitful of hints and in- 
 formation, that I can do no better than refer you 
 to them. 
 
 I will close this letter by giving a few plain and 
 simple hints, in the form of rules for teachers and 
 pupils. 
 
 RULES AND MAXIMS FOR THE TEACHER. 
 
 1. Endeavor to set a good example in all things. 
 
 '2. Xevcr overlook a fault or let it go unnoticed ; 
 but always forgive when you find true sorrow for an 
 error. 
 
 H. If possible, get at the truth of every charge, 
 and decide neither in word nor deed until the case 
 is clear. Hasty words and acts often cause teach- 
 ers sorrow. 
 
 * John J). rhilljriek, Superintendent of Schools in the df\ "f 
 Boston.
 
 300 THE TEACHER'S ASSISTANT. 
 
 Rules for the Children. 
 
 4. Never punish when anger influences you or 
 the offender. 
 
 5. Prepare yourself for every lesson, and encour- 
 age your pupils to ask questions ; and if they ask 
 some that you are not able to answer, frankly ac- 
 knowledge your inability. 
 
 6. Take special pains with the dull and backward 
 children. It is the highest merit to be able to inter- 
 est and teach the dull. 
 
 7. Remember that you are laying the foundations 
 of knowledge, and therefore aim at thoroughness. 
 Not how much, but how well. 
 
 8. Encourage cleanliness of person ; neatness of 
 desk, books, floor, &c. 
 
 9. If possible, secure good ventilation. Raise the 
 windows during recess and at noon. 
 
 10. Improve every opportunity for imparting 
 moral instruction, and making moral impressions. 
 
 11. Daily add to your own stock of knowledge, 
 never forgetting that knowledge is power. 
 
 12. Let all your intercourse and dealings with 
 your pupils be characterized by a spirit of love for 
 them, and a desire to do them good. 
 
 IB. Be yourself taught of Him who took little 
 children in his arms and blessed them. 
 
 RULES AND MAXIMS FOR THE CHILDREN. 
 
 These may be repeated daily, by the pupils, in 
 concert. 
 
 1. We must be gentle and kind to each other.
 
 PRIMARY SCHOOLS. 301 
 
 Rules and Maxims. 
 
 2. We must love and obey our teachers. 
 
 3. We must always act and speak the truth. 
 
 4. We must never speak evil of others. 
 
 5. We must be honest in all things. 
 
 6. We must attend to our lessons and to the 
 words of our teacher. 
 
 7. We must use no bad words. 
 
 8. We must be neat, and keep our books and 
 desks clean and free from marks. 
 
 9. We must never be absent, unless we are sick. 
 
 10. We must never be tardy. 
 
 11. We must be kind to all. 
 
 12. We must always speak pleasantly. 
 
 13. We must not get angry. 
 
 14. We must love and obey God. 
 
 15. We must at all times Do RIGHT. 
 
 These maxims and rules will be suggestive to you 
 and to your pupils. It will be well, occasionally, 
 to make one a subject for familiar remarks, and 
 particularly after your attention, or that of the 
 school, has been called to its violation. 
 
 Your sincere friend,
 
 LETTER XXI. 
 
 HABITS. 
 
 MY DEAR FRIEND: 
 
 THUS far I have written principally in relation to 
 the daily studies of the school, and to its discipline 
 and general management. These of course are all 
 important, but they by no means cover the whole 
 ground of your labors. . You have something more 
 to do, and, consciously or unconsciously, you are 
 daily imparting other lessons, which will prove a 
 benefit or an injury to those under your charge. 
 Influences of some kind you must and will daily 
 impart. See to it that they are of the right kind. 
 Do not for a moment imagine that your pupils 
 have received all that is due from you when you 
 liaA'e heard them " say their lessons." By word 
 and example you must give to them many a lesson 
 not given in their text-books. Your constant effort 
 must be, not only to make them proficients in their 
 book-lessons, but also to do what you can to pro- 
 mote correct habits of thought, expression, and 
 action. Your example and your expressed views 
 must be the main agencies in this direction. Be
 
 HABITS. 303 
 
 Train your Pupils for Life's Duties. 
 
 sure that your example is a worthy one, and also 
 that your views are correct in themselves, and 
 clearly understood by your pupils. Consider that, 
 when a few brief years shall have passed away, the 
 boys arid girls now under your training will be men 
 and women, acting their parts in the great drama 
 of life. How those parts shall be acted depends, 
 in a great degree, upon the instructions and impres- 
 sions they receive from you, their teacher. Con- 
 stantly and earnestly, then, try so to train and 
 influence them that they will become men and 
 women in the highest and truest sense, ever act- 
 ing well their parts, and diffusing good to all around 
 them. In an important sense teachers reproduce 
 themselves in their pupils, and what they are, 
 their pupils will become. Aim, therefore, to teach 
 them such lessons as they will most need when they 
 become men, such as will tend to make them 
 good citizens, agreeable associates, faithful in the 
 discharge of every duty that may devolve upon 
 Hicni. 
 
 I wish more particularly, in this letter, to call 
 your attention to a few points to which you should 
 direct attention frequently, as tending to the forma- 
 tion of habits which are alike essential to happiness 
 and usefulness. In many cases your known and 
 clearly expressed views in relation to these hiibils 
 will be sufficient. Aim, then, not only to have 
 vour views so clearly understood that they will be 
 felt, but also be sure to have them fully confirmed 
 by examples of the clearest propriety. Precept
 
 304 THE TEACHER'S ASSISTANT. 
 
 Regularity. 
 
 without example may accomplish somewhat; pre- 
 cept followed by wrong example will often prove 
 worse than powerless ; but precept and example, 
 in harmonious action, will be powerful indeed. 
 How often is the usefulness of one who is eminent 
 for scholarly attainments greatly abridged by the 
 indulgence of some unfortunate or unbecoming 
 habit ! In view of this, let me urge you to incul- 
 cate, by constant example and precept, attention to 
 the following particulars : 
 
 1. Regularity. It is too true that many pupils 
 in our schools are very irregular in their attend- 
 ance. Reasons wholly unimportant or quite frivo- 
 lous draw them from the school-room, and cause 
 them to regard their school duties as of secondary 
 importance. Strive to impress upon their minds 
 the importance of regularity in the performance of 
 their duties. He only is successful as a merchant, 
 mechanic, farmer, or professional man, who applies 
 himself with regularity to the peculiar duties of his 
 calling: he, and he only, can become what he ought 
 to be, as a scholar, who applies himself with undcvi- 
 ating regularity to the duties of the school. Habits 
 of regularity formed here will be felt for good in all 
 subsequent life, while habits of indifference and 
 irregularity in relation to school duties will mani- 
 fest themselves for evil in all the business relations 
 of life. 
 
 2. Punctuality. The habit of punctuality is as
 
 HABITS. 305 
 
 The Quaker's View. 
 
 rare as it is important. In all the arrangements of 
 life, inconvenience, and often loss, are experienced 
 from a want of promptness or punctuality on the 
 part of some. In how many of our churches are 
 the exercises interrupted by the entrance of tardy 
 ones ! How often are the operations of some com- 
 mittee delayed by the dilatoriness of some member 
 or members ! How miich annoyance would be 
 avoided in all business operations, if all were scru- 
 pulously punctual ! A certain committee, consist- 
 ing of ten members, were to meet at ten o'clock, and 
 the business was such as to require the presence of 
 all. Nine were promptly on the spot, but the tenth 
 came a half-hour behind the time. As he entered 
 the room, he gave a very indifferent apology for his 
 tardiness, when an honest Quaker who was a mem- 
 ber of the committee rebuked him in these words : 
 " Friend, thee may have some right to waste thirty 
 minutes of thine own time, but thee certainly lias 
 no right to waste two hundred and seventy minutes 
 of the time of those on the committee with thee." 
 Daily inculcate the importance of exact punctuality 
 in relation to every duty and every engagement. 
 If you can train your pupils to exactness in all 
 their school duties and exercises, you will, at the 
 same time, do much to establish a habit of punctu- 
 ality. He that is punctual in regard to little tilings 
 will be so in regard to matters of greater impor- 
 tance. 
 
 3. Neatness. Habits of neatness and clcanli-
 
 306 THE TEACHER'S ASSISTANT. 
 
 Courtesy and Politeness. 
 
 ness are so essential to our comfort and happiness, 
 that no opportunity for urging attention to them 
 should be allowed to pass unimproved. Do what 
 you can, from time to time, to promote a regard for 
 tidiness of personal appearance and apparel, and 
 care and neatness in the use of books, arrange- 
 ment of desk, etc. Not only inculcate the impor- 
 tance of having a " place for everything and every- 
 thing in its place," but also of having all things 
 arranged with a due reference to neatness. Habits 
 of neatness formed in youth will be permanent, but 
 if a lad indulges in careless and slovenly habits 
 during the first twelve or fifteen years of his -life 
 it will be almost impossible to eradicate the same. 
 " Good or bad habits formed in youth generally 
 accompany us through life." 
 
 4. Courtesy and Politeness. Many a man of 
 high qualifications and rare talents has, in a good 
 degree, been lost to the community on account of a 
 lack of courteousness, or from some forbidding trait 
 of character. True courtesy and politeness, man- 
 ifested on all occasions and in an unassuming way, 
 will give to him who exhibits them a most desirable 
 influence and power. Let a regard to these be daily 
 encouraged in your school. Make it one of your 
 requirements that all questions shall bo properly 
 proposed, and all answers courteously given, and 
 also that the entire demeanor of your pupils, not 
 only towards their teacher, but also towards each 
 other, and all with whom they may have to do, shall
 
 HABITS. 307 
 
 True Symmetry of Character. 
 
 be in strict accordance with rules of propriety and 
 courtesy. Attention to these particulars in the 
 school-room will be promotive of good order and 
 happiness there, and at the same time tend to estab- 
 lish such habits as will be strong helps to success 
 and usefulness in any department of business. If 
 merchants could realize the difference between a 
 truly courteous boy, and .one who is the reverse, the 
 former would always be preferred, and the latter 
 left to seek employment of a different nature. The 
 instances are not uncommon in which a customer 
 is driven from a store by direct rudeness or lack 
 of politeness on the part of some lad there em- 
 ployed. 
 
 Let me then urge you, not only to give attention 
 to the cultivation of such habits as I have named, 
 but also to encourage and promote, in every suitable 
 way, the formation of all habits that will tend to 
 make good citizens and agreeable associates. Let 
 your aim be, not only to teach the lessons of the 
 book, but also to form true symmetry of character 
 by duly developing every pleasing and desirable 
 trait, and by checking the growth of every habit 
 which may tend to impair one's usefulness, or to 
 detract from one's influences as a companion or 
 friend. 
 
 Your sincere friend, 
 
 C.
 
 LETTER XXII. 
 
 SCHOOL EXAMINATIONS AND EXHIBITIONS. 
 
 MY DEAK FRIEND : 
 
 JN this my last letter for the present, I will en- 
 deavor to give you my views on two other points in 
 relation to which you have expressed an interest 
 and a desire to have advice. These are " School 
 Examinations and Exhibitions." 
 
 "With many teachers and committees there seems 
 to be a partial confounding of these two terms, so 
 that an examination often degenerates into a mere 
 exhibition ; but we believe an exhibition in no true 
 sense ever becomes an examination. Considering 
 that the two are quite different in their character 
 and results, and that each has its appropriate place 
 and influence in the great work of education, I will 
 briefly give you a few thoughts on each. 
 
