yC-NRtf, 111 $B 307 abb f &• *%%% ^/ ■BY ^'^^. i % John Svett C.\^< srije i^eatn'nfi Circle Hi'tjrars^ no. 10. Ear and Voice Training. BY MEANS OF Elementary Sounds of Language. N. A. CALKINS, AUTHOR OF Primary Object Lessons," "Manual of Object Teaching," "Phonic Charts," and "First Reading: From Blackboard to Books." " Before all things thou oughtest to learn the plain sounds of which man's speech COnsisteth. ' —John Amos Comenius. New York and Chicago: E. L. KELLOGG & CO. 1889 Copyright, 1889, BY N. A. Calkins. eOUCAVJON QfiF^ PREFACE: • ':■ The common existence of abnormal sense-perception among school-children is a serious obstacle to teaching, and should receive special attention for its removal. This condition is most obvious in the defective percep- tions of sounds ; and it may also be frequently found in relation to form and color. The faulty, indistinct articulation in speech ; the frequent mistakes made in hearing what is said ; the inability to distinguish mus- ical sounds ; the lack of accuracy in recognizing the sounds and the forms of letters ; and the failure, by some, to distinguish colors — all indicate lack of proper devel- opment of sense-perceptions. Some persons attribute the lack of distinct percep- tions of sounds to partial deafness. Careful observa- tion and long experience with children lead to the conclusion that most of the common defects in sound- perception exist because of a lack of proper training during childhood to develop this power of the mind into activity. Careful observation has led to the be- lief, also, that many cases of supposed color-blindness are only instances of undeveloped color-sense. From observation of young children, before they speak words, it has been found that some of the sounds of «, and some of the sounds of o, are the earliest vowel sounds uttered by children ; and that the sounds of m. IV PREFACE. Pi t, 71, and dy are among consonant sounds first ut- tered by thiem.. It has also been observed that young Children fre(^ueritly substitute the sound of one letter for; that of another in their early use of words. Exam- ples of this substitution are found in their use of the t-sound for the k-sound ; and of d for g ; oi d for th in this ; of t for th in thin. Defective sound-perception may be found, also, in the omission of the sounds of some letters. When these defects of utterance are not corrected during the early school-going period by special atten- tion to the development of the sense of sound-percep- tion, by ear training, habits of faulty utterance are formed which are very difficult to overcome in subse- quent years. Every parent and every teacher should know what are the organs of sound and of speech ; how sound is produced in the human voice ; how the sound is modi- fied or articulated into speech ; how defective utter- ance of elements of speech may be corrected ; and how the organs of speech may be trained in flexibility and accuracy of movement so that the result shall be dis- tinctness of speech. It becomes, therefore, a matter of great importance in the work of education that due at- tention shall be given, in the training of children, to the development of a ready and accurate perception of sounds and to distinctness and correctness in their utterance. No more important matter can claim the attention of instructors of children than that of early training the ear and the voice in the elements of speech. And yet. PREFACE, in the ordinary modes of teaching children to read, this matter is seriously neglected, and even ignored. Chil- dren are taught the names of letters, but they are too seldom trained to recognize the sounds of the letters as used in words. Some teachers who are themselves ignorant of the importance and advantages of speech training, by the aid of the elementary sounds of our language, treat this matter with indifference and attempt to overcome lisp- ing, mumbling, clipping, and other faults of utterance, by the use of means much more difficult of application and far less effective in their results. While the child's organs of speech are flexible, there is found but little difficulty in training him to utter any of the ordinary sounds of speech. And when these Gounds have been duly associated with the letters that form the words spoken, the knowledge of sounds be- comes a very great aid to the pupils in their reading and spelling. How to give such training in speech as shall lead to habits of distinctness in speaking and reading, is a sub- ject that deserves special and careful attention of parents and teachers. Much depends upon the man- ner of presenting the sounds of our language to pupils, whether or not this means shall produce the desired development in sound-perception, and in training the ear and voice so that distinctness of enunciation, clear- ness and accuracy in speaking and reading, shall be the result. The methods of presenting the exercises for ear and voice training, given in the following pages, are the VI PREFACE. results of an extended experience under such varied conditions as may be found with pupils representing all nationalities, including both native and foreign born children. These methods have been found practicable by thousands of teachers with many hundred thousand children. By means of the directions given teachers, who were not previously acquainted with the analyzed sounds of language, have learned to use them success- fully in teaching, so as to correct indistinctness of enunciation and faulty pronunciation. They have also been able to train their pupils in habits of greater ac- curacy in hearing and correctness in understanding. Through such training many of the common blunders in misunderstanding what is heard may be avoided. An idea of the comprehensive character of the plans described in the following exercises may be had from the Table of Contents. These plans will enable teach- ers to lead their pupils to acquire ready and distinct perceptions through sense-training, and will cause them to know the sounds of language in a manner that will give practical aid in learning both the spoken and the written language. The simplicity and usefulness of these lessons need only to be known to be appreciated and used. CONTENTS PAGE Preface, ....... iii Characteristics of the Course of Instruction for Ear AND Voice Training. — Its basis. — Methods, etc. — A summary for teachers. — See the several state- ments, 2-5; 27-29; 30, 31; 38, 39; 54-57; 58-60; 71, 72 Speech Training, ...... 1-14 A Word to Parents, ..... 1 A Word to Teachers, ..... 2 Preparing Pupils to Learn, .... 3 TraIxVino the Ear and the Voice with Vowel Sounds, 5-11 First Exercise, ...... 5 Second Exercise, ...... 6 Third Exercise, ...... 7 Fourth Exercise, ...... 8 Fifth, Sixth, and Seventh Exercises, ... 9 Eighth Exercise, ...... 10 Purpose of these Exercises, , , . .11 Comparing Sounds of Letters, .... 12-15 Comparing the A-Sounds, ..... 12 Comparing E-Sounds, . . . . .13 Comparing I-Sounds, . . . . .13 Comparing 0-Sounds, . . . . .14 Comparing N-Sounds, . . . . .15 Double Vocal Sounds, . . . . .15 Training the Ear and the Voice with Consonant Sounds, 16-29 Breath and Voice Sounds to be Distinguished. — See statements, . . . 16, 18, 19, 20, 22, 23, 45 VIU CONTENTS. How TO Teach : M and N-Sounds, F and V-Sounds, S and Z-Sounds, T and D-Sounds, P and B-Sounds, K and G-Sounds, L and R-Sounds, Th-Sounds, Sh and Zh-Sounds, Ch-Sounds, . Y and J-Sounds, Wh and W-Sounds, H, Qu, and Ng-Sounds, . C, Q, and X have no sounds of their own, Naming the Sounds, . . . .27, 28, 31, 38, Number of Sounds in our Language, . . 28 Vowel Sounds Grouped, .... Their Names and Diacritical Marks, . . 31-37, "Why and How to Use these Grouped Sounds in Teaching The A-Sounds Grouped, The E-Sounds Grouped, The I-Sounds Grouped, The 0-Sounds Grouped, The U-Sounds Grouped, Plan of the Lessons, Reviewing Vowel Sounds, Reviewing Diacritical Marks, Consonant Sounds Grouped, ... Their Names, Diacritical Marks, and Silent Letters.— How to Teach Them, .... Breath and Voice Sounds Grouped, . . 47 F and V-Sounds, ..... S and M-Sounds, 17 18 19 19 20 21 21 22 23 24 25 25 71,72 71,72 30-37 42-44 32, 33 32 33 33 35 37 38,39 40,41 42-44 45-^3 46-53 48,52 47 47 CONTENTS. IX P and B-Sounds, ..... T and D-Soimds, ...... K and G -Sounds, ..... Th-Sounds, ...... Sh and Zh-Sounds, .... Voice Sounds: M and N-Sounds, ..... L and R-Sounds, ..... Ng and J-Sounds, ..... W and Y-Sounds, ..... Breath Sounds : Ch and Wh-Sounds, .... H-Sound, ...... Specially for Teachers, .... Sounds used in Teaching Beading, with suggestions to how to proceed, .... Sounds used in Teaching Spelling and the Meaning of Words, ...... Pairs of Words, Pronounced Alike, but Spelled Dif ferently, and having different meanings, Pairs of Words containing the First Sound of A, Pairs of Words containing the Second Sound of A, Pairs of Words containing the Third Sound of A, Pairs of Words containing the Fourth Sound of A, Pairs of Words containing the Fifth Sound of A, Pairs of Words containing the Sixth Sound of A, Pairs of Words containing the First Sound of E, Pairs of Words containing the Second Sound of E, Pairs of Words containing the First Sound of I, Pairs of Words containing the Second Sound of I, Pairs of Words containing the First Sound of 0, Pairs of Words containing the Second Sound of 0, Pairs of Words containing the Third Sound of 0, Pairs of Words containing the Fourth Sound of 0, Pairs of Words containing the Four Sounds of U, 49 49 49 50 50 47 53 52 52 50 52 54-59 54-57 58-70 Gl-67 Gl G2 62 62 62 62 63 63 64 64 65 65 66 66 67 CONTENTS. Words containing the Double Sounds, . Words in- which E, I, 0, U, and Y, have similar sounds, WOEDS THAT KeSEMBLE EACH OTHER IN SoUND, BUT WHICH SHOULD BE Distinguished in the Pronunciation, The Forty-five Sounds of our Language Represented.— With their Names and Diacritical Marks, . Suggestions for Removing Difficulties of Utterance and Impediments of Speech, YoGcH and Speech Organs, Whispered Articulations, . Defective Utterance, Lisping, etc., Nature of Impediments of Speech, Stuttering. — Hesitation . — Stammering, . Means for Removing Impediments of Speech, Breathing Exercise, Breathing and Voice Exercises, . For Removing Stuttering — Hesitation — Stan PAGE 69 ), 70 71,73 . 73-80 .73, 74 .74, 75 .75, 76 .75, 76 .76, 77 77 . 77-79 , 78 . 79 ering, . 79, 80 SPEECH TRAINING A Word to Parents. — The development of the child's powers to gain knowledge from the many things around him, begins long before he is old enough to attend school. During the period before five years of age the child must depend chiefly upon the parent to supply proper materials and the occasions for suitable exercise of the senses. The development of speech in children depends upon the sense of hearing, and a proper exer- cise of the organs of hearing. Speech training, there- fore, must give due attention to providing appropriate exercises for developing the hearing and the voice through their respective organs. This training must be sufficiently definite in its character to secure accurate perceptions of different sounds, and the proper utter- ance of those sounds. Vocal sounds are learned ly imitation; hence the great importance of presenting to children distinct and correct sounds for them to reproduce. Intelligent par- ents can do much toward a proper training of their children in habits of distinct and correct utterance in speech ; and toward the use of good language that will secure more satisfactory results than can be produced EAR AND VOICE TRAINING. by teachers, after the school-going age has been r^'acWd, ' ' ' [ . ', .-'^' Many of the simpler exercises for ^^ training the ear and the voice/' as described in the following pages, will furnish useful suggestions to parents who desire to cor- rect inaccuracies of utterance in their children before bad habits become fixed. For this purpose, parents are requested to look at the first eight exercises, pages 5-11. Also at "Comparing Sounds," pages 12-15. And at ''Training the Ear and the Voices with Consonant Sounds," pages 16-29. N. B. — When the lessons are given by parents, slates may be used in place of the blackboard. A Word to Teachers. — When children begin school attendance, the first duty of the teacher to them is to ascertain by careful observation whether or not the sense of hearing has been well developed ; whether the organs of speech have been so trained that they litter distinctly the words which they use. If it be discovered that the parents have failed, from any cause, to give their children suitable training for the sense of hearing^ and for the organs of speech, the teacher should begin this work at once with such elementary steps as may be necessary to secure the needed development. Whenever a special defect in speech is discovered, consult the fol- lowing exercises and instructions for means to correct it, and apply the remedy without delay, until the fault has been overcome. Teachers should remember the important fact that the first things which they are to attend to in teaching SPEECH TRAINING, the sou7ids of our language and for the correction of faults in utterance, are the perception, the distinguishi7ig, and the utterance of the sounds ; also that the letters are to be used as symbols of the sounds, and that each letter is to he associated loith its own sou7id. Mere recitations about the sounds of letters are of no practical value. In order that the plan of instruction presented in the following pages may be understood, and a prepara- tion made for success in training pupils in the sounds of speech at the beginning of the work, the explana- tions and directions should be read carefully, as given under the following heads, viz : *^ Training the Ear and the Voice,'' page 5. '^Comparing Sounds of Letters," page 12. *' Vowel Sounds grouped," page 31. " Plan of the Lessons," page 38. *' Consonant Sounds grouped," page 45. '^ Special for Teachers," page 54. Preparing Pupils to Learn. — Many teachers fail to accomplish good results because they attempt to teach their -puipils hetore preparing them to learn that which is to be taught. The senses are the only powers by which children can gain the elements of knowledge ; and until these have been trained to act, under direc- tion of the mind, no definite knowledge can be acquired. To gain clear sense perceptions it is not sufficient that the organ of sense be acted upon, or excited ; there must also be such co-operation and activity of the mind as to produce attention to that which acts upon the sense organ. Without such mind action, there can be EAR AND VOICE TRAINING. no clearness of perception, consequently no definite elements of knowledge. The actual development of sense-capacity is necessary as a means by which the child must learn. This development is produced by attention of the mind to sense-impressions. Just in proportion as distinct discriminations in sense -percep- tions are made, will be attained the ability to distinguish and know objects accurately. Notwithstanding children usually possess the same sense-organs, owing to the differences in their environ- ments, wide differences exist in the impressions which they receive from the same objects ; and there are also differences in the kind of things most observed by them. Corresponding differences exist in their ability to learn when they first enter school, and also in the kinds of knowledge, and in the amount, which they possess then. Consequently, the early work of the teacher of children that have recently begun their school attend- ance should be directed to ascertaining the degree of development in their sense-capacity, then to so training them that they shall attain more definiteness in the discrimination made by observation. The special work necessary to ascertain the knowing status of each pupil can be performed skillfully only by those who have made themselves familiar with the modes by which children get the elements of their knowledge. Hence the great importance of placing the younger pupils under the care of teachers with known ability and successful experience in properly training children. TRAINING THE EAR AND THE VOICE WITH YOWEL SOUKDS. The above form of expression is used for the purpose of stating as briefly as possible the thought intended to be conveyed, which is — Training the poivers of the mind to act through the ear and the voice by means of appropriate exercises. The idea of mind development should also be understood in similar expressions referring to the eye, or to other sense organs. Under this head it is proposed to give methods by which children in Primary Schools may be prepared to learn to speak and to read our language with distinct- ness and fluency. As a good preparation for the fol- lowing exercise, lead the children to notice and to distinguish like sounds, and differitig sounds, such as may be produced readily by means of objects in the school-room, as the bell, tapping on a tumbler, on a slate, on the blackboard, on the desk, on the window, etc. Let the pupils close their eyes while these sounds are repeated, and try to distinguish the objects by their respective sounds. Let them also distinguish, while their eyes are closed, the voices of several of their class-mates. First Exercise. — Train children to distinguish simple sounds of spoken language, To do this the teacher may EAR AND VOICE TRAINING. utter distinctly, two or three times, the sound of a as in ale, and request the pupils to state whether the sounds are alike. Then the teacher may utter, two or three times, the sound of 5, as in at, and request the pupils to notice whether the last sounds are alike ; then to state whether they are like the sounds first heard. The teacher may next utter the first sound twice, a, a, and require the pupils to imitate it twice ; then three times; then once. Call this the^^r^^ sound of a. The teacher may now utter the second sound twice, a, S,, and require the pupils to imitate it twice ; then three times ; then once. Call it the second sou7id of a. The teacher may utter the first and the second sounds of a in alternation, making short pauses between them, and require the pupils to imitate them, fi, &; a, &. The pupils may repeat these two sounds in alternation three times, a, 5, ; a, ^ ; a, k. Afterward the teacher may request them to make each sound as it is called for, as : first sound of il ; second sound of 3. ; first sound, a ; second sound, h ; second sound, h, etc. By this exercise the pupils will be led through a sim- ple and practical means to distinguish, to utter, and to designate the several sounds of the letters. Second Exercise. — A second exercise for training the ear and voice may be introduced by requiring the pupils to imitate the teacher in making a third sound of ii, as in car, thus, a, a ; a, a. Next request them to utter this third sound of a in alternation with the fii'st and second sounds, thus : a, a ; a, a ; h, h; a, a ; ^. k; &, a ; then, a, &, a ; a, h, a, etc. Care should be taken VOWEL SOUNDS. in relation to pauses between the succeeding sounds. The teacher may now request the pupils to make these sounds as they are called for ; thus, make the first sound of a, make the third sound of a, the second sound of a ; the tliird sound, the second sound, the first sound, etc. For leading the pupils to take more accurate notice of different sounds, the teacher should utter them dis- tinctly and request the pupils to tell loliicli sound is uttered, as each of the following sounds are made ; a, a, a, a, a, etc. Third Exercise. — This training through the ear may be continued by teaching the pupils to recognize and to utter the fourth sound of a, as in all ; proceeding as with the third sound, including a review of the three sounds already learned. Inasmuch as the fifth sound of d, as in fare, air, care, and the sixth sound of k, as in opera, ash, chant, last, pass, are not so readily distin- guished nor so easily uttered as the first four sounds of A, it is better to omit these two sounds until the pupils have acquired greater accuracy in distinguishing sounds, and more skill in the use of the voice ; and until, by proper training of the ear and voice, they have become prepared to learn phonetics by means of classified sounds of the several letters. As a simple step toward classifying the sounds of letters, the teacher may now write the letter a four times on the blackboard, plac- ing the numbers over them ; thus, — f 2 s 4. a, a, a, a. 8 EAR AND VOICE TRAINING, The teacher may then point at each letter in order, re- quiring the pupils to utter its sound as indicated by the number. The letters should also be pointed at out of the given order, and the pupils taught to utter their respective sounds. Each of these sounds may be written three times, and numbered as before, then the pupils may be requested to make all the first sounds of a; then to make all the fourth sounds ; then all the second sounds ; then all the third sounds, etc. Afterward the teacher may utter these sounds, one at a time, and request pupils to point out the letter that represents the sound made. Fourth Exercise. — Sounds of E. — The ear and voice training may be continued by the use of the two sounds of e — the first sou7id of e, as in me; and the second sound of ^, as in met. The teacher will proceed to utter each sound, and the pupils to distinguish it, as they did with a in the preceding exercise — thus exercis- ing their organs of hearing by distinguishing the sounds, and training their voices by uttering them. The letter e may then be written six times on the blackboard, and marked as follows : — / 2 f 2 / 2 e, e; e, e; e, e. The pupils may now be taught to utter each sound, indicated by the number, as the letter is pointed at. The pupils may make all the first sounds of e ; then all the second sounds of e ; and the exercise for this letter VOWEL SOUNDS. may be continued as were those for the sounds of A, including that of the blackboard exercise. Fifth Exercise. — Sounds of I. — The training exercises for the ear and the voice may be continued with the tiuo sounds of I — thejirsijound of i, as in ice, fire ; and the second sound of i, as in pin, fin, in, in the same manner as with the sounds of B, including the black- board exercise : — Sixth Exercise. — Sounds of 0. — The three sounds of — the first sound of o, as in old, no, go ; the second sound of 6, as in on, not, top ; and the third sound of q, as in to, moon, do, may be used for the training exer- cises, in the same manner as already described for A, E, and /. / 3 3 f 2 3 o, o, o; o, Of o. Seventh Exercise. — Sounds of U. — The ear and voice training should be continued with the four sou7ids of U — the j^rs^ sound of u, as in cube, tune, use ; the second sound of ii, as in ftm, tub, up ; the third sound of u, as in full, should; and the fourth sound of u, as in burn, fur, urge, as with the previous letters. The blackboard portion of the training will enable the pupils to associate the several sounds with letters in the order here given, which will be useful in later lessons. lo EAR AND VOICE TRAINING. / 2 3 i. / 2 3 4 u, u, u, u; u, u, u, U. It will be observed that the sense of sight is employed in addition to that of sound, in these lessons in phonetics, both by the use of numbers and by diacritical marks, to indicate the different sounds. Before the close of each exercise, all the sounds used in that exercise should be reviewed. And the sounds learned in the preceding exercises should be reviewed once each week. Sometimes require the pupils to give the second sound of each of the letters, thus, a, e, i, o, u ; then to give the first sound of each, as a, e, i, o, u, etc. Eighth Exercise.