?L«^' W^ IS«^^ LIBRARY UNIVERSITY OF CALIFORNIA. Received IAN 4 1893 . 189 Accessions No. i-\Q'6 Sir. Class No. ^^1 ^v> f^^^^^^ ^^^SK ^^^^^ ^^^^ ^^s ^^s V^M^O^^^K^ T^^^pi 3?U^^^ (f^'^gS^^fl jjjffjji^i ^IA^^S Ww^ '^^r H w' r^. H Digitized by tine Internet Arciiive in 2007 witii funding from IVIicrosoft Corporation littp://www.arcliive.org/details/educationbydoingOOjolinricli Education by Doing OCCUPATIONS AND BUST WORK, FOR PRIMARY CLASSES By anna JOHNSON - f TeacJier in tlie Children's Aid Society Sclwols, New York City WITH A PRErATORY NOTE BY EDWARD R. SHAW. PRINCIPAL OF THE YONKERS (N. Y.) HIGH SCHOOL " It is not the intention of sportive instruction that the child should be spared effort, or delivered from it ; but that thereby a passion should be wakened in him, which shall both necessitate and facilitate the strongest exertion.''''— Jkxs Paul NEW YORK E. L. KELLOGG & CO, 1891. ^ OP thk"^ 'ubtivbrsitt] Copyright, 1884, by E. L. KELLOGG &, CO.. Nbw York. Iprefator?* In observing the results achieved by the Kinder- garten, educators have felt that Froebel's great discovery of education by occupations must have something for the pubUc school — that a further ap- phcation of ''the putting of experience and action in the place of books and abstract thinking," could be made beyond the fifth or sixth year of the child's life. This book is an outgrowth of this idea, con- ceived in the spirit of the New Education. It will be widely welcomed, we believe, as it gives concrete methods of work — ^the very aids primary teachers are in search of. There has been a wide discussion of the subject of education, and there ex- ists no little confusion in the mind of many a teacher as to how he should improve upon methods that have been condemned. There is a general desire and de- mand for better methods. The principles enunciated by Spencer "that science is evolved out of its cor- responding art," and "that the abstract is to be reached by way of the concrete," are as true m their 3 4 EDUCATION BY DOING. r.pplications with reference to teachers as to pupils. And therefore, whoever gives concrete methods, based upon right principles, is doing the most to aid the great body of teachers, and is laying the surest foundation for a recognition of the principles of the science of education. It is not to be supposed that all primary schools can use the entire range of occupations here given and suggested. Each can, however, find a great deal to weave into its plan of work, to give variety, in- terest, and spii'it, and to counteract that tendency toward dull drill— the pitf aU of so many schools. Many of the exercises will, perhaps, have to be divided, as children should be carried no faster than they can f uUy comprehend ; being careful always to remember the gi*eat principle that the object of con- crete work is to aid the chQd in abstracting, and that only after many repetitions is he able to do this. When he has abstracted, he is at that moment ready to pass to new work. The years stated at the head of most of the chapters, have in view the average school. No doubt many schools wiU find that much can be used earher, while others wiU use the same matter later, according to the grading of their work. "Busy-work " has now become a necessity in all primary teaching. Teachers who have not had op- portunity to visit those schools whence busy-work took its form and name, nor to attend the few nor- mal schools that make it an adjunct of their methods in primary work, will find the chapters devoted to PRE]^ATOR^. ^ that subject especially valuable ; and not only so in direction but also in suggestivencss. Throughout the entire book the evident skill of the author as a teacher clearly manifests itself, and the spirit and enthusiasm wliich prompted these pages cannot fail to be imparted thereby to others. Edward E. Shaw. Yonkers, N. Y. y>^ OP THK ^ Content0* Page Introduction, , . . 9 ARITHMETIC. Exercises with Blocks to teach Number, . . .13 Exercises with Beans to teach Number, , . .15 Exercises with Cards to teach Eoman Number, . 17 Exercises with Sticks to teach Roman Number, . 19 Exercises with Pins to teach Number, . , .19 Exercises with Shoe Pegs to teach Number, . . 20 Exercises with Flags to teach Number, . . .24 Exercises with Sticks to teach Numeration, . . 25 Exercises with Toy Money to teach Subtraction, . 28 Exercises with Toy Money to teach Division, . . 29 Exercises with Toy Money to teach the Value of Real Money, 31 Exercises with Cards to teach Mental Arithmetic, . 33 CONTENTS, 7 "WEIGHTS AND MEASURES. Pagb Exercises with ClcM3k Dials, 40 Exercises with Rules to teach Long Measure, . . 42 Exercises with Weights to teach Avoirdupois Weight, 45 Exercises with Measures to teach Liquid Measure, . 46 FORM AND GEOGRAPHY. Exercises with Blocks to teach Position, . , .48 Exercises with Shoe Pegs to teach Form, ... 50 Exercises with Pins to teach Form, . . . .51 Exercises with Sticks to teach Position of Lines, . 53 Exercises with Sticks to teach Angles, . . .54 Exercises with Wire to teach Curved Lines, . . 53 Exercises with Objects to teach Surfaces, . . 57 Exercises with Clay to teach Form, . . . .59 Exercises with Sticks to teach Plane Figures, . 60 Exercises with Paper to teach Form, ... 63 Exercises with Shoe Pegs in teaching Form and Number, 63 Exercises with Blocks in teaching Solid Figures, . 64 Exercises vnih. the Moulding-board to teach Geography, 66 Exercises with Flags in teaching Geography, . , 74 COLOR AND FORM. Exercises with Gelatine Papers to teach Color, . 76 Exercises with Worsted to teach Color, . . .79 Exercises with Flags to teach Color, , . .79 Exercises with Shoe Pegs to teach Color, . . .81 Exercises with Flags to teach Form and Color, . 81 LANGUAGE. Exercises with Pictures to teach Language, . . 82 Exercises with Cards to teach Language, . . ,83 8 EDUCATION BY DOINCf. BUSY WORK. PAQBi Busy-work to aid in Reading, Writing and Spelling, 84 Busy-work in Language to teach Correct Use of Verb, 84 Busy -work in Language to teach Correct Use of Article, 86 Busy-work, Omitted Words, . . . , .87 Busy-work, Opposites, 88 Busy-work, ComparisoDS, 90 Busy-work, Definitions, 91 Busy-work, Preferences, 92 Busy-work in Drawing, 93 Busy-work in Drawing and Coloring, , . . 94 Busy-work, Questions, 95 MISCELLANEOUS. Occupations — Exercises with Card-board, Paper, etc. , 95 Slat-Weaving, 98 Exercises with Scrap-Books, 98 Exercises in Sewing, 99 Exercises with Paper in Making Flowers, . . 1 00 SLATE WORK. Slate Work, 101 Slate Work, Miscellaneous, 103 Exercises with Objects to teach the Kingdoms, . 104 Exercises with Objects to teach the terms, Nat- ural and Manufactured, .... 106 Exercises with Occupation Cards to Teach Lan- guage and Number, . . . . . 107 Ilntrobuctton, It is the purpose of this little book to show some of the many ways, and suggest others, in which young children may be kept pleasantly and profit- ably employed in schools and famihes. How to keep httle ones happy, busy and orderly, has been a problem hard to solve. Happy, because childhood should be the embodiment of happiness ; busy, because httle fingers and bodies were made to be busy ; and orderly, because order is essential to progi-ess. It is the part of wisdom to direct, not to suppress, the activities of nature. Children, if well and strong, are full of animal life. How shaU we use this life to advance education ? When left to themselves they are continually seeking occupation ; their vivid im- aginations give hfe to everything. People have come to acknowledge that the meth- ods nature adopts must be the best. A Being of In- finite wisdom and love cannot err in His plans. 10 EDUCATION BY DOING, The Kindergarten acknowledges this principle, and very beautifully provides for it. It is an elabo- rate system, requires special training, is expensive, and demands an increased force of teachers ; and is therefore impracticable in ungraded schools, or in large classes. But cannot an approximation to the Kindergarten be attained in our schools ? Children must be taught, not only to see, but to use all their senses ; to briug in a store of knowledge through all the outer channels. They need to make, select, and combine for and by themselves, really to learn and retain the knowledge gained. Constant repetition is also necessary in primary teaching, but this often leads to monotony. In order to keep up the interest and have the old story fresh and attractive, it is necessary to change its clothing often. For these reasons, it is not only expedient to in- troduce as great a variety of objects in primary teaching as possible, but also to use as great a vari- ety as possible in teaching one truth. Sticks, blocks, beans, papers, wires, shoe-pegs, pictures, sand, and many other inexpensive objects are easily obtained in large quantities, and may be put to good use in teaching by using them in a systematic, instructive and orderly way. It is an acknowledged fact that children who en- ter business young, become very expert in whatever department they are placed. They are sharp, quick, and know much more^ractically than those who iNmODUCTION, 11 have attended school much longer and are better versed in book knowledge. Why is this ? Is it not because they acquire immediately, practical, instead of theoretica^l knowledge ? Our schools, therefore, will fit the children for their future life, in the degree that they become practical. Let the children handle, do, think, and find out for themselves in every conceivable way, for that is the way their knowledge in infancy is gained, so let it continue on the same plain as far as possible. The following lessons show how all the children may be employed at the same time, both under the direction of the teacher, and by themselves. It is hoped they may meet with favor and be of service in primary work. Education by Doing. EXERCISES WITH BLOCKS TO TEACH NUMBER. rOB CHILDBEN LN FIBST Y£AB AT BCHOOL. Give each child a bag of small blocks. TeU each one to take out one block and place it on the desk. Ask different ones to tell what they have done. Have them point out one of several objects, naming the object each time. The teacher may then place the figure 1 upon the board and tell them that is caUed one. TeU them to take out one more block and place beside the other. Ask how many blocks they have now. Ask what make two. Have them repeat, " One block and one block make two blocks." Have them hold up one finger on each hand, then place them together and repeat, "One finger and one finger make two fingers." Have them find two of a variety of things. Have them go to the board and make two marks, two crosses, two dots; let them 13 14 EDUCATION BY DOING. clap, shake hands, shake or nod the head two times. Then place the figure 2 on the board and tell them its meaning. Proceed with the other numbers in a similar man- ner. The greatest variety is essential in order to keep up the interest and to be sure the children are thorough. Have them coimt forward and backward together and separately. Have them place a certain niunber of blocks and then take away one and state how many are left, and how they obtained it. In this way let subtraction go hand in hand with addition. To test them as to the value of figures, the teach- er may make a figure on the board, and call upon some one to make as many marks as that figure means, another to make as many dots, another to hold up as many fingers. Let the class decide who are right. The teacher may teU a simple story in which small numbers are to be continually added and subtracted ; letting the children give the results each time ; as, " Johnny had one penny in one pocket and one in another, — ^his uncle came to see him and gave him one more, — ^he went to the store and spent one, — on his way home he lost one, — ^he earned two by doing an errand, — etc." At each pause let the children raise their hands. Call upon different ones each time for the answer. EXERCISES WITH BEANS. 