 I. EXAMINATIONS. Many teachers have a seri- 
 ous dread of examinations. 1 think you have ex- 
 perienced something of this ; and yet, if you will 
 calmly view the subject, you will find that the ear- 
 nest and faithful teacher need have no undue anx-
 
 EXAMINATIONS. 309 
 
 Anecdote. 
 
 iety or trouble on this subject. The true object of 
 an examination is to ascertain the nature and ex- 
 tent of mental discipline that pupils have gained. 
 It is not simply and solely to ask them certain ques- 
 tions to be found in the books they have studied, 
 but to test, in every proper manner, their under- 
 standing of the various principles, facts, and 
 thoughts that should have been developed by the 
 studies to which attention has been given during 
 the term. 
 
 How, then, ought examinations to be conducted ? 
 It has frequently been the case, at public examina- 
 tions, that teachers have asked all the questions ; 
 and, I am sorry to add, some teachers have done 
 the profession injustice, by making special and indi- 
 vidual assignment of questions and topics, and drill- 
 ing their pupils on them preparatory to the day of 
 examination. Says an experienced teacher, " We 
 recollect an amusing anecdote of a class in geogra- 
 phy, which the teacher had drilled in his set ques- 
 tions, till they could answer every one before it was 
 asked; and he felt confident they would do them- 
 selves and him great credit. Indeed, his main reli- 
 ance was on this class, and when he commenced their 
 examination, it was with a very confident and tri- 
 umphant air. As the questions passed along down 
 the class, and were answered with the rapidity of 
 thought, the village minister and the doctor and 
 parents began to open their eyes with astonishment 
 at the remarkable proficiency which the boys had 
 made. The teacher was so elated at the result, that
 
 310 THE TEACHER'S ASSISTANT. 
 
 The Lad who lived in Guinea. 
 
 lie did not observe that one of the boys, whose place 
 was at the foot of the class, was absent; and as 
 he passed to the head again, the question was 
 this : ' In what country do you live ? ' ' Guinea ! ' 
 shouted the boy. ' What country ? ' repeated the 
 teacher, wishing to give the pupil time to recollect 
 himself. ' Guinea ! ' was again the thundering re- 
 sponse ; and the lad looked as though he was not to 
 be frowned out of it either. ' You mean, no doubt, 
 that you live in the United States of America,' 
 quietly suggested the teacher. ' No, sir ; the boy 
 that lives in the United States of America is at 
 home. He was sick to-day, and could n't come.' ' 
 On another occasion, some small boys were under- 
 going examination in geography. They could read- 
 ily point out, on the outline map, and give the 
 names, of all the grand divisions, etc. A gentleman 
 present, wishing to test the knowledge of the little 
 fellows, said: "Boys, let me ask you a question. 
 What is Asia ? " Here was no response. " Is it 
 land or wafer ', or what is it ? " The boys continued 
 silent. They were not used to such questions as 
 that. They could point out Asia on any map, 
 they knew it by its shape, but they seemed to 
 have no more idea of it than though it were an 
 arbitrary character, like A or B. 
 
 Some contend that the teacher should ask all the 
 questions ; others, that the teacher should be silent, 
 and the examining committee propound the ques- 
 tions. We believe that neither of these is the true 
 course, but that both parties should participate in
 
 EXAMINATIONS. 311 
 
 The True Mode. 
 
 the exercises. We will suppose a class is called in 
 arithmetic. The teacher says to the examiners : 
 ' This class has progressed as far as Proportion. 
 Some of the members, I think, understand all they 
 have passed over ; others, who have been irregular 
 in their attendance, or less studious than they ought 
 to have been, may not be so perfect. In our daily 
 recitations some uniformly do well, while others 
 frequently fail. In questioning them to-day, unless 
 they appear better than they usually do, you will 
 find the same diversity." With remarks of this 
 kind the examination may be introduced, and then 
 questions may be asked by both teacher and com- 
 mittee. It need not annoy the teacher if some 
 questions fail to receive correct answers. This is 
 to be expected. Neither teachers, committees, nor 
 pupils should expect to have the exercises of ex- 
 amination-day faultless. The true wish and aim 
 should be to exhibit the correct standing of the 
 scholars, to ascertain what they do not under- 
 stand, as well as what they do. 
 
 With classes sufficiently advanced, it will be an 
 excellent plan to have a quarterly examination, in 
 which answers to the several questions shall bo 
 written by the pupils. This course has many ad- 
 vantages, which will be obvious to any one. In 
 conducting an oral examination, I would recom- 
 mend that some subjects or topics should be select- 
 ed, and that pertinent questions be asked, without 
 any reference to the phraseology of the questions 
 in the text-book. In other words, let it be the aim
 
 312 THE TEACHER'S ASSISTANT. 
 
 Exhibitions. 
 
 of both teachers and committees to ascertain whether 
 the scholar has ideas, or merely words. 
 
 II. EXHIBITIONS. The object of an exhibition is 
 somewhat different from that of an examination ; 
 or, rather, the object is twofold: first, to interest 
 and train the pupils in certain drill-exercises, in 
 themselves important ; and, secondly, to interest 
 parents and friends, by exhibiting evidence of skill 
 and correct instruction in certain departments. 
 Such exercises may indicate what can be done, 
 with special effort, in a particular direction ; they 
 will be beneficial to the pupils, if rightly conducted, 
 and at the same time afford an opportunity for en- 
 listing the interest of parents and citizens. Rightly 
 managed, examinations and exhibitions are produc- 
 tive of much good ; but, too often, the good effects of 
 both are lost by the improper manner in which they 
 are conducted. In the exercises of an exhibition, 
 consisting usually of declamation and composition, 
 special care should be taken to avoid such as are in 
 the slightest degree of an immoral tendency. It is 
 believed that many schools would be greatly benefit- 
 ed by giving a public and well-arranged exhibition 
 once a year, only let it be distinctly understood that 
 it is an exhibition, and not an examination; that it 
 does not indicate the proficiency of the scholars in 
 their usual studies, but is rather designed to show 
 what they can do, with special effort and training, in 
 particular departments. With this understanding, 
 we may welcome school exhibitions as an important
 
 EXHIBITIONS. 313 
 
 Avoid Haste. 
 
 means of awakening parental interest, and inciting 
 an ambition in the pupils well to perform their 
 parts. I have sometimes thought that examina- 
 tions, as they have been conducted, tended to en- 
 courage haste rather than thoroughness. If pupils 
 have been able to answer a few questions from dif- 
 ferent portions of the book, it has been deemed 
 sufficient ; and yet they might have done this with- 
 out having been thoroughly instructed in a single 
 rule. On such occasions, too much importance is 
 attached to the amount passed over, and too little 
 to the manner in which it has been done. 
 
 I would again urge you to guard against undue 
 haste in school progress. The whole tendency of 
 our times is in this direction. We live in an age of 
 haste. There is haste in travelling, haste in busi- 
 ness, haste in learning, haste in eating, haste in all 
 things. But, nevertheless, it is true that great 
 waste and loss often attend great haste. A. train 
 of cars is thrown from the track ; lives arc lost ; 
 limbs are broken ; property is destroyed. All was 
 the result of an unpardonable attempt to gain two 
 minutes of time. Alas ! how many, in rash efforts 
 to gain a few moments of time, have been, as it 
 were, thrust into eternity ! 
 
 A few years ago, a noble steamer, with upwards 
 of four hundred human beings, and a rich cargo of 
 mercluindise, left Liverpool for New York. The 
 joyous company were borne rapidly onward, and 
 were fast approximating the port for which they had 
 
 sailed. A dense fog hung over the " face of the 
 9-
 
 314 THE TEACHER'S ASSISTANT. 
 
 The Steamer. 
 
 mighty deep," rendering navigation perilous ; but 
 all were " homeward bound," and " haste " was the 
 watchword. The noble ship was urged onward, 
 and, as it were participating in the general feeling, 
 she almost leaped from billow to billow. All were 
 joyous and delighted at the progress that was mak- 
 ing, and the gallant commander was often congratu- 
 lated upon the speed of his ship and the prospect of 
 a quick passage, when, almost within sight of the 
 longed-for haven, a sudden crash was heard, which 
 sent a thrill and a chill through every heart ; and 
 in less than four hours that proud steamer, with her 
 rich cargo and more than three hundred human 
 beings, was in the caverns of the deep. The tele- 
 graphic wires immediately communicated the sad 
 intelligence to all parts of our country, sending 
 keen distress and bitter anguish and crushing disap- 
 pointment to many a bereaved heart. It was called 
 a " sad accident " ; but it was in reality the conse- 
 quence of unwarrantable haste, an undue desire to 
 gain a few hours of time, or to be reported under 
 the heading, JK2P THE SHORTEST PASSAGE ON EEC- 
 ORD ! Yet the entire blame was not chargeable to 
 the commander, but in part certainly to that state 
 of the public mind which would not be satisfied 
 with anything short of extra speed. And this same 
 spirit and tendency prevail in relation to the educa- 
 tion of youth, an impatient, unreasonable haste. 
 Children are too early pressed into school, unduly 
 urged onward, and prematurely taken from the 
 school and pressed into life's service, with minds
 
 EXHIBITIONS. 315 
 
 Nature's Teachings. 
 
 but imperfectly disciplined, with intellects but par- 
 tially cultivated. And yet the fault is not wholly 
 in the teachers, but quite as much in the parents, 
 who influence and control the teachers. As, then, 
 you engage in the great work of instruction, do 
 what you can to disseminate true and wise views, 
 and secure right action ; ever discountenancing 
 undue haste ; ever regarding Nature's teachings ; 
 " First the blade, then the ear ; after that, the full 
 corn in the ear" 
 
 But it is quite time that I bring this letter to a 
 close. I might urge upon your consideration the 
 importance of regarding the laws of physical exist- 
 ence, so that the " house you live in " may be kept 
 in a sound and usable condition. I might dwell 
 upon the importance of regularity and system in 
 all your habits and arrangements, and caution you 
 against the too common tendency of overtasking the 
 powers of endurance by giving extraordinary hours 
 either to labor or amusement. I hope, however, 
 that your own good judgment will lead you to con- 
 sider the whole subject, and to act according to the 
 dictates of true wisdom. 
 
 If aught I have written in these letters shall 
 throw any light about your path as a teacher of 
 youth, or shall encourage or stimulate you to 
 greater effort in your noble calling, I shall not 
 regret that I have written. Let me say, in con- 
 cluding, what I have already, directly or indirectly, 
 said in previous letters, that if you would look for
 
 316 THE TEACHER'S ASSISTANT. 
 
 Closing Remarks. 
 
 true success as an instructor, you must engage in 
 your labors with a,strong desire to do good. Diffi- 
 culties and perplexities you will often meet with ; 
 but if you love your work, and engage in its per- 
 formance with the right motives, you will surmount 
 all obstacles, and prove an ornament to your profes- 
 sion. Do not forget that the chief fruits of your 
 labors will be in the future, and that they may ma- 
 ture unseen by you, ever perpetuating and extend- 
 ing themselves. While, therefore, your duty is to 
 labor in " the living present," strive earnestly and 
 prayerfully to have the results of your efforts such 
 as will prove a blessing to the future. With an 
 abiding sense of your dependence upon Infinite 
 Wisdom for support and direction, go forth cheer- - 
 fully to your daily labors, and strive so to act your 
 part, that when, with you, time shall be no more, 
 you may receive from the Great Teacher the soul- 
 cheering plaudit, " WELL DONE." 
 
 Your sincere friend. 
 