— /Sbw^i^5 of M, N, F, V, K, T, S*^ The ear and voice-training exercises may be continued by the use of the following sounds, as described. The teacher may utter the m-sound twice and require the pupils to imitate it twice ; then they may be told to repeat these two sounds two or three times. Next the teacher may utter the n-sound twice and request the pupils to imitate it ; also to repeat these sounds two or three times, as with the m-sound. Then the m-sound and the n-sound may be repeated in alter- nation two or three times. Proceed in the same manner with F-sound, and the * The teacher may find suggestions for teaching pupils to utter the sounds of each of these letters by reading the methods given in "Training the Ear and the Voice with Consonant Sounds," pages 16-29. OTHER SOUNDS. II y -sound ; also with the K-sound, the T-sound, the S-sound, etc. If the teacher will keep the fact prominently in mind that the chief purpose of these exercises is to train the organs of hearing in distinctness and accuracy, and the voice in flexibility, clearness, and ease of utterance, it will be seen how the purpose may be attained through the use of a variety of exercises. The teacher will please notice that the two important matters demanding attention in these early stages of the school-room work are : — First, To ascertain the condition of the pupils, as to their ability to use their senses properly. Second, To train them in such ways of using their powers of mind as will lead to habits of getting cor- rectly whatever knowledge may be presented, whether it must be acquired through the ear, the eye, or through other organs of sense. When the purpose of these steps in training is understood, the skillful teacher will be able to devise other similar methods for attaining the ends in view. COMPARING SOUNDS OF LETTERS. Afteb the pupils have had the training of the ear and the voice provided by the preceding exercises, they will be prepared for comparing sounds of letters as heard in the pronunciation of words. For this purpose the teacher may write lists of words, each having a sound of the same letter, on the blackboard, without diacritical marks or other signs for indicating the dif- ferent sounds, and then request the pupils to find two letters^ or more, in the given words, that have the same sound. The following list will indicate suitable groups of words for Comparing the A-Sounds. — cake cat car call make hag arm hall mat ham salt play farm cJialk rake Tiat walk hake man star yarn shawl late fan First request the pupils to pronounce the words of each column distinctly and to notice whether all the a-soimds in the words are alike. Then request them COMPARING SOUNDS. 13 to find two words in the same column with like sounds of a. Call upon individual pupils to state which two a' 8 have the same sound. The answers may be given in the following manner : — The a in cake sounds like the a in make. The a in farm sounds like the a in yarn. The a in cat sounds like the a in hag. The a in chalk sounds like the a in shaiul. The a in rake sounds like the a in late, etc. Afterwards request the pupils to find two words in different columns that have like a-sounds. Three or more exercises should be had in comparing the a-sounds. Comparing E-Sounds and I-Sounds. — Write on the blackboard the following, or similar lists of words con- taining the sounds of E and of / : — me met Ute pin sheep shed pie milk hen eat sing slide tree nest night stick pen see spin ride First conduct the exercise with the E-sounds in a man- ner similar to those for the a-sounds^ leading the pupils to discover and say : The e in tree sounds like the e in eat. The e in hen sounds like the e in nest, and proceed with the I-soundSf as follows : — The i in kite sounds like the i in night. The i in si7ig sounds like the i in stick. In this manner let the pupils compare all the e-sounds and all the i-sounds in these columns. 14 EAR AND VOICE TRAINING. Comparing 0-Sounds. — The following lists of words are suitable for comparing the sounds of 0, Proceed as with the sounds for A. nose not noon moon rope top two cold doll rose gold hox shoe who lock four snow fox school hot "Write on the blackboard two or more columns of words that represent three sounds of o. Teach the pu- pils to compare the sounds in each of these words, as follows, or in a similar manner : — The in rope sounds like the o in four. The o in box sounds like the o in doll. The o in shoe sounds like the in two. The pupils may also be required to find how many of these words contain the same sound of o. They might say the o i7i nose, in snoiv, in cold, in gold, in rose, and in rope, sound alike. They may also compare the o-sounds in other words, and say how many are alike. Comparing TJ-Sounds. — Proceed in comparing the fol- lowing words to find like Z7-sounds, as in the previous exercises. By comparing the u-sounds in the words of the fol- lowing columns it will be seen that it has four sou?ids : — The u in cube sounds like the u in ctire. The u in cup sounds like the u in such. The u in puss sounds like the u in full The u in fur sounds like the u in COMPARING SOUNDS. turn. Request the pupils to find how many of these words contain like sounds of u, cube cwp hush hum blue tvJb full urge fun put cure pull puss curl such true fur sure should must Double Vocal Sounds. — When the sounds of two let- ters are joined, so that both sounds are heard together, as ^, in noise, o y, in hoy ; and o u, in found, o w, in cow, the sounds may be called double sounds. They may be recognized readily in the following words : oil, coin, voice, loy, toy, joy ; hound, our, round, c6w, botv, now. The several sounds represented by th, c7i, sh, wJi, zh, ng, are single sounds, as will clearly appear in following lessons. These simple exercises in comparing sounds may be given to pupils during the first year in school. Three or four lessons should be given with each of these groups of sounds. TRAINING THE EAR AND THE VOICE WITH CONSONANT SOUNDS. Consonant sounds can te uttered alone as perfectly as vowel sounds, notwithstanding the sounds represented by consonants are not full-voiced as are those of the vowels. It is true that we cannot pronounce the alpha- betical name of a consonant letter without using the sound of a vowel letter ; nevertheless, we can utter all the sound represented by a consonant letter as completely as 'we can utter the entire sound of a vowel letter. This fact will be apparent by observing the succeeding direc- tions for uttering consonant sounds. It will be observed, in the following exercises, that the letters representing consonant sounds are arranged in pairs. This is done in order that the learner may have the benefit of associating those sounds that are formed with the vocal organs in the same or in a similar posi- tion; and also that the use of the hreath and of the voice may be distinctly noticed in the utterance of these sounds. The sounds are named that both teacher and pupils may readily remember them, and easily state which sound is referred to. An exercise in these sounds may be limited to one pair of sounds per day, for the younger pupils; but for the older pupils two or three pairs of sounds may CONSONANT SOUNDS. 17 be given at a lesson. With each succeeding lesson the least familiar pairs of sounds, previously taught, should be uttered two or three times before beginning with new sounds. M and N-Sounds. — Training the mind through the ear and voice may be continued with the proper use of consonant sounds, by requiring the pupils to utter them, and to notice the positions of the lips, teeth, and tongue, as the sounds are uttered. The sounds of m and n, being easy to make, are appropriate for the first ex- ercise. The teacher may utter these sounds twice, — m, m, — and the pupils imitate them ; then utter n, n, — and the pupils imitate. These sounds may be uttered next, alternately: m, n; m, n; m, n; and the pupils requested to notice the position of the lips and teeth, as each letter is sounded. Also request them to tell luhich sound is made with the lips closed, and which sound with the lips open. To produce the m-sound, open the teeth, and close firmly the air passage from the mouth with the lips, and force voice through the nose. To produce the n-sound, open the teeth and lips, and close the air passage from the mouth by pressing the tongue against the upper teeth and gum, and force voice through the nose. Let the pupils repeat the m and n sounds alternately, while observing the above positions of the organs — m, n ; m, n. Write these letters on the blackboard and require the pupils to sound each as it is pointed at ; also to sound i8 EAR AND VOICE TRAINING. each as its name is called by the letter that represents the sound. N. B. — The descriptions of the different positions of the voice-organs necessary to utter given sounds are in- tended chiefly as directions to aid the pupils in produc- ing the desired sounds, and not in any case to be mem- orized and recited. F and V-Sounds. — The teacher may utter the sound of / twice, as heard in fi7ie, and the pupils imitate ; then utter the sound of v twice, as heard in vine, and the pupils imitate. Lead the pupils to notice, as these sounds are made in alternation,—/, v; /, v, — whether hreath is used in both sounds, or breath in one, and voice in the other ; also to observe which sound is uttered with voice y and which sound tvith breath only. Having perceived the differences in these sounds, the pupils may now be led to observe the position of the voice- organs necessary to utter the sounds of these letters. To produce the f-sound, place the upper teeth lightly upon the loioer lip and gently force breath out. To produce the v-sowid, place the upper teeth upon the lower lip as before, press the lip gently, and force voice out. Again, direct the pupils to place the teeth on the lip, in the proper position for sounding/, then to force out breath and voice, alternately, until they know that the sound of f is produced by breath, and the sound of v is produced by voice. Write the letters / and v on the blackboard and re- quire the pupils to sound each, as with m and n. CONSONANT SOUNDS. 19 S and Z-Sounds. — The teacher may utter the sound of s, as heard in sat, sip, sun, and the pupils imitate it ; then utter the sound of z, as heard in zehray zinc, zone, and the pupils imitate it. Then the sound of s and of z may be uttered, alter- nately, by the pupils, and they be led to notice toliich sound is made with breath, and which sound is made with voice. Lead them also to observe that to produce the sounds of 8 and of z, the tip of the tongue is placed near the front upper gum, leaving a small central opening through which the hreath is ge7itly forced to utter the s-sound; and that the voice is forced through it to utter the z-sound. The position of the tongue remains the same for both sounds. Write the letters s and z on the blackboard, and re- quire the pupils to sound each as it is pointed at ; also to sound it as its name is called. T and D-Sounds. — Lead the pupils to discover the sound of t, by pronouncing the word at several times, making a pause between the a and the t, thus, a-t ; a-t ; a-t. Then the teacher may sound the t twice, and the pupils imitate it. Lead them to observe that the t-sound is made with Ireath only. Should any voice sound be heard in connection with the uttered sound for i, it indicates that the sound has not been made properly. To correct such error, teach the pupils to close the air passage from the mouth ly placing the tip of the tongue against tlie upper front teeth, and forcing the tongue abruptly from the teeth ly "breath. 20 EAR AND VOICE TRAINING. Afterward the pupils may be requested to press the tip of the tongue more firmly against the upper front teeth, and then attempt to force voice through, without allowing the tongue to separate from the teeth ; the re- sult will be the sound of d. As another way of teaching the utterance of d-sound, request the pupils to try to say doy without sounding the o. Let the pupils repeat the t and d sounds, in alterna- tion, and observe which sound is produced by forced breath, and lohich sound by restrained voice. Write these letters on the blackboard, and request the pupils to sound each, several times, in alternation. P and B-Sounds. — For leading pupils to distinguish the p-sound, the teacher may pronounce the word ape, making a pause between the a and p, and requesting the pupils to notice the last of these two sounds, a-p ; a-p ; a-p. Then the teacher may sound the p twice, and the pupils imitate the sound. Let pupils distinguish the h-sou7id by pronouncing distinctly the following syllables, thus : ah, eh, ih, oh. The teacher may utter the h-sound twice, and the pupils imitate. Pupils may also learn to utter the h-sound by trying to say hee without sounding the ee. Proceed in a manner similar to that for teaching the sounds of T and D, in leading the pupils to observe tuhich of these sounds is made with hreath, and which with voice. Guard against the error of using voice- sound in uttering p. The p-sound may be made by opening the lips ahruptly while forcing breath against them. CONSONANT SOUNDS. 21 The l-sound may be made by pressing the lips to- gether firmly and attempting to force voice out, but not allowing the lips to separate. Write these letters on the blackboard, and require the pupils to sound each. K and G-Sounds. — The pupils may be led to perceive the h-sound by listening to, then pronouncing the syl- lables d-k, e-k, i-k, 6-k, with a pause between the two letters. Then let the pupils utter the k-sound sepa- rately. Do not allow any voice sound in its utterance. The pupils may perceive the g -sound by pronouncing the syllables d-g, e-g, i-g, 6-g ; also by trying to say go, without sounding the 0. The teacher may utter the k-sound twice, and the pupils imitate it ; then he may utter the g-sound twice, and the pupils imitate it ; then require these sounds to be uttered in alternation, k, gj k, g ; g, k. To form the k-sound, press the root of the tongue against the roof of the mouth, open the teeth and de- press the lower jaw, then separate the tongue abruptly from the roof of the mouth by forcing breath out sud- denly. To form the g-sound, let the tongue occupy the same position as for k, and attempt to separate it from the roof of the mouth by forcing voice out, but keep the tongue firmly in its position. Write the letters k and g on the blackboard, and re- quire the pupils to sound them. L and R-Sounds. — The teacher may utter the sound 22 EAR AND VOICE TRAINING. of I, as in all, law, and the pupils imitate it ; and then utter the sound of r, as in/ar, nor, red, and the pupils imitate it. Then the sounds of I and r may be uttered alternately; thus, I, r; I, r; I, rj and the pupils re- peat them. It will be noticed that these sounds may be prolonged, as well as the sounds of m and n. To produce the l-sound, place the tip of the tongue against the gum of the upper front teeth, and force voice over the sides of the tongue. To produce the r-sound, elevate the middle of the tongue, so as nearly to touch the roof of the mouth, and force voice over it. Take care that the pupils distinguish the difference between an l-sound and an r-sound. Use the blackboard as in previous lessons. During all of these exercises with consonant sounds, care should be taken to train the pupils to distinguish between breath-sounds and voice-sounds. Success in learning to utter these sounds depends upon the ability to distinguish between the two classes of sounds. This distinction is especially necessary in learning to utter correctly the sounds that follow. It should be remembered, whenever two letters taken together are used to represent a single sound, as : th, ch, sh, wh, zh, ng, etc., that the sound is as distinctly a single sound as if it were represented by a single letter. [See pages 28, 29.] Th-Sounds. — The teacher may utter the voice-sound of th three times, and require the pupils to imitate it ; CONSONANT SOUNDS. 23 then utter the Ireath-sound of th three times, and re- quire the pupils to imitate it ; then utter the two sounds alternately, and require the pupils to imitate them. The two sounds of tJi can be remembered most readily when called by the names — ireatli-sound of th, and voice-sound of th. The breath-sound is heard in thin, think, thank, hoth, truth. The voice-sound of th is heard in this, that, them., these, the J, with, hreathe, beneath. The pupils may be led to distinguish these two sounds, by pronouncing the words given in the above groups distinctly, and noticing that breath is used in uttering the th of the first group, and that voice is used for sounding the th of the second group. Let the pupils utter the breath-sound of th twice ; then the voice-sound of th twice ; then utter them in alternation. The ^/i -sounds are produced by placing the tip of the tongue against the front upper teeth, and by forcing breath between them, for the breath-sound, and forcing voice between them, for the voice-sound. Let these sounds be repeated until the pupils can readily produce each. Write words on the blackboard containing these sounds, and request the pupils to distinguish and to utter each sound of th. Sh and Zh-Sounds. — The sh-sound, which is a breath- sound, is heard in the words shall, shell, shine, shoj), wish ; also in the words chaise, sure, sugar, nation. 24 EAR AND VOICE TRAINING. To produce the sh-soundf place the tongue in nearly the same position as for the s-sound, but a little farther back from the front teeth, then force breath over it. The zh-sound is heard in the words amre, gladder, measure, pleasure, leisure, usual. To produce the zh-soimdf place the tongue in the same position as for the sh-sound, then force voice over it. The teacher may utter these sounds for the pupils to imitate as in previous lessons ; also require the pupils to utter these sounds in alternation, until they can produce the breath and the voice-sounds correctly, and can dis- tinguish them in written words. Ch-Sounds. — The teacher should utter the ch-sound several times, requiring the pupils to imitate it ; then this sound should be compared with the sh-sound, and the pupils led to notice that the ch-sound is very short and abrupt, while the sh-sound is longer and flowing. Training the pupils to utter the ch-sound correctly will enable them to avoid the common mistake of sounding it like sh. The ch-sound may be perceived by pronouncing, dis- tinctly, the words eac^, rich, church, cheese, benc^, lunch, chest, chin, chalk. To produce this sound, place the tongue against the roof of the mouth and force breath abruptly between them. Remind the childen of the sound made by the steam-cars — ch, ch, ch, — as an aid in leading them to distinguish the short, sudden sound of ch. When the isouiid of sh is used in place of ch, as in CONSONANT SOUNDS. 25 chalk, child, cheese, church, the error should be pointed out, and the pupils requested to make several correc- tions of this mistake. Y and J-Sounds. — The teacher may lead the pupils to distinguish the sound of y by pronouncing slowly the words ?/arn, ^^es, yot, yea,T, you, your, yoke, and notic- ing the light short sound that begins each word. By placing the voice-organs in the position for utter- ing e as in me, and beginning the sound of e, but imme- diately contracting and stopping the sound, by bringing the tongue and palate nearer together, the y -sound will be produced. The pupils may be led to distinguish the j-sound by pronouncing the following words, — a^e, ed^e, ca^e, wed^e, jay, jet, joy, jump. This sound should be called the j-sound, whether it be represented by j, or N. B. — Do not teach this as a "soft sound of g." Call it the j-somid. Wh and W-Sounds. — Wh is a hreath-sound, and it is not properly uttered if any voice-sound is heard when wh is sounded. The pupils may obtain an idea of the nature of the wh-sound by striking the air with a whip, or a slender pointer. The sound may also be heard in the following words, — ivh^i, wheel, when, whine, lohiie, Wiip, who2i — by prolonging the loh while pronouncing them. Require the pupils to repeat the wh-sound, sepa- rately, several times. The teacher may lead the pupils to distinguish the 26 EAR AND VOICE TRAINING. w-sound by prolonging the sound of w while pronounc- ing the following words, — ?i?ake, wdl^, ive, wet, wide, wish, woke, wood. The sound of w may be made by placing the lips in a position for uttering the sound of oo, as in 7)20on, noo?i, or the sound of o in do, to, and immediately on begin- ning the sound of oo contract the lips slightly, and stop the sound. H, Qu, and Ng-Sounds. — The h-sound may be heard in the words hay, Aat, Aall, he, hen, hide, hit, hold, hot, hue, hnt. This sound may be produced by expulsive whispers, or suddenly forced breaths when the voice- organs are in position for uttering the sounds of a, e, I, o, u, as ha, he, hi, ho, h\x. The q, when alone, represents no sound. The qu represent the sound of hw in the words, quail, quaok, queen, queer, quite, quit, quote. The qu represent the sound of k in anti^-we, basque, mas5'?^erade, obli^'we, -pique, quadrille. The ng-sou7id may be distinguished by carefully pro- nouncing the words hring, cling, Aing, king, long, Inng, rang, ring, sing, song, strong, wing, young j hring-ing, ring-ing, sing-ing. Pupils properly trained to sound the ng, will readily understand that it is a very faulty pronunciation to say ring-m, sing-m, go-in, and they will know how to cor- rect it. C, Q, and X have no sounds of their own. — These letters represent no sounds that do not )jelong to some CONSONANT SOUNDS. 