16 As soon as possible have the children relate the stories, the class answering as before. EXERCISES WITH BEANS TO TEACH NUMBER. FOB CHIIiDBEN IN riRST TEAR. Give the children bags of beans. Ask them to place one bean on the desk. How many beans must you place with it to make two ? Have them recite, " One and one make two." Ask what may be writ- ten on the board. The teacher may write 1 + 1 = 2. The signs used should be previously explained, so the children will be perfectly familiar with them. Who can give an example using these numbers ? Make it four beans. How did you do it ? What must be written on the board ? Who can give an example ? Eecite, "Two and two make four." Make it three. What did you do ? What must be written on the board ? What sign must be used now? Why? Give an example. Eecite, — "One from four leaves three. " Make it six. How did you do it ? What must be written on the board ? Give an example. Recite, — " Three and three make six." Make it four. What did you do ? What must be written on the board ? Who has an example ready ? Recite, — " Two from six leaves four." Make it eight. What did you do ? Who can teU 16 EDUCATION BY DOING. wliat to write on the board ? Who can give an ex- ample ? Eecite, — ' ' Four and four make eight. " Make it five. How did you do it ? What must be written on the board ? Who has an example ? Ee- cite, — " Three from eight leaves five." Make it ten. What did you do ? What must be written on the board ? Who has an example. Re- cite, — " Five and five make ten." In giving examples, if the children name the same articles or objects too often, the teacher may ask, who can think of something else ? The teacher may also suggest objects, or name them, letting the chil- dren supply the numbers and answers. The board work will be thus : 1 + 1 = 2. 2 + 2=4. 4 — 1=3. 3 + 3 = 6. 6-^2 = 4. 4 + 4 = 8. 8 — 3 = 5. 5 + 5 = 10. For seat-work the teacher may erase the signs, and let the children copy upon slates and supply them ; then the answers may be erased and the children re- quired to supply them; then each coluron of num- bers separately. EXERCISES WITH CARDS. 17 EXERCISES WITH CARDS TO TEACH ROMAN NUMBERS FOR CHUiDBBN IN FIRST YEAB. Small boxes containing both Roman and Arabic nmnbers may be distributed to the children. The nmnbers may be painted on the cards, or printed numbers pasted on. The teacher may make I. on the board, and have the children select one like it from their boxes. If they do not know its name and value, teU them, and have them find the figure 1 and place beside it. Then have them repeat together and separately "I, one." Then print II. on the board, and have the chil- dren find that in their boxes ; ask how many letters were made, have them find the figure 2, and re- peat " II. , two. " Proceed with III. in the same way. Ask them to select one, two and three articles, and show the Roman and Arabic numbers. Give the term Roman numbers ; the Arabic may simply be called figures, so as not to confuse the children with hard names. Ask them if they have ever seen Roman numbers used, and where. If they do not know, have them find out if possible ; if not show them. Then make V. on the board, teU them what it means, have them select it, also the figure 5. Pl9 diers were there ? Five soldiers were shot ; how many were left ?" In number lessons, children need the objects con- stantly before them for at least one or two years ; and after that they should occasionally be used, especial- ly in teaching new principles. The imderstanding of all their future work depends upon their correct con- ception of the value of numbers. If they do not see the results with objects they cannot form any right idea of what they are doing. Therefore the constant use of objects is indispensable, and the greater the variety the better, as it holds their interest, and con- sequently their attention. Fractions may be taught to a limited extent by by the use of pegs and blocks. Have the children place two pegs on one side of the board and two on the same row at the other side, and ask how many there are together. Lead them to see that two is one-half of four ; illustrate in various ways and with various things. Then they may place three on each side below the other, and find that three is one- half of six, etc. , as far as ten. They may recite * ' Two and two are four, one-half of four is two ; three and three are six, one-half of six is three," etc. They may learn f om^hs in the same way, and find how many fourths in a half ; then thirds, and ninths, and find how many ninths in a third. Multiplication tables may be made on the boards with pegs. They may place two pegs, below place EXERCISES wrrjs sboe pegs. 23 two more. Ask h6w many times they placed two pegs. How many twos have thoy ? How many are two twos ? Then place two more and question in same way, and have them recite, '* One two is two, two twos are four," etc. ^ The teacher may tell the children to take a cer- tain nmnber of pegs and find in how many different ways they can arrange them. As the combinations are given they may be written upon the board. For instance : 12 = 6 + 6 12 = 7 + 5 J2 = 8 +4 12 = 9 + 3 12 = 10 + 2 12 = 11 + 1 12 = 4 + 4 + 4 12 = 3 + 3 + 3 f 3 12 = 2 + 2 + 2+2+2+2 12 = 1 + 1 + 1+1+1+1+1+1 + 1+1+1 + 1 12 = 5 + 5 + 2 12 = 3 + 3 + 6 12 = 2 + 2 + 8 12 = 1 + 1+10 12 = 6 + 5 + 1 12 = 4 + 5+3 12 = 3 + 5 + 4, etc. When the idea is gained they may do it by them- selves and copy upon their slates. This will keep them employed for a long time. The pegs may be used without the boards, by U EDUCATION BY DOING, placing them on the slates or desks, and leaving *^pace between the numbers. Whenever the children are in doubt as to the ♦«:«ults of their number lessons, they should be al- lowed to consult the pegs. EXERCISES WITH FLAGS TO TEACH NUMBER. won MUST, SECOND ANB THIRD TEARS, ADAPTING AND EXTENDING THE EXERCISES AOCOBDING TO ADVANCEMENT OF CHILDREN. Chit white or colored muslin into four-inch squares and sew them on to small sticks for flags ; then paste large nmnbers on them; the nimibers may be print- ed or cut from old calendars. Distribute the flags to the class, and have each child in turn tell what number is on his flag, and state all he can about the number ; as, "I have niunber ten; two fives make ten, five twos make ten, five and five make ten, eight and two make ten, seven and three make ten," etc. The teacher may call upon two of the scholars to stand, and have them add, subtract, multiply, or di- vide their numbers ; or give an example, using the nmnbers in any way they may think of. Several may stand, and the teacher may call upon some one to add theii- numbers very rapidly. Endeavor to bring as much variety as possible in the exercise ; in this way the children learn the valuo JUX^ECISES WITH STICKS. 25 of numbers, and become familiar with all their com- binations. The flags may also be used as a review in Roman nmnbers, the children stating what Roman number corresponds to the number on their flag. EXERCISES WITH STICKS TO TEACH NUMERATION. FOR SECOND AND THIBD YEAR. A quantity of short sticks (wooden tooth-picks answer nicely) and small rubber bands may be given to the children. They may be told to count out ten sticks and place a inibber band over them. Ask how many sticks they counted. How many bundles made ? How many tens in one bundle ? How many ones in one bundle, or one ten ? Have them do up other bundles of tens. Ask them to hold up two tens. How many ones in two tens ? How many tens in twenty ones ? Proceed in the same way with the other bundles until the idea is thoroughly impressed. Then let them count out eleven sticks and ask how many tens. How many left ? Have them show eleven, using the bundles. Call for different numbers between ten and twen- ty ; have them state each time how many ones, and how many tens and ones. Write different numbers on the board, and see if thg^^tiid^ncan tell how 26 EDUCATION BY DOING. many tens and ones without using the sticks; when mistakes are made let them refer to the sticks, and ascertain by actual count. Dwell thoroughly on different combinations until they are perfect. Let them do up bundles imtil they have ten. Have them count the bundles thus: "One ten or ten ones, two tens or twenty ones, three tens or thirty ones, "until they have counted ten tens or one hundred ones. Have them place a band aroimd the ten bundles. Ask how many ones in one hundred ? How many tens f They may recite, " One himdred is ten tens or one hundred ones." For occupation the children may rethen irregularly , pointiug them out on their slates as they name them. To help them in remembering the spaces, the first letter of each maybe placed at the top of the column. The teacher may write a number on the board, as 135, in the appropriate spaces. Point to each figure and ask how many ones, tens, and hundreds. Have the children place the corresponding number EXERCISES WITH STICKS, 21 of sticJcs and bundles instead of figures, on their slates in the columns. Point to the 5, and ask them to hold up the same nimiber of sticks, and then place them on their slates in the right column. Point to the 3, ask them what it is, and what they must hold up. If some make a mistake and hold up the sticks instead of bundles, question them until they see their mistake. Point to the 1, and ask what kind of bundles must Be placed there. Write 67 on the board under the other figures. Have them place this number, using the sticks upon their slates as before. A Hne may now be drawn under the nimibers on the board ready for addition. Have them add the sticks in ones' column. Ask them how many sticks or ones. Ask how many tens they can make, and have them do them up in bun- dles. How many ones left ? Where must the ones be placed ? What may be written on the board in ones' place ? What can be done with the one ten ? Write one in tens' column on the board, and have the children place the one bundle with the tens on their slates. Have them add the tens' column in the same way, and find how many hundreds. Place a band around the hundred and place in hundreds' column. As there are no tens left, ask the children what can be placed on the board which means nothing. Have them read the result from their slates and from the board. It will not be necessf».ry to use the sticks and S8 EDUCATION BY LOINa. bundles on the slates many times. They may soon use the figures referring to the sticks only when puzzled as to the results of the addition. EXERCISES WITH TOY MONEY TO TEACH SUBTRACTION, POK SECOND ANTt THIRD YHAKS. Boxes of toy money should be distributed among the scholars; where this is impracticable the teacher should have one box for reference on her desk, al- lowing the scholars to take turns in using it. Write an example in subtraction on the board, for instance, 342 — 127. Tell the children they may call the figures money. They may imagine a pocket- book with three divisions. In one division they place pennies, in another dimes, in another doUars. Point to the minuend and tell them that is the amount of money they have in their pocket-book. They may rule their slates into three parts for the divisions of their purse. Point to the units and ask how many pennies they must place in the first division; then to tens and hundreds. Have them place on their slates two pennies in the first column, four dimes in the second, and three dollars in the third; the remaining money may be left in the box for the ''store" or "bank," where change is to be made. Point to the subtrahend and teU them that is the EXERCISES WITH TOY MONEY. 