 C.
 
 APPENDIX 
 
 27*
 
 NOTE. 
 
 The Author has, from time to time, received letters asking 
 information on points embraced in the following pages. The 
 various rules, regulations, etc., which are given, are not pre- 
 sented as models adapted to the peculiar wants and circum- 
 stances of every teacher ; but it is believed that they embody 
 the substance of what will be wanted, and each teacher must 
 change or modify according to the condition or wants of his 
 own school. They will, it is hoped, prove valuable as sugges- 
 tive aids. Many of them are such as have proved satisfactory 
 with teachers of competent judgment and ability.
 
 APPENDIX A. 
 
 MANUAL OF SCHOOL DUTIES. 
 
 THE following excellent hints and rules were prepared 
 by A. Parish, Esq., one of the most accomplished and suc- 
 cessful teachers in New England. Mr. Parish is Princi- 
 pal of the Springfield (Mass.) High School, a position 
 he has occupied for many years. The Manual of School 
 Duties, which we here give, has been well tried by its 
 author, and others, and with uniformly good results. It 
 will be well for the teacher to read these rules monthly, 
 and accompany the same with such remarks as may be 
 deemed pertinent. 
 
 TO A PUPIL ON ENTERING THE SCHOOL. 
 
 It is taken for granted, that your special object in be- 
 coming a member of this school is, to obtain such benefits 
 as it may be able to afford, for the improvement of the 
 mind, that you may be more useful ; for the cultivation 
 of your manners, that you may be better able to render 
 yourself agreeable to those around you ; for the cultiva- 
 tion of your moral feelings, that your own personal happi- 
 ness may be increased. 
 
 AVhile it is expected that the teachers will be faithful in
 
 320 APPENDIX. 
 
 General Directions. 
 
 imparting instruction, and in directing the general opera- 
 tions of the school, in the most thorough and agreeable 
 manner, certain duties no less important for the success of 
 the school are to be faithfully and honestly performed on 
 your part, as pupils. 
 
 The following directions are given, that all may know, 
 at the beginning, what their duties are, as pupils, and on 
 what conditions they are permitted to enjoy the privileges 
 of this school. 
 
 GENERAL DIRECTIONS. 
 
 I. Resolve, on being received as a member of this 
 school, to comply cheerfully with all the requirements of 
 the teachers ; and faithfully perform every duty assigned 
 you. 
 
 II. Always manifest and cultivate a kind and accommo- 
 dating disposition towards schoolmates, and respect to- 
 wards teachers. 
 
 III. At all times let the school-room be regarded as sa- 
 cred to study and mental improvement. Never indulge in 
 rudeness, childish trijling, loud and boisterous speaking, or 
 anything that would be considered unbecoming in genteel 
 company. 
 
 IV. Resolve, to lend your influence, in every possible 
 way, to improve the school, and elevate its character. 
 
 DEPORTMENT. 
 
 Remark. It is as much a part of your education to 
 correct bad habits and obtain good ones, to cultivate 
 good manners, and learn to conduct with propriety on ab 1 
 occasions, as to be familiar with the studies pursued in 
 school. Read carefully and remember the following par- 
 ticulars.
 
 APPENDIX. 321 
 
 Stijlness. Promptness. 
 
 STILLNESS. 
 
 1. On entering the school, pass as quietly as possible to 
 your seat, taking care to close the door gently, and avoid 
 making unnecessary noise with the feet in crossing the 
 room. 
 
 2. Take out books, slate, etc. from your desk with care, 
 and lay them down in such a manner as not to be heard. 
 Avoid making a rustling noise with papers, or noisily 
 turning over leaves of books. Never let the marking of 
 a pencil on your slate be heard. 
 
 3. Be careful to keep the feet quiet while engaged in 
 study ; or, if it be necessary to move them, do it without 
 noise. 
 
 4. In passing to and from recitations, observe whether 
 you are moving quietly. Take special care if you wear 
 thick shoes or boots, or if they are made of squeaking 
 leather. 
 
 5. Avoid the awkward and annoying habit of making a 
 noise with the lips while studying. 
 
 G. Scuffling, striking, pushing, or rudeness of any kind, 
 must never be practised, in the least, under any circum- 
 stances, within the school building. 
 
 PROMPTNESS. 
 
 1. Be punctually at School. Be ready to regard every 
 signal without delay, to commence study, at once, when 
 "study hours" begin, to give immediate and undivided 
 attention, when a teacher addresses you, either individu- 
 ally, with the class, or with the whole school. 
 
 2. On appearing in the school-room after an absence 
 from one or more exercises, your first duty will be to pre- 
 sent a ^vrittetl excuse specifying the time and cause of the 
 absence.
 
 322 APPENDIX. 
 
 Neatness. Scholarship. 
 
 NEATNESS. 
 MOTTO. "A place for everything, and everything in its place." 
 
 Remark. The habit of observing neatness and order 
 should be cultivated as a virtue. 
 
 1. Let your shoes or boots be cleaned at the door-steps ; 
 always use the mat, if wet, muddy, or dirty. 
 
 2. Never suffer the floor under your desk, or the aisles 
 around it, to be covered by papers, or anything else dropped 
 on it. 
 
 3. Avoid spitting on the floor; it is a vulgar, filthy 
 habit. 
 
 4. Marking or writing on the desks, walls, or any part 
 of the building, or school premises, with pencil, chalk, or 
 other articles, manifests a bad taste, or a vicious disposi- 
 tion to deface and destroy property. None but a vicious, 
 reckless, or thoughtless person will do it. 
 
 5. Knives must never be used in cutting anything on a 
 desk. 
 
 6. Particular care should be observed to avoid spilling 
 ink anywhere in the school building. 
 
 7. Let your books, etc. be always arranged in a neat 
 and convenient order in your desk and upon it. 
 
 8. After using brooms, dust-brushes, etc., always return 
 them to their places. 
 
 9. Be ambitious to have every part of our school in so 
 neat and orderly a condition, that visitors may be favor- 
 ably impressed with this trait of our character. 
 
 SCHOLARSHIP. 
 MOTTO. "Knowledge is power." 
 
 Remark. Three things should ever be sought for by 
 the scholar in all his studies and recitations. They are 
 the index of scholarship.
 
 APPENDIX. 323 
 
 Kecitations. Miscellaneous. 
 
 I. Aim at perfection. 
 II. Recite promptly. 
 III. Express your thoughts clearly and fully. 
 
 1. Let the tone of voice be distinctly audible and per- 
 fectly uttered. Let your words be chosen with care, so 
 as to express your thoughts precisely. 
 
 2. Determine to solve every difficult point in your lesson 
 yourself, (if possible,) rather than receive assistance from 
 another. 
 
 3. Scholars are in no case to assist each other about 
 their lessons, in study hours, except by permission, for 
 very special reasons. 
 
 RECITATIONS. 
 
 1. A scholar must never stay from recitation, because 
 he " has no lesson." If you have a good excuse, give it to 
 your teacher, and go and hear the others recite. 
 
 2. A scholar must never have anything in his hands 
 during recitation, nor during study hours, except what 
 strictly belongs to the exercise in which he is engaged. 
 
 3. Do not rest satisfied with learning your lesson so as 
 to " guess you can say it " ; be able to give a clear and 
 full account of it when you recite. 
 
 MISCELLANEOUS. 
 
 1. All communications with the scholars are to be avoid- 
 ed during the hours of study and recitation. This compre- 
 hends whispering, writing notes, or on the slate, signs, 
 etc. Every pupil should study as if there were no one else 
 in the room, with perfect silence. 
 
 2. Ask questions about lessons of teachers to whom you 
 recite ; as they are responsible for your improvement ; 
 otherwise one may be overburdened with business which 
 properly belongs to another.
 
 324 APPENDIX. 
 
 Rules for Teachers. 
 
 3. No books are to be read in school hours, except such 
 as belong to the studies and exercises of the school. 
 
 4. No scholar should go off the school grounds during 
 recess, except with permission. 
 
 5. Never meddle with the desk or property of another 
 scholar, without liberty. 
 
 6. Caps, bonnets, and all outer garments must be placed 
 on the hook assigned to each pupil, immediately on enter- 
 ing school. 
 
 7. Boys must never wear caps or hats in the school- 
 room. 
 
 8. Always be in your own place, and busy about your 
 own duties. 
 
 9. Finally. Bear constantly in mind how short may be 
 the time allotted you to enjoy the privileges of school, and 
 how important an influence they may exert on all youi 
 future life. 
 
 APPENDIX B. 
 
 EULES FOR TEACHERS. 
 
 THE following Rules, with a few slight changes and 
 additions, are taken from the "Teacher and Parent": 
 
 1. From your earliest intercourse with your pupils, in- 
 culcate the necessity of prompt, cheerful, and exact obe- 
 dience. 
 
 2. Unite firmness with gentleness ; and let your pupils 
 clearly understand that you mean exactly what you say.
 
 APPENDIX. 325 
 
 Rules for Teachers. 
 
 3. Never promise anything, unless you are quite sure 
 you can give, or do, what you promise. 
 
 4. Never threaten a definite punishment for an antici- 
 pated offence. 
 
 5. Study the dispositions of your pupils, and adapt your 
 modes of discipline to the same. 
 
 6. Never be late at school. 
 
 7. Be courteous in action and expression. 
 
 8. Never tell a pupil to do anything, unless you are sure 
 he knows -how it is to be done ; or show him how to do 
 it, and then see that he does it. 
 
 9. Always punish a pupil for wilful disobedience; but 
 never punish unduly, or in anger; and in no case give a 
 blow on the head. 
 
 10. Never let your pupils see that they can vex you, or 
 make you lose your self-command. 
 
 11. If pupils are under the influence of an angry or pet- 
 ulant spirit, wait till they are calm, and then reason with 
 them on the impropriety of their conduct. 
 
 12. Never yield anything to a pupil because he looks 
 angry, or attempts to move you by threats and tears. Deal 
 mercifully, but justly too. 
 
 1 3. A little present punishment, when the occasion arises, 
 is more effectual than the threatening of a greater punish- 
 ment, should the fault be renewed. 
 
 1 4. Never allow pupils to do, at one time, what you have 
 forbidden, under the like circumstances, at another. 
 
 15. Teach the young that the only sure and easy way to 
 appear good is to be good. 
 
 16. Never allow tale-bearing. 
 
 17. If a pupil abuses your confidence, make him, for a 
 time, feel the want of it.
 
 326 APPENDIX. 
 
 Questions for Self-Examination. 
 
 18. Never allude to former errors, when real sorrow has 
 been evinced for having committed them. 
 
 19. Encourage, in every suitable way, a spirit of dili- 
 gence, obedience, perseverance, kindness, forbearance, hon- 
 esty, truthfulness, purity, and courteousness. 
 
 20. Never speak in a scolding and fretful manner, but 
 use tones of gentleness. Some teachers defeat their objects 
 by using harsh and boisterous tones. 
 
 21. Be consistent in your requirements and uniform in 
 your practice. 
 
 22. Set a good example in all things. 
 
 23. Constantly aim at thoroughness in teaching. 
 
 24. Inculcate habits of neatness. 
 
 25. In conduct be what you wish your pupils to become ; 
 avoid what you wish them to avoid. 
 
 APPENDIX C. 
 
 QUESTIONS FOR SELF-EXAMINATION. 
 
 THE following are some of the questions prepared for 
 the teachers of Elementary Schools in Prussia. If all 
 teachers would seriously examine themselves by the use 
 of these questions, how much greater would be their in- 
 terest and success ! 
 