27 other letter. There is no sound that may be named exclusively as the c-sound, the q-sound, or the x-sound. These letters are substitutes, representing the sound of some other letter, which sound is better known by the name of that other letter. Naming the Sounds. — In this plan for teaching the elementary sounds, each sound takes its name from that letter which most commonly represents the somid. There- fore the pupils are taught to say that, c has the k-sound in €ake, €at, €old, €url, €up ; that, c has the s-sound in acid, face, cede, cent, cell, ice, race, since; that, c has the z-sound in discern, sacrifice, sice, suflBce ; that, c has the sh-sound in enunciate, ocean, social. C is frequently a silent letter, having no sound in back, clock, czar, indict, lock, rock, scene, victuals. X represents the sound of ks in fax, boa:, si^;, taa; ; and the sound of gz in ea:act, ea;ist, QXdli ; and the sound of sh in ana;ious, noa^ious, luo^ury. While teaching the foregoing groups of sounds, words containing the sounds of the given group should be written on the blackboard, and the pupils required to distinguish the letters that represent each sound, and to utter their respective sounds. In teaching the names of the different sounds always call them by the name of that letter which most com- monly represents the sound in our language, as in the foregoing lessons. If c represents the k-sound, say, the c has the k-soimd; if it represents the s-sound, say, the c has the s-sound; if the s represents the z-sound, say, the s has the z-sound. 28 EAR AND VOICE TRAINING. Do not teach that c has a hard sound like h, nor that c has a soft sound like s. Do not teach that g has a hard sound, as in gun ; nor that it has a soft sound, as in gem ; but teach that g in gun has the g -sound ; and that g in gem has the j-sound. Do not teach that s has the soft sound, as in sand; nor that it has a hard sound, as in was; but teach that s has the s-sound in s«?ic?, 5a?i^, 5^^?^; and that s has the z-sound in ^^■5, lands, and s/ioe^. Number of Sounds in Our Language. — We have in our language tiventy vocal sounds — single and double — and twenty-five consonant sounds, making forty-five sounds in all : but we have only twenty-six letters in our alphabet with which to represent all of these sounds ; and three of the twenty-six letters represent no sound of their own, hence there are only twenty-three single letters to represent forty-three single sounds, and two double sounds. Five letters — a, e, i, o, u — represent eighteeii smgle sounds and two double sounds. Nineteen letters — h, c, d, /, g, h, j, Tc, I, m, n, p, r, s, t, V, w, y, % — represent, singly or in combination, twenty-five distinct sounds. Eighteen of these consonant sounds are each represented by a single letter, and the remaining seven of them are represented by the union of two letters each, as : cli, ng, sh, th, th, zh, wh. Each of these sounds is entirely distinct from the sound of each of these letters when used singly ; and each is just as completely a single sound as if it had been represented CONSONANT SOUNDS. 29 by a special single letter. Hence, when speaking of the sounds which are represented by tim letters, instead of one letter, we should say the sound of ch ; the sound of sli ; the sound of wh ; the voice sound of th, etc. We should not say the sound of c and h, the sound of t and h, of IV and h, etc. VOWEL SOUNDS GROUPED. THEIR KAMES AI^^D DIACRITICAL MARKS. Iif the preceding pages attention has been given chiefly to methods for training the ear and the voice through instruction in elementary sounds of our language. How to distinguish and how to utter each of these forty-five sounds have been shown. The means of train- ing already furnished, though of great value in itself, does not supply all that is needed to secure the full and practical results that may and should be attained there- from. It now remains, therefore, to extend the knowl- edge of sounds so that it shall become a still more practical aid in learning reading and spelling. Teachers understand the necessity of correct and ready pronunciation in reading, and of correct and ready spelling in writing. Whatever will give facility to the pupils in acquiring a mastery of these two, will contribute much toward proficiency in other forms of knowledge. Exercises for properly training the pupils to associate the several sounds of our language with the letters used to represent them, will aid the pupils in learning to spell, and guide them to a correct and ready pronunciation of words in reading. Toward accom- plishing these important ends will be tlie leading aim in the following lessons. It is no part of our purpose to VOWEL SOUNDS. 31 teach phonetics as an end ; but rather to use the knowl- edge of sounds, which may be gained by these exercises, as a means toward securing a better and a readier use of our language in speaking, reading, and writing. It will be noticed that words containing the same sound are grouped in a column ; and that in some of the words the same sound is represented by differe7it let- ters. By proper attention to these facts the pupils may become familiar with a given sound, also with the dif- ferent ways by which tlie sound is commonly repre- sented. The numbers over the columns indicate the name of the sound, as the first sound of a ; second sound of a ; third sound of a, etc. The diacritical marlc with a let- ter indicates the sound of that letter. ' Names of Sounds. — To one acquainted with the char- acter of the sounds of our language and with the diffi- culties in teaching them, but little observation is needful to discover that the common terms — long sound, short sound, broad sound, flat, ^harp, open, close, shut, Italian and German sounds, used as names of sounds, are mean- ingless and indefinite to the learner. These terms may serve to designate classes or kinds of sounds, but they do not individualize and name particular sounds ; nor do they definitely indicate the character of any sound ; and for this reason they are of little or no use in teach- ing children to designate sounds. Simple names of sounds, such as can be easily learned and remembered, are necessary to success in teaching phonetics. An ex- perience with thousands of children, including those 32 EAR AND VOICE TRAINING. of many different nationalities, during twenty-five years, has amply demonstrated the practical value of naming the several vowel soimds hy numerals. THE A-SOUNDS GROUPED. 1st. 2d. 3d. 4th. 5th. 6th. ale U arm all dir ask cake qU calm chalk cdre chance face f^n farm f6r fdre fast they thank hard hawk th^re task rein raft aunt fault th^ir mast gain glM guard Ge6rge chair glass gauge plaid park 6ught pedr pass steak sS-nd laugh broad wh^re staff Why and How to Use these Grouped Sounds. — WJiy. — For teaching the names of the several sounds of the same letter ; also for teaching which sounds are represented by other letters, and what letters thus represent the sounds. How. — Write on the blackboard two or more columns of words, each column representing different sounds, and place over them the proper numbers to name the sounds ; also affix the diacj'itical marks to the letters. Then, require the pupils to pronounce distinctly each word in a column, two or three times, until they notice that each word contains the same a-sound. Proceed in the same manner with the next column. If the column containing \\\q first sound of a be used, the pupils may mention the letter and name the sound, as follows : — VOWEL SOUNDS. 33 A in ale has its first sound ; A in cake has its first sound ; A in face has its first sound ; B in they has the first sound oi a ; ^ in rein has the first sound ot a; A in gain has its first sound ; A in gauge has its first sound ; A in 5^e«^ has its first sound. Proceed in a similar manner with each column of the a-sounds — pronounce each word distinctly ; mention the letter and name the sound. When the sound is represented by another letter, in the word named, the pupils should state this fact clearly, as : — in for has the fourth sound oi a\ in George has the fourth sound of a ; in ought has the fourth sound of a ; the E in there, the E in their, and the E in where have the fifth sound of a. Eequire the pupils to observe the diacritical marks for the asounds ; to utter the sounds thus indicated, and to copy the words and these marks. When the pupils have learned the 7iame for each of the a-sounds y and can tell which letter represents the sotmd in a given word, proceed with the e-sounds. E-SOUNDS . I-SOUNDS • 1st. 2d. 2d. 1st. 2d. 1st. eve ^nd ^gg ice in aisle bee bSst bSnd bite bit buy niece any steps knife knit choir oblique said friend aye been guide pique says health eye sieve my police very bury type hymn price siege ygs then why women try 34 EAR AND VOICE TRAINING. Write the columns of words in these exercises on the blackboard, with the name-numhers of the vowels, and their diacritical marks. Let the pupils pronounce the words of the column, and distinguish, name, and asso- ciate the sounds of e and i, in a manner similar to that for the rt-sounds. The e in eve has its first sound. The e in niece has its first sound. The i in each of these words — oUique, pique, and police — has the first sound of e. The e in end has its second sound. The a in any has the second sound of e. The a in said and in says has the second sound of e. The e in egg has its second sound. The u in hury has the second sound of e. After the columns of words representing I-sounds have been written on the blackboard, and the sounds of /made familiar by pronouncing the words, the pupils may proceed to distinguish and name the sounds of i in the several words, as was done with the sounds of e. The i in ice has its first sound. The i in aisle has its first sound. The ^ in choir has its first sound. The y in aye, eye, type, lohy, try, huy, my, has the first sound of i. The i in in lias its second sound. The i in hnit has its second sound. The e in heen has the second sound of i. The y in hymyi has the second sound of i. The in immen has the second sound of i. The i in sieve has its second sound. In teaching the pupils to distinguish and name these sounds, the words may be taken by individual pupils, successively, and in the order of their arrangement in the columns. VOWEL SOUNDS. 35 The attention of the pupils should be directed to the diacritical mark for each vowel sound ; and they should be required to utter the sounds indicated by these marks. Let them also copy the words and the diacrit- ical marks on their slates. THE 0-SOUNDS GROUPED. 1st. 2d. 3d. 4th. 4th. old 5n ooze ofE* soft* bone box bo-ot broth lost cone c5t cool cost long four f5g fruit frost moss store 8t5p SQUp song moth beau what whQ dog toss sew was grew log strong door yacht shge God wrong * When is followed by ff, ih, st, ss, or ng, it has a medium sound, between the o in nSt and the o in nought. This sound of o occurs, also, in some other words, as gone, dog, God, etc. In order that pupils may learn to distinguish this medium sound of o, several of this class of words have been grouped together, and the sound called the fourth sound of o. A wrong tendency in pro- nouncing these words is to give o the sound that it has in ought. It is customary in a dictionary to mark the o in such words like the in not ; and yet the same authority tells us that " To give the extreme short sound of o in not to such words is affectation; to give them the full broad sound as in nSught is vulgar." To avoid both extremes in pronouncing this class of words, a fourth group of o-sounds is given here. [See Webster's Dictionary. Principles ft Pronunciation, note under section 21.] 36 EAR AND VOICE TRAINING. Proceed to train the pupils to distinguish, to name, and to utter the sounds of in a manner similar to that pursued with the sounds of ^, E, and /. The in each of the words, old, lone, cone,, four, store, door, has its first sound. The eau in heau, and the ew in sew have iYiQ first sound of o. N. B. — Common errors are heard in the pronuncia- tion of the following and similar words ending with the r-sound,—four, fore, door, floor, more, store, etc. — The mistake usually consists in giving to the o in each of these words the fourth sound of a, as in /or, nor, ought, instead of giving the first sound of o. Teachers should take special care in training their pupils to give the correct sound of o in four, door, store, etc., — ivMch is the first sound of o. The in the words, 07i, box, cot, fog, stop, has its second sound. The a in tvhat, toas, yacht, has the second sound of o. The 00 in ooze, boot, cool, and the o in soup, who, shoe, have the third sound of o. The u in fruit, and the eto in grew, have the third sound of o. The in the words of each column marked 4th repre- sent a medium sound which may he distinguished be- tween the in on and the o in nor. By pronouncing the words of the column, this sound may he recognized. [See Foot-note on page 35.] VOWEL SOUNDS. 37 THE U-SOUNDS GROUPED. 1st. 2d. 3d. 4th. 4th. cube cut could cur curl blue bun bot>k burn Urn dew- does cook iirge girl feud hush full v^rge g6rm view bomb fo"bt bird h6r sure son good work ntirse chew such puss church sir beauty tongue wool p6arl word The exercises for distinguishing the sounds of u may be conducted as were those for the other vowel sounds. The sound of e, of i, of o, and of u, in the words of the last two columns — those marked 4th — are so nearly the same that for the elementary phonic instruction these letters practically represent the same sound, and they may therefore be grouped together and called the fourth sound of u. This sound is heard also, with dif- ferent degrees of distinctness, in many other words, as in dollar, sugar, fern, learn, thirst, whirl, scourge, worm, turn, churn, myrrh, etc. PLAN OF THE LESSONS. The manner of grouping the several sounds of letters having been learned by means of the foregoing exercises, it will now be readily understood that the principle un- derlying the plan of these lessons is to lead the pupils — First. — To perceive and distinguish the sounds, as the words are pronounced — chief attention being given to the vowel sounds represented. Second, — To observe the letter that represents the perceived sound — attention being directed to the sign of the represented sound. Tliird. — To observe that similar sounds are compared in different words, and that the words having like sounds are arranged in groups to enable the pupils to become readily familiar with the sounds. The sound of each group is named to facilitate remembering it. Fourth, — The name given to a sound is that of the letter tohich most commonly represents it. Hence, when letters representing unusual sounds, as, a in any, said, says, — was, what ; e in they, rei7i, — their, lohere ; i in pique, police ; e in leen ; eau and eio, in heau, sew ; eio in view ; o in son, homh, tongue ; oo in iook, foot, wool, they are not classed as sounds of a, e, i, o, u, etc., be- cause they do not represent sounds of their own alpha- betic name, but sounds of other letters ; therefore they are classed and named in accordance with the VOWEL SOUNDS. 39 sounds of the other letters which they respectively represent, as may be seen in the preceding lessons.* By this means the number of sounds named for each letter is reduced to its smallest limit, and the labor of learning them is diminished and so simplified that the children, both native and foreign born, in the primary classes, learn the sounds of our language readily. N. B. — The teacher should carefully re-examine each of the preceding lessons in the light of the plan here stated. * See pages 31, 32. REVIEWING VOWEL SOUNDS. These reviews should present the subjects under con- sideration in such a manner as to test the pupiFs knowl- edge, and lead him to discover and to correct his mistakes, and also to give him a firmer grasp of the facts learned. Such reviews therefore should require careful thought on the part of the pupil, and not be made a memory exercise — a mere recitation of language. The facts to be reviewed must be the same as the facts learned, but their arrangement in review exercises, and the manner of presenting them, should he different frorn those used in the first lessons for learning them. In the preceding classified groups the chief vowel sounds are so arranged that only like sounds appear in the same column. For reviewing these sounds words may be written on the blackboard, so arranged that a single column shall contain one or more words with each sound of the same vowel, somewhat as follows : — A, E and L 0. U. Oi and Ow, ball fSnce d611 bud coin cart ship prQve tune boy f6rk tree toast pull cow bake time to"oth new our prey said frost criimb noise ma,n swim blow turn town stdir rye wash wolf royal path fatigue true due sound VOWEL SOUNDS. 41 Require the pupils to name the letter and to utter its sound in the column, as in previous exercises — a in hall has its fourth sound ; a in man has its second sound ; mfork has the fourth sound of a ; e in. prey has the first sound of a, etc. The teacher may say, when requesting pupils to utter the sound of a letter in a given word, What is the sound of a in cart f What is the sound of e in prey f What is the sound of a in said? What is the sound of in prove? What is the sound of i in fatigue? What is the sound of a in wash? What is the sound of u in pull? The pupils should answer these questions by uttering the sound of the given letter. When requesting the pupils to 7iame the soutid of a given letter in a word, the teacher may say : — 1. Wliich sound has a in hall? 2. Which sound has a in stair? 3. Which sound has in forlc? 4. W^hich sound has y in rye ? 5. W^hich sound has u in true ? 6. Wliich sound has u in turn ? etc. The pupils should answer these questions by naming the sounds, as : — 1. Fourth sound of a. 2. Fifth sound of a. 3. Fourth sound of a. 4. First sound of i. 5. Third sound of 0. 6. Fourth sound of w, etc. REVIEWING DIACRITICAL MARKS. IiS" order that the pupils may acquire facility in utter- ing the vowel sounds indicated by the different diacrit- ical marks, and become able to recognize the sound of any marked letter, request them to pronounce the fol- lowing syllables, first from left to right, repeating the same sound, as — Jcdy Id, td ; then to pronounce a column downward, as — hd, ha, hd, ha, hd, ha, etc. Proceed in a similar manner through each of the following groups of vowel sounds : — A, E. ka la ta ke le te k^ m t& kg U t6 ka la ta ke le te ka la ta kg 16 ti kd Id td /. ka la ta ki li ti ki li ti 0. ki li ti ko 16 to ki li ti kd 15 t6 U. ko IQ tol) kti lu tu k6 16 t6 ku Id. tu ko1) lol) tol) ku lu tu ko 16 to ku lu tu ko 16 to kA \t iii VOWEL SOUNDS. 43 Pronounce as Marked. — The following words may be written on the blackboard, with the diacritical marks, and the pupils required to pronounce them as indicated by the marks. The pupils may also copy the words and mark them. As a subsequent review in the use of the diacritical marks the teacher may pronounce the words, and the pupils write them and mark them according to the pro- nunciation. The following list of words, containing different sounds, will indicate words that might be used for this purpose : — bake eight lake pause iise beat east lamb people Urge broad lie piece bowl fame 15ck pull veil buzz fail lo1)k verge brown fern rdre voice fume mate route chdir fun mat weigh chip found maul sight what ch6p myrrh shirk whirl core guide mgve sdbn whole c6ugh gu^ss scotlrge word come gauze naught noise should sow wound daunt halve no1)k yield dawn heart truth you dish h^ir ounce ton yoling does hurt ooze tower 44 e:ar and voice training. By a proper use of the foregoing exercises the pupils will be able to name and io make the sound of the vowels in a word, on hearing the word correctly pronounced. And by proper attention to ilie diacritical marlcs, the pupils will be able to ascertain and to utter the sound of any vowel that is correctly marked ; and also to place the proper diacritical marks so as to indicate the vowel sounds. All of the exercises herein described need not be attempted in primary classes ; many of them should be used in grammar-school classes. CONSONANT SOUNDS GROUPED. KAMES, DIACRITICAL MARKS, A^STD SILENT LETTERS. Having already given attention to the chief vocal sounds in words, and observed the diacritical marks used to indicate their different sounds, the pupils are now prepared to give attention to the diacritical marks used for the consonant sounds. In arranging the words containing the different con- sonant sounds in groups, so as to make certain that the sounds shall be clearly perceived by the pupils, selec- tions of words have been made, as far as practicable, with the letter representing the given sound at the be- ginning, and of other words with the letter at the end, as, Make, room ; /ace, hal/. It is very important that pupils be trained to distin- guish letters the sounds of which are uttered with hreath only from those that are uttered with voice. In order to facilitate such training, the letters having hreath-sounds, and those having voice-sounds, are grouped in separate columns. These letters, represent- ing breath and voice sounds, are arranged in pairs to enable the pupils to observe more readily the position of the vocal organs when uttering the sounds of given letters ; also that they may notice when the vocal organs remain in the same position for both sounds of the 46 EAR AND VOICE TRAINING. pair, and tliat the difference between the sounds is in the use of voice for one sound, and the use of hreath for the other. As a method of training the pupils to distinguish the several consonant sounds readily, and to make them familiar with the diacritical marks used to indicate these sounds, the teacher may lurite ike pairs of tvords oil tJie Uachhoardy in columns, using the diacritical marks, including a mark to indicate the silent letters, thus — fac\ veil, oXts, ni^t — and First. — Eequire the pupils to pronounce the words in the two columns alternately, making the sounds of the given letters distinctly, as :— /ace, vq\\ ; /ine, vine ; /old, vote ; loa/ rove ; shea/, eve ; tough, o/. Second. — Require the pupils to utter the sounds of each given letter in the pair, alternately, thus : — f, v; fy v; f, vj /, v; /, v; /, v. Third. — Request the pupils to utter the same sound in each word of the column ; then to utter the other sound of the pair in each word of the other column, as : — f> f> fy /' fy /; ^^ '^y '^y '^y ^y ^• Fourth. — Request the pupils to utlcr the several sounds of given words, then to name each soimd and each silent letter, thus : f-d-c, face ; the / has the f'S0U7id ; a has its first sound ; c has the s-sound; the e is silent. L-o-f, loaf ; the I has the l-sonnd ; o has its first sound ; the a is silent ; /has the f-soiind. CONSONANT SOUNDS. 47 Sh-e-f, sheaf; sli has the sh-sound; e has its first sound ; the a is silent ; / has the /-sound. T-u-f, tough ; t has the t-sound; the o is silent; w has its second sound ; gh has the f-sound. Proceed in a similar way with the several words of each column. Finally, request the pupils to write the words of each column, and to affix the proper diacritical marks. These exercises, with subsequent reviews, will give pupils a practical knowledge of the several sounds of letters, the marks that indicate them, and spelling of words. BREATH AND VOICE SOUNDS. F and V. S and Z. M and N. face. veil. stone. zone. make. name. fine. vine. seal. zeal. mild. mgJit fold. vote. SQ?<p. ooze. moist. noi§e. loaf. rove. oats. nose. arm. yarn. she«f. eve. sin^e. sTce. rgom. noon. tough. 