29 amount of money to be paid away. Begin with the pennies and ask how many they have to pay away. How many they have ? What can be done when they have not enough pennies ? Have they any more money ? Have them take one dime from the dime column. Ask what must be done with it. Let them go to the "bank" and change it for pennies. Have them place them with the other pennies and and see how many they have. Now they may pay away the seven pennies and see how many they have left. Do similar work on the board. Ask what they took from the tens. How many left ? Cross out the 4 tens and place 3 over it. Ask how many pennies they took for the dime. How many pennies they had altogether. Then place 12 over the 2, and the answer below the line. Subtract the remauiing numbers. When they understand the dimes, use the hundreds ia the same way. Have them make the actual change imtil they thoroughly understand how and why they do it. EXERCISES WITH TOY MONEY TO TEACH DIVISION, FOB THIRD OB FOURTH YEAR. Distribute the toy money among the children. A simple example in division may be written on the board; (as, 765 -r- 3). The teacher may point to the 30 EDUCATION BY DOING. dividend and tell the children they may call it money ; they may say they have seven dollars, six dimes, and five pennies to divide among three boys. The scholars may rule their slates in three columns, and place the amount of money in each column as they did in subtraction. Tell them to begin with the dollars and see how many they can give to each boy. Let them take the dollars and place in three piles, having an equal number in each. Ask how many dollars they can give to each boy. How many left ? What can be done with the dollar left, can it be divided as it is ? If they do not at once see that it must be changed, question them until they do. What must you get for the dollar ? How many dimes ? Where must you place them ? Have them count the dimes. Let them make three equal piles of the dimes, and see how many each would recive, then place them on the dollar pUes. What have you left ? What can you do with it ? How many pennies will you get ? Where will you place them ? How many pennies have you now ? Make three even piles of the pennies. How many will each receive ? Let them place the pennies on the other piles, count each pile, and find how much money each boy will receive. When they understand the operation let them do it on their slates, usiQg the figures only, but stating what they do in each step, and why they do it. If they become puzzled let them refer to the money. EXEitOISES WITH TOY MONEY 31 Question the children in as many ways as possi- ble about the money. Ask how many pieces of money they had in the beginning. If they cannot answer, ask how many doUars they had. Write the number down. Ask how many dimes. Write that number under the other. Ask how many cents. Place that number under the others and add. In the same way have them count the number of pieces given to each boy. To how many did they give this number ? How may the total number be found ? They will find they have given away more pieces than they had in the beginning. Ask how that is. If they cannot teU, take a dime and ask how it could be given away in two pieces. In ten pieces. EXERCISES WITH TOY MONEY TO TEACH THE VALUE OF REAL MONEY, FOB THIRD TEAR. Provide each child with a box of toy-money, which can be obtained from book or toy stores. Have the children learn the names of the different coins, if they do not already know them. Show the real money, and talk about the material of which it is made. Their previous lessons wiU enable them to tell something about it, and where obtained. Speak of the process of its manufacture into money. TeU them the name of the place where the coins are 32 EDUCATION BY DOING. stamped. Call theii* attention to the impressions on each. Ask them to lay out two pennies, then one piece of the same value ; also five pennies, and one piece of the same value ; and in this way find the value of all the coins to one dollar. Beans or stones may be substituted for pennies for the higher denominations. Then use two-cent pieces in connection with the pen- nies, then threes, fives, etc., making all conceivable combinations, until the children are thoroughly ac- quainted with their value, and can readily substitute the correct number of small coins for the larger ones. Give the children easy practical examples to solve, using the money; for example: "If John goes to the store and buys two cents' worth of candy, and gives a five-cent piece, how much change ought he to receive ?" If they cannot tell readily, let them lay out five pennies and take two away. When they are able to solve the simx)lesb examples readily, take more difiicult ones, combining addition and subtraction, also multiplication and division. When- ever the children are puzzled, let them use the beans or blocks, and work it all out for themselves. It would be well to provide each child with a smaU bag of beans. The children should all work in con- cert, as they are all furnished with the materials. Call upon different ones to explain the examples. If any of the children are able, let them give questions to the class, EXERCISES WITH TOY MONEY, 33 Teach them to make change rapidly and in a bus- iness way. "If I give a fifty-cent piece for three yards of ribbon, at nine cents a yard, how much change should I receive ?" Have them say, " Twenty-seven and three are thirty, and ten are forty, and ten are fifty ;" have them pick up the money as they mention each piece. This will require a great deal of drill to make them expert. Cards may be prepared by the teacher, having figures and signs written upon them. These may be distributed to the schoiai-s, and they may be taught to make up mental examples from them. This exercise wQl compel the children to think, affordiag at the same time a temporary rest for the teacher. The following will explain the plan proposed: The above represents the card which the child re- ceives. He may say, " If I have four pencils, and my brother gives me two more, I shall then have six pencils," oy, thick. grant. day. solid. brave. in. well, empty. run. head. broad. stand, front, bitter, obey. floor, round. hiU, first. polite. loud. man. hungry, open. spring, island, deep. winter. inside. slow. uncle, morning, true. niece. north. tame. father. east. fresh, salt. brittle, sunrise, fresh, stale, crooked, opaque. forward, orderly. "gV, husband, healthy. tired. generous, grateful. sweet, beginning, public. land. country. sharp, rough, locked, fastened, bolted. coarse, foohsh, ignorant. civlhzed. northeast, northwest, asleep. horizontal, livmg, perfect, stupid. nothing. 80 90 EDUCATION BY DOING. BUSY-WORK. COMPARISONS. As shy as a fox. As strong as a lion. As mischievous as a monkey. As cunning as a kitten. As busy as a bee. As black as a crow. As swift as an eagle. As stubborn as a mule. As blind as a bat. As slow as a snail. As light as a feather. As quick as a flash. As lively as a cricketw As heavy as lead. As high as a mountain. As low as a valley. As smooth as glass. As rough as a grater. As green as grass. As white as snow. As black £is ink. As red as blood. As blue as the sky. As hard as iron. As soft as silk. As sharp as a razor. As clear as crystal. As sweet as honey. strsr-wonK. di As sour as vinegar. As bitter as gall. As light as day. As dark as night. As timid as a hare. As tough as an ox. As good as gold. As innocent as a lamb. The teacher may place a few of these sentencea on the board at a time, and talk with the children about them. When they are famiUar with them, the quality or object may be erased, and the chil- dren, copying the sentences upon their slates, may supply the omitted words. BUSY-WORK. sows farms etc. DEFINITIONS. One who teaches is called a teacher, preaches talks paints writes plays reads builds works thinks 92 EDUGATION BY DOING. One 'vvLo idles is called an " laughs digs " learns " loves " tattles " fights " gives " runs " hunts " swims " prints " sings " spins " weaves BUSY-WORK. PREFERENCES. What color do you like best^ " fruit " vegetable * ' meat '' play " flower * ' berry " season " holiday " drink '' story-book " day of the week do you like best BUSY-WORK. hat month do you like best? " animal '* " bird " work " '• study " " insect " " mineral " " kind of pie " '' kind of cake " " kind of nuts " " kind of fish " 93 BUSY-WORK. DRAWING. Cards of different shapes, small box covers, blocks, wooden forms, and similar objects may be given to the children. They may place them on their slates, hold them firmly, and draw hnes around them with a sharp pencil, as smoothly as possible. This maybe difficult at first, for small children, and probably may require much practice. They may fill their slates full. Each time they may have a different form. After a while they may combine the forms to make crude designs. The teacher may give them the idea on the board, after which they may use the Jr own ingenuity. When they can use these simple forms nicely, shapes of leaves, flowers, fruit, simple objects, and portions of simple desi^s, euch ag are used ia 9i EDUCATION BY DOING. wall paper and carpets, may be cut out and used in the same way. Care must be taken to cut the edges very smoothly. The children may be allowed paper and pencils when their work warrants it. This is a step towards designing, and makes a very pleasant occupation. BUSY-WORK. DRAWING AND COLORING. Designs may be drawn on the board by the teacher, and colored with crayons. These may be copied by the children, at first upon their slates, and when done sufficiently well, they may be fur- nished with paper and colored crayons. The children may be taught to make designs themselves ; a great variety of pretty ones may be made with the square and circle. In coloring, they may use their own taste, but should be taught to select colors which harmonize. Leaves, flowers, trees, fences, and a great variety of objects may be drawn and colored — ^the coloring adding greatly to the children's pleasiu-e, and keep- ing them busily and happily employed a long time. Books with pictures for coloring may be given to the very best, and when very expert, a box of paints may be added. This wiU stimulate them in their work. BUSY-WORK. 95 BUSY'WORK. QUESTIONS. Let the pupils write the answers to these oues fcions upon their slates. "What is your name ? How old are you ? Where do you live ? Where were you bom ? How many brothers have you ? How many sisters have you ? What is your father's first name ? What is your mother's first name ? What school do you attend ? What is your teacher's name ? What do you study ? What study do you like best ? What do you do at home ? In what country do you Hve ? In what State do you live ? In what city or town do you live ? In what county do you live ? OCCUPATIONS, ETC. With pieces of card or perforated board, cut in gtrips, an4 wooden tooth-picks, many objects may 96 EDUCATION BY DOING. be formed. The card-board may be pricked with pins to adniit the ends of the sticks. Fences and gates may be very easily made; and the children may be allowed to use their own in- genuity. Soaked peas may be used with the sticks, with which a stUl greater variety of objects may be made ; as air castles, furniture, houses, fences, etc. In kindergarten materials may be found cubes of cork and wires for this purpose. Boxes. — ^Pieces of card-board may be converted into boxes by pasting them together with shps of paper. When they are nicely made, fancy pictures may be pasted on them, and they may be retained in school or the children may be allowed to give them away. Paper-Folding. — Small squares of paper may bo furnished to the children, with which they may be taught to make boats, soldier-caps, pin-wheels, cor- nucopia, and many other objects. With slips of paper they may be taught to make lamp-Hghters. Newspapers may be used to practice upon, and afterward colored paper may be given. The best work should be retained for a while, at least, and placed where it can be seen daily by the class. Boxes may be ornamented with some of the de- gi^ns^ and flags may be made with thena ^l59? OCCUPATIONS. 