 1. In commencing the day, have I consecrated myself 
 anew in prayer to my Creator ? 
 
 2. Have I implored His blessing on the labors of the
 
 APPENDIX. 327 
 
 Questions for the Teacher. 
 
 day, especially seeking his favor for the children confided 
 to my care ? 
 
 3. Have I implored aid especially for such of my pupils 
 as have the greatest need of assistance ? 
 
 4. Have I commenced the day full of strength and con- 
 fidence in God? 
 
 5. Have I sufficiently reflected, before school hours, on 
 what I have to do through the day ; and have I suitably 
 prepared myself for my duties ? 
 
 6. Are my cares and efforts extended equally to all my 
 pupils, or do I manifest more interest in some than I do in 
 others ? 
 
 7. Has my attention been more particularly directed, 
 and according to their need, to those among them who 
 were weaker or more idle than the rest? Or, consulting 
 only my own taste, have I occupied myself more willingly 
 with the most intelligent, and those most desirous of being 
 instructed ? 
 
 8. In what manner have I influenced the moral progress 
 of my pupils ? 
 
 9. With regard to that which is exterior, have I required 
 order, quietness, suitable manners, cleanliness ? 
 
 10. Have I been guilty of any negligence in these re- 
 spects from idleness or inattention ? 
 
 11. Have I not, from disgust, abandoned to their evil 
 propensities some children who resisted all my efforts ? 
 
 12. Have I not, without confessing it to myself, con- 
 demned some among them as incorrigible ? 
 
 13. And have I not thus neglected one of my most im- 
 portant duties ; that of never despairing of the improve- 
 ment of a single child confided to me ? 
 
 14. When it has been necessary to censure, punish, or 
 recall to duty by exhortation, have I done it with calmness,
 
 328 APPENDIX. 
 
 Questions for the Teacher. 
 
 reflection, and in an impressive manner? Or have I yield- 
 ed to precipitancy, impatience, anger, and want of charity ? 
 or, on the other hand, have I been too indulgent ? 
 
 15. Am I in general just with regard to my pupils ? 
 
 16. Have I not an ill-judged aversion to some, and pre- 
 dilection for others ? 
 
 17. Do I not yield in general to the influence and dis- 
 position of the moment, and am I not thereby unequal, and 
 capricious; sometimes very kind, and sometimes causelessly 
 in a bad humor, or even passionate and violent ? 
 
 18. When it is necessary to reprove or punish, do I seek 
 always to bear in mind the particular character of the pupil 
 with whom I have to do, in order to guide myself accord- 
 ingly in my reproof or punishment ? 
 
 19. Do I always distinguish offences which proceed from 
 levity, indolence, or rooted habits, from those which are the 
 result of evil dispositions ? 
 
 20. Have I not sometimes unconsciously excited the de- 
 sire of praise, and promoted vanity or selfishness ? 
 
 21. Has there not been in my conduct, thoughtlessness, 
 levity, harshness, and want of love, or even pleasure in in- 
 flicting pain ? 
 
 22. Have I sought to obtain over the parents of my pu- 
 pils the influence which I ought to endeavor to acquire, if I 
 am faithful in my vocation ? 
 
 23. Have I, to-day, made any progress in knowledge 
 and virtue ? 
 
 21. Have I labored to improve myself in my vocation, 
 even out of the "hours in which are pi'esenti-d to me positive 
 and regular occupation ?
 
 APPENDIX. 329 
 
 Kules for Pupils. 
 
 APPENDIX D. 
 RULES FOR SCHOLARS. 
 
 RULES TO BE DAILY REPEATED IN CONCERT BY THE 
 CHILDREN IN A PRIMARY SCHOOL. 
 
 1st. I must be silent when the bell rings. 
 
 2d. I must always mind my teacher. 
 
 3d. I must come to school every day. 
 
 4th. I must never be tardy. 
 
 5th. I must not be idle. 
 
 6th. I must not lie. 
 
 7th. I must not steal. 
 
 8th. I must not swear. 
 
 9th. I must not be angry. 
 
 10th. I must not strike nor hurt any one in anger, 
 llth. I must be pleasant and kind to all. 
 12th. I must forgive all who offend or injure me. 
 13th. I must be clean in my clothes, my face, and my hands. 
 14th. I must be decent in all my ways, 
 loth. I must not destroy my books or my slates. 
 IGth. I must not injure any of the furniture of the school. 
 1 7th. I must always try to do right. 
 18th. I must remember these rules, and try to keep them. 
 
 RULES RELATING TO PUPILS.* 
 
 
 1. Every scholar on entering the school grounds shall 
 
 * Taken from the published regulations of the public schools of 
 Norwich, Conn. 
 
 28*
 
 330 APPKNDIX. 
 
 Rules for Pupils. 
 
 go directly to his school-room, or to such portions of the 
 grounds as are assigned for recreation ; and none may 
 loiter on the walks or steps, or in the halls or anterooms, 
 for conversation or other purposes. And on leaving, they 
 shall pass in a quiet and orderly manner directly from the 
 school grounds and premises. 
 
 2. Unexcused tardiness is regarded, and may be pun- 
 ished, as a misdemeanor; also leaving the grounds or 
 school during school hours without permission. And no 
 excuse or request, save in case of sickness or of some 
 sudden necessity, may be entertained by a teacher, unless 
 made by the parent or guardian in person, or in writing, 
 over his or her signature. 
 
 3. No pupil is expected to be absent from school, except 
 on account of sickness or some other urgent cause ; and an 
 excuse from the parent or guardian of the pupil in person, 
 or by writing over his or her signature, shall be required 
 for all absences. And in all cases, the teacher may require 
 an examination of the pupil in the lessons recited by his 
 class during such absence. In case of such irregularity in 
 attendance as, in the judgment of the teacher, to incapaci- 
 tate the pupil from advancing with his class, the teacher 
 may transfer such pupil to the next lower class ; or the 
 Board may, if necessary, order such pupil to a school of 
 the next lower grade. 
 
 4. No scholar is expected to appear at school with un- 
 clean and slovenly person, or with garments indecently torn 
 or soiled. Such pupil shall be sent to the wash-room for 
 greater cleanliness, or may be ordered home for decent 
 apparel ; and his conduct shall be reckoned as a misde- 
 meanor. 
 
 5. No disrespectful, profane, or obscene language shall 
 be uttered in or about the grounds or rooms of any school-
 
 APPENDIX. 331 
 
 Kules for Teachers and Pupils. 
 
 house. The use of such language shall be regarded as a 
 misdemeanor of the highest kind, and shall be punishable 
 by the teacher. All such cases may be referred to the 
 Board, who may suspend such offender, or, in incorrigible 
 cases, expel him from the school. And no scholar sus- 
 pended or expelled, for this or any other cause, shall be 
 admitted, during such sentence, into any school under the 
 government of the society. 
 
 6. Every pupil who shall, either accidentally or other- 
 wise, injure any school property, whether pertaining to ths 
 buildings, grounds, or apparatus, or deface or defile them 
 by pictures, marks, writing, or otherwise, shall within one 
 week, or as soon thereafter as the nature of the case 
 admits, make good all such injury or defacement, or be 
 suspended from the school till permission to return be 
 given by the Board. And any wilful injury or deface- 
 ment shall be punishable as a misdemeanor ; and such 
 offender is liable to the action of the civil law. 
 
 APPENDIX E. 
 
 EULES AND REGULATIONS APPLYING TO 
 TEACHERS AND PUPILS. 
 
 OPENING OF SCHOOL. 
 
 1. It shall be the duty of the teachers to be present at 
 their respective school-rooms fifteen minutes previously to
 
 332 APPENDIX. 
 
 Rules for Teachers and Pupils. 
 
 the time for opening the school, punctually to observe the 
 school hours, and faithfully to devote themselves to the 
 public service. 
 
 MORNING EXERCISES. 
 
 2. The morning exercises of all the schools shall com- 
 mence with the reading of the Scriptures ; and it is recom- 
 mended that the reading be followed with prayer by the 
 teacher. 
 
 MORALS AND MANNERS. 
 
 3. The teachers shall use every suitable influence lo 
 lead their pupils to the formation of correct moral habits, 
 and shall inculcate the importance of good manners. 
 
 DISCIPLINE. 
 
 4. The teachers shall practise such discipline in their 
 schools as Avould be exercised by a kind, judicious parent 
 in his family, and shall avoid corporeal punishment in all 
 cases where good order and obedience can be maintained 
 without it. 
 
 5. Pupils are expected to render prompt and cheerful 
 obedience to the requirements of their teachers, to conduct 
 towards them with becoming propriety, and to observe a 
 kind and courteous demeanor towards each other. And 
 when a pupil shall be guilty of grossly immoral conduct, or 
 if, after due admonition and effort to reform him, he shall 
 persist in conduct which interrupts the order and progress 
 of the school, lie shall at the discretion of the visiting com- 
 mittee be expelled. 
 
 6. The teachers shall exercise a special supervision over 
 the conduct of their pupils, while in school, or whenever 
 they come within the school buildings or grounds, and, a.s
 
 APPENDIX. 333 
 
 Rules for Teachers and Pupils. 
 
 far as practicable, while coining to, and returning from 
 school. 
 
 VENTILATION, HEALTH, ETC. 
 
 7. The teachers shall carefully preserve neatness in the 
 school-rooms, by having them properly swept and cleaned ; 
 and they shall also give vigilant attention to" the ventilation 
 and temperature of their rooms. 
 
 INJURIES TO SCHOOL BUILDINGS. 
 
 8. The teachers shall prescribe such rules for the use 
 of the yards and out-buildings connected with the school- 
 houses, as shall insure their being kept in a neat and 
 proper condition ; and in case any pupil shall wilfully 
 deface, defile, or otherwise injure the school buildings, 
 trees, or other property, he may be suspended from school 
 by the district committee. 
 
 ATTENDANCE AT SCHOOL. 
 
 9. As regularity and punctuality of attendance are indis- 
 pensable to the success of a school, it is important to main- 
 tain the principle that necessity alone can justify absence ; 
 and sickness, domestic affliction, and necessary absence from 
 town, are regarded as the only rightful causes of non- 
 attendance. In every instance of absence, the teacher 
 shall be authorized to require a written excuse from the 
 parents or guardians of the pupil. 
 
 TARDINESS. 
 
 10. Tardiness shall be accounted a misdemeanor, and be 
 treated as such, except when it is excused by a written 
 statement from the parents or guardian.
 
 334 APPENDIX. 
 
 Books for Teachers. 
 
 IRREGULARITY. 
 
 11. The pupil cannot appreciate too highly the impor- 
 tance of continuing in school until the term has closed ; the 
 practice of leaving the school near the close of the term is 
 exceedingly injurious, both to those who leave and those 
 who remain. It is earnestly desired of parents and guar- 
 dians, that they use their influence effectually to do away 
 with this evil, and all the evils of irregular attendance. 
 
 APPENDIX R 
 
 BOOKS FOR TEACHERS. 
 
 EVERT teacher, who would hope to become truly useful 
 and eminent in his profession, should cultivate a habit of 
 reading. Remembering that "knowledge is power," he 
 should be constantly learning. There are but few works 
 of a strictly professional nature. These we shall enumer- 
 ate first, and then give a list of books which will be found 
 extremely valuable as books of reference. While we do 
 not attempt to give the titles of all the good books now 
 before the public, we do intend to name only such as we 
 know to be valuable. 
 