5f. wasp. was. time. nine. The four steps described above for the sounds of F and V may be taken with those oi S and Z and M and N. The following statements relative to several words in the above columns will indicate the manner of pro- ceeding with the sounds in the other words of the groups — utter the sounds, then name each : — Y-d-l, veil ; the v has the v-sound ; the e has the first sound of a ; the i is silent ; the I has the l-sound. 0-v, of; the o has its second sound ; the / has the V'SOund. 0-t-s, oats ; the o has its first sound ; the a is silent ; the t has the t-sound; the s has the s-sound. 48 EAR AND VOICE TRAINING. N. B. — When the pupils have become familiar with the names of the several consonant sounds, the term, its own sound y may be used in place of naming the sound, wlien the letter represents its own soimd, as : — S4-n-s, since ; s has its own sound ; i has its second sound ; 7i has its own sound ; c has the s-sound ; e is silent. O-z, ooze ; o has its third sound ; the second o is silent [or double oo* has the third sound oto^\z has its own sound ; e is silent. S-l-Zy sice ; s has its own sound ; « has its first sound ; c has the z-sound ; e is silent. W-a-z, was j w has its own sound ; a has the second sound of o; s has the z-sound. The w-sound and the y-sound are very short and not easily uttered alone. It is therefore well to join these sounds with the vowel sound following, when sounding words like wasp, was, wet, wisli, yarn, yard, yet, yes, etc., as : WQ-s-p, was, loi-sh, ye-t, yd-r-n, etc. M-oi-s-t, moist ; m has its own sound ; oi are sounded together, and have the oi-sound ; s has its own sound ; t has its own sound. N-l-t, night ; n has its own sound ; i has its first sound ; gh are silent ; t has its own sound. N-g-n, noon ; n has its own sound ; the first o has its third sound ; the second o is silent ; * n has its own sound. * It is usually found that pupils learn more readily when taught to let one of the double letters represent the sound, and to call the other one silent, in such words as moon, school, room, hall, muff, etc., when describing the sounds; but if preferred the pupils nmy say, the double o has the , naming the sound, etc. CONSONANT SOUNDS. 49 N. B. — It should be noticed that the m-sound and the n-sound are both voice sounds. BREATH AND VOICE SOUNDS. P and B, T a7id D. K and G, plate. bake. tedr. ddre. kick. gig. plow. bou^Zt. tick. did. kdg. get. point. boy. to«st. old. coal. go. cap. cab. tOS5. dog. ache. gate. lip. rib. trust. does. ask. gasp pup. tiib. wrote. told. wick. fig. The four steps taken with the previous groups of con- sonant sounds may be continued with the above groups. The descriptions of the several sounds in the words may be changed, if the teacher prefers the following : — F in plow has its own sound ; the oiv are sounded together, and have the oiv-sound. B in lough has its own sound ; the ou are sounded together and have the ow-sound; gh are silent. The 5 in hoy has its own sound ; the oy are sounded together and have the oi-sound. The c in cap has the h-sound ; the a has its second sound ; the p has its own sound. The d in dare has its own sound ; the a has its fifth sound ; the r has its own sound ; the e is silent. The t in toss has its own sound ; the o has its fourth sound ; the first s has its own sound ; the last s is silent. The d in dog has its own sound ; the o has its fourth sound ; the g has its own sound. so EAR AND VOICE TRAINING. The d in does has its own sound ; the o has the second sound of u ; the 8 has the z-sound; the e is silent. In wrote, the z^ is silent ; the 7' has its own sound ; the has its first sound ; the t has its own sound ; the e is silent. The a in ache has its first sound ; the ch has the k-sound ; the e is silent ; (or the c has the h-sound; the 7i and e are silent). The a in a^^ has its sixth sound ; the s has its own sound ; the k has its own sound. The sounds of the other words may be described in a similar manner. BREATH AND VOICE SOUNDS. Th and TIi. Sh and ZIi. Ch and Wh. that. thank. shade, aziire. chart, what. this. thin. sheep. se*ziire. chip. whip. ^ough. thdugJit chaise, glazier. cheese. whe«t. bath^. bath. bush, m^amve. chiirch. whSn. scythe, myth. sure. ost6r. bSnch. wh^re. with. truth. wish. leisAre, p6rch. why. Th-o, though; th has its voice-sound; o has its first sound ; iigh are silent. Th-6-ty thought; th has its hreath-sound ; o has the fourth sound of « ; ^ has its own sound ; ugh are silent. B-d-th, bathe ; h has its own sound ; a has its first sound ; th has its voice-sound ; e is silent. M-y-th, myth ; m has its own sound ; y has the second sound of i ; th has its breath-sound. CONSONANT SOUNDS. 51 S-y-tfi, scythe ; s has its own sound ; c is silent ; y has the first sound of i; th has its voice-somid j e is silent. S-e-zh-u-r, seizure; s has its own sound ; e has its first sound ; i is silent ; z has the zh-sound ; u has its fourth sound ; r has its own sound ; e is silent. [The ur may be sounded together like ur in lurn, if this mode is preferred.] Ch-d-z, chaise; ch has the sh-sound ; a has its first sound ; i is silent ; s has the z-sound ; e is silent. Sh-u-Vy sure; s has the sh-sound; u has its first sound ; r has its own sound ; e is silent. Ch-d-r-t, chart ; ch has its own sound ; a has its third sound ; r has its own sound ; t has its own sound. Wh-a4y ivhat ; tvh has its own sound; a has the second sound of 0; t has its own sound. Ch-l-z, cheese ; ch has its own sound ; e has its first sound ; s has the z-sound ; the second and last e's are silent. Ch-ur-chy church ; ch has its own sound ; ur sounded together have the fourth sound of u\ ch has its own sound. B-e-n-chy tench ; h has its own sound ; e has its second sound ; n has its own sound ; ch has its own sound. Wh-y, why ; wh has its own sound ; y has the first sound of u 52 EAR AND VOICE TRAINING. H-SOUND. The sound of h resembles that of a panting dog. This sound is heard when the following words are distinctly pronounced : — hay, hat, hear, hen, high, hill, hold, hot, hoop, hue, hut, hurt. VOICE SOUNDS. L and R. Ng i and J. W and K lad. rat. song. joy- wall. yawl. like. ride. trunk. jump. wCak. yield. loan. roll. young. judge. was. yacht. boil. roil. string. gin. wSt. y^t. bowl. roar. length. ggni. wore. yoke. veal. near. think. bridge. wiir. yarn. L in loan has its own sound ; o has its first sound ; a is silent ; n has its own sound. B in howl has its own sound ; o has its first sound ; IV is silent ; I has its own sound. E in roar has its own sound ; o has its first sound ; a is silent ; r has its own sound. S in S07ig has its own sound ; o has its fourth sound ; 7ig has its own sound. Y in young has its own sound ; o is silent ; u has its second sound ; ng has its own sound. S in sting has its own sound ; t has its own sound ; r has its own sound ; i has its second sound ; 7ig has its own sound. CONSONANT SOUNDS. 53 / vo^ judge has its own sound ; u has its second sound ; d is silent ; g has the j -sound ; e is silent. G in gem has the j-sotmd ; e has its second sound ; m has its own sound. B in bridge has its own sound ; r has its own sound ; i has its second sound ; d is silent ; g has the j -sound ; e is silent. W in wall has its own sound ; a has its fourth sound ; I has its own sound ; the last I is silent. Y in yaivl has its own sound ; a has its fourth sound ; w is silent ; I has its own sound. Y in yacht has its own sound ; a has the second sound of ; ch is silent ; ^ has its own sound. The sounds of the other words in these groups may- be described in a similar manner. N. B. — The chief purpose in describing the sounds of the several letters in the words is to train the pupils to distinguish the different sounds readily. When this end has been accomplished, the descriptioyi should he discontinued. Afterwards the sounds of one or two letters only, in the given word, need be described. SPECIALLY FOR TEACHERS. In tlie foregoing exercises directions have been given for thorough instruction in methods of learning each of the forty-five sounds of our language. Those pupils who have been taught in accordance with these direc- tions must be able not only to distinguish all of these sounds, but also able to determine what letters repre- sent each sound heard in any word that is properly pronounced. The descriptions of sounds form a part of the methods of training the pupils to distingidsh the sounds readily, but they are not to he regarded as an end in the teach- ing, nor as something to be memorized and recited. Whenever the purpose of these descriptions has been reached the descriptions should he discontinued, except for occasional tests with new words. SOUNDS USED IN TEACHING BEADING. From this time on the exercises in elementary sounds should be made a part of the teaching of new reading lessons ; not as lessons in sounds, but as aids to pronun- ciation and distinctness of enunciation; and such aids should be used while the books are open, and the new reading lesson is being learned. The directions given in the preceding pages are not SPECIALLY FOR TEACHERS. 55 intended as a course to be followed in all cases literally and in detail, by the teacher ; but these directions are to be treated by intelligent teachers as groups of sug- gestions to aid them, through a variety of ways of pre- senting the subject, so that they may be able to meet all the conditions and needs of their pupils in matters of phonic instruction. In some cases the use of all the methods herein suggested may be needed to secure the desired results in phonic training ; while in other cases only those exercises that may be necessary to overcome particular defects in speech, and to secure a proper facility of utterance, need be presented. It is expected that teachers will use due discretion in these matters. When they have become as familiar with the subject of vocal phonics as careful attention to the exercises con- tained in the preceding pages will make them, they can readily meet the needs of their pupils in matters where the elementary sounds of our language may be used for correcting errors in pronunciation. The following suggestions will indicate some of the ways in which the sounds may be used as an aid in teaching reading. In order to bring the knowledge of sounds already acquired by the pupils into more prac- tical relations to reading and spelling, the exercise here mentioned should be conducted while the pupils have their books open ; and they should be required to ex- amine the words of one paragraph after another to find the given sounds, or to find that to which their atten- tion is specially directed. The pupils using a First Header might be taught 56 EAR AND VOICE TRAINING, to find words in which the a sounds like a in cake ; then to find words in which a sounds like a in cat; then to find words in which a sounds like a in ball, etc. [See ^^ Comparing Sounds," page 12-15.] Proceed in a similar manner in leading the pupils to find the sounds of other letters, as : words in which e somids like e in me ; or words in which e sounds like e in ten ; or words in which i sounds like i in kite; or like i in pin; or words in which sounds like in no ; or like in not ; or like in do ; or words in which u sounds like u in use; or like u in up; or like u in full. In a similar manner they may be led to find words in which c has the k-sound ; or words in which s has the z-sound. They may also be led to find silent letters. The pupils, while reading in a First Header, may be requested to find words in which a, or e, or i, or 0, or u, has its first sound ; also to find words in which a, or e, or i, or 0, or u, has its second sound. They may be requested, also, to find words in which c has the 5-sound ; and words in which the y has an /-sound. When a word is mispronounced, it may be written on the blackboard, the pupils required to spell it by sight ; then to utter the sound of each letter singly and to pronounce the word correctly. As the pupils become able to read in a Second Reader their attention may be called to other distinctions in the sounds of words, as : to find words in which th has SPECIALLY FOR TEACHERS. 57 its hreatli-sound ; to find words in which th has its voice- sound ; to find words in which the ch-sound is heard ; and words in which the wh-sound is heard; also to find the silent letters in words. As the pupils make further progress in reading, and in their knowledge of sounds, they should be required to find words in their reading lessons in which the sound of a given letter is represented by another letter, as, i\)LQ first sound of a, or thefourtJi sound of a, or the second sound of e, etc., in words like the following : They, eight, veil, n6r, form, €6rn, said, says, th^re, wh^re, what, was, any, her, learn, girl, first, work, word, pique, police, marine, physique, eome, done, rough, none, wolf, would, etc. When the pupils can distinguish the sounds repre- sented by diacritical marks, the teacher may write on the blackboard words, the pronunciation of which the children can not readily give, place the proper diacrit- ical marks on the letters, require the pupils to utter the sounds and pronounce the words, then to spell them by naming all the letters of the word and stating which letters are silent. In this manner teach the correct pronunciation of all difficult words so thoroughly that pupils will not continue to pronounce the same words incorrectly. The teacher may devise many other exercises for using the sounds to aid the pupils in learning to read. SOUNDS USED IN TEACHING SPELLING Al^D THE MEANING OF WOKDS. The arrangement of words in the following groups, shows several instances in which the same sound is represented by different letters ; and within these groups are also shown pairs of words that are pro- nounced alike, while the words are spelled differently, and also have different meanings. These groups of words will greatly assist teachers in giving instruction in spelling, and in the meaning and use of words, by the aid of sounds ; and they will also help the pupils in learning, and in remembering the spelling and the meaning of the words thus associated. It is expected that teachers will make other groups of words in which the sounds will aid in teaching spelling and the use of words. For teaching the spelling and the meaning of the pairs of words in the following groups, proceed some- what as follows : First. — "Write a pair of words on the blackboard, with the proper diacritical marks, and let the c\di^^ pronounce the words as indicated by the marks. Then request pu- pils, singly, to spell each word hy sight ; then let one pupil at a time stand with back toward the words and spell the word by memory from sight. SOUNDS USED IN TEACHING S>^1li:Vg\ $9 —^— =: 1 — — 1 T — r"7-^ ^ —. Second. — Illustrate the meaning of eac}l^w^l'<l,' and use it. Then give the meaning of one of the words and require pupils to spell that word. Third. — Erase the words from the blackboard and request the pupils to write them from memory ; then test them as to the meaning of the words. Fourth. — The words having been erased from both blackboard and slate, the teacher may utter the sounds of a word, as d t, and request pupils to spell the word thus sounded in its different ways, and to tell what the word means in each of its forms of spelling, as, ate ; eight. In the same manner the teacher may utter the sounds^o a n, and the pupils spell the two words, pane and pain, and tell the meaning of each. Proceed in a similar way with each pair of words. The spelling and meaning of these pairs of words having been learned as above described, in subsequent lessons the teacher may utter the sounds of a pair of words, as n a, and require the pupils to spell the word sounded in its different ways, and to state the meaning of the word in each form of spelling, as, nay ; neigh. The spelling in these exercises may be oral or written. Fresh interest may be added to the review exercise if the teacher will call upon pupils to select and to utter the sounds of a pair of words, and the other pupils to spell each word of the pair thus sounded, and to tell the meaning. 6o EAR AND VOICE TRAINING. The teacher should make use of the several groups of words in the following pages, training the pupils in distinguishing differences in sounds, and in the ability to pronounce words with distinctness of enun- ciation. SOUNDS USED IN TEACHING SPELLING. 6 1 WOKDS CONTAINING THE SOUNDS OF A. FIRST SOUND OF A. gate gait bail ba^^ hey made maid male mail plane plain paste pa9ed staid stayed way weigh brake faint break feint bay§ baize fain feiyn mane mam nay neigh maze nave maize ^nave pray prey phra§e fray§ plate plait rain rein strait straiyAt ray§ rai§e waste wave waist waive gmge grate great hale hail sale sail sleiyA vale veil vain vein vane 62 EAR AND VOICE TRAINING. SECOND SOUND OF A. M.ze bade dram drachm jam jam* n&p lacks rS-p wrkp tax tacks THIRD SOUND OP A. are ark a?m§ ba?in mhe hart chart dawnt pssilm heart Imgh (f ) hearth €a?m FOURTH SOUND OF A. aU mgJii 6ug7it €law§e nsLught ndught bald ba/ded baU bawl halZ hawl waU FIFTH SOUND OF A. Ux stare h^/r bedr hdre th^^r sta/r bdre Mir th^re ^xe ware ^'er wear SIXTH SOUND OF A. east €ask draft past easte easquc drai ight I )assed SOUNDS USED IN TEACHING SPELLING. 63 WORDS CONTAINING THE SOUNDS OF E. FIRST SOUND OF E. 9ede seed freeze frieze leave heve peer pier deer dear heel heal leaf Uef peel peal feet feat neal leek leak peak pique flee flea least leased meet meat peace piece reek wreak see sea steel steal sees sieze sheer shear teem team tear tier SECOND SOUND OF B. brgd brSad sSll bSrry bury 9Siit sSnt rgd rSad 64 EAR AND VOICE TRAINING. WOKDS CONTAINING THE SOUNDS OF 1. FIRST SOUND OF I. by bwy €hoir quire find fined lie ly^ lyre liar rye wry ri^At rite write wri^^t size si^^§ sli^At slei^A^ Bide sighed slghi site sign sine time tAyme tide tied SECOND SOUND OF I. bin been bwild biUed 9ygn6t signet gilt guVit gild gwild him hym/i kiU V\ln links lynx mist missed ring wring SOUNDS USED IN TEACHING SPELLING. 65 WORDS CONTAINING THE SOUNDS OF 0. FIRST SOUND OF 0. 'bbio board ebarse eoat €ore beau bored eourse €ote €or^s doe fore forth groan lone dough fowr fo?^rth grown loan more moan no oar lore mbiuQV mown knmo ore lower pole pore road sew soar poU po?*r rode ro?^ed sow so sore toe to«d sower tow ibwed shown shone sewer SECOND SOUND OF 0. I6ck I6ugh. (k) ddt n6t ^n6t bl5t g5t €r6ps €5py tr5t st6p bl6ck €l6ek ^n5b edr^l wa^ch what fSreh^ad b5rrow 66 EAR AND VOICE TRAINING, THIRD SOUND OF 0. bQOt €Q0\ ch QO§e tQO SQ?^p room seJiQol chew§ tWQ iQwp YQUte tQ fo-ol rule spQOW moon tgol rude whQ sQon move whgm shoot truth whQ§e lQ§e prQof TQOt ygwth iQOse FOURI :h sound OF 0.* €OSt €loth eross broth €OWgh dog God log long gone gong l0S5 lost moss moth frost toss fog soft sloth strong wrong of/ oft S€Of/ *Se 56 Note, page 35. SOUNDS USED IN TEACHING SPELLING. 67 WORDS CONTAINING THE SOUNDS OF U. First Sound. Second Sound. Third Sound. Fourth Sound. Fourth Sound. blue dun wdbd bird learn blew done would burn nurse due dost bo1)k eiirl s6rf dew dust look girl surf Me plum bush hiirt thirst flew plum^ push herd he«rd thirty hue rung puss work hew ft'rung puU fern firm worm new ruf/ wolf tiirn ^new rough (f) shouM f^rl fir stir lieu sum go'od s^rge ^rn view some €OUld Arge WORD^ ^ CONTA INING D< 3UBLE S( 3UNDS. ou ow oi oy ou douJt eow boil boy our dTonght €lown broil buoy out flour bower eoin joy pound found dower hoist loyal how gouge drown loin oyster house hour fowl moist toy plow ouncje owl oil troy seour sour shower soil voyage slou^A 68 EAR AND VOICE TRAINING. WOKDS IN WHICH E, I, 0, U, AND Y, HAVE SIMILAK SOUNDS. 6 eOTth fern g6rm h6r herd h6«rd le«rn m6r9y ngrve p6arl pgrch pgrfget s6rve s6rv2,iit term v6rb v6rge i ^ bird word biirn birch work burr 9ir€le 9ir€wit dirt world worth worm burst biirden €iir dirge firm worse €urd €url first €^rve gird girl girdle churn fur furl htrt irksome hurl sir murmiir thirty thirsty spiirn stirge siirfa9e y myrrA SOUNDS USED IN TEACHING SPELLING. 69 WOEDS THAT RESEMBLE EACH OTHER IN SOUND, BUT WHICH SHOULD BE DISTIN- GUISHED IN THE PRONUNCIATION. ant awnt 9ymbal symbol matrass mattrgss prin9ipal prin9iple able des9gnt dissent m^tal mettle quiSt quite arm§ aZm§ edrrdt €drat min6r min6r viai vile age aid§ fdnd fawned ow6r ore shore sho?^er adapt ad^pt h6rse hoarse Tight ridt surplus surpli9e affect effect line lion suit soot wedr wei^^er analysis analyse§ more moz^er staZk st6rk awed 6ught a.€9gpt ^X9gpt bridal bridle idol idle idyl pro9eed precede pdir pai/er barge bard§ badge batch 70 EAR AND VOICE TRAINING. drgop trgop drench trench tied whe^ heads door mouse whale he^ge tore mouth wale gable €abl6 fa9e fatth jeer cheer wh^re wdre 9ease s^ege for9e forth xidge rich whSn wen €old €Olt for9e fowr§ 6eed§ Siege which wi^ch €ore§ €02*rse eye§ T9e wheel weal €lothe§ €lo§e o«th§ owe§ s6rge s6«^rch Suitable exercises should be required of the pupils to train them in carefully distinguishing the differences in sounds in the similar words, and in speaking them distinctly until they can give each its correct pronun- ciation. These exercises are specially appropriate for pupils in Grammar Schools. FORTY- FIVE SOUNDS REPRESENTED. n THE FORTY-FIYE SOUNDS REPRESENTED. THEIR DIACRITICAL MARKS. First sound of a. Second Third Fourth Fifth Sixth First Second First Second First Second Third Fourth First Second Third Fourth a. a, e. ate, ma«/, e?^^7/t. 2 a. a. S,t, hUnd, plan. 3 a. a. art, alm§, lawgh. « a. a, o, aU, staZk, ouglii. « a. ^, ^, Air, dire, thfere. « a. k, ant, chant, mast. 1 e, e, % e«t, €lean, police. 3 ^, 5nd, beg, said. 1, i, y. ice, kite, sky. 1, y. in, lip, hymn. 1 0, 6, old, fore, stone. 2 0, 5, a. 5n, n5t, what. o, o, u, 00, Qoze, dg, rule, noon. o, of/, moth, los5. ew, use, mute, new. 2 i\, u, 6, up, hut, son, eome. u, u, o, 00, fulZ, wolf, wood. u, tif g, 1, 0, iirge, l6arn, girl, world. 