97 Envelopes. —The shapes of envelopes, of different sizes, may be drawn upon card-board and cut out. These, with Hght brown paper, may be given to the older children. They may mark the forms of the envelopes, cut them out, fold, and, with mucilage or gimi tragacanth, paste them. These envelopes may be used to practice addressing letters. Puzzles. — Stars, crosses, squares, circles, ob- longs, leaves, etc., may be drawn on card-board and cut in various ways to form puzzles. These may be placed in Httle boxes, bags, or envelopes, with the names of the designs upon them. The children will enjoy puzzhng them out. Pictures may be pasted on card-board, and cut and used in the same way. Parcels. — Pieces of paper and small articles, such as blocks, shoe-pegs, slats, tooth-picks, and button-moulds, may be given to the children. With these they may be taught to do up neat little par- cels and tie them with cord. Stringing Straws, etc. — Squares of colored pa- per and short pieces of colored straw may be strung together; the children should be taught to place the needle in the middle of each paper. Button-moiilds may be colored and strung, also beads. The teacher may select the order in which the colors are to be used. Pasting.— xl chain of rings may be made by pasting together*short shps of colored paper. These 98 EDUCAIION BY DOING, chains make very pretty decorations when festooned from the chandeHers or hung on the walls. At Christmas time they may be used, with pretty effect, upon Christmas trees. SLAT-WEAVING. Bundles of slats may be distributed among the scholars. The children may be taught to weave them in many ways. At first, designs may be drawn upon the board for the children to copy. Picture-frames and fancy baskets may also be made. The slats may be dyed,* and then woven in dif- ferent patterns similar to the paper weaving. It would be well to begin with the slat weaving fii^st. EXERCISES WITH SCRAP-BOOKS, Old copy books may be saved and given to the children for scrap-books to paste pictures in. The pictures may be furnished by both the children and teacher. Where the pictures are sufficiently light they may be colored with crayons or paints. Narrow pieces of colored paper may be pasted around the pictures for frames. The narrow strips ♦ The diamond dyes, used for coloring- egrgs, may be used with little trouble and expense. EXERCISES IN SEWING. 99 of paper may be pasted in various forms — as fences, chairs, houses, windows, benches and boxes. Muslin scrap-books may be made by the chil- dren, the edges may be worked in button-hole stitch, with colored yam or worsted to keep them from fraying. Sometimes covers of sample books from dry-goods stores may be obtained, which answer nicely for binding. EXERCISES IN SEWING. Writing paper or stiff brown paper may h^ folded and run through the sewing-machine (nox sewed) in many different ways. It may then be un- folded and sewed, backstitch, with colored crewelF. or worsted, by the children. Regular designs may also be made with the machine. Outlines of a variety of objects, as chairs, stools, tables, tools, leaves, flowers, insects, birds, animals, letters and numbers, may be drawn on cards or card-board. These may be pricked by the children, with large pins, at short distances apart for sewing. Cards already drawn, with the places marked for prickiQg, may be purchased where kindergarten materials are sold. As the cards are finished they may be laid aside, and occasionally be distributed to the class, to be used as language or object lessons. Coarse card-board may be used and served in an 100 EDUCATION BY DOING, endless variety of ways and designs. These exer- cises will help Uttle children very much in becoming accurate in their observation and work. They may at first begin with simple marks, then crosses, and very gradually take more difficult figures. It is well to teach the children to make the alpha- bet in cross-stitch, as the knowledge may be utihzed in marking towels and clothing. Where the class is very large a portion may work at a time, a monitor may be appointed to thread needles, if necessary, and attend to the work. EXERCISES WITH PAPER IN MAKING FLOWERS. The children may be taught to fold slips of tissue paper and cut in the shape of flower-leaves. In making roses, three sizes of leaves should be used. The leaves may be unfolded and the larger ones moulded in the palm of the hand, with the thumb ; the edges may be slightly roUed with a shawl pin. A smaU common porcelain button may be fast- ened to the end of a small short wire. A hole may be pricked in the middle of each leaf with the pin. Put the wire through the holes of the smallest leaves first, and fold around the button. The outer leaves need not be folded down, but allowed to lie loosely, like an o.pen flower. BLATE WOUK. 101 A little wax may bo placed at the base of the outer leaves to fasten them securely to the wire. These paper flowers look pretty bunched together and placed over pictures in the school-room, or arranged in little baskets and hung up. White, red, pink, and yellow tissue paper are the prettiest colors to use. Quite small children may be taught to make the flowers. It is very pretty work in the family. SLATE WORK, Names of web-footed birds. scratchers. birds of prey. nmners. waders. cud-chewers. hoofed animals. 11 fiu--bearing animals. nocturnal anim^als. homed animals. flesh eaters. grain eaters. common animals. wild animals. insects. young of animals. houses of animals. relations. holidays. EDVCATION BY DOINCf. Names of fall flowers. t( berries. u nuts. t( meats. (( grains. ti groceries. 11 fancy articles. (( dry-goods. u spring vegetables. a summer vegetables. a fall vegetables. <( seeds used for food. (( roots used for food. (( stems used for food. ti, leaves used for food. (< trees used for building. u minerals. u garments. a stores, ii things in the room. (( things in the street. (( parts of the body. <( parts of the house. (( furniture. it thing made of gold. u ^' ofleathei f.( " marble. (< " wood. (( " " brick. (k " " stone. u " " clay. BLATE WOMK. 103 Names of thing made of straw. " " *' paste-board. A lesson may be made of each of these subjects. SLATE WORK, MISCELLANEOUS. Name 3 things the door has. Name 3 things the chair has. Name 5 things the room has. Name 4 things the book has. Name 3 things the table has. Name 4 things the cat can do. Name 4 things the horse can do. Name 4 things the dog can do. Name 3 qualities of glass. Name 3 quahties of writing paper. Name 3 quahties of slate. Name the parts of a coat. Name the parts of shoes. Name the parts of a hat. Name the parts of a clock. Name the objects in the room made of minera] substances. Of vegetable substances. Of animal substances. Name 3 things on which you can write. Name 3 things with which you can write. Name 3 things in which you can ride. Name 3 things on which you can ride. Name things without life that have 4 legs. 104 EDUCATION ^Y DOtm. Name something with 3 legs. Name things without life that have mouths. Name things without life that have heads. Name things without life that have arms. Name things without life that have feet. Write 5 things that you can see. Write 3 things that you can hear. Write 3 things that you can feel. Write 3 things that you can taste. Write 5 things that you can do. Write the days of the week. Write the months of the year. Write the colors. Write boys' names. Write girls' names. Write names of streets. Write your full name. Write your initials. Write your father's initials. Write your mother's initials. Write the initials of your State. Draw the outlines of an envelope and write your address upon it. Name something wrong. Name something right. EXERCISES WITH OBJECTS TO TEACH THE KINGDOMS Each child may have a box or bag containing several things from each kingdom — as stones, nuts, wire, wood, marbles, fur, sponge, wool, cotton, EXEkCISES WITB OBJECTS. 106 horse-hair, seeds, etc. These articles may be largely, if not entirely, supplied by the children. They may be allowed to have their names written upon their boxes or bags, which will give them a sense of own- ership, and will encourage them to get a nice and varied collection. The teacher may tell them to open their boxes or bags and take out something that did not grow. If fchey make mistakes, question them closely until fchey find they are wrong. This will lead them to think. Let each one hold up and name very quickly what he has taken out, stating that it did not grow. Next, have them take out something that grew, whether vegetable or animal. Lead them to see that thin^ that grow have life. " Things that do not grow are called minerals, or mineral substances; that of which a thing is made is called its sub- stance." Question them as to the things they have selected that grow, whether they came from plants or animals. "Things that come from plants are called vegetable substances. Things that come from animals are called animal substances." What can the animal do which the vegetable cannot? When the animal wants things, what can he do ? Can the vegetable or plant move of itself ? When they understand the three kingdoms, the teacher may ask for objects belonging to any one, and have them select ; or have them select any article and tell where it belongs. 