 THEORY AND PRACTICE OF TEACHING. By David P. Page, 
 M. A., late Principal of the New York State Normal School. 
 
 THE HISTORY OF EDUCATION IN EUROPE AND AMERICA, 
 collected from the most reliable Sources, with an Introduc- 
 tion, by Henry Barnard, LL. D. A work of great worth.
 
 APPENDIX. 335 
 
 Books for Teachers. 
 
 POPULAR EDUCATION. By Ira Mayhew, late Superintendent 
 
 of Schools, Michigan. 12mo. pp. 467. 
 AMERICAN EDUCATION, its Principles and Elements. By 
 
 Edward D. Mansfield. 
 AMERICAN INSTITUTIONS, and their Influence. By Alexis de 
 
 Tocqueville. 
 
 SCHOOL AMUSEMENTS ; or, How to make the School Interest- 
 ing. By N. W. Taylor Root. 
 
 DAVIES'S LOGIC OF MATHEMATICS. The Logic and Utility 
 of Mathematics, with the best Methods of Instruction, Ex- 
 plained and Illustrated. By Charles Davies, LL. D. 
 The seven volumes named above are published by A. S. 
 Barnes and Burr, New York, under the title of " School Teach- 
 ers' Library." We will only say, that any teacher will find 
 the volume first named worth far more to him than the cost of 
 the entire set. 
 
 MY SCHOOL AND SCHOOLMASTERS ; or, The Story of my Ed- 
 ucation. By Hugh Miller. Boston : Gould and Lincoln. 
 1 vol. 12mo. pp. 551. 
 
 This is the autobiography of a very remarkable self-educated 
 man. It is an excellent illustration of the acquisition of knowl- 
 edge and character under difficulties. 
 
 THE SCHOOL AND THE SCHOOLMASTER. In Two Parts. Part 
 I. by Alonzo Potter, D. D. Part II. by George B. Emer- 
 son, A. M. 12mo. pp. 552. 
 
 THE TEACHER. Moral Influences employed in the Instruction 
 and Government of the Young. By Jacob Abbott. 1 2mo. 
 pp. 352. 
 
 The two volumes last named are published by Harper and 
 Brothers, New York, and are worthy a place in every library. 
 THE FIRESIDE ; or, Hints on Home Education. Boston : 
 
 Crosby, Nichols, & Co. 16mo. pp. 325. 
 
 Tliis volume abounds in valuable hints. It should be read 
 by every teacher and parent. 
 THE LIFE AND CORRESPONDENCE OF THOMAS ARNOLD D. D.,
 
 336 APPENDIX. 
 
 Reference Books. 
 
 late Head-Master of Rugby School. By A. P. Stanley, A.M. 
 London and New York. 8vo. pp. 490. 
 
 LOCKE AMSDEN ; or, The Schoolmaster. By D. P. Thompson. 
 Boston : Bazin and Ellsworth. 12mo. pp. 231. 
 
 TEACHING A SCIENCE ; the Teacher an Artist. By Rev. 
 Baynard R. Hall, A. M. New York : Charles Scribner. 
 12mo. pp. 305. 
 
 THE DISTRICT SCHOOL AS IT WAS. By Warren Burton. Bos- 
 ton : Phillips, Sampson, & Co. 
 
 THE TEACHERS' INSTITUTE ; or, Familiar Hints to Young 
 Teachers. By William B. Fowle. 12mo. pp. 258. 
 
 THE TEACHER TAUGHT ; or, The Principles and Modes of 
 Teaching. By Emerson Davis, D. D. 12mo. pp.79. 
 
 THE TEACHERS' MANUAL. By Thomas II. Palmer. Boston : 
 Ticknor and Fields. 12mo. pp. 2G3. 
 
 LECTURES ON SCHOOL-KEEPING. By S. R. Hall. Boston : 
 J. P. Jewett & Co. 
 
 LECTURES ON EDUCATION. By Horace Mann. 12mo. pp.338. 
 
 CONFESSIONS OF A SCHOOLMASTER. By William A. Alcott, 
 M. D. New York : Ivison and Phinney. 12mo. pp.316. 
 
 NORMAL SCHOOLS, and other Institutions, Agencies, and Means 
 designed for the Professional Education of Teachers. By 
 Henry Barnard, LL. D. Hartford : Case, Lockwood, & Co. 
 Svo. pp. 435. 
 
 NATIONAL EDUCATION IN EUROPE : being an Account of 
 the Organization, Administration, Instruction, and Statistics 
 of Public Schools of different Grades in the different States. 
 By Henry Barnard, LL. D. 12mo. pp. 878. 
 These two volumes by Dr. Barnard contain a vast amount of 
 
 valuable information. 
 
 EDUCATIONAL BIOGRAPHY ; or, Memoirs of Teachers, Educa- 
 tors, and Promoters and Benefactors of Education, Litera- 
 ture, and Science. By Henry Barnard, LL. D. Vol. I. 
 New York : F. C. Brownell. 12mo. pp.524. 
 This work promises to be one of rare merit and value, and 
 
 well deserves a place in every teacher's library.
 
 APPENDIX. 337 
 
 Reference Books. 
 
 SCHOOL ARCHITECTURE. By Henry Barnard, LL. D. With 
 many Illustrations. New York : A. S. Barnes and Burr. 
 Large 8vo. 
 
 PENNSYLVANIA SCHOOL ARCHITECTURE. A Manual of Di- 
 rections and Plans for Grading, Locating, Constructing, Heat- 
 ing, Ventilating, and Furnishing Common School-houses. By 
 Thomas H. Burrowes. 8vo. pp. 276. 
 
 COUNTRY SCHOOL-HOUSES : containing Elevations, Plans, and 
 Specifications, with Estimates, Directions to Builders, Sug- 
 gestions as to School Grounds, Furniture, Apparatus, &c., 
 and a Treatise on School-house Architecture. By James 
 Johonnot. New York : Ivison and Phinney. 
 The three volumes last named contain a vast amount of in- 
 formation on very important subjects. They should be in every 
 school-teacher's library. 
 
 MENTAL PHILOSOPHY : including the Intellect, Sensibilities, 
 and Will. By Joseph Haven, late Professor of Intellectual 
 and Moral' Philosophy in Amherst College. Boston: Gould 
 and Lincoln. 12mo. pp. 58. 
 
 THE ENGLISH POETS. With Critical Notes. By Rev. J. R. 
 Boyd. New York : A. S. Barnes and Burr. 
 This series of five volumes includes Milton, Young, Thom- 
 son, Cowper, and Pollok, each made interesting and intelli- 
 gible by judiciously arranged explanatory notes. 
 WEBSTER'S DICTIONARY, UNABRIDGED. This work, pub- 
 lished by G. and C. Merriam, Springfield, Mass., should be 
 in every library. No teacher can afford to be without it. 
 It contains an inexhaustible fund of information. 
 WORCESTER'S DICTIONARY, UNABRIDGED. This work, pub- 
 lished by Hickling, Swan, and Brewer, of Boston, will deserve 
 a place in every library. 
 
 Lii'i'ixcoTT's PRONOUNCING GAZETTEER. A complete Pro- 
 nouncing Gazetteer or Geographical Dictionary of the World. 
 Philadelphia : J. B. Lippincott & Co. 12mo. pp. 2182. 
 This is unsurpassed, and indeed has no rival in the depart- 
 ment of which it treats. 
 
 29
 
 APPENDIX. 
 
 Reference Books. 
 
 APPLETON'S CYCLOPAEDIA OF BIOGRAPHY, Foreign and Amer- 
 ican, embracing a Series of Original Memoirs of the most" 
 Distinguished Persons of all Times. With 600 Engravings. 
 One large Svo. A truly excellent and useful volume. 
 A BIOGRAPHICAL DICTIONARY : comprising a Summary Ac- 
 count of the Lives of the most Distinguished Persons of all 
 Ages, Nations, and Professions. By John L. Blake, D. D. 
 Philadelphia : II. Cowperthwait & Co. Svo. pp. 1366. 
 APPLETON'S NEW AMERICAN CYCLOPEDIA : a Popular Dic- 
 tionary of General Knowledge. Edited by George Ripley 
 and Charles A. Dana. New York : D. Appleton & Co. 
 This work is to be in fifteen volumes, large octavo. Six vol- 
 umes have already been published, and from these we feel 
 warranted in saying that the work is eminently worthy of public 
 patronage. It will constitute a library of itself, containing a 
 vast amount of information on subjects in general and of promi- 
 nent individuals. As a work of reference it will prove invaluable. 
 THESAURUS OF ENGLISH WORDS AND PHRASES : so arranged 
 and classified as to facilitate the Expression of Ideas and 
 assist in Literary Composition. By Peter Mark Roget. Re- 
 vised and edited, with a List of Foreign Words defined in 
 English, and other Additions, by Barnas Scars, D. D., Presi- 
 dent of Brown University. Boston : Gould and Lincoln. 
 12mo. pp. 510. 
 
 CRAIJB'S ENGLISH SYNONYMES EXPLAINED. With copious 
 Illustrations and Explanations, drawn from the best Writers. 
 New York : Harper and Brothers. Svo. pp. 535. 
 ON THE STUDY OF WORDS. By Richard Chenevix Trench, 
 B.D., Professor of Divinity, King's College, London. New 
 York : Redfield. 12mo. pp. 231. 
 
 CIIAMUEKS'S CYCLOP.KDIA OK ENGLISH LITERATURE. Bos- 
 ton : Gould and Lincoln. 2 vols. Svo. pp. 2100, and more 
 than 300 elegant illustrations. 
 
 A selection of the choicest productions of English authors, 
 from the earliest to the present time. A most valuable work. 
 CYCLOPAEDIA OF AMERICAN LITERATURE : embracing Per-
 
 APPENDIX. 339 
 
 Reference Books. 
 
 sonal and Critical Notices of Authors, and Selections from 
 their Writings. From the earliest Period to the present Day. 
 With Portraits, Autographs, and other Illustrations. By Evert 
 A. Duyckinck and George L. Duyckinck. New York : Charles 
 Scribner. 2 vols. Royal 8vo. pp. 1500. 
 
 THE ENCYCLOPEDIA OF ALL NATIONS : comprising a com- 
 plete Physical, Statistical, Civil, and Political Description of 
 the World ; exhibiting its various Rivers, Mountains, Lakes, 
 Plains, &c. ; the Natural History of each Country, Beasts, 
 Birds, Fishes, Shells, Minerals, Insects, Plants, &c. ; and the 
 Productive Industry, Commerce, Political Institutions of all 
 the Empires, Kingdoms, and Republics of the Globe ; includ- 
 ing the late Discoveries of Drs. Barth, Kane, and Livingstone. 
 Also a General View of Astronomy. By Hugh Murray, 
 F. R. S. E., assisted by Professors Jameson, Wallace, Swain- 
 son, and Hooker. Edited by Elbridge Smith, A. M., Principal 
 of the Norwich Free Academy. The whole embellished with 
 Maps, Charts, and over 1,100 Engravings. Norwich : Henry 
 Bill. 2 vols. pp. 1G70. Very valuable. 
 
 THE GRAMMAR OF ENGLISH GRAMMARS. By Goold Brown. 
 New York : W. and 8. Wood. Large 8vo. pp. 1028. 
 This volume should be in the hands of every teacher. It is 
 
 emphatically the Grammar of Grammars. 
 
 HISTORY AND CHRONOLOGY. The World's Progress. With 
 Chart. 12mo. pp. 7 1C. 
 