72 EAR AND VOICE TRAINING. Double sounds, ou, ow, our, cow, hour, owl. " '' oi, oy, oil, boy, coil, joy. B-sound, Z>ake, nib, bob. D-sound, d\d, ride, do. F-sound, gh. ph, /an. laugh, phrase. G-sound, ^ate. gag, good. H-sound, /iot, hold, y^ill. J-sound, g. ./et. gem, age, just. K-sound, €, eh, ^ite. kioTc, €a^*e, €/iord, L-sound, Zad, paZe, Zook. M-sound, wian. am, maim. N-sound, wo. noon, nine. P-sound, pup, ripe, cap. E-sound, rear. door, more. S-sound, 9. sat. sent, 9ent, i9e. T-sound, trot. ^ell, ^ime, ^en^. V-sound, ph. f, t;ine. eve, sylph, of. W-sound, WQt, tvish, wind, ''one. Y-sound, yet. yes, yield, ^iise. Z-sound, h zine, j2;eal, i§, ro§e. Ch-sound, chin, c^urc^, chalk. Ng-sound, king. thing, thi?jk. Sh-sound, ch. s, sha\], wish, chaise, sure. Th -sound. i/iin, thank, truth. Th-sound, that, these, with. W h-sound. whsit, when, tvhj. Zh-sound^ h azure , measure. SUGGESTIONS FOR REMOVING DEFECTIVE UTTEEANCE AKD IMPEDIMENTS OF SPEECH. Teachers often find pupils in their classes who have defects of utterance that prevent clearness of speech ; and occasionally they find those who have some impedi- ment of speech that is troublesome in talking and read- ing. It is very desirable that the nature of these defects and impediments should be determined as early as possible, and suitable means for removing them be employed during the period when the organs of speech are flexible and can be easily trained to act readily. A knowledge of the manner in which the several or- gans of speech are used in vocal language, and the nature of the sounds produced by the human voice is necessary to the discovery of the character of the in- dividual defects in speech that may exist among the pupils of a class, and necessary also to enable a teacher to so train these organs that the pupils may overcome their defects in utterance. By understanding this mat- ter teachers may confer great benefits on their pupils by relieving them of troublesome and often mortifying defects or impediments of speech through the use of elementary sounds of language. Voice and Speech Organs. — The trachea, or windpipe, is the tube through which air is conveyed from the 74 EAR AND VOICE TRAINING. lungs, in respiration, and delivered into the larynx^ which is the organ of somid. This organ is essen- tially a reed instrument, and is situated in the upper part of the windpipe. The air, in passing through the larynx, may be so controlled as to set in vibration the vocal chords of this organ and thus produce sound. As the sound passes from the larynx into the mouth it is modified, more or less, by the palate, the tongue, the teeth, and the lips ; and thus are produced all the elementary sounds of language heard in human speech. As the sound passes through the mouth it receives less modification for the vowel sounds than it does for the consonant sounds. The utterances of the human voice thus produced are articulations, or the elements of speech. Wliispered articulations may be produced by modifi- cations of the breath as it passes through the mouth without having formed sound in the larynx. In whis- pered articulation the palate, tongue, teeth, and lips modify the air-current as it flows through the mouth, in the same manner as these organs modify the passing sound. Vocal speech is produced by the passage of air from the lungs through the larynx, in a manner to pro- duce sound, and by the modifications of this sound in the mouth. These facts, together with the way in which the sound is changed into articulate speech, must be duly considered in efforts to determine the cause of individual defects in vocal utterance. These facts must also be considered in providing the vocal ex- ercises necessary to remove defective utterance, what- ever may be the nature of the defects. REMOVING DEFECTIVE UTTERANCE. 75 It is the purpose, in the following suggestions, to point out the nature of the more common defects in speech among children and to suggest means whereby these difficulties may be removed during childhood. When a teacher has once succeeded in showing a pupil, with an impediment of speech, how to talk or read as easily as other children do, and when the joyful expres- sion is seen on that pupil's face because of the great relief in utterance, that teacher will have the conscious- ness of doing an act of kindness that will induce its repetition whenever an occasion for it occurs. Defective Utterance. — Let us now consider the nature of common defects in utterance. Among these may be found lisping y which consists in modifying the breath, in its passage through the mouth, so as to produce the hreatli-sound of ih instead of the s-sound. The effect of using this tli-sound in place of the s-sound is the giving of incorrect pronunciations, as shown with the following and other words containing the s-sound: — said is pronounced thSd, by one who lisps ; saw, tha ; sew, tho ; see, the ; seat, thet ; sing, thing ; soap, thop ; kiss, kith ; miss, mith ; puss, puth ; etc. This defect of utterance may be corrected by training the pupils to utter the s-sound correctly. See pages 23 and 50. Another defect of utterance consists in substituting the l-sound for the r-sound. The child with this de- fect uses the l-sound in the following and other words : ran, rat, run, ride, pronouncing them Un, l^t, lun. 76 EAR AND VOICE TRAINING. lide, etc. For correcting this defect see pages 22 and 50. Other defects consist in the substitution of the t-sound for the breath-sound of th, in words like the fol- lowing : thin, thinh, three, thank; pronouncing them tin, tink, tree, tank. The substitution of the sh-sound for the ch-sou7id is sometimes heard in words like child, chalh, chair, choose. The result is their incorrect pro- nunciation, as shild, shalk, shdr, shgs. Sometimes the iv-sound is substituted for the v-sound, as in vine, vest ; the pronunciation becoming win, w6st. The w-sound is frequently substituted for the loh-sound, in lohat, when, loliy, tohich, by pronouncing them as wat, wSn, wy, wich. All of these defects of utterance may be easily cor- rected by proper attention to the directions given rela- tive to these sounds, in the preceding pages. Nature of Impediments of Speech. — Let us now con- sider the nature of the common impediments of speech that we may more clearly understand what means may be used in removing them. Some of these impediments consist of inability to utter or pronounce particular letters or sounds, as h, or t, or r, or p, or sh, or th, when they occur at the begin- ning of words or of syllables. Sometimes the impediment appears as a difficulty or inability in pronouncing certain words, while there are other words with which the difficulty does not exist. REMOVING DEFECTIVE UTTERANCE, 77 Stuttering. — When there is a tendency to repeat the sound of a letter or syllable several times in speaking, the impediment is called stuttering. Hesitation. — Some impediments of speech appear to be simply a hesitation in utterance. These impediments usually arise from attempts to speak while there is no air passing from the lungs through the larynx, where the sound is formed. Stammering. — When the impediment is of a nature to produce movements of the mouth as if struggling to utter sounds, without being able to do so, the difficulty is called stammering. In cases of stammering the im- pediment often becomes so serious as to produce strain- ing efforts to speak whenever a word or sound occurs that had previously been found difficult to utter. This form of impediment appears to be caused by a sudden expulsion of air from the lungs, and attempts to speak while inspiration is taking place ; i. e., while air is flowing into the lungs, and when no air is flowing from the lungs by which sound can be produced. Means for Removing Impediments of Speech. — Diffi- culties in utterance or impediments of speech arise chiefly from lack of proper control of the vocal organs, and of the manner of breathing while speaking. There- fore, the first steps to be taken toward removing these impediments should consist of exercises in breathing and in the use of the voice while breathing. It is be- lieved that the following suggestions will enable intelli- 78 EAR AND VOICE TRAINING. gent teachers to conduct exercises in breathing and in the use of the voice, in such a manner as will produce improvement in speech and materially aid pupils in overcoming all impediments of speech. First. — Teach the pupils how to breathe with full inspirations, and to cause the air to flow from the lungs as slowly as it is drawn into the lungs. Practice this full breathing through the nose, also through the mouth. Second. — Teach the pupils how to fill the lungs with air and to count one, slowly, as the air passes out. Ee- peat these inspirations and respirations, and at the same time require the pupils to count, slowly, one, two, several times ; then to count three, four ; i\iQU five, six; then seven, eight ; then nine, ten. Third. — Continue the exercises of breathing and counting slowly with three numbers; as, one, tivo, three ; four, five, six ; seven, eight, nine, etc. Fourth. — Continue these exercises, the pupils stand- ing erect, with shoulders back, until they can count four numbers easily in this deliberate manner; then five numbers, in the same way, as, otie, two, three, four, five ; six, seven, eight, nine, ten. The pupils ought to acquire the ability easily to count ten numbers during the passing out of the breath of one inspiration. Fifth. — Request the pupils with defective utterance REMOVING DEFECTIVE UTTERANCE. 79 to practice these exercises of breathing and counting several times each day ; and to repeat them at home. A new exercise may be added as often as every two or three days, under ordinary conditions. Sixth. — Follow the preceding exercises of counting by the utterance of \X\q first sounds of ii, e, i, o, u, while the breath of one respiration is flowing from the lungs. On the following day require the utterance of the seco7id sounds of ^, e, i, o, 11. When the pupils can utter these sounds readily, as directed, require them to utter the first sound of each vowel with the t-sound affixed, as, at, et, it, ot, ut. After speaking these syllables several times, the exer- cise may be changed by prefixing the t-sound to the vowels, as follows : ta, te, ti, to, tii ; then, ta, t^, ti, t5, tii. Subsequently repeat these exercises by using the k-sound. Again repeat these exercises with the first and second vowel-sounds, by using the g-sound. Should the discovery be made that particular conso- nant sounds are difficult for some pupils to utter, com- bine the difficult sound with these vowels in various ways, until ability is acquired to utter each combination easily, in whispered and in vocal articulations. Stuttering. — Should the impediment found be in the nature of stuttering, it may be removed by uttering sounds of letters in such combinations as will give a 8o EAR AND VOICE TRAINING. firm control of the organs of speech in the nse of both ivhispered and voice articulations. The utterance of sounds for this purpose should be deliberate and with a feeling of confidence on the part of the pujiil. Lack of confidence is often the cause of nervousness ; and nervousness usually aggravates the impediment, what- ever its nature may be. Hesitation. — This impediment may be overcome by the practice of breathing properly and the utterance of various sounds in appropriate combinations. Con- tinue these exercises until the utterance of the sounds can be made easily, and with natural breathing. Stammering. — This form of impediment is the most difficult to be overcome, and requires special attention in determining the nature of the difficulty. Having found a cause of the impediment, the teacher should arrange exercises for training the pupil in breathing and in such deliberate utterances of simple and com- bined sounds as will cause the several organs of speech affected by this impediment to act without apparent effort. To accomplish the desired result, the pupil must be taught what to do in this matter, and hoiu to do it, and le impressed with thp necessity of patient perse- verance and confidence in himself. Train him to form voice in the larynx ; to modulate it into vowel sounds in the mouth ; afterwards to modulate it into simple consonant sounds ; then to combine vowel and conso- nant sounds, in such variety of ways as will lead to ease of utterance. SEND ALli ORDERS TO E, L, KELLOGG & CO., NEW YORK & CHICAGO, Taynes Lectures on the Science and Art of Education. Reading Circle Edition. By Joseph Payne, the first Professor of the Science and Art of Edu- cation in the College of Preceptors, London, England. With portrait. 16mo, 350 pp., English cloth, with gold back stamp. Price, $1.00 ; to teachers, 80 cents ; by mail, 7 cents extra. Elegant new edition from new plates. Teachers who are seeking to know the principles of education will find them clearly set forth in this volume. It must be remem- bered that principles are the basis upon which all methods of teach- ing must be founded. So valu- able is this book that if a teacher were to decide to own but three works on education, this would be one of them. This edition contains all of Mr. Payne's writ- ings that are in any other Ameri- can abridged edition, and is the only one with his portrait. It is far superior to any other edition published. Joseph Payne. 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 begiiming. (4.) The index, where, under such heads as Teaching, Education, The Child, the important utterances of Mr. Payne are set forth. (5.) Its handy shape, large type, fine paper, and press-work and tasteful binding. All of these features make this a most val- uable book. To obtain all these features in one edition, it was found necessary to get out this new edition. Ohio Educational Monthly.— "It does not deal with shadowy theories: it is intensely practical." JPhiladelphia Educational News.—" Ought to be in library of every prourressive teacher." Educational Courant.— " To know how to teach, more if needed than a knowle(lf?e of the braiicTic^ taught. This is especially vaiuable." Pennsylvania Journal of Education.—" Will be of practical value to Normal Schools and Instituteti«" SEND ALL ORDERS TO E. L. KELLOGG & CO., NEW YORK & CHICAGO. 11 Tates Tbi/osopby of Education. The Philosophy of Education. By T. Tate. Revised and Annotated by E. E. Sheeb, Ph.D., Principal of the Louis- iana State Normal School. Unique cloth binding, laid paper, 331 pp. Price, $1.50 ; to teachers, $1.20 ; by mail, 7 cents extra. There are few books that deal with the Science of Educa- tion. This volume is the work of a man who said there were j?reat principles at the bottom of the work of the despised schoolmaster. It has set many a teacher to thinking, and in its new form will set many more. Our edition will be found far superior to any ether in every respect. The annotations of Mr. Sheib are invaluable. The more important part of the book are emphasized by leading the type. The type is clear, the size convenient, and print- ing, paper, and binding are most excellent. Mr. Philbrickso long superiutendent of the Boston schools hold this work in high esteem. Col. F. W. Parker strongly recommends it. Jos. MacAlister, Supt. Public Schools, Philadelphia, says :— " It is one of the first books which a teacher deserves of undei-standing the scien- tific principles on which his work rests should study." S. A. Ellis, Supt. of Schools, Kochester N. Y. says :— " As a pointed and judicious statement of principles it has no superior." Thos. M. Balliet, Supt. of Schools^ Reading. Pa., says :—" The work is a classic on Education." J. M. Greenwood, Supt. Schools, Kansas City, says :—" I wish every teacher of our country owned a copy and would read it carefully and thoughtfully." Prest. E. A, Sheldon, Oswego Normal Schools, says :— " For more than 20 years it has been our text-book in this subject and I know of no other book so good for the purpose." Bridgeport Standard.—" A new generation of thinkers will welcome it ; it has long held the first place in the field of labor which it illus- trates." S. W* Journal of Education.— "It deals with fundamental principles and shows how the best educational practice comes from them," The Interior.—" The book has long been held in high esteem by thoughtful teachers." Popular Educator.— "Has long held a high place among educational works." Illinois School Journal.—" It abounds in good things." Philadelphia Record.—" Has been ranked among educational classics for more than a quarter of a century." Educational News.-" Tate was the first to give ua the mayims from the ' known to the unknown ' etc." SEND ALL ORDERS TO 13 E. L. KELLOOO & CO., NEW YORK & CHICAGO. Teachers Mamials Series. Each is printed in large, clear type, on good paper. Paper cover, price 15 cents; to teach- 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. We would suggest that city super- intendents or conducio7's of institutes supply each of their teachers with copies of these little books. Special rates for quantities. No. I, Fitch's Art of Questioning, By J. G. Fitch, M.A., author of " Lectures on Teaching." 38 pp. Already widely known as the most useful and practical essay on this mos' 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. 5. Sidgwick's On Stimulus in School, By Arthur Sidgwick, M.A. 43 pp. " How can that dull, lazy scholar be pressed on to work up his lessons with a will?" This bright essay will tell how it can be done. No. 4. Yonge's Practical Work in School, By Charlotte M. Yonge, author of " Heir of Redclyffe," 35 pp. AH who have read Miss Yonge's books will be glad to read or her views on School Work. No. 5. Fitch's Improvement in the Art of Teaching, By 3. G. Fitch, M.A. 25 pp. This thoughtful, earnest essay will bring courage and help to many a teacher who is struggling to do better work. It includes a course of study for Teachers' Training Classes. J. G. Fitch, Inspector of the Training Colleges of England. SEND ALL ORDERS TO E. L. KELLOGO & CO., NEW YORK & CHICAGO. 13 No. 6. Gladstone's Object Teaching. By J. H. Gladstone, of the London (Eng.) School Board. 25 pp. A short manual full of practical suggestions on Object Teaching. No. y. Huntington' s Unconscious Tuition. Bishop Huntington has placed all teachers under profound obligations to him by writing this work. The earnest teacher has felt its earnest spirit, due to its interesting discussion of the foundation principles of education. It is wonderfully suggestive. No. 8. Hughes' How to Keep Order. By James L. Hughes, author of " Mistakes in Teaching." Mr. Hughes is one of the few men who know what to say to help a young teacher. Thousands are to-day asking, " How shall we keep order ?" Thousands are saying, *' I can teach well enough, but I cannot keep order." To such we recommend this little book. No. g. Quick's How to Train the Memorv. By Rev. R. H. Quick, author of " Educational Refonners." This book comes from school-room experience, and is not a matter of theory. Much attention has been lately paid to increasing the power of memory. The teacher must make it part of his business to store the memory, hence he must know how to do it properly and according to the laws of the mind. No. 10. Hoffman's Kindergarten Gifts. By Heinrich Hoffman, a pupil of Froebel. The author sets forth very clearly tlie best methods of using them for training the child's senses and power of observation. No. II. 'Butler' s Argument for Manual Training. By Nicholas Murray Butler, Pres. of N. Y. College for Training of Teachers. A clear statement of the foundation principles of Industrial Education. No. 12. Groff's School Hygiene. By Pres. G. G. Groff, of Bucknell University, Pa. We wish that every teacher could read carefully and put in practice the clearly-stated principles of School Hygiene given in this little book. Care of the eyes, light, ventilation, wells, Avater-closets, etc., are fully- treated, with several illustrations. THIS LIST IS CONSTANTLY BEING ADDED TO. NOTICES. Central School Journal (Iowa.—" The demand is for small books on great subjects." S. W. Journal of Education.—" Glad to see such valuable papers in such a cheap form." Va. School Journal.—" Teachers' manuals in the broad sense." Wisconsin School Journal —" The series are deserving the highest com- m<MKlation." Education (Boston).—" Capital little books." Science (N. Y. City).—" Contain materials that will prove suggestive to teachers." Progressive Teacher.— "Valuable additions to a series already famous." School Herald (Chicago).— "We must commend the good judgment in sel<'cting these books." Educational Becord (Canada).— " Every progressive teacher ought to b»ve then)." 14 SEND ALL, ORDERS TO E. L. KELLOGG & CO., NEW YORK & CHICAGO. JVelcIfs Teachers Psychology. A Treatise on the Intellectual Faculties, the Order of the Growth, and the Corresponding Series of Studies by whicli they are Educated. By the late A. S. Welch, Professor of Psychology, Iowa Agricultural College, formerly Pres. of the Mich. Normal School. Cloth, 12mo, 300 pp., $1.25; to teachers, $1; by mail, 12 cents extra. Special terms to Normal Schools and Reading Circles. A mastery of the branches to be taught was once thought to be an all-sufficient preparation for teaching. But it is now seen that there must be a knowledge of the mind that is to be trained. Psychology is the foundation of intelligent pedagogy. Prof, Welch undertook to write a book that should deal with mind- unfolding, as exhibited in the school-room. He shows what is meant by attending, memorizing, judging, abstracting, imagining, classifying, etc., as it is done by the pupil over his text-books. First, there is the concept; then there is (1) gathering concepts, (2) storing concepts, (3) dividing concepts, (4) abstracting concepts, (5) build- ing concepts, (6) grouping con- cepts, (7) connecting concepts, (8) deriving concepts. Each of these is clearly explained and il- lustrated ; the reader instead of being bewildered over strange terms comprehends that imagina- tion means a building up of con- cepts, and so of the other terms. A most valuable part of the book is its application to practical education. How to train these powers that deal with the concept — that is the question. There must be exercises to train the mind to gatlier, store, divide, abstract, build, group, connect, and derive concepts. The author shows what studies do this appropriately, and where there are mistakes made in the selection of studies. The book will prove a valuable one to the teacher who wishes to know the structure of the mind and the way to minister to its growth. It would seem that at last a psychology had been written that would be a real aid^ iu- fstead of a hindrance, to clear knowledge. Welch. SEND ALL ORDERS TO E. L. KELLOOG & CO., NEW YOEK & CHICAGO. 17 IVelcb's Talks on Psychology Applied to Teaching. By A. S. Welch, LL.D., Ex-Pres. of the Iowa Agricul- tural College at Ames, Iowa. Cloth, 16mo, 136 pp. Price, 50 cents; to teacfiers, 40 cents; by mail, 5 cents extra. This little book has been written for the purpose of helping the teacher in doing more effective work in the school-room. The instruc- tors in our schools are familiar with the branches they teach, but de- ficient in knowledge of the mental powers whose development they seek to promote. But no proficiency that does not include the study of mind, can ever qualify for the work of teaching. The teacher must comprehend fully not only the objects studied by the learner, but the efforts put forth and in studying them, the effect of these efforts on the faculty exerted, their res-ults in the form of accurate knowledge. Jt is urged by eminent educators everywhere that a knowledge of the branches to be taught, and a kyiowUdge of the mind to be trained thereby, are equally essential to successful teaching. WHAT IT CONTAINS. Part I.— Chapter 1. Mind Growth and its Helps. Chapter 2.— The Feel- ings. Chapter 3.— The Will and the Spontaneities. Chapter 4.