106 EDUCATION BY DOING, When left to amuse themselves, they may ar- range their objects in groups, placing all the mineral substances together, the vegetable, etc. EXERCISES WITH OBJECTS TO TEACH THE TERMS, NATURAL AND MANUFACTURED. The objects may now be classified in a different way. Let them show you something that God made. Then something that man made. Lead them to see that God uses man to help make things. "Things that God made are called nat- ural. Things that man made are said to be man- ufactured." They may arrange their objects according to these classes. They may now make their selections, telling to what kingdom they belong, and whether they are natural or manufactured. They may be continually adding to their collec- tions, and have daily lessons upon particular ob jects, until they gain a knowledge of all the common things around them. Lessons upon qualities may f oUow, the teacher supplying any needed articles. EXERCISES WITH OGGlfPAflON CARDS. 107 EXERCISES WITH OCCUPATION CARDS* TO TEACH LANGUAGE AND NUMBER. These cards contain on one side the parts of speech, in print and script; on the other, simple examples in the four rules. Each part of speech is printed on a different colored card. There is also a set of alphabet cards. These cards may be distributed to the class and used in a great variety of ways. The smallest children may simply write the word that is on their card upon then* slates; the older ones may write a sentence containing the word ; if the word begin with a capital letter, they must place it at the beginning of the sentence ; they may also copy the examples printed on the opposite side, and supply the answers. They may write a certain number of statements containing the word, and the same number of ques- tions ; or questions and answers alternately. When the words are names of animals, they may tell what they can do, what they eat, where they live, whether good for food, name of the food, name of their young, kind of covering, kind of feet, kind of teeth, uses to man, etc. When names of objects, they may tell all they ♦ Pub. by F. F, Whittier, Fannington, Maine. Price, $1.00. 108 EDUCATION BY DOING. know about them ; of what materials made, of what use, when and where used, their parts or shapes of parts. If capable they may write a Uttle story about the animal or object. When the cards contain verbs, they may write the different forms of the verb, or sentences using the different forms. They may name the different people or animals that perform the action. When the words are adjectives, they may name all the things to which they may be applied. The cards may be distributed miscellaneously; several may be given to each child. Nouns. — The teacher may ask those to raise their hands, or stand, who have names of persons, ani- mals, birds, parts of body, things to eat, things to use, things that grow out of the earth, animals with two legs, with four legs, relations, things to wear, to live in, and articles used in the house. Verbs. — Things that people do, that animals do, that people and animals both do. Adjectives. — ^Names that show size, color, quan- tity, quahty or kind, length, number. Pronouns. — ^Words that stand for people, for ob- jects, for boys and men, for girls and women, for both, used in askiag questions, in speaking of one- self, of another, of one, of more than one. Adverbs. — Words that tell time, ask questions, answer questions, show quantity. Conjunctions. — Words that connect other words, EXERCISES WITH OCCUPATION CARDS. 109 Prepositions.— Words that show relation. Number Side of Cards. — The children may stand and read the examples with the answers, or form them into practical examples. Alphabet Cards may be used to spell out words, or to print upon their slates. Spaces may be ruled on their slates for the height of the letters. They may be encouraged to take great pains to make them accurately. They will enjoy printing their own names in large letcers. Where it is not convenient to buy the cards, they may be made, or the words may be written upon the board and numbered, the children taking the num- bers according to their seats, and placing their own word on the top of the slate, underlining it. Of THB ^UHIVBRSITT] TWENTY-FIRST YEAB! THE SCHOOL JOURNAL is publislied weekly at $'^M0 a year, Amos M. Kellogg and Jerome Allen, two teachers of life-long experience and pro- gressive ideas, with a large trained editoiial staff, edit it. Established 20 years ago, it is to day the best known and widest circulated educational weekly in the U. S. Its sterl- ing reputation has been won strictly on its merits, as its subscribers know, and you will too (if not now a subscriber) if you send 6 cents for sample copy. THIRTEENTH TEAR! THE TEACHERS' INSTITUTE is published monthly at $1,25 a year / 1 2 large 44-page papers constitute a year (most other educational monthlies gublish but 9 or 10). It is edited by the same editors as the CHOOL Journal, and has, ever since it was started in 1878, been the most popular monthly educational published, cir- culating in every State— a national paper. This was because it was practical— little theory and much practice and sugges- tion — in fact it is crammed with it. Sample 1 cents. FOURTEENTH TEAR! TREASURE-TROVE is a beautiful illustrated 36 page monthly, for young people and the family. $1,00 a year. We must refer you to our descriptive circular for particulars about this charming paper, for we have not room here to tell you the half of its value. It is used by thousands of teachers as an aid to the school room work. Sample, 10 cents. THE TEACHERS' PROFESSION is published monthly, 50 cents a year. Its purpose is to give assistance in systematic study by teachers who wish to advance. Doubled in size this year and is entirely different from the Institute and Journal. Sample 5 cents. 1^^ Bound volume of 1889-90 in paper cover, 30 cents post- paid. OUR TIMES was recently started to give a resum^e of important news of the month— not the murders, the scandals, etc., but the news that bears on the progress of the world. Specially fitted for the use in the school-room, it is pure, bright, suggestive. Monthly, 8 pp. 30 cents a year. Sample copy 3 cents. *** Samples of each paper for only 20 cents. E, L. KELLOGG & CO., Ed. Pabs., KEW YORK. CHICSGO. SEND Alili ORDERS TO E. L. KELLOGG & CO., NEW YORK & CHICAGO. BOOKS FOR TEACHERS. CLASSIFFED LIST UNDER SUBJECTS. To aid purchasers to procure books best suited to their purpose, we ^ve below a list of our publications under subjects. This division is sometimes a diflScult one to make, so that we have in many cases placed the same book under several titles; for instance, Currie's Early Educa- tion appears under PRmciPiiES AND Practice op Education and also Primary Education. Our Bv HISTOBY OF EDUCATION. Retafl, Price to Mali Teachers Extra Kellogrg's Life of Pestalozzi, _ - - - - oaper .15 .13 .01 Rissehart's History of Education, - - - - cl. .25 .20 .ai Quick's Educational Roformers, - - - - cl. 1.00 .80 .08 Browning's Educational Theories, - - - - cl. .50 .40 .05 KINDERGABTEN EDUCATION. Autobiography of FroebeL ----- cl. .50 .40 .05 Hoffman's Kindergarten Gifts - - - - -paper .16 ,1Z .01 METHODS OF TEACHING. Calkins' Ear and Voice Training, - - - - cl. .50 .40 .05 Dewey's How to Teach Munners, - - - - cl. .50 .40 .05 Johnson's Education by Doing, - - - - cl. .75 .60 .05 Partridge's Quincy Methods, ----- cl. 1.75 1.40 .13 Shaw and Donnell's School Devices,- - - - cl. 1.25 l.oo .09 «5eeley's Grube Method of Teaching Arithmetic, - cl. 1.00 .80 .07 Seeley's Grube Idea in Teaching Arithmetic, - - cl. .30 .584 .03 WoodhuU's Easy Experiments in Science, - - cl. .50 .40 ,05 Gladstone's Object Teaching, - - - - -paper .15 .13 .01 McMurray's How to Conduct the Recitation,- -paper .15 .18 .01 MANUAL TRAINING. Love's Industrial Education, ----- cL 1.50 1.20 .12 Leland's Practical Education, ----- cl. 2.00 1.60 .10 Butler's Argument for Manual Training, - -paper .15 .12 .01 MISCELLANEOUS. Blaikies on Self Cuture, - - - - - - cl^ .25 .20 .03 Gardner's Town and Country School Buildings, - cl. 2.50 2.00 .12 Wilhelm's Student's Calendar, - - - - -paper .30 .24 .03 Pooler'sN.Y. School Law,- ----- cl. .30 .24 .03 Rissehart's System of Education, - - - - cl. .25 .20 .03 Lubbock's Best 100 Books, - - - - - -paper .20 .16 .03 Allen's Temperament in Education, - - - cl. .50 .40 ,05 Fitch's Improv^ement in Education, - - - -paper .15 .13 .01 Augsburg's Easy Things to Draw, - - - _ paper .30 .24 .03 PRINCIPLES AND PRACTICE OF EDUCATION. Parker's Talks on Teaching, ----- cl. 1.25 1.00 .09 " Practical Teacher, - - - - - cl. 150 1.20 .14 Fitch's Lectures on Teaching, ----- cl. 1.25 1.00 pd. Carrie's Early Education, ------ cl. 1.25 1 00 .08 Hughes' Mistakes in Teaching, ----- cl. .50 .40 .05 " Securing and Retaining Attention, - - cl. .50 .40 .05 South wick's Quiz manual of Teaching - - - cl. .75 .60 .09 Fitch's Art of Questioning, _ _ _ _ .paper .15 .12 .01 " " Securing Attention - - - -paper .15 .12 01 Quick's How to Train the Memorv, - - - -paper .15 .12 .01 Yonge's Practical Work in School, - - - -paper .15 .12 .01 SEND ALL ORDERS TO E. L. KELLOGG & CO., NEW YORK & CHICAGO. PSYCHOLOGY AND EDUCATION. c1. cl. cl. cl. cl. Welch's Teachers' Psychology, - - - - " Talks oa Psychology, - - - _ Allen's Mind Studies for Young Teachers, Perez's First Three Years of Childhood, - Allen's Temperament in Education, PRINCIPLES OF EDUCATION. ■Rissehart's Principles of Eduation, - - - - cl. Payne's Lectures on Science and Art of Eduation, cl. I Tate's Philosophy of Education, - - - - cl. Teachers' Manual Series _ - - - each, paper Huntington's Unconscious Tuition, - - - -paper Carter's Artificial Stupidity in School, - - -paper PKIMARY EDUCATION. Aujfsburg's Easy Things to Draw, - - - -paper Augsburg's Easy Drawings for Geog, Class, - - cl. Currie's Eavly Education, ------ cl. Parker's Talks on Teaching, ----- cl. Partridge's Quincy Methods, ----- cl. Perez's First Three Years of Childhood, - - - cl. C^^lklns' E u and Voice Training - - - - cl. Gladstone's Object Teaching, ----- paper Johnson's Education by Doing,- - - - - cl.' Seeley's Grube Method of Teaching Arithmetic, - cl. Seeley's Grube Idea in Primary Arithmetic, - - cl. QUESTION BOOKS FOE TEACHERS. Shaw's National Question Book, _ _ _ _ N. Y. State Examination Questions,- - _ _ Analytical Question Series. Geography, " F. S. History Series, - " *' " Grammar, - - - Southwick's Quiz Manual of the Theory and Prac- tice of Teaching, - - - SCHOOL MANAGEMENT. Kellogg's School Management, ----- cl. Hughes' How to Keep Order, - - - - -paper Sidgwick's Stimulus in School, - - - - -paper SCHOOL HYGIENE. Grolf's School Hygiene, ----- .50 .50 .25 ..00 L.W .15 .15 .15 .30 .50 .25 .25 .75 .50 .50 .15 .75 .00 cl. cl. cl. cl. cl. 1.00 .09 .40 .05 .40 .05 1.30 ,10 .40 .05 .30 m .80 .07 1.30 .00 .13 .01 .13 .01 .13 .01 .14: .03 .40 .05 1.00 .08 l.oO .09 1 .40 .13 l.??0 .01 .40 .05 .13 .01 .00 .m .so .07 .33 .03 pd. .80 .06 .40 .05 .40 .05 .40 .05 .75 .60 .0 .60 .a5 .13 .01 .13 .01 paper .15 .13 .01 5.00 1.50 pd. 10 SCHOOL APPARATUS. * Standard " Manikin. (Sold by subscription.) *' Man Wonderful " Manikin, - - - - - Standard Blackboard Stencils, 500 different nos., from 5 to 50 cents each. Send for special list. *' Unique" Pencil Sharpener, - - - - - Btandard Physician's Manikin. (Sold by subscrip- tion.) SINGING AND DIALOGUE BOOKS. ^outhwick's Handy Helps, ------ cl. Song Treasures, -------- paper Reception Day Series, (6 Nos.) - - - each, paper IW 64-paEre descriptive catalogue of these books free to any address. Large 133-page descriptive catalogue of all best educational books pub- lished, with prices and special rites to teachers, 6 cents. .00 .80 .08 .15 .13 .08 .30 .24 .03 SEND ALL ORDERS TO 6 E. L. KELLOGG Alili ORDERS TO 8 E. L. KELLOGG & CO., NE W YORK & CHICAGO. Aliens Temperament in Education. With directions concerning How to Become A Successful Teacher. By Jerome Allen, Ph.D., Author of "Mind Studies for Young Teachers," etc. Cloth, 16nio. Price, 50 cents, to teachers, 40 cents ; by mail, 5 cents extra. There is no book in the English language accessible to students on this important subject, yet it is a topic of so much importance to all who wish to become better acquainted with themselves that its suggestions will find a warm welcome everywhere, especially by teacheis. The value of the book will be readily seen by noticing the subjects discussed. CONTENTS :— How we can know Mmd— Native Characteristics of Children— How to Study Ourselves— The Sanguine Temperament— The Bilious Temperament— The Lymphatic Temperament— The Nervous Temperament— Physical Characteristics of each Temperament : Tabula- ted—The best Temperament— How to Conduct Self Study— Many Per- sonal Questions for Students of Themselves— How to Improve— Specific Directions— How to Study Children— How Children are Alike, How Different— Facts in Child Growth: Tabulated and Explained— How to Promote Healthy Child Growth. Full directions concerning how to treat temperamental differences. How to effect change in tempera- ment. Under "How to Become A Successful Teacher," the following topics are discussed: "What books and papers to read." — "What schools to visit." — " What associates to select." — " WTiat subjects to study."