 GENERAL LITERATURE AND THE FINE ARTS. By George 
 Ripley and Bayard Taylor. 12mo. pp. 647. 
 
 THE USEFUL ARTS. By Dr. Antisell. 12mo. pp. 690. 
 
 UNIVERSAL BIOGRAPHY. By Parkc Godwin. 12mo. pp. 821. 
 
 UNIVERSAL GEOGRAPHY : a Comprehensive Gazetteer of the 
 World. 1 2rno. 
 
 SCIENCE : including Natural History, Botany, Geology, Min- 
 eralogy, &c. By Samuel St. John. 
 These six volumes, published by S. A. Rollo & Co., New 
 
 York, are intended to comprise a comprehensive view of the 
 
 whole circle of human knowledge ; in other words, to form a
 
 340 APPENDIX. 
 
 llcference Books. 
 
 General Cyclopaedia in a portable shape, for popular reference, 
 
 for family libraries, for teachers, for school libraries, and for the 
 
 general reader. 
 
 OUTLINES OF UNIVERSAL HISTORY, from the Creation of the 
 World to the Present Time. By George Weber. Boston : 
 Hickling, Swan, and Brewer. 1 vol. Royal 8vo. pp. 5f>9. 
 
 In this work we find the principles of historical perspective 
 applied to the annals of the world with wonderful success. 
 Though a vast multitude of objects are introduced to the reader, 
 there is not the least indistinctness or confusion. 
 
 MATHEMATICAL DICTIONARY ; and Cyclopaedia of Mathemat- 
 ical Science. Comprising Definitions of all the Terms em- 
 ployed in Mathematics, an Analysis of each Branch, and of 
 the Whole, as forming a single Science. By Charles Davies 
 and William G. Peck. New York : A. S. Barnes and Burr. 
 1 vol. 8vo. pp. 592. 
 
 ELEMENTS OF CRITICISM. By Henry Home, of Kames, one 
 of the Lords Commissioners of Justiciary in Scotland. Edited 
 by Rev. James R. Boyd. New York : A. S. Barnes and Burr. 
 l'2mo. pp. 486.. 
 
 BOUVIER'S FAMILIAR ASTRONOMY : illustrated by Celestial 
 Maps and upwards of Two Hundred finely executed En- 
 gravings. To which are added, a Treatise on the Globes, and 
 a Comprehensive Astronomical Dictionary. Philadelphia : 
 Childs and Peterson. 8vo. pp. 499. 
 
 FAMILIAR SCIENCE ; or, The Scientific Explanation of the 
 Principles of Natural and Physical Science, and their prac- 
 tical and familiar Applications to the Employments and 
 Necessities of Common Life. Illustrated by nearly Two 
 Hundred Engravings. By David A. Wells, A. M. Philadel- 
 phia : Childs and Peterson. 8vo. pp. . r >Gf>. 
 
 MACKY'S GEOGRAPHY OF THE SKA. This excellent work is 
 published by Harper and Brothers, New York. It is well 
 illustrated with wood-cuts and charts. 
 
 THE EARTH AND MAN : Lectures on Comparative Physical 
 Geography, in its Relation to the History of Mankind. By 
 Arnold Guyot. Boston: Gould and Lincoln. 12mo. pp.334.
 
 APPENDIX. 341 
 
 Books for School Libraries. 
 
 THE HAND-BOOK OF HOUSEHOLD SCIENCE. A Popular Ac- 
 count of Heat, Light, Air, Aliment, and Cleansing, in their 
 Scientific Principles and Domestic Applications. By Edward 
 L. Youmans. New York: D. Appleton & Co. 12mo. pp.470. 
 THE CHEMISTRY OF COMMON LIFE. By James F. Johnston. 
 Illustrated with numerous Wood Engravings. New York : 
 D. Appleton & Co. 2 vols. 12mo. 
 
 TRE-ATISE ON ENGLISH PUNCTUATION. Designed for Letter- 
 Writers, Authors, Printers, Correctors of the Press, and for 
 School Use. With an Appendix, containing Rules on the 
 Use of Capitals, a List of Abbreviations, Hints on Preparing 
 Copy and on Proof-Reading, Specimen of Proof-Sheets, &c. 
 By John Wilson. Boston : Crosby, Nichols, & Co. 16mo. 
 This is unquestionably the best work of its kind now before 
 the public. Every teacher should own it. . 
 
 Fowler and Wells, New York, publish some very good books. 
 " How to Write," " How to Talk," etc. will be found exceeding- 
 ly useful to all classes. 
 
 APPENDIX G. 
 
 BOOKS FOR SCHOOL LIBRARIES. 
 
 MANY school libraries have been established within the 
 last ten years. The usefulness of these will depend greatly 
 upon the character of the books selected to furnish them. 
 The press is teeming with books for the young, but many 
 of the volumes issued are entirely unsuitable, and their 
 circulation Avill do harm and not good. The following 
 we commend as interesting and instructive books for school 
 or family libraries. 
 
 29*
 
 542 APPENDIX. 
 
 Books for School Libraries. 
 
 HOLLO'S TRAVELS. By Jacob Abbott. Hollo on the Atlantic ; 
 Hollo in Switzerland ; Hollo on the Rhine ; Hollo in London ; 
 Hollo in Paris; Hollo in Geneva, etc. 10 vols. Boston: 
 Brown, Taggard, & Chase. 
 These are beautiful 16mo vols., each containing about 225 
 
 pages, and full of instruction pleasantly expressed. They will be 
 
 read with pleasure and profit by adults as well as by children. 
 
 SEEDTIME AND HARVEST. Tales from the German of Rosalie 
 Koch and Maria Burg. By Trauermantel. With six colored 
 Illustrations. 1 vol. IGmo. 
 
 WELL BEGUN is HALF DONE ; AND, THE YOUNG ARTIST. 
 Tales translated from the German. By Tranermantel. Witli 
 six fine Illustrations, printed in oil colors. IGmo. 
 
 A WILL, AND A WAY. Tales from the German of T. Michel 
 and Aug. Moritz. By Trauermantel. With six colored Illus- 
 trations. 1 vol. IGmo. 
 
 THE AGE OF CHIVALRY. Or, King Arthur and his Knights 
 of the Round Table. By the Author of " The Age of Fable." 
 Illustrated with Engravings. 12mo. 
 
 THE LIFE OF WASHINGTON, FOR CHILDREN. By E. Cecil. 
 Illustrated with Engravings. IGmo. 
 
 NANNIE'S JEWEL-CASE ; OR, TRUE STONES AND FALSE. 
 Tales translated from the German. By Trauermantel. With 
 six fine Illustrations, printed in oil colors. Kimo. 
 
 THE BOY OF MOUNT HIIIGI. By Miss C. M. Sedgwick, 
 author of " Home," " Live and Let Live.'' IGmo. 
 
 THE JUVENILE LIBRARY. By Mrs. Tuthill, Mary Ilowitt, 
 and others. In sets of 14 volumes, uniform in size and style, 
 embellished with engravings. Put up in neat boxes. l<Smo. 
 The titles are : I will be a Lady ; I will be a Gentleman ; 
 A Strike for Freedom ; The Boarding-School Girl ; Onward, 
 Right Onward; Anything for Sport; Happy Days; Child- 
 hood of Mary Leeson ; Ellen Stanley ; The Boy of Spirit ; 
 When are we Happiest ? Hurrah for Xew England ; Keep- 
 er's Travels ; The People of Bleaburn. 
 The twenty-one volumes last named are very neatly pub-
 
 APPENDIX. 343 
 
 Books for School Libraries. 
 
 lished by Crosby, Nichols, & Co. of Boston. They are at once 
 
 attractive and instructive. 
 
 KNOWLEDGE is POWER. A View of the Productive Forces of 
 Modern Society and the Results of Labor, Capital, and Skill. 
 By Charles Knight. Boston : Gould and Lincoln. 1 vol. 
 12mo. pp. 502. 
 
 FRAXCONIA STORIES. By Jacob Abbott. New York : Har- 
 per & Brothers. 10 vols. 16rao. Comprising Malleville, 
 Mary Bell, Ellen Linn, Wallace, Beechnut, Stuyvesant, 
 Agnes, Mary Erskine, Rodolphus, and Caroline. 
 These are highly interesting stories, each complete in itself, 
 
 and imparting intellectual and moral instruction in a manner 
 
 charming to the young. 
 
 ILLUSTRATED HISTORIES. By Jacob Abbott. New York : 
 Harper & Brothers. Comprising 22 vols. IGmo, written in 
 an attractive and interesting style, embracing biographies of 
 the following persons : Cyrus the Great, Darius the Great, 
 Xerxes, Alexander the Great, Romulus, Hannibal, Pyrrhus, 
 Julius Caesar, Cleopatra, Nero, Hernando Cortes, Alfred the 
 Great, William the Conqueror, Mary Queen of Scots, Queen 
 Elizabeth, Charles I., Charles II., Josephine, Marie Antoi- 
 nette, Madame Roland, Henry IV., Christopher Columbus. 
 These volumes may be had separately if desired. 
 
 MARCO PAUL'S TRAVELS AND VOYAGES, in the Pursuit of 
 Knowledge. By Jacob Abbott. New York : Harper & 
 Brothers. 6 vols. 16mo, each containing about 200 pages; 
 being Marco Paul in New York, on the Erie Canal, in the 
 Forests of Maine, in Vermont, in Boston, and at the Spring- 
 field Armory. 
 
 These volumes are at once amusing and instructive. They 
 represent Marco Paul as a lad, travelling in the places named, 
 under the guidance of a competent instructor, who, in an enter- 
 taining manner, imparts all desired information. 
 THE AIMWELL STORIES. Boston : Gould & Lincoln. This 
 
 series is admirably adapted to amuse and instruct the young. 
 
 There are 6 vols. l*Jmo. Being,
 
 344 APPENDIX. 
 
 Books for School Libraries. 
 
 I. OSCAR ; or, The Boy who had his own Way. 
 IT. CLINTON ; a Book for Boys. 
 
 III. ELLA ; or, Turning over a New Leaf. 
 
 IV. WHISTLER ; or, the Manly Boy. 
 V. MARCUS ; or, The Boy-tamer. 
 
 VI. JESSIE ; or, Trying to be Somebody. 
 
 THE POOR BOY AND THE MERCHANT PRINCE ; or Elements 
 of Success, drawn from the Life and Character of the late 
 Amos Lawrence. By William M. Thayer. Boston : Gould 
 and Lincoln. IGmo. pp. 349. An excellent volume. 
 
 COAVDERY'S MORAL LESSONS. Philadelphia : Cowperthwait 
 & Co. A book worthy of a place in every school and family. 
 
 THE COTTAGE LIBRARY. 10 vols. This juvenile series was 
 prepared by S. G. Goodrich, widely known as Peter Par- 
 ley. They are published in New York by Sheldon & Co., 
 and are good books. 
 
 AUTOBIOGRAPHY OF BENJAMIN FRANKLIN : with a Narra- 
 tive of his Public Services. By H. Hastings Weld. New 
 York : Harper & Brothers. 8vo. pp. 549. This is a very 
 interesting book. 
 
 MERRIE ENGLAND. By Grace Greenwood. 
 
 THE DESERT HOME ; or, Adventures of a Lost Family in the 
 Wilderness. With 12 Illustrations. 
 
 THE BOY-HUNTERS ; or, Adventures in Search of a White 
 Buffalo. With 1 2 Illustrations. ' 
 
 THE YOUNG VOYAGEURS ; or, The Boy-Hunters in the North. 
 With 12 Illustrations. 
 