— Sensation. Chapter 5.— Sense Perception, Gathering Concepts. Chapter 6.— Memory and Conception. Chapter 7.— Analysis and Abstraction. Chapter 8.— Im- agination and Classification.— Chapter 9.-- -Judgment and Reasoning, the Thinking Faculties. Part II.— Helps to Mind Growth. Chapter 1.— Education and the Means of Attaining it. Chapter 2.— Training of the Senses. Chapter 3.— Reading, Writing, and Spelling. Chapter 4.— Composition, Elementary Grammar, Abstract Arithmetic, etc. ***This book, as will be seen from the contents, deals with the subject differently from Dr. Jerome Allen's " Mind Studies for Young Teachers," (same price) recently published by us. FROM THOSE WHO HAVE SEEN IT. Co. Insp. Dearness, London, Canada.--" Here find it the most lucid and practical introduction to mental science I have ever seen." Florida School Journal.—" Is certainly the best adapted and most de- sirable for the mass of teachers." Penn. School Journal.— " Earnest teachers will appreciate it." Danville, Ind., Teacher and Examiner.— " We feel certain this book has a mission among the primary teachers." Iowa Normal Monthly.—" The best for the average teacher." Prof. H. H. Seeley, Iowa State Normal School.— "I feel that you have done a very excellent thing for the teachers. Am inclined to think we will use it in some of our classes." Science, N. Y.— " Has been written from an educational point of view." Education, Boston.—" Aims to help the teacher in the work of the school- room." Progressive Teacher.—" There is no better work." Ev-Gov. Dysart, Iowa.—" My first thought was, ' What a pity it could not be in the hands of every teacher in Iowa." 18 SEND ALL ORDERS TO E. L. KELLOGG & CO., NEW YOEK <fe CHICAGO. Aliens Mind Stiidies for Young Teach- EES. By Jehome Allen, Ph.D.. Associate Editor of the School Jouhnai/, Prof, of Pedagogy, Univ. of City of N. Y. 16mo, large, clear tj^pe, 128 pp. Cloth, 50 cents ; to teachers, 40 cents ; by mail, 5 cents extra. There are many teachers who know little about psychology, and who desire to be better in- formed concerning its princi- ples, especially its relation to the work of teaching. For the aid of such, this book has been pre- pared. But it is not a psychol- ogy—only an introduction to it, aiming to give some funda- mental principles, together with something concerning the phi- losophy of education. Its meth- od is subjective rather than ob- jective, leading the student to watch mental processes, and draw his own conclusions. It is written in language easy to be comprehended, and has many Jerome Allen, Ph.D., Associate Editor prfictical illustrations. It will of the Journal and Institute. aid the teacher in his daily work in dealing with mental facts and states. To most teachers psychology seems to be dry. This book shows how it may become the most interesting of all studies. It also shows how to begin the knowledge of self. " We cannot know in others what we do not first know in ourselves." This is tlic key-note of this book. Students of elementary psychology will appreciate this feature of " Mind Studies." ITS CONTENTS. CHAP. I. How to Study Mind. II. Some Facts in Mind Growth. III. Development. IV. Mind Incentives. V. A few Fundamental Principles Settled. VI. Tempei'aments. VH. Training? of the Senses. VIII. Attention. IX. Perception. X. Abstraction. XI. Faculties used in Abstract Thinking. CHAP. XII. From the SubjectiTe to the Conceptive. XIII. The Will. XIV. Diseases of the Will. XV. Kinds of Memory. XVI. The Sensibilities. XVII. Relation of the Sensibilities to the Will. XVITI. Training of the Sensibilities. XIX. Relation of the Sensibilities to Morality. XX. The Imagination. XXI. Imagination in its Maturity. XXII, EduQatipn of tjie Moral Sense. SEND AI-L OKDERR TO 20 E. L. KELLOGG & CO., NEW YORK & CHICAGO. Tere^s First Three Years of Childhood. An Exhaustive Study of the Psychology of Children. By Bernahd Perez. Edited and translated by Alice M. Christie, translator of " Child and Child Nature," with an introduction by James Sully, M.A., author of "Outlines of Psychology," etc. 12mo, cloth, 324 pp. Price, $1.50 : to teachers, $1.20 ; by mail, 10 cents extra. This is a comprehensive treatise on the psychology of childhood, and is a practical study of the human mind, not full formed and equipped with knowledge, but as nearly as possible, ab origine — before habit, environment, and education have asserted their sway and made their permanent modifications. The writer looks into all the phases of child activity. He treats exhaustively, and in bright Gallic style, of sensa- tions, instincts, sentiments, intellectual tendencies, the will, the facul- ties of aesthetic and moral senses of young children. He shows how ideas of truth and falsehood arise in little minds, how natural is imita- tion and how deep is credulity. He illustrates the development of im- agination and the elaboration of new concepts through judgment, abstraction, reasoning, and other mental methods. It is a book that has been long wanted by all who are engaged in teaching, and especially by all who have to do with the education and training of children. This edition has a new index of special value, and the book is care- fully printed and elegantly and durably bound. Be sure to get our standard edition. OUTLINE OF CONTENTS. CHAP. I. Faculties of Infant before Birth — First Impression of New- born Child. II. Motor Activity at the Begin- ning of Life— at Six Months — — at Fifteen MontJis. III. Instinctive and Emotional Sen- sations—First Perceptions. IV. General and Special Instincts. V. The Sentiments. VI. Intellectual Tendencies— Ver- acitv— Imitation— Credulity. VII. The Will. VIII. Faculties of Intellectual Acqui- sition and Retention— Atten- tion— Memory. Col. Francis W. Parker, Principal Cook County Normal and Training School, Chicago, says:— "I am glad to see that you have published Perez's wonderful work upon childhood. I shall do all lean to get everybody to read it. It is a grand work." John Ba43COm, Pres. Univ. of Wisconsin, says:—" A work of marked interest." G. Stanley Hall, Professor of Psycliology and Pedagogy, Johns Hopkins Univ., says:— "I esteem the work a very valuable on^ for primary and kin- dergarten teachers, and for all interested in the psychology of childhood." And many other strong commendations. CHAP. IX. Association of Psychical States — Association — imagination. X. Elaboration of Ideas— Judg- ment — Abstraction — Com- parison — Generalization — Reasoning— Errors and Allu- sions— EiTors and Allusions Owing to Moral Causes. XI. Expression and Language. XII. .(Esthetic Senses — Musical Sense — Sense of Material Beauty — Constructive In- stinct—Dramatic Instinct. XIII. Personalty — Reflection -Moral Seiise. SEND Alili ORDERS TO E. L. KELLOGG db CO., NEW YORK & CHICAGO. 21 Parkers Talks on Teaching, Notes of " lalks on Teaching" given by CoL. Francis W. Parker (formerly Superintendent of schools of Quincy, Mass.), before the Martha's Vineyard Institute, Summer of 1882. Reported by Lelia E. Patridge. Square 16mo, 5x6 1-3 inches, 192 pp., laid paper, English cloth. Price, $1.25 ; fo teachers, $1.00 ; by mail, 9 cents extra. The methods of teaching employed in the schools of Quincy, Mass. , were seen to be the methods of nature. As they were copied and exjilained, they awoke a great desire on the part of those who could not visit the schools to know the underly- ing principles. In other words. Colonel Parker was asked to explain why he had his teachers teach thus. In the summer of 1882, in response to requests, Colonel Parker gave a course of lectures before the Martha's Vineyard Institute, and these were reported by Miss Patridge, and published in this book. The book became famous ; more copies were sold of it in the same time than of any other educational book what- ever. The daily papers, which usually pass by such books with a mere mention, devoted columns to reviews of it. The following points will show why the teacher will want tliis book. 1. It explains the " New Methods." There is a wide gulf between the new and the old education. Even school boards understand this. 2. It gives the underlying principles of education. For it must be remembered that Col. Parker is not expounding Ms methods, but the methods of nature. 3. It gives the ideas of a man who is evidently an ** educa- tional genius," a man born to understand and expound educa- tion. We have few such ; they are worth everything to the human race. 4. It gives a biography of Col. Parker. This will help the teacher of education to comprehend the man and his motives. 5. It has been adopted bv nearly every State Reading Circle. SEND Alili ORDERS TO E, L. KELLOGG & CO., NEW YORK <fc CHICAGO. 23 The Tractical Teacher . Writings of Francis W. Parker, Principal of Cook Co. Normal School, 111. , and other educators, among which is Joseph Payne's Visit to German Schools, etc. 188 large 8vo pages, 7KxlOX inches. Cloth. Price, $1.50; to teachers, $1.30 ; by mail, 14 cents extra. New edition in paper cover. Price, 75 cents ; to teachers, 60 cents ; by mail, 8 cents extra. These articles contain many things that the readers of the *' Talks on Teaching" desired light upon. The space occupied enabled Col. Parker to state himself at the length needed for clearness. There is really here, from his pen (taking out the writings of others) a volume of 830 pages, each page about the size of those in "Talks on Teaching." 1. The writings in this volume are mainly those of Col. F. W. Parker, Principal of the Cook County Normal School. 2. Like the " Talks on Teaching" so famous, they deal with the principles and practice of teaching. 3. Those who own the " Talks" will want the further ideas from Col. Parker. 4. There are many things in this voliune written in reply to inquiries suggested in " Talks." 5. There is here really 750 pages of the size of those in " Talks." " Talks " seUs for $1.00. This for $1.20 and 14 cents for postage. 6. Minute suggestions are made pertaining to Reading, Questions, Geography, Numbers, History, Psychology, Peda-- gogics, Clay Modeling, Form, Color, etc. 7. Joseph Payne's visit to the German schools is given in full ; everything from his pen is valuable. 8. The whole book has the breeze that is blowing from the New Education ideas ; it is filled with Col. Parker's spirit. PARTIAL LIST OF CONTENTS- Beginnings. Reading— laws and principles ; Ruling Slates : Number and Arithmetic; Geography; Moulding; History; Psychology; Peda- gogics; Examinations; Elocution; Questioning on Pictures; on Flow- ers ; on Leaves ; Rules in Language : Answers to questions respecting the Spelling-Book ; List of Children's Books on History ; The Child's Voice; Ideas before Words; Description of Pictures; Teaching of 1; of 2; of 3; of 4; etc.; Form and Color; Breathing Exercises; Paper Folding ; v erbatim report of lessons given in Cook Co. Normal School. Busy Work ; Answers to Questions in Arithmetic, etc. ; Why teachers drag out a monotonous existence; Teaching of language to children; Supplementary Reading— list of books ; Structural Geography ; I/etters from Germany ; Hand and Eye Training ,• Clay Modeling ; List of Edu- cational Works ; Joseph Payne'^ visit to German Schools, etc., etc. 24 E. L. KELLOGG & CO., NEW YORK & CHICAGO, Fitch's Lectures on Teacbing. Lectures on Teaching. By J. G. Fitch, M.A., one of Her Majesty's Inspectors of Schools. England. Cloth, 16mo, 395 pp. Price, $1.25 ; to teachers, $1.00 ; by mail, postpaid. Mr. Fitch takes as his topic the application of principles to the art of teaching in schools. Here are no« vague and gen- (n-al propositions, but on every page we find the problems of the school-room discussed with definiteness of mental grip. No one who has read a single lecture by this eminent man but will desire to read another. The book is full of sugges- tions that lead to increased power. 1. These lectures are highly prized in England. 2. There is a valuable preface by Thos. Hunter, President of N. Y. City Normal CoUege. 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 Edncational Journal.— " He tells what he thinks so as to be helpful to all who are striving to improve." Lynn Evening Item.—" He gives admirable advice." Philadelphia 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 Jonrnal.— " His conception of the teacher is a worthy ideaJ for all to bear in mind." New England Journal of Education : " This is eminently the work oi a man of wisdom and experience. He takes a broad and comprehensive view of the work of the teacher, and his suggestions on all topics are worthy of the most careful consideration." Brooklyn Eagle : " An invaluable aid for almost every kind of in- struction and school organization. It combines the theoretical and the practical ; it is based on psychology ; it gives admirable advice on every- thing connected with teaching, from the furnishing of a school-room to the propai-ation 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' Reading Circles, as a work to be thoroughly read by its members." BJiNi) ALL OllDilUS TO E. L. KELLOGG & CO., NEW YORK & CHICAGO. 25 Curries Early Education. " The Principles and Practice of Early and Infant School Education." By James Currie, A. M., Prin. Church of Scotland Training College, Edinburgh. Author of " Common School Education," etc. With an introduction by Clarence E. Meleney, A. M., Supt. Schools, Paterson, N. J. Bound in blue cloth, gold, 16mo, 290 pp. Price, $1.25 ; to teachers, $i.oo ; by mail, 8 cents extra. WHY THIS BOOK IS VALUABLE. 1. Pestalozzi gave New England its educational supremacy. The Pestalozzian wave struck this coimtry more than forty years ago, and produced a mighty shock. It set New Eng- land to thinking. Horace Mann became eloquent to help on the change, and went up and down Massachusetts, urging in earnest tones the change proposed by the Swiss educator. What gave New England its educational supremacy was its reception of Pestalozzi's doctrines. Page, Philbrick, Barnard were all his disciples. 2. It is the work of one of the best expounders of Pes- talozzi. Forty years ago there was an upheaval in education. Pes- talozzi's words were acting like yeast upon educators ; thou- sands had been to visit his schools at Yverdun, and on their return to their own lands had reported the wonderful scenes they had witnessed. Rev. James Currie comprehended the movement, and sought to introduce it. Grasping the ideas of this great teacher, he spread them in Scotland ; but that country was not elastic and receptive. Still, Mr. Currie's presentation of them wrought a great change, and he is to be reckoned as the most powerful exponent of the new ideas in Scotland. Hence this book, which contains them, must be considered as a treasure by the educator. 3. This volume is really a Manual of Principles of Teaching. It exhibits enough of the principles to make the teacher intelligent in her practice. Most manuals give details, but no foundation principles. The first part lays a psychological basis — the only one there is for the teacher ; and this is done in a simple and concise way. He declares emphatically that teaching cannot be learned empirically. That is, that one can- not watch a teacher and see liow he does it, and then, imitat- ing, claim to be a teacher. The principles must be learned. 4. It is a Manual of Practicejn Teaching. SEND ALL ORDfiRS TO E. L. KELLOGG & CO., NEW YOBK & CHICAGO. 27 Hughes' 0\4istakes in Teaching. By James J. Hughes, Inspector of Schools, Toronto, Canada. Cloth, IGmo, 115 pp. Price, 50 cents; to teachers, 40 cents; by mail, 5 cents extra. Thousands of copies of the old edition have been sold. The new edition is worth double the old; the material has been increased, restated, and greatly improved. Two new and important Chapters have been added on "Mistakes in Aims," and "Mistakes in Moral Training." Mr. Hughes says in his preface: "In issuing a revised edi- tion of this book, it seems fitting to acknowledge gratefully the hearty appreciation that has been accorded it by American teachers. Realiz- ing as I do that its very large sale indicates that it has been of service 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 of the common mistakes in teaching and training." This is one of the six books recommended by the N. Y. State Department to teachers preparing for examination for State cer- titicates. CAUTION. Our new authorized copyright edition, entirely rewritten hy the autluyr, is tlie only one to buy. It is beautifully printed (lua handsomely bound. Get no other. CONTENTS OF OUR NEW EDITION. Chap. I. 7 Mistakes in Aim. Chap. II. 21 Mistakes in School Management. Chap. III. 24 Mistakes in Discipline. Chap. IV. 27 Mistakes in Method. Chap. V. 13 Mistakes in Moral Training. Cliaps. I. and V. are entirely f-no. -^^ ^ James L Hughes. Inspector Schools, Toronto, Canada. SEND ALL ORDERS TO 28 E. L. KELLOGG & CO., NEW YORK & CHICAGO. Chapter II. hits the mark. The titles are: Mistake 8. To neglect details of man- agement. 9. To omit yard supervision. 10. To abstain from playing with children. 11. To stand too near the class. 12. To take hold of a pupil to put him in line. 13. To give many demerit marks. 14. Toceusure trifling errors severely. 15. To complain or grumble much. 16. To keep pupils in at recess. 17. To invoke higher authority. 18. To confound giving evidence with talebearing. 19. To be late. 20. To be careless about personal habits. 21. To sit much while teaching. 22. To give commands instead of suggestions. 23. To allow pupils to be frequently troublesome without notifying their parents. 24. To annoy parents. 25. To show temper in dealing with parents. 26. To dispute with an angry parent before the class. 27. To make spiteful remarks about parents. 28. To neglect opportunities for arousing interest of parents in school enterprises. COMMENDATIONS. The Schoolmaster (England).—" His ideas are clearly presented." Boston Journal of Education.— " Mr. Hughes evidences a thorough study of the philosophy of education. We advise every teacher to invest 50 cents in the purchase of this useful volume." New York School Journal.—" it will help any teacher to read this book." Chicago Educational Weekly.—" Only long expeiience could furnish the author so fully with materials for sound advice." Penn. Teacher's Advocate.—" It is the most readable book w^e have seen lately." Educational Journal ofVirginia.— " We know no book that contains so many valuable suggestions." Ohio Educational Monthly,—" It contains more practical hints than any book of its size known to us." Iowa Central School Journal.—" We know of no book containing more valuable suggestions." School Bulletin, N. Y.— " It was officially adopted as a text-book for the county institutes of Iowa, and is well adapted lor the purpose, furnishing matter for discussion and emphasis." Louisiana Journal of Education.—" We can imagine no surer way of becoming perfect than by avoiding the mistakes of others." Educational Record.—" The teacher who has not read it should get a copy at once." Western (Kansas) School Journal.—" Full of practical suggestions." Central (Iowa) School Journal.—" This is a famous book." Education.— " Only long experience could furnish materials for such sound advice." Educational Crescent.— "A real genial, kindly friend, suggesting, help- ing, encouraging." C. B. Marine, Co. Supt., Iowa.—" One of the best books published." A. B. Fifleld, Princ. New Haven.—" I can testify to the genuine worth of the book." SBND ALL Ont)ERS TO R L. KELLOOG & CO., NEW YORK d CHTCAOO. 29 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 teachers, 40 cents; by mail, 5 cents extra. This valuable little book has already become widely known to American teachers. Our new edition has been almost eniireli) re-written, and several new important chapters added. It is the only AUTHORIZED COPYRIGHT EDITION. Gaution. — Buy no other. WHAT IT CONTAINS. I. General Principles; 11. 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; VIII. How to Gratify and Develop the Desire for Mental Activity; IX. Distracting Attention; X. Training the Power of Attention; XI. General Suggestions regarding Attention. TESTIMONIALS. S. P. Bobbins, Pres. McGill Normal School. Montreal, Can., writes to Mr. Hughes:—'* It is quite superfluous for me to say that your little books are admirable. I was yesterday authorized to put the ' Attention ' on the list of books to be used in the Normal School next year. Crisp and attractive in style, and mighty by reason of its good, sound common-sense, it is a book that every teacher should know," Popular Educator (Boston):—" Mr. Hughes has embodied the best think- ing of \t& 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 o manual of special value." New York School Journal.—" Every teacher would derive benefit from reading this volume." Chicago Educational Weekly.— " The teacher who aims at best suc- cess should study it." Phil. Teacher.—" Many who have spent months in the school-room would be benefited by it." Maryland School Journal.—" 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." SiCiNO ALL (iRokus 'i'O E. L. KELLOOG & CO., NEW YORK & CHICAGO. 31 Dewey s How to Teach Manners in the School-Room. By Mrs. Julia M. Dewey, Priucipal of the Normal School at Lowell, Mass., formerly Siipt. of Schools at Hoosick Falls, N. Y. Cloth, 16mo, 104 ])p. Price, 50 cents; to teacJiers, 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. Manners in School— First Two Years. " " Second '* Mannei-s at Home— First " " *' Second " Manners in Public— First " " Second " Table Manners— First Two Years. '• " Second Lessons on Manners for Advanced Pupils. Manners in School. Personal Habits Manners in Public. Table Manners. Manners in Society. Miscellaneous Items. Practical Traininpr 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 cany the mark of ill- breeding all their lives (uule.ss taught otherwise)." Pacific Ed. Journal.—" Principles are enforced by anecdote and conver- sation." Teacher's Exponent.— "We believe such a book will be very welcome." National Educator.— " Common-sense suggestions." Ohio Ed. Monthly.—" Teachers would do well to get it." Nebraska Teacher.—" Many teachers consider manners of little im- portance', but some of the boys will stand in places of importance." School Educator.— "The spirit of the author is commendable." School Herald.—" These lessons are full of suggestions." Va. School Journal. — "Lessons furnished in a delightful style." Miss. Teacher. —" The best presentation we have seen." Ed. Courant. — " It is simple, straightforward, and plain." Iowa Normal Monthly.—" Practical and well-arranged lessons on man- ners." Progressive Educator.— "Will piove to be most helpful to the teacher who desires her pupils to be well-muiniered." I^SSND ALL ORDBIIS TO 32 E. L. KELLOGG & CO.. NEW YORK & CHICAGO, Johnsons Education by T)ain g. Education by Doing : A Book of Educative Occupations for Children in School. By Anna Johnson, teacher to the Children's Aid Schools of New York City. With a prefatory note by Edward R. Shaw, of the High School of Yonkers, N. Y. Handsome red cloth, gilt stamp. Price, 75 cents ; to teachers, 60 cents ; by mail, 5 cents extra. Thousand of teachers are asking the question : " How can I keep my pupils profitably occupied?" This book answers the question. Theories are omitted. Every line is full of instruction. 