—" How to find helpful critics."— "How to get the greatest good from institutes."— " Shall I attend a Normal school ? " **How to get a good and perman- ent position ? " " How to get good pay ? " " How to grow a better teacher year after year." "Professional honesty and dishonesty."—" The best and most enduring reward." Blaikies Self Culture y By John Stuakt Blaikik. 16mo, 64 pp., limp cloth. Price, 25 cents; to teachers, 20 cents; by mail, 3 cents extra. Three invaluable practical essays on the Culture of the Intel- lect, on Physical Culture, on Moral Culture. In its 64 pages this little volume contains a vast amount of excellent advice. It will help hundreds of young teachers to make a right start, or set them right if they are on the wrong track. Although published expressly for teachers, it will prove profitable reading for all, no matter what their calling, who wish to improve— and who does not? As a part of a course of reading, some such book is invalu- able, and should be read over and over again. Mr. Blaikie's book, in its present form, is so neat yet cheap, that it ought to be read by every young teacher in the country, and to be on every read- ing-circle list. It is to be a prominent book on the new profes- sional course of reading for teachers. JJjcely printed, with fii de-heads and bound in limp '^lotb^ SEND ALL ORDERS TO E. L. KELLOGG & CO., NEY/ YORK c& CHICAGO. 9 Brownings Educational Theories, By Oscar Browning, M.A., of King's College, Cambridge, Eng. No. 8 of Reading Circle Library Series. Cloth, 16mo, 237 pp. Price, 50 cents; i4) teacJwrs, 40 cents; by mail, 5 cents extra. This work has been before the public some time, and for a general sketch of the History of Education it has no superior. Our edition contains several new features, mailing it specially valuable as a text-book for Normal Schools, Teachers' Classes, Reading Circles, Teachers' Institutes, etc., as well as the student of education. These new features are: (1) Side-heads giving the subject of each paragraph; (2) each chapter is followed by an analysis; (3) a very full new index; (4) also an appendix on **Froebel," and the " American Common School." OUTLINE OF CONTENTS. I. Education among the Greeks — Music and Gymnastic Theo- ries of Plato and Aristotle; II. Roman Education — Oratory; III. Humanistic Education; IV. The Realists— Ratich and Comenius; V. The Naturalists — Rabelais and Montaigne; VI. English Humorists aud Realists— Roger Ascham and John Milton; VII. Locke; VIII. Jesuits and Jansenists ; IX. Rousseau; X. Pes- talozzi; XI. Kant, Fichte, and Herbart; XII. The English Pub- lic School ; XIII. Froebel ; XIV. The American Common School. PRESS NOTICES. Ed. Courant. — " Tliis edition surpasses others in its adaptability to gen- eral iu-.e." Col. School Journal.—" Can be used as a text-book in the History of Education." Pa. Ed. News.—" A volume that can be used as a text-book on the His- tory of Education." School Education, Minn.—" Beginning with the Greeks, the author pre- s«'ntsa brief hut clear outline of the leading educational theories down to • he presf^nt time." Ed. Beview, Can.— "A book like this, introducing the teacher to ihp great rniiids that l;ave worked in the .same field, cannot but be a powerful stimulua 19 him in hjs woife." SEND ALL ORDERS TO 10 E. L. KELLOOG & CO., NEW YORK & GHIGAGO. Calkins Ear and Voice Training by Means of Elementary Sounds of Language. By N. A. Calkins, Assistant Superintendent N. Y. City Schools ; author of "Primary Object Lessons," "Manual of Object Teaching," " Phonic Charts," etc. Cloth. 16mo, about 100 pp. Price, 50 cents; to teach&rs, 40 cents; by mail, 5 cents extra. An idea of the character of this work may be had by the fol- lowing extracts from its Preface : '* The common existence of abnormal sense perception among school children Is a serious obstacle in teaching. This condition is most obvious In the defective perceptions of sounds and forms. It may be seen in the faulty articulations in speaking and reading ; in the ina- bility to distinguish musical sounds readily ; also in the common mis- takes made in hearing what is said. . . . "Careful observation and long experience lead to the conclusion that the most common defects in sound perceptions exist because of lack of proper training in childhood to develop this power of the mind into activity through the sense of hearing. It becomes, therefore, a matter of great importance in edu- cation, that in the training of chil- dren due attention shall be given to the development of ready and accu- rate perceptions of sounds. *' How to give this training so as to secure the desired results is a subject that deserves the careful „ XT * ^ attention of parents and teacliers. SupT. N. A. Calkins. jyi^ch depends upon the manner of presenting the sounds of our language to pupils, whether or not the r(^sults shall be the development in sound-perceptions that will train the ear and voice to habits of distinctness and accuracy in speaking and reading. " The methods of teaching given in this book are the results of an extended experience under such varied conditions as may be found with pupils representing all nationalities, both of native and foreign born children. The plans described will enable teachers to lead their pupils to acquire ready and distinct perceptions through sense train- ing, and cause them to know the sounds of our language in a manner that will give practical aid in learning both the spoken and the written language. The simplicity and usefulness of the Jessons need only to b^ known to be appreciated and ns^" SEND ALL ORDERS TO E. L. KELLOGG & CO., NEW YORK S CHICAGO. Dewey's How to Teach Manners in the School-Room. By Mrs. Julia M. Dewey, Principal of the Normal School at Lowell, Mass., formerly Supt. of Schools at Hoosick Falls, N. Y. Cloth, 16mo, 104 pp. Price, 50 cents; to teachers, 40 cents; by mail, 5 cents extra. Many teachers consider the manners of a pupil of little impor- tance so long as he is industrious. But the boys and girls are to be fathers and mothers; some of the boys will stand in places of importance as professional men, and they will carry the mark of ill-breeding all their lives. Manners can be taught in the school- room: they render the school- room more attractive; they banish tendencies to misbehavior. In this volume Mrs. Dewey has shown how manners can be taught. The method is to present some fact of deportment, and then lead the children to discuss its bearings; thus they learn why good manners are to be learned and practised. The printing and binding are exceedingly neat and attractive." OUTLINE OF CONTENTS. Introduction. General Directions. Special Directions to Teachers. Lessons on Manners for Youngest Pupils. Lessons on Manners — Second Two Years. Mannei-s in School— First Two Years. " " Second " Manners at Home— Fii-st " " " Second " Manners In Public— First " ** " Second " Table Manners— First Two Years. ' " Seconi " Lessons on Manners for Advanced Pupils. Manners in School. Personal Habits. Manners in Public. Table Manners. Manners in Society. Miscellaneous Items. Practical Training in Manners. Suggestive Stories, Fables, Anec- dotes, and Poems. Memory Gems. Central School Journal.— " It furnishes illustrative lessons." Texas School Journal.— " They (the pupils) will carry the mark of ill- breedingr all their lives (unless taught otherwise)." Pacific Ed. Journal.—" Principles are enforced by anecdote and conver- sation." Teacher's Exponent.— "We believe such a book will be very welcome." National Educator.— " Common-sense suggestions." Ohio Ed. Monthly.—" Teachers would do well to get it." Nebraska Teacher.— " Many teachers consider manners of little im- portancH. but some of the boys will stand in places of importance." School Educator.— " The spirit of the author is commendable." School Herald.—" These lessons are full of suggestions." Va. School Journal.— "Lessons furnished in a delightful style," Miss. Teacher.—" The best presentation we have seen." Ed. Courant.— " It is simple, straightforward, and plain." Iowa Normal Monthly.—" Practical and well-arranged lessons on man- ners." Progressive Educator.—" Will prove to be most helpful to the teacher wlio desires her pupils to be well-mannered." BSaSTD AIX ORDERS TO 14 E. L. KELLOGG & CO,, NEW YORK & CHICAGO. Fitch's Lectures on Teaching. Lectures on Teaching. By J. G. Fitch, M.A., one of Her Majesty's Inspectors of Schools. England. Cloth, 16mo, 395 pp. Price, $1.25 ; to teachers, $ l.OO ; by mail, postpaid. Mr. Fitch takes as his topic the application of principles to the art of teaching in schools. Here are no vague and gen- eral propositions, but on every page we find the problems of the school-room discussed with definiteness of mental grip. No one who has read a single lecture by this eminent man but will desire to read another. The book is full of sugges- tions that lead to increased power. 1. These lectures are highly prized in England. 3. There is a valuable preface by Thos. Hunter, President of N. Y. City Normal College. 3. The volume has been at once adopted by several State Reading Circles. EXTRACT FROM AMERICAN PREFACE. " Teachers everywhere among- English-speaking people have hailed Mr. Fitch's work as an invaluable aid for almost every kind of instruc- tion and school organization. It combines the theoretical and the prac- tical ; it is based on psychology ; it gives admirable advice on every- thing connected with teaching— from the furnishing of a school-room to the preparation of questions for examination. Its style is singularly clear, vigorous and harmonious." Chicago Intelligence.— " All of its discussions are based on sound psychological principles and give admirable advice." Virginia Educational Jonrnal.— " He tells what he thinks so as to be helpful to all who are striving to improve." Lynn Evening Item.— " He gives admirable advice." Philadelphia Record.