 THE Brsn-BoYS ; or, The History and Adventures of a Cape 
 Farmer and his Family, in the Wild Karoos of Southern 
 Africa. With 12 Illustrations. 
 
 TANGLEAVOOD TALES FOR GIRLS AND BOYS. Being a Second 
 Wonder-Book, lly Nathaniel Hawthorne. With line Plates. 
 
 A WONDER-BOOK FOR GIRLS AND BOYS. By Nathaniel 
 Hawthorne. A Series of Six Stories, illustrative of Classical 
 Mythology. Embellished with many beautiful Plates. 
 
 TRUE STORIES FROM HISTORY AND BIOGRAPHY. By Na-
 
 APPENDIX. 345 
 
 Books for School Libraries. 
 
 thaniel Hawthorne. Comprising the -whole History of Grand- 
 father's Chair, and Biographical Stories of Benjamin West, 
 Sir Isaac Newton, Samuel Johnson, Oliver Cromwell, Benja- 
 min Franklin, and Queen Christina. With Illustrations. 
 The eight volumes last named are published by Ticknor & g 
 
 Fields, Boston, who also publish many other valuable works 
 
 for libraries. 
 
 Delisser and Proctor of New York publish a very attractive 
 
 series of books under the title of " The Household Library." 
 
 The following are the titles : 
 
 I. THE LIFE AND MARTYRDOM OF JOAN OP ARC. By 
 
 Miehelet. 
 II. THE LIFE OF EGBERT BURNS. By Carlylc. 
 
 III. LIFE, TEACHINGS, AND DEATH OF SOCRATES. By 
 
 Grote. 
 
 IV. LIFE OF COLUMBUS. By Lamartinc. 
 
 V. LIFE OF FREDERICK THE GREAT. By Macaulay. 
 VI. LIFE OF PETER THE GREAT. 
 VII. LIFE OF MAHOMET. By Gibbon, with Notes. 
 VIII. LIFE OF TORQUATO TASSO. 
 IX. LIFE OF OLIVER CROMWELL. 
 X. LIFE OF LUTHER. By Chev. Bunsen. 
 XL DR. FRANKLIN'S AUTOBIOGRAPHY. 
 
 SPARKS'S LIFE OF AVASHINGTON, and SPARKS'S LIFE OF 
 FRANKLIX, are good books for school libraries. 
 
 AHCTIC EXPLORATIONS. The Second Crinnell Expedition in 
 Search of Sir John Franklin, 1853, '5-1, and '55. By Elislia, 
 Kent Kane. Philadelphia : Childs & Peterson. 2 vols. 8vo. 
 This exceedingly interesting work is copiously illustrated, 
 
 containing upwards of three hundred engravings from sketches 
 
 ]>v the. author. It should be in every library of our land, and 
 
 \vill be read with great interest by all classes. 
 
 SHIP AND SHORE, in 'Madeira, Lisbon, and the Mediterranean. 
 1 vol. 12mo. 
 
 LAND AND LEE. In the Bospliorus and yEgean ; or, Views of 
 Constantinople and Athens. 1 vqj. 12mo.
 
 34.6 APPENDIX. 
 
 Books for School Libraries. 
 
 DECK AND PORT ; or, Incidents of a Cruise in the U. States 
 Frigate Congress, to California, with Sketches of Rio Janeiro, 
 Valparaiso, Lima, Honolulu, etc. 1 vol. 12mo. 
 THREE YfARS IN CALIFORNIA. Being an Authentic History 
 of California from the Time it came under the United States 
 Flag down to the Present Time. 1 vol. 12mo. 
 THE SEA AND THE SAILOR. With Notes on France, Italy, &c. 
 1 vol. 12mo. 
 
 The five volumes last named were written by the late Rev. 
 W. Colton, and they are at once interesting, instructive, and 
 amusing. They are reliable works. Published by S. A. Rollo, 
 New York. 
 
 HARPER'S STORY-BOOKS. A series of Narratives, Dialogues, 
 Biographies, and Tales, for the Instruction and Entertainment 
 of the Y r oung. By Jacob Abbott. 
 
 There are some 12 or 15 volumes of these books already pub- 
 lished, and they are full of instructive and entertaining reading. 
 Published by Harper & Brothers, New York. 
 
 E. (). LIRHEY & Co., of Boston, have in course of publica- 
 tion a scries of books for children, under the general title of 
 " American Biography." Three volumes " Captain John 
 Smith," " Israel Putnam," and " Benedict Arnold " have been 
 published. They are well written and beautifully printed, and 
 must be. favorite books with the young. 
 KiiMM POORHOUSK TO PULPIT; or, The Triumphs of the late 
 
 I >r. John Kitto, from Boyhood to Manhood. By William M. 
 
 Thaycr. Boston : E. O. Libbey & Co. Ifimo. pp. 3-19. 
 
 PHILLIPS, SAMPSON, & Co., Boston, publish a set of the Rollo 
 Bonks, 1 1 vols., which are excellent for school libraries. The. 
 same linn publish manv valuable books lor libraries. Among 
 them mav be named Hume's and Macaulay's Histories of Eng- 
 laii'l ; Prcscott's Histories ; British Essayists, etc.
 
 APPENDIX. 
 
 Rules and Resnilations. 
 
 APPENDIX H. 
 
 RULES AND REGULATIONS FOR SCHOOL 
 LIBRARIES. 
 
 THE following rules and regulations have been adopted 
 for many of the school libraries of Connecticut. If they 
 are not just what may be desired, they may prove valuable 
 in a suggestive point. 
 
 " I. The district committee, clerk, and treasurer, shall 
 constitute a Board of Trustees, who shall have a general 
 charge of the Library, appoint a suitable person to act as 
 Librarian, and said Trustees shall, at the annual meeting, 
 make a report to the district respecting the number of vol- 
 umes and condition of the Library. 
 
 'II. 1. The Librarian shall be responsible to the Trus- 
 tees for all matters connected with the Library, and upon 
 accepting the office, he shall give to the Trustees a receipt, 
 containing the names of all the volumes, and stating the 
 condition of the same, and upon surrendering his trust, 
 he .-hall give unto them a satisfactory account of the vol- 
 umes intrusted to him. If new books are added alter 
 lie enters upon his duties, he shall give to said Trustees 
 an additional receipt, containing tlto names and condition 
 of the same. For his services, the Librarian shall re- 
 ceive such compensation as the Trustees may decide to be 
 sufficient. 
 
 u 2. The Librarian shall keep a book in which he shall 
 record the names of those entitled to receive books, and 
 the number of each book delivered, the time of its delivery.
 
 348 APPENDIX. 
 
 Rules and Regulations. 
 
 and to whom delivered. lie shall also keep a fair cata- 
 logue for the use of tnose who desire to select books. 
 
 "III. The Library shall be kept in such place as the 
 Trustees may direct, and at the expense of the district. 
 
 "IV. Each book shall be well covered, distinctly num- 
 bered, and contain the name or number of the district to 
 which it belongs, and no number shall be changed. 
 
 " V. Books may be drawn by the inhabitants of the dis- 
 trict, subject to the rules and regulations hereafter named. 
 Minors may draw in their own names, but on the responsi- 
 bility of their parents or guardians. If the number of ap- 
 plicants for books shall, at any time, exceed the number of 
 volumes ready for delivery, only one volume shall be 
 allowed to a family. 
 
 " 1. Only one volume shall be taken by one person at a 
 time, and any one having drawn a book must return it 
 before he can be allowed to draw another. 
 
 " 2. Books may be drawn at such times as the Trustees 
 may decide. 
 
 " 3. No book shall be retained longer than two weeks 
 at a time, provided, however, if the same book is not 
 wanted by any other person, it may be taken for an addi- 
 tional two weeks. 
 
 ''4. The drawer shall be subject to a fine of 10 cents 
 pei- week for every octavo kept more than two weeks, and 
 5 cents per week for every smaller work. 
 
 " ). If a volume is kept more than four weeks, the per- 
 son so keeping it shall be notified of his delinquency by 
 the Librarian, arid if not returned within a week thereafter, 
 it shall be considered as lost, and the holder be iined ac- 
 cordingly. 
 
 " 6. If any volume shall be injured or destroyed, it shall 
 be made good by the person in whose name it was drawn ;
 
 APPENDIX. 349 
 
 Apparatus. 
 
 and if it belongs to a series, the damage to the set shali 
 be paid. 
 
 " 7. The Librarian shall have a set of these rules posted 
 where they can be seen." 
 
 APPENDIX I. 
 
 APPARATUS, SCHOOL MOTTOES, RECORDS, 
 ETC. 
 
 APPAEATUS. 
 
 So far as possible, every school should have a supply of 
 apparatus designed for the illustration of certain principles, 
 etc. The use of this will tend greatly to interest and in- 
 struct pupils. The " Holbrook School Apparatus " is the 
 only set within our knowledge intended expressly for our 
 common schools. It is certainly a very useful set, and can 
 be had at a very moderate price. It consists of the fol- 
 lowing articles : 
 
 Orrery. 
 
 Tellurian. 
 
 Geometrical solids. 
 
 Terrestrial Globe. 
 
 Numeral Frame. 
 
 Magnet. 
 
 Text-Book, or Teacher's Guide to Illustration. 
 
 This apparatus may be obtained in New York of F. C. 
 Brownell, Appleton's Building, arid iu Chicago of George 
 Sherwood, 122 Lake Street, for about $20, and may be made 
 exceedingly useful in the hands of an intelligent teacher. 
 80
 
 350 APPENDIX. 
 
 School Mottoes. 
 
 SCHOOL MOTTOES. 
 
 Short and appropriate mottoes learned by children will 
 be remembered and felt during life. It is well for teachers 
 tofiave them placed upon the school-room walls of upon 
 the blackboard, and occasionally to make one the subject 
 of conversation or remark. 
 
 I will try. 
 
 I will not be tardy. 
 
 Always ready. 
 
 Who docs the best he can, does well. 
 
 I will never be absent. 
 
 Excelsior. Higher and higher ; but only step by step. 
 
 " The pure in heart shall see God." 
 
 An error confessed is half redressed. 
 
 Speak the truth ; act the truth ; think the truth. 
 
 If we would excel, we must labor. 
 
 I can if I will. 
 
 I must try to do right. 
 
 Only the truly good are truly happy. 
 
 ] must never violate my conscience. 
 
 Thou, God, seest me. 
 
 Always speak the truth. 
 
 Labor conquers all things. 
 
 Dare to do right. 
 
 Study first, amusements afterwards. 
 
 By perseverance we overcome difficulties. 
 
 We must try to be good and do good. 
 
 Learning is better than silver and gold. 
 
 He liveth long who liveth well. 
 
 We must aim at thoroughness. 
 
 Never put off till to-morrow what can and should be 
 done to-day.
 
 APPENDIX. 
 
 School Records. 
 
 I must obey my teacher. 
 
 AVe should be kind to our schoolmates. 
 
 " If sinners entice thee, consent thou not." 
 
 Better late than never, but better still, never late. 
 
 If we would have friends, we must be friendly. 
 
 As we sow, so shall we reap. 
 
 A tree is known by its fruits. 
 
 We must not whisper in school. 
 
 Be slow to promise, quick to perform. 
 
 Do as you would be done by. 
 
 Diligence will insure success. 
 
 Evil communications corrupt good manners. 
 
 To err is human ; to forgive, divine. 
 
 " A good name is better than great riches." 
 
 Fear God and keep his commandments. 
 