1. Arithmetic is taught with blocks, beads, toy-money, etc. 2. The tables are taught by clock dials, weights, etc. 3. Form is taught by blocks. 4. Lines with sticks. 5. Language with pictures. 6. Occupations are given. 7. Everything is plain and practical. EXTRACT FROM PREFACTORY NOTE. " In observing the results achieved by the Kindergarten, educators have felt that Froebel's great discovery of education by occupations must have something for the public schools— that a f virther application 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, conceived in the spirit of the * New Education.' " It will be widely welcomed, we believe, as it gives concrete methods of work —the very aids primary teachers are in search of. There has ■ been a wide discussion of the subject of education, and there exists no little confusion in the mind of many a teacher as to how he should im- prove upon methods that have been condemned." Supt. J. "W. Skinner, Children's Aid Schools, says:— "It is highly appreciated by our teachers. It supplies a want felt by all." Toledo Blade.—" The need of this book has been felt by teachers." School Education.—" Contains a great many fruitful suggestions." Christian Advance.— " The method is certainly philosophical." Va. Ed. Journal.—" The book is an outgrowth of Froebel's idea." Fhiladelpliia Teacher.—" The book is full of practical information." Iowa Teacher.— "Kellogg's books are all good, but this is the best for teachers. The Educationist.—" We regard it as very valuable." School Bulletin.—" We think well of this book " Chicago Intelligence.—" Will be found^a very serviceable book." SEND ALL OllDfeRS TO , E. L, KELLOGG <& CO., NEW YORK & CHICAGO. 33 Vatridges " QtUncy [Methods!' The " Quincy Methods," illustrated ; Pen photographs from the Quincy schools. By Lelia E. Patridge. Illustrated with a number of engravings, and two colored plates. Blue cloth, gilt, 12mo, 686 pp. Price, $1.75 ; to teachers^ $1.40 ; by mail, 13 cents extra. "When the schools of Quincy, Mass., became so famous under the superintendence of Col. Francis W. Parker, thou- sands of teachers visited them. Quincy became a sort of " educational Mecca," to the disgust of the routinists, whose schools were passed by. Those who went to study the methods pursued there were called on to tell what they had seen. Miss Patridge was one of those who visited the schools of Quincy ; in the Pennsylvania Institutes (many of which she conducted), she found the teachers were never tired of being told how things were done in Quincy. She revisited the schools several times, and wrote down what she saw ; then the book was made. 1. This book presents the actual practice in the schools of Quincy. It is composed of " pen photographs." 2. It gives abundant reasons for the great stir produced by the two words " Quincy Methods." There are reasons for the discussion that has been going on among the teachers of late years. 3. It gives an insight to principles underlying real educa- tion as distinguished from book learning. 4. It shows the teacher not only what to do, but gives the way in which to do it. 5. It impresses one with the spirit of the Quincy schools. r». 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, Color, Direction, Dimension, Botany, Minerals, Form, Lan- guage, Writing, Pictures, Modelling, Drawing, Singing, Geography, Zoology, etc. , etc. 10. There are 686 pages; a large book devoted to the realities of school life, in realistic descriptive language. It is plain, real, not abstruse and uninteresting. 11. It gives an insight mto real education, the education urged by Pestalozzi, Froebeli Mann, Page, Parker, etc. SEND ALL ORDERS TO E. L. KELLOGG & CO., NEW YOBIC c& CHICAGO. 35 Shaw and T)onneWs School Devices. " School Devices." A book of ways and suggestions for teachers. By Edward R. Shaw and Webb Donnele, of the High School at Yonkers, N. Y. Illustrated. Dark-blue cloth binding, gold, 16rao, 289 pp. Price, SI. 25 ; to teachers, $1.00 ; by mail, 9 cents extra. This valuable book has just been greatly im- proved by the addition of nearly 75 pages of entirely new material. IWA BOOK OF "WAYS" FOR TEACHERS...^ Teaching is an art ; there are " ways to do it." This book is made to point out " ways," and to help by suggestions. 1. It gives "ways" for teaching Language, Grammar, Reading, Spelling, Geography, etc. These are in many cases novel; they are designed to help attract the attention of the pupil. 2. The " ways" given are not the questionable " ways" so often seen practised in school-rooms, but are in accord with the spirit of modem educational ideas. 3. This book will afford practical assistance to teachers who wish to keep their work from degenerating into mere routine. It gives them, in convenient form for constant use at the desk, a multitude of new ways in which to present old truths. The great enemy of the teacher is want of interest. TJieir methods do not attract attention. There is no teaching unless there is attention. The teacher is too apt to think there is but one "way" of teaching spelling ; he thus falls into a rut. Now there are many "ways" of teaching spelling, and some "ways" are better than others. Variety must exist in the school-room ; "the authors of this volume deserve the thanks of the teachers for pointing out methods of obtaining variety without sacrificing the great end sought— scholarship. New "ways" induce greater effort, and renewal of activity. 4. The book gives the result of large actual experience in the school- room, and will meet the needs of thousands of teachers, by placing at their command that for which visits to other schools are made, insti- tutes and associations attended, viz., new ideas and fresh and forceful ways of teaching. The devices given under Drawing and Physiology are of an eminently practical nature, and cannot fail to invest these subjects with new interest. The attempt has been made to present only devices of a practical character. 5. The book suggests "ways" to make teaching effective; it is not simply a book of new "ways," but of "ways" that will produce good results, SEND ALIi ORDERS TO E. L. KELLOGG cfc CO., NKW YORK & CHICAGO. 37 Seeleys Grubes Method of Teacbino ARITHMETIC. Explained and illustrated. Also the im provements on the method made by the followers of Grube in Germany. By Levi Seeley, Ph.D. Cloth, 176 pp. Price, $1.00; to teachers 80 cents; by mail, 7 cents extra. 1. It IS A Philosophical Work. — This book has a sound philosophical basis. The child does not (as most teachers seem to think) learn addition, then subtraction, then multiplica- tion, then division; he learns these processes together. Grube saw this, and founded his sys- tem on this fact. 2. It Follows NaT'jre's Plan. — Grube proceeds to de- veloi) (so to speak) the method by which the child actually be- comes (if he ever does) ac- quainted with 1, 2, 3, 4, 5, etc. This is not done, as some sup- pose, by writing them on a slate. Nature has her method ; she begins witli things; after handling two things in certain ways, the idea of two is ob- tained, and so ot other numbers. The chief value of this hook then consists in showing ivhat may he termed the way nature teaches the child number. 3. It is Valuable to Primary Teachers.— It begins and shows how the child can be tanght 1, then 2, then 3, &c. Hence it is a work especially valuable for the primary teacher. It gives much space to showing how the nimabers up to 10 are taught; for if this be correctly done, the pupil will almost teach himself the rest. 4. It Can Be Used in advanced Grades.— It discusses methods of teaching fractions, percentage, etc., so that it is a work valuable for all classes of teachers. 5. It Guides the Teacher's Work. — It shows, for exam- ple, what the teacher can appropriately do the first year, what the second, the third, and the fourth. More than this, it sug- gests work for the teacher she would otherwise omit. Taking it altogether, it is the best work on teaching num' her ever published. It isvery handsomely printed and bound. DR. LEVI SEELEY. SEND AI,t. ORDERS TO 40 E. L. KELLOGO <& CO., NEW YORK & GHICAQO. IVoodbuirs Simple Experiments for the School-Room. By Prof. John F. Woodhull. Prof, of Natural Science in the College for the Training of Teachers, New York Cit}^ author of "Manual of Home-Made Appa- ratus." Cloth, 16mo. Price, 50 cents; to teachers, 40 cents; by mail, 5 cents extra. This book contains a series of simple, easily-made experiments, to perform which will aid the comprehension of every-day phe- nomena. They are really the very lessons given by the author in the Primary and Grammar Departments of the Model School in the College for the Training of Teachers, New York City. The apparatus needed for the experiments consists, for the most part, of such things as every teacher will find at hand in a school- room or kitchen. The experiments are so connected in logical order as to form a continuous exhibition of the phenomena of combustion. ThU book is not a science catechism. Its aim is to train the child's mind in habits of reasoning by experimental methods. These experiments should be made in every school of our country, and thus bring in a scientific method of dealing with nature. The present method of cramming children's minds with isolated facts of which they can have no adequate comprehension is a ruinous and unprofitable one. This book points out the method employed by the best teachers in the best schools. WHAT IT CONTAINS. I. Experiments with Paper. II. " " Wood. III. " " a Candle. IV. " " Keroseoe. V. Kindling Temperature. VI. Air as an Agent in Combustion. VII. Products of Complete " VIII. Cun-ents of Air, etc.— Ventila- IX. Oxygen of tlie Air. [tion. X. Chemical Changes. In all there are 91 experiments described, illustrated by 35 engravings. Jas. H. Canfield, Univ. of Kans., Lawrence, says:—" I desire to say most emphatically that the method pursued is the only true one in all school work. Its spirit is admirable, Ws need and must have far more of this instruction." J. C. Packard, Univ. of Iowa, Iowa City, says:—" For many years shut up to the simplest forms of illustrative apparatus, I learned that the necessity was a blessing, since so much could be accomplished by home-made ap- paratus—inexpensive and effective." Henry R. Russell, Woodbury, N. J., Supt. of the Friends School:— "Ad- mirable little book. It is just the kind of book we need." S. T. Button, Supt. Schools, New Haven, Ct.— " Contains just the kind of help teachers need in adapting natural science to common schools." SEND Alili ORDERS TO E. L, KELLOGG & CO., NEW YORK & CHICAGO. 41 Kelhggs School [Management : " A Practical Guide for the Teacher in the School-Room.*' By Amos M. Kellogg, A.M. Sixth edition. Revised and enlarged. Cloth, 138 pp. Price, 75 cents ; to teachers, 60 cents ; by mail, 5 cents extra. This book takes up the most difficult of all school work, viz. : the Government of a school, and is filled with original and practical ideas on the subject. It is invaluable to the teacher who desires to make his school a " well-governed " school. 1. It suggests methods of awakening an interest in the studies, and in school work. "The problem for the teacher," says Joseph Payne, " is to get the pupil to study." If he can do this he will be educated. 2. It suggests methods of making the school attractive. Ninety-nine hundredths of the teachers think young people should come to school anyhow ; the wise ones knov/ that a pupil who wants to come to school will do something when he gets there, and so make the school attractive. 3. Above all it shows that the pupils will be self -governed when well governed. It shows how to develop the process of self-government. 4. It shows how regular attention and courteous behaviour may be secured. 5. It has an admirable preface by that remarkable man and teacher. Dr. Thomas Hunter, Pres. N. Y. City Normal College. Home and School.—" Is just the book for every teacher who wishes to bo a better teacher." Educational Journal.—" It contains many valuable hints." Boston Journal of Education.— " It is the most humane, instructive, orig^inal educational work wc have read in many a day." Wis. Journal of Education.—" Commends itself at once by the num- ber of ingenious devices for securing order, industry, and interest. Iowa Central School Journal.—" Teachers will find it a helpful and suggestive book." Canada Educational Monthly.—" Valuable advice and useful sugges- tions." Normal Teacher.—" The author believes the way t« manage is to civ- ilize, cultivate, and refine." School Moderator.—" Contains a large amount of valuable reading ; school government is admirably presented." Progressive Teacher,— " Should occupy an honored place in every teacher's library." Ed. Courant.— " It will help the teacher greatly.' V», £d> Journal,—" The author 4f»W8 from a large experience." SEND ALL ORDERS TO E. L. KELLOGG d CO., J^EW YOllK & CHICAGO. Autobiography of Froebel. Materials to Aid a Compueilension op the Works of the Founder of the Kindergarten. ]6mo, large, clear type, 128 pp. Cloth, 16mo, 50 cents; to teachers, 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 kindergart(m. The life of Froebel, mainly by his own hand, is very helpful. In this we sea 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 w« 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 wns studying out a plan by which the usually wasted years of younu chil- dren could be made productive. The volume will be of great valne 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 Eecord, 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." Freidrich Froebel. SEND ALL on DEI! S TO E. L. KELLOGG & CO., NEW YORK & CHICAGO. 43 *_ Brownings Educational Theories, By Oscar Bkowning, M.xV., of King's College, Cambridge, Eng. No. 8 of Reading Circle Library Series. Cloth, IGnio, 237 pp. Price, 50 cents; to teacliers, 40 cents; by mail, 5 cents extra. This work has been before the public some time, and for a general sketch of the History of Education it has no superior. Our edition contains several new features, making it specially valuable as a text-book for Normal Schools, Teachers' Classes, Reading Circles, Teachers' Institutes, etc., as well as the student of education. These new features are: (1) Side-heads giving the subject of each paragraph; (2) each cha])ter is followed by an analysis; (3) a very full neic 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— Ralich and Comcnius; V. The Naturalists — Rabelais and Montaigne; VI. English Humorists and Realists— Roger Ascham and John Milton; VII. Locke; VIII. Jesuits and Jansenists; IX. Rousseau; X. Pes- talozzi; XI. Kant, Fichte, and Herbart; XII. The English Pub- lio- School ; XIII. Froebel ; XIV. The American Common School. PRESS NOTICES. Ed. Courant. — "Tliis edition surpasses others in its adaptability to gen- eral use." Col. School Journal.—"" C'an be used as a text-book in the Ilistojy of Education." Pa. Ed. News.— "A volume that can be used as a textbook on tlie His- tory of Jiducatioii." School Education, Minn.—" TJepinning with the Greeks, the author pre- sents a brief l>ut clear outline of the leading educational theories down to the present time." Ed. Keview, Can.— "A bnoU like tin's, introducing the teacher to the great minds that have worked in the same field, cannot but be a powerful stimulus to hint in his woik." SEND ALL OEDKES TO 41 E. L. KELLOGG & CO., 'l^ CLINTON PL ACE, N. Y. INDUSTRIAL- EDUCATION^ Loves Industrial Education, Industrial Education ; a guide to Manual Training. By Samuel G. Love, principal of the Jamestown, (N. Y.) public schools. Cloth, 12mo, 830 pp. with 40 full-page plates containing nearly 400 figures. Price, $1.75 ; to teachers, $1.40 ; by mail, 12 cents extra. 1. Industrial Education not understood. Probably the only aian who has wrought out the problem in a practical way is Samuel G. Love, the superin- tendent of the Jamestown (N. Y.) schools. Mr. Love has now about 2,4<'0 children in the primary, advanced, and high schools under his charge ; lie is assisted by fifty teachers, so tliat an admirable opportunity was offered. In 1674 (about fourteen years ago) Mr. Love began his experiment ; gradu- ally he introduced one occu- pation, and then another, uiitil at last nearly all the pupils aie following some form of educate ing work. 2. Why it is demanded. The reasons for introducing it are clearly stated by Mr. Love. It was done because the educa- tion of the books left the pu, nils unfitted to meet the prac- tical problems the world asks them to solve. The world does not have a field ready for the student in book-lore. The state- ments of Mr. Love should be carefully read. 3. It is an educational hook. Any one can give some formal work to girls and boys. What has been needed has been some one who could find out what is suiied to the little child who is in the *' First Reader," to the one who is in the ** Second Reader," and so on. It must be remembered the effort is not to make carpenters, and type-setters, and dress- makers of boys and girls, but to educate thetn by these occupor tions better than without them- =LOVE» SEND ALL OR DEI! r. TO E. L. KELLOGG & CO., NEW YOllK cfi CHICAGO. 43 — — — — ft_ Brownings Educational Theories, By Oscar Browning, M.A., of King's College, Cambritlge, Eng. No. 8 of Beading Circle Library Series. Cloth, ICnio, 237 pp. Price, 50 cents; to iea^Jiers, 40 cents; by mail, 5 cents extra. This work has been before the public some time, and for a general sketch of the Histor}'- of Education it has no superior. Our edition contains several new features, making it specially valuable as a text-book for Normal Schools, Teachers' Classes, Reading Circles, Teachers' Institutes, etc., as well as the student of education. These new features are: (1) Side-heads giving the subject of each paragraph; (2) each chai)ter is followed by an analysis; (3) a very full neic index; (4) also an appendix on "Eroebel," 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; 111. Humanistic Education; IV. Hie Realists— Ratich and Comcnius; V. The Naturalists — Rabelais and Montaigne; VI. English Humorists and Realists— Roger Ascham and John Milton; VII. Locke; VIII. Jesuits and Jansenists; IX. Rousseau; X. Pes- talozzi; XI. Kant, Fichte, and Herbart; XII. The English Pub- lio School ; XIII. Froebel ; XIV. The American Common School. PRESS NOTICES. Ed. Courant.— " This editiou Kurp;isscs others in its adaptabihty to gen- eral use." Col. School Journal.— " C'an be used as a text-book in the Ili.stoiy of Education." Pa. Ed. News.—" A volume that can be used as a text-book on the His- tory of Education." School Education, Minn.—" Bepinninp with the Greeks, the author i)re- sents a brief but clear outline of tlie leading educational theories down to the present time." Ed, Review, Can. — "A book like llils. introducinpr the teacher to the great niitids that have worked in the same field, cannot but be a powerful stiniulu^! to him in hi!^ woik." SEND ALL OEDEES TO 41 E. L. KELLOGG & CO., 25 CLINTON PL ACE. N. Y, ^INDUSTRIAL EDUCATION^ Laves Industrial Education, Industrial Education ; a guide to Manual Training. By Samuel G. Love, principal of the Jamestown, (N. Y.) public schools. Cloth, 12mo, 830 pp. with 40 full-page plates containing nearly 400 figures. Price, $1.75 ; to teachers, $1.40 ; by mail, 12 cents extra. 1. Industrial Education not understood. Probably the only aian who has wrought out the problem in a ])ractical way is Samuel G. Love, the superin- tendent of the Jamestown (N. Y.) schools. Mr. Love has now about 2,4''0 children in the primary, advanced, and high schools under his charge ; he is assisted by fifty teachers, so tliat an admirable opportunity was offered. In 1674 (about fourteen years ago) Mr. Love began his experiment ; gradu- ally he introduced one occu- pation, and then another, until at last nearly all the pupils are following some form of educat' ing work. 2. Why it is demanded. Tlie reasons for introducing it arc clearly stated by Mr. Love. It was done because the educa- tion of the books left the pu, pils unfitted to meet the prac- tical problems the w^orld asks them to solve. The world does not have a field ready for the student in book-lore. The state- ments of Mr. Love should be carefully read. 3. It is an educational book. Any one can give some formal work to girls and boys. WJiat has been needed has been some one who could find out what is sui/;ed to the little child who is in the *' First Reader," to the one who is in the "Second Reader," and so on. It must be remembered the effort is not to make carpenters, and type-setters, and dress- makers of boys and girls, but to educate them by these occupor tiona better than without them* --LOVE' SEND ALL ORDERS TO 46 E. L. KELLOGG & CO., NEW YORK <& CHICAGO. Leland's Tractical Editcation. By Chas. G. Leland, late director of the Public Industrial Art School, Phila., Pa., and author of books on Industrial Education. Cloth, 12mo, 380 pp. Price, $2.00; to teachers, $1.60; by mail, 10 cents extra. This is a valuable volume on manual training, recently published by Mr. Leland in England. It treats of the development of Memory, the increasing quickness of perception, and training the constructive faculty. Mr. Leland was the first person to introduce hidxistrial Art as a branch of education in the public schools of America. The Bureau of Education at Washington, observing the success of his work, employed him in 1862 to write a pamphlet showing how hand- work could be taken or taught in schools and families. It is usual to issue only 15,000 of these pamphlets, but so great was the demand for this that in two years after its issue more than 60,000 were given to applicants. This work will be found greatly enlarged in " Practical Education." Owing to it thousands of schools, classes, or clubs of industrial art were established in England, America, and Austria. As at present a great demand exists for information as to organizing Technical Education, this forms the first part of the work. In it the author indicates that all the confusion and difference of opinion which at present prevails as to this subject may very easily be obviated by simply beginning by teaching the youngest the easiest arts of which they are capable, and by thence gradually leading them on to more advanced work. " The basis of Mr. Leland's theory," says a reviewer, " is that before learning, children should acquire the art of learning. It is not enough to fill the memory: memory must first be created. By training children to merely memorize, extraordinary power in this respect is to be attained in a few months. With this is associated exercices in quickness of per- ception, which are at first purely mechanical, and range from merely training the eye to mental arithmetic, and problems in all branches of education. Memory and quickness of perception blend in the develop- ment of the constructive faculties or hand-work. Attention or interest is the final factor inthis system." CONTENTS. Industrial Art in Education, . . 