—" It is not easy to imagine a more useful vol- ume." Wilmington Every Evening.— "The teacher will find in it a wealth of help and suggestion." Brooklyn Journal.-" His conception of the teacher is a worthy idea for all to bear in mind." New England Journal of Education : " This is eminently the work oi a man of wisdom and experience. He takes a broad and comprehensive view of the work of the teacher, and his suggestions on all topics arc worthy of the most careful consideration." Brooklyn Eagle : " An invaluable aid for almost every kind of in- struction and school organization. It combines the theoi-etical and the practical ; it is based on psychology ; it gives admirable advice on every- thing connected with teaching, from the furnishing of a school-room to the preparation of questions for examination." Toledo Blade: "It is safe to say, no teacher can lay claim to being "well informed who has not read this admirable work. Its appreciation is shown by its adoption by several State Teachers' Rcadinar Ciroles, as a work to be thoroughly read by its members." SEND ALL ORDERS io L. KELLOOO & CO., NEW YORK & CHICAGO, i Froebel. Autobiography of Materiaxs to Aid a Comprehension of the Works of the Founder of the Kindergarten. 16mo, large, clear type, 138 pp. Cloth, 16mo, 50 cents; to teacha's, 40 cents; by mail, 5 cents extra. This little volume will be welcomed by all who want to get a good Idea of Froebel and the kindergarten. This volume contains besides the autobiography — 1. Important dates connected with the kindergarten. 2. Froebel and the kindergarten system of education by Joseph Payne. 3. Froebel and his educational work. 4. Froebel's educational views (a summary). In this volume the student of edu- cation will find materials for con- structing, in an intelligent manner, an estimate and comprehension of the kindergarten. The life of Froebel, mainly by his own hand, is very helpful. In this we see the working of his mind when a youth; he lets us see how he felt at being misunderstood, at being called a bad boy, and his pleasure when face to face with Nature. Gradually v^t see there was crystallizing in him a comprehension of the means that would bring harmony and peace to the minds of young people. The analysis of the views of Froebel will be of great aid. We see that there was a deep philosophy in this plain German man ; he v.as studjing out a plan by which the usually wasted years of young chil- dren could be made productive. The volume will be of great value not only to every kindergartner, but to all who wish to understand the philosophy of mental development. La. Journal of Education.— "An excellent little work." W. Va. School Journal.—" Will be of great value." Educational Courant, Ky.— " Ought to have a very extensive circulation among the teachers of the country." Educational Becord, Can.—" Ought to be in the hands of every pro- fessional teacher." Western School Journal.—" Teachers will find in this a clear account of Froebel's life." School Education.— " Froebel tells his own story better than any com- mentator." Michigan Moderator.—" Will be of great value to all who wish to under- stand ihe philosophy of mental development." Freidrioh Froebel. SfiKD ALI^ ORHRRS TO is E. L. KELLOGO <& CO., NEW YORK cfe CHICAGO. Hughes [Mistakes in Teaching. By James J. Hughes, Inspector of Schools, Toronto, Canada. Cloth, 16mo, 115 pp. Price, 50 cents; to teaclwrs, 40 cents; by mail, 5 cents extra. Thousands of copies of the old edition have been sold. The new edition is worth double the old; the material has been increased, restated, and greatly improved. Two new and important Chapters have been added on "Mistakes in Aims," and "Mistakes in Moral Training." Mr. Hughes says in his preface: "In issuing a revised edi- tion of this book, it seems litting to acknowledge gratefully the hearty appreciation that has been accorded it by American teachers. Realiz- ing as I do that its very large sale indicates that it has been of service to many of my fellow-teachers, I have recognized the duty of enlarg- ing and revising it so as to make it still more helpful in preventing James L. Hughes, Inspector of the common mistakes in teaching Schools, Toronto, Canada. ^^^ training. " This is one of the six books recommended by the N. Y. State Department to teachers preparing for examination for State cer- tificates. CAUTION. Our new authorized copyright edition, entirely rewritten hy tTie author, is the only one to huy. It is beautifully printed arid hundsomely bound. Get no other. CONTENTS OF OUR NEW EDITION. Chap. I. 7 Mistakes in Aim. Chap. II. 21 Mistakes in School Management. Chap. HI. 24 Mistakes in Discipline. Chap. IV. 27 Mistakes in Method. Chap. V. 13 Mistakes in Moral Training. O/iaps. I. and V. are entirely new. ;^ ^S^^^^ SfiiJD ALL ORiOGils TO £0 R L. KELLOGG & CO., NEW YORK & CHICAGO. Hughes Securing and Retaining Atten- TioN. By James L. Hughes, Inspector Schools, Toronto, Canada, author of "Mistakes in Teaching." Cloth, 116 pp. Price, 50 cents; to teach&)\s, 40 cents; by mail, 5 cents extra. This valuable little book has already become widely known to American teachers. Our new edition has been almost entirely re-writien, and several new important chapters added. It is the only AUTHORIZED COPYRIGHT EDITION. CautioTh. — Buy no other. WHAT IT CONTAINS. I. General Principles; II. Kinds of Attention; III. Characteristics of Good Attention; IV. Conditions of Attention; V. Essential Characteristics of the Teacher in Securing and Retaining Attention; VI. How to Control a Class; VII. Methods of Stimulating and Controlling a Desire for Knowledge; VII [. How to Gratify and Develop the Desire for Mental Activity; IX. Distracting Attention; X, Training the Power of Attention; XI. General Suggestions regarding Attention. TESTIMONIALS. S. P. Sobbins, Pres. McGill Normal School, Montreal, Can., writes to Mr. Hughes:—" It is quite supei-flnous for me to say that your little books ato admirable. I was yesterday authorized to put the 'Attention ' on the list of books to be used in the Normal School next year. Crisp and attractive in style, and mighty by reason of its good, sound common-sense, it is a book that every teacher should know." Popular Educator (Boston):—" Mr. Hughes has embodied the best think- ing of tHs life in these pages." Central School Journal (la.).—" Though published four or five years since, this book has steadily advanced in popularity." Educational Courant (Ky.).— "It is intensely practical. There isn't a mystical, muddy expression in the book." Educational Times (England),—" On an important subject, and admir- ably executed," School Guardian (England).—" We unhesitatingly recommend it," New England Journal of Education.—" The book is a guide and a manual of special value." New York School Journal.— " Every teacher would derive benefit from reading this volume." Chicago Educational Weekly.— "The teacher who aims at best suo.^ cess should study it." Phil. Teacher.-" Many who have spent months in the school-room would be benefited by it." Maryland School Journal.—" Always clear, never tedious." Va. Ed. Journal.—" Excellent hints as to securing attention." Ohio Educational Monthly.—" We advise readers to send for a copy." Pacific Home and School Journal.—" An excellent little manual." Prest. James H. Hoose, State Normal School, Cortland, N, Y., says: — " The book must prove of great benefit to the profession." Supt. A. W. Edson, Jersey City, N, J., says:—" A good treatise has long been needed, and Mr. Hughes has supplied the want." SSiNI) ALL, OKDUKS TO 22 £. L, KELLOGG & CO., NEW YORK <& CHICAGO. Kelbggs School [Management : " A Practical Guide for the Teacher in the School-Room." By Amos M. Kellogg, A.M. Sixth edition. Revised and enlarged. Cloth, 128 pp. Price, 75 cents ; to teachers, 60 cents ; by mail, 5 cents extra. This book takes up the most difficult of all scliool work, viz. : the Government of a school, and is filled vrith original and practical ideas on the subject. It is invaluable to the teacher who desires to make his school a *' well-governed" school. 1. It suggests methods of awakening an interest in the studies, and in school work. * 'The problem for the teacher," says Joseph Payne, " is to get the pupil to study." If he can do tliis he will be educated. 2. It suggests methods of making the school attractive. Ninety-nine hundredths of the teachers think young people should come to school anyhow ; the wise ones know that a pupil who wants to come to school will do something when he gets there, and so make the school attractive. 3. Above all it shows that the pupils will be self -governed when weU governed. It shows how to develop the process of self-government. 4. It shows how regular attention and courteous behaviour may be secured. 5. It has an admirable preface by that remarkable man and teacher, Dr. Thomas Hunter, Pres. N. Y. City Normal College. Home and School.—" Is just the book for every teacher who wishes fco be a better teacher." Educational Jonrnal.— " It contains many valuable hints." Boston Jonrnal of Education.— "It is the most humane, instructive, original educational work we have read in many a day." Wis. Journal of Education.— " Commends itself at once by the num- ber of ing'enious devices for securing order, industry, and interest. Iowa Central School Journal.—" Teachers will find it a helpful and suggestive book." Canada Educational Monthly.—" Valuable advice and useful sugges- tions." Normal Teacher.—" The author believes the way to manage is to civ- ilize, cultivate, and refine." Scliool Moderator.—" Contains a large amoimt of valuable reading ; school government is admirably presented." Progressive Teacher.— " Should occupy an honored place in every teacher's library." Ed. Courant.— " It will help the teacher greatly.' Va, Ed. Journal,—" The author dukW6 from a large experience.'* BENH AT.L oni5T-ll9 TO B. L. KELLOGG & CO., NEW YORK & CHICAGO. 25 Taynes Lectures on the Science and Art of Education. Reading Circle Edition. By Jo^^eph Payne, the first Professor of the Science and Art of Edu- cation in the College of Preceptors, London, England. With portrait. 16mo, 350 pp., English cloth, with gold back stamp. Price, $1.00 ; to teachers, 80 cents ; by mail. 7 cents extra. Elegant new edition from new plates. Teachers who are seeking tc know the principles of education will find them clearly set forth in this volume. It must be remem- bered that principles are the basis upon wliich all methods of teach- ing must be founded. So valu- able is tins book that if a teacher were to decide to own but three works on education, this would be one of them. This edition contains all of Mr. Payne's writ- ings that are in any other Ameri- can abridged edition, and is the only one ivith his portrait. It ia far superior to any other edition pubhshed. WHY THIS EDITION IS THE BEST (1.) The side-titles. These give the contents of ti.e page. (2.) The analysis of each lecture, with reference to the educa- tional points in it. (3.) The general analysis pointing out the three great principles found at the beginning. (4.) The index, where, under such heads as Teaching, Education, The Child, the important utterances of Mr. Payne are set forth. (5.) Its handy shape, large type, fine paper, and press-work and tasteful binding. All of these features make this a most val- uable book. To obtain all these features in one edition, it was found necessary to get out this new edition. OMo Educational Monthly.