 SCHOOL RECORDS. 
 
 Every teacher should keep a careful record of the daily 
 recitations and deportment of his pupils. It would, how- 
 over, be a very difficult matter to give a formula adapted to 
 the^wants of all schools. Each teacher must aim to have one 
 prepared with reference to the peculiar circumstances and 
 classification of his school. In giving the followin^formulas 
 it is intended merely to give such as may be used in our 
 common schools, and these even are designed to be sug- 
 gestive, and not as models. If an account of recitations 
 and deportment is recorded but once daily, form A<. 1 
 will answer. In this case let each pupil be made respon- 
 sible for his own report ; that is, let each be required to 
 give, when called upon, the number of failures in recita- 
 tion, and the number of errors in deportment, that he has
 
 APPENDIX. 
 
 Form of liecord. 
 
 made during the day. The teacher should also keep a 
 private account, as a check against wrong reports from 
 pupils. In form No. 1, the upper line denotes deport- 
 ment, and the lower one recitations. At the close of each 
 day, if a pupil has not failed in recitation, he will, when 
 called upon, report " 10," denoting that all his recita- 
 tions have been correct. If he has failed once, he will 
 report " 9," twice, " 8," etc. " 10 " will also denote 
 satisfactory deportment, and every deduction from that 
 will denote a degree of deviation. In form No. 2, a rec- 
 ord of each recitation is made at the time (say four times 
 daily), and the deportment once daily, the figure to the 
 right of -|- indicating The deportment. In this 3 is the 
 highest mark for each ; denotes an entire failure or de- 
 fect, either in recitation or deportment ; a Hank denotes 
 absence. It will prove very serviceable if an abstract 
 from these records is sent to parents weekly or monthly. 
 
 No. 1. 
 
 Pupils' Names. 
 
 Mon. 
 
 Tues. 
 
 Wedn. 
 
 Thtirs. 
 
 Friday. 
 
 Total. 
 
 
 10 
 
 10 
 
 10 
 
 10 
 
 10 
 
 i 50 
 
 
 9 
 
 10 
 
 10 
 
 9 
 
 10 
 
 ! 48 
 
 
 8 
 
 9 
 
 10 
 
 7 
 
 9 
 
 43 
 
 
 9 
 
 8 
 
 10 
 
 9 
 
 10 
 
 *te 
 
 John Hall 
 
 
 
 
 
 
 1 
 
 
 
 
 
 
 
 
 
 
 7 
 
 
 g 
 
 6 
 
 
 18 
 
 
 6 
 
 
 7 
 
 6 
 
 
 19 
 
 
 
 
 
 
 
 
 Ellrn ptnno . 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 j 
 ' 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

 
 APPENDIX. 
 
 353 
 
 Manual Exercises. 
 
 No. 2. 
 
 Pupils' Names. [ Monday. Tuesday. 
 
 Wednes. 
 
 Thursd. 
 
 Friday. 
 
 i Total. 
 
 Frederic Churchill, 
 Frank Jameson, 
 George II. Clark, 
 William Northend, 
 Chas. W. Tenney, 
 Amos Dilatory, 
 Mary Stanley, 
 Alice Tuck, 
 Clara Nason, 
 Ellen Bartlett, 
 
 3,3,2,3+3 3,3,3,3+3 2,3,3,2+3 3,3,3,3+3 3,3,3,2+3 56+15 
 
 3,3,3,2+3 3,3,3,3+3 3,3,3,3+3 2,3,3,3+3 3,2,3,3+3 62+15 
 
 2,3,2,2+2 2,2,3,3+3 3,1,2,3+2 2,2,1,3+2 2,1,3,2+2 44+11 
 
 
 
 
 
 
 
 
 
 
 | 
 
 1,2,1,2+1 2,1,1,2+2 
 
 2,1+1 1,2,2,2+2 
 
 3,1,2,1+0 
 
 29+ 6 
 
 
 
 
 
 
 1 
 
 
 
 
 
 
 
 
 
 
 
 
 
 li 
 
 NOTE. In the two forms given, it has been considered sufficient 
 to fill only a few of the blanks, enough to indicate the plan. 
 
 MAXUAL EXERCISES. 
 
 It will contribute much to the happiness of pupils in 
 primary schools if they are required several times, daily, 
 to go through with certain manual exercises in concert. 
 Such exercises will also be promotive of health. After a 
 little careful practice, they will, with remarkable precision 
 and readiness, assume the position as the teacher calls the 
 number. Let perfect attention and promptness be required. 
 Two sets of these exercises follow, and the teacher can 
 add, change, or extend, as circumstances may render de- 
 sirable. 
 
 SET No. 1. 
 
 1. Sit erect. 
 
 2. Fold arms. 
 
 3. Extend right hand. 
 
 30*
 
 354 APPENDIX. 
 
 Manual Exercises. 
 
 4. Extend left hand. 
 
 5. Extend both hands in front. 
 
 6. Clap three times. 
 
 7. Place right hand on head. 
 
 8. Place left hand on head. 
 
 9. Raise both hands perpendicularly. 
 
 10. Clap twice. 
 
 1 1 . All rise, without noise. 
 
 12. All face the north. 
 
 13. All face the east. 
 
 14. All face the south. 
 
 15. All face the west. 
 16.- All sit, quietly. 
 
 17. All take slates (or books), Avithout noise. 
 
 SET No. 2. 
 
 1. Hands clasped and resting on edge of the desk. 
 
 2. Arms folded and sitting erect. 
 
 3. Arms folded behind. 
 
 4. Ends of fingers resting on shoulder. 
 
 5. Fingers meet on top of the head. 
 
 6. Palms of the hands meet above the head, with one 
 
 clap. 
 
 7. Arms folded on the desk, head resting on them. 
 
 8. Arms akimbo, hands on the hips, fingers towards each 
 
 other. 
 
 9. Right hand extending, left hand on the hip. 
 
 10. Positions reversed. 
 
 11. Both hands extended horizontally. 
 
 12. From the llth position, hands brought up perpen- 
 
 dicularly, fingers shaking. 
 
 13. Soft part of the ends of the fingers tapping on the 
 
 desk, imitating the sound of rain.
 
 355 
 
 Subjects for Discussion. 
 
 14. Hands twirling one over the other, then brought sud- 
 
 denly to the desk with a noise. 
 
 15. Right hand extended, left hand 011 breast. 
 
 16. Positions reversed. 
 
 17. Both hands crossed on breast. 
 
 18. Arms extended forcibly and carried back. 
 
 19. All rise. 
 
 20. All sit. 
 
 21. Assume a devotional posture, hands on the face, 
 
 and head bending upon the desk. 
 
 22. Same as 1. 
 
 SUBJECTS FOR DISCUSSION. 
 
 If teachers would be truly successful, and keep alive a 
 progressive spirit, they should hold occasional meetings of 
 those employed in the same town, county, or State, for the 
 discussion of topics of a common interest. Such meetings 
 will prove highly beneficial to all concerned. The follow- 
 ing subjects, and others suggested by them, may be very 
 profitably discussed : 
 
 1. The proper age for attending school. 
 
 2. The studies and exercises adapted to primary schools. 
 
 3. Requisites for success in a teacher of a primary 
 
 school. 
 
 4. Should the Bible be used as an ordinary reading-book 
 
 in schools ? 
 
 5. Ought the sexes to be educated together ? 
 
 G. Should our Common Schools be free ? , 
 
 7. Should the Lancasterian system of teaching be en- 
 
 couraged ? 
 
 8. Some of the means for securing right discipline.
 
 356 APPENDIX. 
 
 Subjects for Discussion. 
 
 9. Is a resort to corporal punishment ever necessary ? 
 
 10. If corporal punishment is inflicted, should it be done 
 
 in the presence of the school ? 
 
 11. Some of the means for true moral culture. 
 
 12. Ought the subject of "manners" to receive the atten- 
 
 tion of teachers ? 
 
 13. Should youth be taught only those things which will 
 
 be of practical use in life ? 
 
 14. Ought Normal Schools to be supported by the State ? 
 
 15. Some of the modes of teaching Reading ; Spelling ; 
 
 Grammar ; Geography ; Arithmetic ; Composition ; 
 Penmanship, etc. 
 
 16. To what extent should teachers render assistance to 
 
 their pupils ? 
 
 17. "What influence and authority should a teacher aim to 
 
 exercise out of school ? 
 
 18. Should pupils be allowed to play in the school-room 
 
 during intermission ? 
 
 19. Has the teacher any duties relating to the school-house, 
 
 yard, etc. 
 
 20. The evils of absence, and means for preventing the 
 
 same. 
 
 21. The evils of tardiness, and means for preventing the 
 
 same. 
 
 22. Will the possession of knowledge merely make one a 
 
 successful teacher ? 
 
 23. What are some of the requisites for success in teach- 
 
 ing ? 
 
 21. Some of the prominent causes of failure in teaching. 
 ,25. The best course to pursue in organizing a school. 
 
 26. Is it advisable to publish a special code of laws for the 
 
 government of a school ? 
 
 27. Should teachers keep a record of attendance, recita- 
 
 tion, and deportment ?
 
 APPENDIX. 357 
 
 Subjects for Discussion. 
 
 28. The duties of teachers to the parents of their pupils. 
 
 29. The duties of parents to teachers. 
 
 30. Object-lessons, their importance and extent. 
 
 31. To what extent should oral teaching be adopted ? 
 
 32.. Should pupils be required to give answers in the pre- 
 cise language of the text-book ? 
 
 33. *How many branches may a pupil profitably pursue 
 
 at a time ? 
 
 34. *Should pupils be required to study out of school 
 
 hours ? 
 
 35. What use should be made of the Bible in school ? 
 
 36. What should be the frequency and length of recesses ? 
 
 37. What exercises and amusements are best adapted to 
 
 recesses ? 
 
 38. Are school prizes or rewards to be commended ? 
 
 39. Some of the means of interesting and advancing dull 
 
 pupils. 
 
 40. Proper method of conducting recitations. 
 
 41. What should be the frequency and length of vacations ? 
 
 42. How should examinations be conducted ? 
 
 43. Some of the means of professional improvement. 
 
 44. The duties of a teacher to his profession. 
 
 45. How shall parental interest and co-operation be se- 
 
 cured ? 
 
 4G. Some of the advantages of Teachers' Meetings and 
 Teachers' Institutes. 
 
 47. The relation of Common Schools to higher institutions. 
 
 48. The true importance of primary schools. 
 
 49. The difficulties and trials incident to the teacher's vo- 
 
 cation. 
 
 50. The pleasures and rewards incident to the teacher's 
 
 work. 
 
 * The grade of school will modify this.
 
 858 APPENDIX. 
 
 Subjects for Discussion. 
 
 51. The rights of pupils. 
 
 52. Truancy, its causes and cure. 
 
 53. The duties a teacher owes to the community. 
 
 54. The true relation of teachers and committees. 
 
 55. Should pupils be required to report their own accounts 
 
 of deportment and recitations ? 
 
 56. School exhibitions, how to be conducted, and of 
 
 what good. 
 
 57. The true aim of the teacher. 
 
 58. "Which is the more important, to keep youth from 
 
 temptation to wrong-doing, or to teach them to with- 
 stand temptation when exposed ? 
 
 59. The true relation of teachers and school committees. 
 
 60. Under what circumstances should pupils be expelled 
 
 from school ? 
 
 61. What should be the true object of all disciplinary 
 
 measures ? 
 
 TI1K KXD.
 
 AJJ 
 
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