— "It does not deal with shadovry ineories; It is intensely practical." Philadelphia Educational News.— " Ought to be in library of every proaresslve teacher." Educational Courant.— "To know how to teach, more if needed than a knowledge of the brandies taught. This is especially valuable." Pennsylvania Journal of Education.—" WUl be of practical value tc Normal Schools and Institutd^ • " eUND ALL OHDEns TO 30 ^. L. KELLOGG & CO., NEW YORK <& CHICAGO. T-atridges "Qutncy Methods J' The *' Quincy Methods," illustrated ; Pen photographs from the Qumcy schools. By Leua E. Patridge. Illustrated with a number of engravings, and two colored plates. Blue cloth, gilt, 12mo, 686 pp. Price, $1.75 ; to teachers^ $1.40 ; by mail, 13 cents extra. "When the schools of Quincy, Mass., became so famous ander the superintendence of Col. Francis W. Parker, thou- sands of teachers visited them. Quincy became a sort of *' educational Mecca," to the disgust of the routinists, whose schools were passed by. Those who went to study th€ methods pursued there were called on to tell what they had seen. Miss Patridge was one of those who visited the schools of Quincy ; in the Pennsylvania Institutes (many of which she conducted), she found the teachers were never tired of being told how things were done in Quincy. She revisited the schools several tmies, and wrote down what she saw ; then the book was made. 1. This book presents the actual practice in the schools of Quincy. It is composed of " pen photographs." 2. It gives abundant reasons for the great stir produced by the two words *' Quincy Methods." There are reasons for the discussion that has been going on among the teachers of late years. 3. It gives an insight to principles underlying real educa- tion as distinguished from book learning. 4. It shows the teacher not only what to do, but gives the way in which to do it. 5. It impresses one with the spirit of the Quincy schools. 6. It shows the teacher how to create an atmosphere of hap* piness, of busy work, and of progress. 7. It shows the teacher how not to waste her time in worry ing over disorder. 8. It tells how to treat pupils with courtesy, and get cour- tesy back again. 9. It presents four years of work, considering Number, Golor, Direction, Dimension, Botany, Minerals, Form, Lan- guage, Writing, Pictures, Modelling, Drawing, Singing, Geography, Zoology, etc., etc. 10. There are 6b6 pages; a large book devoted to the realities of school life, in realistic descriptive language. It is plain, real, not abstruse and uninteresting. 11. It gives an insight into real education, the educatiop urged by Pestalozzi, lYoeb^ Maim«-Page, Parker, etc. SEND ALL ORDERS TO E. L. KELLOOG & CO., NEW YORK & CHICAGO. 3r Reception Day, 6 S^os, A collection of fresh and original dialogues, recitations, decla- mations, and short pieces for practical use in Public and Private Schools. Bound in haDdsome new paper cover, 16U pages each, printed on laid paper. Price, 30 cents each; ic teachers, 24 cents; by mail, 3 cents extra. The exercises in these books bear upon education; have a rela tion to the school-room. 1. The dialogues, recitations, and declamations gathered in this volume being fresh, short, I and easy to be comprehended, are well fitted for the average scholars, of our schools, 2. They have mainly been used by teachers for actual school exercises. 3. They cover a different ground from the speeches of Demosthenes and Cicero — which are unfitted for boys of twelve to sixteen ■J years of age. 4. They have some practical in- terest for those who use them. 5. There is not a vicious sen- tence uttered. In some dialogue books profanity is found, or dis- obedience to parents encouraged, or lying laughed at. Let teachers look out for this. 6. There is something for the New Cover. youngest pupils. 7. "Memorial Day Exercises" for Bryant, Garfield, Lincoln, etc., will be found. 8. Several Tree Planting exercises are included. 9. The exercises have relation to the school-room, and bear upon education. 10. An important point is the freshness of these pieces. Most of them were written expressly for this collection, and can be found nowhere else. Boston Journal of Education— " It is of practical value." Detroit Free Press.—" Suitable for public and piivate schools." Western Ed. Journal.— " A series of very good selectjous," oi SEND ALL ORDERS TO J3. L. KELLOGG & CO., NEW YORK & CHICAGO. WHAT EACH NUMBER CONTAINS. No. 1 Is a specially fine number. One dia- logue in it, called '* Work Conquers," for 11 girls and 6 boys, has been given hundreds of times, and is alone worth the price of the book. Then there are 21 other dialogues. 29 Recitations. 14 Declamations. 17 Pieces for the Primary Class. No. 2 Contains •-JO Recitations. 12 Declamations. 17 Dialogues. ;24 Pieces for the Primary Class. And for Class Exercise as follows: The Bird's Party. Indian Names. Valedictorj-. Washington's Birthday. Garfield Memorial Day. Grant " " Whittier " " Sigourney " " No. 3 Contains Fewer of the longei- pieces and more of the shorter, as follows : 18 Declamations. 21 Recitations. 22 Dialogues. 24 Pieces for the Primary Class. A Christmas Exercise. . Opening Piece, and An Historical Celebration. No. 4 Contains Campbell Memorial Day. Longfellow " " Michael Angelo " " Shakespeare " *' Washington " " Christmas Exercise. Arbor Day " New Planting " Thanksgiving " Value of Knowledge Exercise. Also 8 other Dialogues. 21 Recitations. 23 Declamations, No. 5 Contains Browning Memorial Day. Autumn Exercise. Bryant Memorial Day. New Planting Exercise. Christmas Exei-cise. A Concert Exercise, 24 Other Dialogues. Ifi Declamations, and 30 Recitations. No. 6 Contains Spring; a flower exercise for very young pupils. Emerson Memorial Day. New Year's Day Exercise. Holmes' Memorial Day. Fourth of July Exercise. Shakespeare Memorial Day. Washington's Birthday Exercise. Also 6 other Dialogues. 6 D-^damations. 41 Recitations. 15 Recitations for the Primarj' Class. And 4 Songs. Our Reception Day Scries is not sold largely by booksellers, who, if lliey do not keep it, try to have you buy something else similar, but not so good. Therefore send direct to the publishers, b}'^ mail, the price as above, in stamps or postal notes, and your order will be filled at once. Discount for quantities. SPECIAL OFFER. If ordered at one time, we will send postpaid the entire 6 Nos. for $1.40, Kote tlie reduction. SKXI> Al.t, OIlDEnS TO E. L. KELLOGG & CO., NEW YORK & CHICAGO. 45 Teachers Manuals Series. Each is printed in large, clear type, on good paper. Paper cover, price 15 cents; to Uach- ers, 13 cents; by mail, 1 cent extra. There is a need of small vol- umes — " Educational tracts," that teachers can carry easily and study as they have opportunity. The following numbers have been al- ready published. It should be noted that while our editions of such of these little books that are not written specially for this series are as low in price as any other, the side-heads, top- ics, and analyses inserted by the editor, as well as the excellent paper and printing, make them far superior in every way to any other edition. J. G. Fitch, Inspector of the We would suggest that city super- Training Colleges of England, intendents or conductors of institutes mpply each of their teaches with copies of tliese little books. &pecia\. rates for quantities. No, I. Fitch's Art of Questioning, By J. G. Fitch, M.A., author of " Lectures on Teaching." 38 pp. Already widely known as the most useful and practical essay on this most important part of the teachers' lesson-hearing. No, 2, Pitch's Art of Securing Attention, By J. G. Fitch, M. A. 39 pp. Of no less value than the author's " Art of Questioning." No, J. Sidgwick's On Stimulus in School, By Arthur Siugwick, M.A. 43 pp. " How can that dull, lazy scholar be pressed on to work up his lessons 7. ith a will?" This bright essay will tell how it can be done. No, 4, Yonge's Practical Work in School. By Charlotte M. Yonge, author of " Heir of Redclyffe," 35 pp. All who have read Miss Yonge's books will be glad to read of her vie«3 .'»n School Work. No, 5. Fitch' s Improvement in the Art of Teaching, By i. G. Fitch, IM. A. t?5 pp. This thouerhtful. earnest essay will bring courage and help to m.'iiiy a teaclier who is struggling to do better work. It include^ a course of t?ludv it;f f civcbers' TraJuin^ Class^§. SEND ALL ORDERS TO ^C E. L. KELLOGG & CO., NEW YORK & CHICAGO. No. 6. Gladstone's Object Teaching, Bj J. H. Gladstone, of the London (Eng.) School Board. 25 pp. A short manual full of practical suggestions on Object Teaching. No, 7. Huntington' s Unconscious Tuition, Bishop Huntington nas placed all teachers under profound obligations to him by writing this work. The earnest teacher has felt its earnest spirit, due to its interesting discussion of the foundation principles of education. It is wonderfully suggestive. No, 8, Hughes' How to Keep Order. By James L. Hughes, author of " Mistakes in Teaching." Mr. Hughes is one of the few men who know what to say to help a young teacher. Thousands are to-day asking, " How shall we keep order ?" Thousands are saying, " I can teach well enough, but I cannot keep order." To such we recommend this little book. No, g. Quick's How to Train the Memory. By Rev. R. H. Quick, author of " Educational Reformers." This book comes from school-room experience, and is not a matter of theory. Much attention has been lately paid to increasing the power of memory. The teacher must make it part of his business to store the memory, hence he must know how to do it properly and according to the laws of the mind. No, 10, Hoffman's Kindergarten Gifts. By Heinrich Hoffman, a pupil of Kroebel. The author sets forth very clearly the best methods of using them for training the child's senses and power of observation. No, II, Sutler' s Argument for Manual Training, By Nicholas Murray Butler, Pres. of N. Y. College for Training of Teachers. A clear statement of the foundation principles of Industrial Education. No. 12, Groff's School Hygiene, By Pres. G. G. Groff, of Bucknell University, Pa. No. /jj. McMurry's How to Conduct the Recitation. By Chas. McMurry, Prof, in State Normal School, Winona, Minn. In 34 pp. is explained the ideas of the Hubart school of educators as re- gards class teaching. These are now acknowledged to be the scientific method. Grub6's plan for teaching primary arithmetic is in the same line. No. I4. Carter's Artificial Production of Stupidity IN Schools. By R. Brudenell Carter, F. R. S. This celebrated paper has been so often referred to that we reprint it in neat form, with side-headings. 49 pp. No. 75. Kellogg' s Festalo:[{i : His Educational Work and Principles. By Amos M. Kellogg, editor of the School Journal. 29 pp. A clear idea is given in this book of what this great reformer and dis- coverer in education thought and did. His foundation principles ar© made specially prominent. No. 16. Langs Basedow, 3:3 pp. Same price as above. No ly. Langs Comenius. 8,y OssiAN H. JjAnq. 3« pp. Same price as ^.bove. UNIVERSITY OF CALIFORNIA LIBRARY THIS BOOK IS DUE ON THE LAST DATE STAMPED BELOW U.L AUU 14 «H MAR 5 '69 -5 PM XOAN DEPT. JUL 6 ,9,5 AUG 31 1915 mv 8 19m P Jul 3 1 1954 ^1 ^reV64«« .•^^ 30ot-6,'14 ^ wy B/S] U,-^ iV 'U 'j^