1 Design as a Preparation for In- dustrial Art Work, .... 22 General Observations, .... 87 On Developing Memory, . . . 120 On Creating Quickness of Per- ception, 151 Eye Memory, 185 On Taking an Interest, .... 214 Conclusion, 231 Appendix, 243-272 Eritish Architect.— "Mr. Leland's book will have a wide circulation. It deals with the whole subject in such a downright practical fashion, and is so much the result of long personal experience and observation, as to render it a veritable mine of valuable suggestions." Scottish Educational News.— "It has little of the dryness usually asso- ciated with such books; and no teacher can read its thoughtful pages with- out imbibing many valuable ideas." Chemical News.—" Strongly to be recpmmended." Liverpool Daily Post.—" This valuable little work." M^iy ALL ORDERS *0 E. L. KELLOGG & CO., NEW YORK AND CHICAGO. 47 Shaw's 3\[ational Oiiestion "Book, *'The National Question Book." A graded course of study for those preparing to teach. By Edward R. Shaw, Principal of the High School, Yonkers, N. Y., author of "School Devices,' etc Bound in durable English buck- ram cloth, with beautiful side-stamp. 12nio, 400 pp. Price, $1.50 ; net to teachers, postpaid. A new edition of this popular hook is now ready, containing the following NEW FEATURES: READING. An entirely new chapter with answers. ALCOHOL and its effects on the body. An entirely new chapter with answers. THE PROFESSIONAL GRADE has been entirely re- written and now contains answers to every question. This work contains 6,500 Questions and Answers on 24: Different Branches of Study. ITS DISTINGUISHING FEATURES. 1. It aims to make the teacher a better teacher, "How to Make Teaching a Profession" has challenged t' e attention of the wisest teacher. It is plain that to accomplish this the teacher must pass from the stage of a knowledge of the rudiments, to the stage of somewhat extensive acquire- ment. There are steps in this movement ; if a teacher will take the first and see what the next is, he will probably go on to the next, and so on. One of the reasons why there has been no movement forward by those who have made this first step, is that there was nothing marked out as a second step. 2. This book will show the teacher how to go forward. In the preface the course of study usually pursued in our best normal schools is given. This proposes four grades; third, second, first, and professional. Then, questions are given appropriate for each of these grades. Answers follow each section. A teacher will use the book somewhat as follows : — If he is in the third grade he will put the questions found in this book concerning numbers, geography, history, grammar, orthography, and theory and practice of teaching to himself and get out the answer. Having done this he will go on to the other grades in a similar manner. In this way he will know aa to his fitnesa to pass an examination tot SEND AIX ORDERS TO 48 E, L. KELLOGG & CO., NEW YORK & CHICAGO. these grades. The selection of questions is a good one. 3. It proposes questions concerning teaching itself. The need of studying the Art of Teaching is becoming more and more apparent. There are questions that will prove very suggestive and valuable on the Theory and Practice of Educa- tion. 4. It is a general review of the common school and higher studies. Each department of questions is followed by department of answers on same subject, each question being numbered, and answer having corresponding number. Arithmetic, 3d grade. English Litemture, 1st grade. Geography, 2d and 3d grade. Natural Philosophy, " U. S. History, 2d and 3d grade. Algebra, professional grade. Grammar, 1st, 2d, and 3d grade. General History, profess, grade. Orthography and Orthoepy, 3d grade. Theory and Practice of Teaching, Ist, 2d, and 3d grade. Rhetoric and Composition, 2d grade. Physiology, 1st and 2d grade. Bookkeeping, 1st and 2d grade. Civil Government, 1st and 2d grade. Physical Geography, 1st grade. 5. It is carefully graded into grades corresponding to those into which teachers are usually classed. It is important for a teacher to know what are appropriate questions to ask a tliird grade teacher, for example. Exam- iners of teachers, too, need to know what are appropriate questions. In fact, to put the examination of the teacher into a proper system is most important. 6. Again, this book broadens the field, and will advance education. The second grade teacher, for example, is exam- med in rhetoric and composition, physiology, book-keeping, and civil government, subjects usually omitted. The teacher who follows this book faithfully will become as near as possi- ble a normal school graduate. It is really a contribution to pedagogic progress. It points out to the teacher a road to professional fitness. 7. It is a useful reference work for every teacher and priv- ate library. Every teacher needs a book to turn to for questions, for example, a history class. Time is precious ; he gives a pupil the book saying, * ' Write five of those questions on the black- board ; the class may bring in answers to-morrow." A book, Geometry, * » Latin, t t Zoology, ' Astronomy, u ( Botany, ' ' Physics, ' ' Chemistry, ( ( Geology, ,i_^ J J.- A. SEND ALL ORtJERg fO E. L. KELLOGG <fe CO., NEW YORK & OHIO AGO. tA Sotithwicks Qul^ Manual of the Theory AND PkACTICE op TEACHING. By A. p. SoUTHWICK, author of " Handy Helps," "Quizzii?m aud Kt'}^," etc. Can- vas binding, 16mo, 132 pp. Price, 75 cents; to teMliers, 60 cents; by mail, 6 cents extra. Much real aid to all classes of teachers iuri\' be got from a volume like this. To county superintendents, examiners, prin- cipals, it will be specially helpful in suggesting proper questions for examinations. There is more attention every year being given to Theory and Practice of Teaching, once wholly neglected. This is one of the six books recommended by the N. Y. State Department to teachers preparing for an examination in State certilicates. THIS VOLUME CONTAINS The following questions on Teaching these subjects: 28 questions on Education. 47 questions on Heading. 67 " Arithmetic. 21 " Composition. 3 " Etymology. 27 " Orthography. 6 " Natural Science. 40 " Geography. 12 " Penmanship. 58 " Discipline. 6 " Manual Training. Making in all over 500 questions; each question being concisely yet fully answered. The answers are printed on the back of the book, numbered to correspond with the questions. Ed. Record (Can.).— "To anyone preparing for an examination in profes- sional snbjeets, no better book than this could be found."* Can. Ed. Journal.—" Cannot fail to prove of great service to young teachers." Neb. Teacher.—" The answers are of sufficient length to be of real service." Western School Journal.—" The section on discipline abounds in golden and practical suggestions." Pa. School Journal.—" Well-arranged, comprehensive, reliable, and thor- oughly adapted to fulfil its purpose." La. Prog. Teacher.— The wisdom of a dozen works boiled down in get-at- able question-aud-answer form." Central School Journal. — " A helpmeet to teachers of all grades. Every subject taught in common and liigh schools is treated. It contains 506 questions and answers, simple and leading. We recommend the work as one of the best published." 3 Natural History. 2 Rhetoric. 13 ' Literature. 3 " Psychology. 24 Physiology. 32 ' History. 10 ' Drawing. 12 ' Attention. 54 ' Miscellaneous. SSND ALL ORDXIIS TO 62 E. L. KELLOGG & CO., NEW YORK <& CHICAGO. Southwick's Handy Helps, Handy Helps. A Manual of Curious and Interesting Infor- mation. By Albert P. Southwick, A.M., Author of '' Quizzism and Its Key," etc. 16mo, cloth, 290 pp. Price, $1.00 ; to teachers y 80 cents ; by mail, 8 cents extra. 1. This volume contains five hundred questions that are of interest to every reading man and woman in the United States. To hunt up an answer to even one of these would require sometimes days of research. 2. The volimie will be valuable to the teacher especially, because he is suiTounded with an inquiring set of young beings. For instance, *' What is the origin of the term John Bull ?" If asked this the teacher might be unable to answer it, yet this and many other similar queries are answered by this book. Such a volume can be used in the school-room, and it wiU enliven it, for many young people are roused by the questions it contains. Something new can be found in it every day to interest and instruct the school. It is an invaluable aid in oral teaching, unequaled for general exercises, and interesting dull pupils. 4. It will afford refined entertainment at a gathering of young people in the evening, and really add to their knowl- edge. 5. The queries in it pertain to matters that the well- informed should know about. Here are a few of them c Animal with Eight Eyes ; The Burning Lakes ; Boycotting ; Burial Place of Columbus ; Bride of Death ; Bluebeard's Cas- tle ; City of the Violet Crown ; Dead Sea Fruit ; Doors that are Books ; Derivation of the words. Uncle Sam ; First use of the expression, *' Defend me from my friends"; Flogged for Kissing his Wife ; How Pens aie Slit ; Key of the Ba stile ; Mother Goose'; Origin of All Fooi's Day ; Reason Rhode Island has two capitals ; Silhouette ; Simplest Post-office in the World; Umbrella a mile Wide; "Sharpshooters" among fishes ; Unlucky days for matrimony ; Year with 445 days ; Why black is used for mourning ; etc. , etc. 6. It is a capital book to take on a railroad journey ; it entertains, it instructs. Home Journal.— "One can scarcely turn a page without finding something he desires to learn, and which every well-read man ought to know. Itttorior.—" Immensely Instructive and entertAiulng in school-roomSi fftmilioB and reading circled*. SEND ALL ORBEIlS f6 E. L. KELLOOG & CO., NEW YORK & OmCAGO. 53 Song Treasures. THE PRICE HAS BEEN GREATLY REDUCED. Compiled by Amos M. Kellogg, editor of the School Jour- nal. Beautiful and durable postal-card manilla cover, printed in two colors, 64 pp. Price, 15 cents each; to teachers, 12 cents; by mail, 2 cents extra. BOth thousand. Write for our special terms to schools for quantities. Special terms for use at Teachers' Institutes. Thisisamost /,'|fr| valuable col- !P!|| lection of mu- sic for all schools and in- stitutes. I 1. Most of the pieces have been selected by the teachers as favorites in the schools. They are the ones the pupils love to sing. It contains nearly 100 pieces. 2. All the pieces " have a ring to them ;" they are easily learned, and will not be forgotten. 3. The themes and words are appropriate for young people. In these respects the work will be found to possess unusual merit. Nature, the Flowers, the Seasons, the Home, our Duties, our Creator, are entuned with beautiful music. 4. Great ideas may find an entrance into the mind through music. Aspirations for the good, the beautiful, and the true are presented here in a musical form. 5. Many of the words have been written especially for the book. One piece, " The Voice Within Us," p. 57, is worth the price of the book. 6. The titles here given show the teacher what we mean : Ask the Children, Beauty Everywhere, Be in Time, Cheerfulness, Christmas Bells, Days of Summer Glory, The Dearest Spot. Evening Song, Gentle Words, Going to School, Hold up the Right Hand, I Love the Merry, Merry Sunshine, Kind Deeds, Over in the Meadows, Our Happy School, Scatter the Germs of the Beautiful, Time to Walk, The Jolly Workers, The Teacher's Life, Tribute to Whittier, etc., etc. SEND ALL ORDERS TO 54 E. A KELLO&G & CO., NEW YORK & CHIGAQO. Reception Day. 6 3^os, A collection of fresh and original dialogues, recitations, decla- mations, and short pieces for practical use in Public and Piivate Schools. Bound in handsome new paper cover, 160 pages each, printed on laid paper. Price, 30 cents each; to 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, "-"•^^^^ 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 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 dialoiiue books profanity is found, or dis- obedience to parents encouraged, or lying laughed at. Let teachers look out for this. 6. There is something for* the youngest pupils. 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. Au important point is the freshness of these pieces. Most of them were written expressly for this collection, and can be found nowliere else. Boston Journal of Education.— " It is of practical value." Detroit Free Press.—" Suitable for public and private schools." Western Ed, Journal.—" a series of very good selections." New Cover. SEND ALL ORDKRS TO E. L. KELLOGG & CO., NEW YORK & CHICAGO. 55 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 woiih the price of the book. Then there are 21 other dialogues. 29 Recitations. 14 Declamations. 17 Pieces for the Primary Class. No. 2 Contains '^9 Recitations. 12 Declamations. 17 Dialogues. 24 Pieces for the Primary Class. And for Class Exercise as follows: The Bird's Party. Indian Names. Valedictory. Washington's Birthday. Garfield Memorial Day. Grant " " Whittier Sigourney " " No. 3 Contains Fewer of the longer pieces and more of the shorter, as follows : 18 Declamations. 21 Recitations. 22 Dialogues. 24 Pieces for the Primary Class. A Christmas Exercise. Opeiiii»g PijBce. and An Historical Celebration. No. 4 Contains Campbell Memorial Day. Longfellow *' " Michael Angelo " " Shakespeare " " Washington " " Christmas Exercise. Arbor Day " New Planting " Thanksgiving " Value of Knowledge Exercise. Also 8 other Dialogues. 21 Recitations. 23 Declamations. No. 5 Contains Browning Memorial Day. Autumn Exercise. Bryant Memorial Day. New Planting Exercise. Christmas Exercise. A Concert Exercise. 24 Other Dialogues. 16 Declamations, and 36 Recitations. No. 6 Contains Spring; a flower exercise for very young pupils. Emerson Memorial Day. New Year's Day Exercise. Holmes' Memorial Day. Fourth of July Exercise. Shakespeare Memorial Day. Washington's Birthday Exercise. Also 6 other Dialogues. 6 Declamations. 41 Recitations. 15 Recitations for the Primary Clf.ss. And 4 Songs. Our Reception Day Series is not sold largely by booksellers, who, if they do not keep it, try to have you buy something else similar, but not so good. Therefore send direct to the publishers, by mail, the price as above, in stamps or postal notes, and your order will be filled at once. Discount for quantities. SPECIAL OFFER. If ordered at one time, we will send postpaid the entire 6 Nos. for $1.40. Note the reduction. *gJJD ALL OUiSERS f O 66 B. L. KELLOGG & CO., NEW YORK & CHICAGO. Gardner s Town and Country School Buildings. A collection of plans and designs for schools of various sizes, graded and ungraded, with descriptions of con- struction, of sanitary arrangements, light, heat, and ventila- tion. By E. C. Gakdner, architect, author of " The House that Jill Built," etc. Cloth, small quarto, 150 pp. Price, $2.50; to teachers, |2.00; by mail, 12 cents extra. Illustrated with nearly 150 engravings. TVVO-noOM COUNTRY SCHOOL-HOUSB. This is undoubtedly the most important work ever issued on this subject. It is plain that in the revival of education that is apparently begun there are to be better buildings erected for educational purposes. The unsightly, inconvenient, badly-lighted, unventi- lated and ugly structures are to give way to those that are con- venient and elegant. The author is an earnest advocate of im- proved methods of education, and feels that suitable buildings will bear an important part in the movement. POINTS OF THE WORK. 1. It is not a book that presents places for houses that will simply cost more money — let that be borne in mind. It is a book that shows how to spend money so as to get the value of the money. mr 2. Better buildings are sure to be erected— this cannot be stopped; the people are feeling the importance of education as they never did before. They will express their feeliug by erect- ing better buildings. How shall they be guided in this good effort? This book is the answer SKND Al.la ORDERS TO 58 E. L. KELLOOG & CO., NEW YORK & CHICAGO. IVilheMs Studenfs Calendar. Compiled by N. O. Wii.helm. Bouml in paper. 76 pp. Double indexed. Price, 30 cents; to teachers, 24 cents; by mail, 3 cents extra. This is a perpetual calendar and book of days. It consists of Short Biog- raphies of Greatest Men, arranged according to Birthdays and Deathdays, covering every day of the year. These can be used for opening exercises in schools, for memorial days, and for giving pupils some information about the great men of the world about whom everybody ought to know something. Just the thing for families where there are young people. The condensed information in this little book would in other form cost you many dollars to own. Here ai*e a few of the names of persons whose iiiographies are foimd in the " Student's Calendar:" John Adams, Qu^en Elizabeth, John Hancock, J. Q. Adams, K. W. Emerson, Joseph Addison, Robert Emmet, Alcxand'r the Gre't, Euripides, Miehael Angelo, Aristotle, Ascham, Audubon, Francis Bacon, Geo. Bancroft, Venerable Bode, Von Bisuiarck, Tycho Brahe, Lord Brougham, Mrs. Browning, W. C. Bryant, Edmund Burke, Robert Burns, Ben. F. Butler, Lord Byron, Edw. Everett, Faraday, Fanagur, Fenelon, M. FiUmore, Chas. J. Fox, Ben. Franklin, Sir J. Franklin, Hamilton, Hannibal, W. H. Harrison, Nath. Hawtliorne, Hayden, Mrs. Hemans, T. A. Hendricks, Patrick Henry, Sir Wni. Herschel, O. W. Holmes, Thomas Hood, Frederick tlie Great Jos. Hooker, John Calhoun, Thos. Campbell, Thos. Carlyle, Phoebe Gary, Cervantes, Salmon P. Chase, Thos. Chatterton, Rufus Choate, Cicero, Henry Clay, Cleopatra, Coleridge, Schuyler Colfax, Anthony Collins, Cornwallis, J. C. Fremont, Froblsher, Froebcl, Froude, Robert Fulton, Galileo. Vasco da Gama, Gambetta, Garfleld, Garibaldi, D. Garrick, Horatio Gates, R. Gatliug, George III., Stephen Girard, Gladstone, Goethe, Goldsmith, U. S. Grant, Henry Grattan, Asa Gray, Horace Greeley, Nath. Greene, Horace, Sam. Houston, Elias Howe, Victor Hugo, Humboldt, David Hume, Wash. Irving, Andrew Jackson, Jacotot, Jos. Jacquard, James I., James II., John Jay, Thos. Jefferson, Francis Jeffrey, Dr. Ed. Jenner, Joan of Arc, Sam'l Johnson, John Paul Jones, Dr. Kane, John Keats, John Kitto, Henry Knox, Abraham Lincoln, Jenny Liud, Liunajus, Dr. Livingstone, H. W. Longfellow, Lowell, Lubbock, Martin Luther, Macaulay, Macready, Mohammed, Horace Mann, Maria Theresa, Marie Antoinette, Mary, Qu'n of Scots, J. Montgomery, Sir J. Moore, Mozart, Napoleon I., Nelson, Sir Isaac Newton, Daniel O'Connell, Charles O'Conor, Thos. Paine, Geo. Peabody, Wm. Penn, Peter the Great, Pizarro, Plato, E. A. Poe, W. H. Prescott, Pulaski, Queen Victoria, Richelieu, J. P. Richter, Ritter, Lubbock's Best loo Books. By Sir John Lubbock. 64 pages, paper. Price, 20 cents; to teachers, 16 cents; by mail, 2 cents extra. Sir John Lubbock, in an address last year before the Workingmen's College of London, England, gave a list of what he deemed tlie Best 100 Books. He said, in giving his list, that if a few good guides would draw up similar lists, it would be most useful. The Pall Mall Gazette published Sir John I^ubbock's list, and invited eminent men in England to give their opinions concerning it. We liave just I'eprinted them in neat pamphlet form. Gladstone, Stanley, Black, and many others are represented. SEND ALIi ORDERS TO E. L. KELLOGG & CO., NK W YORK & CHICAGO. 59 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, Ifimo. 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 teachers. The value of the book will be readily seen by noticing the subjects discussed. CONTEXTS :— How we can know Mind— Native Characteristics of Children— How to Study Ourselves— The Sanguine Temperament— The Bilious Temperament— The Lymphatic Temperament— The Nerv'ous Temperament— Physical Charactenstics 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." — " What 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." "Poolers N. Y, School Laws, A Manual of the School Laws of N. Y. State. By Chakles T. Pooleh, conductor of Institutes. 50 pp., limp cloth, Price, 30 cents; to teachers, /54 cents ; by mail, 3 cents extra. A large majority of all the school district difficulties, culmin- ating too often in petty lawsuits, and oftener still in social quar- rels that seldom die. grow out of ignorance of a few points in the school law. Tne object of this book is to give the school law governing citizens, teachers, and school officers. Reference is made by figures to the Code of Public Instruction. CONTENTS : School Year and Annual School Meeting— Votes at School- Meetings- Census of Children of School Age— School District Meetings— Trustees : Powers and Duties— Teachers : Powers and Re- striction-District Clork: Duties— Supervisor— School Commissioner- Superintendent of Public Instruction— The Teacher's Rights— Child- ren's Rights— Parent's Rights. SEJfD ALL ORDERS TO E. L. KELLOQO <fc CO., NEW YORK & GHIGAOO. 63 THE NEW YORK EDUCATIONAL BUREAU, E. L. KELLOGG & CO., Proprietors. OUR AIMS. THIS Bureau will make a specialty of furnishing to Parents, School Officers, Principals, Heads of Colleges, and ofhers, capable Governesses, Tutors, Teachers, Principals, Superintendents, and Special Teachers. It will aid Parents by giving trustworthy informa- tion and advice concerning Colleges, Schools, and Seminaries. It will supply Teachers to Academies, Seminaries, Private Schools, Colleges, Public and High Schools, also Teachers of Music, Art, French, German, Kindergarten System, Gymnastics, etc. It will aid to sell and rent desirable school property. VALUABLE CONNECTION. THIS Bureau is directly connected with the firm of E. L. Kellogg & Co., Educational Publishers, of New York and Chicago, and therefore has a very large acquaintance with qualified teachers and school officers. It knows of many hundreds who are rapidly growing in value, who are imT)ued with new ideas asked so often of principals and leading teachers. It is intended to supply only good teachers, and from our extensive acquaintance the selection will be found reliable by those who give a fair trial to the facilities afforded by this Bureau. EXCLUSIVE INFORMATION. ONLY the most desirable teacher is recommended for a place by this Bureau. You can see that it would not be wise for us to put an incompetent person in any position. Thus the candidate who is nominated for a position will have the satisfaction of knowing that he is being worked for (for his success is our success), and that th<'re will not be a dozen or more persons, recommended by us, after the same position. CONFIDENTIAL DEALINGS. ALL of the dealings with this Bureau are, of course, confidential. The letters of our correspondents are carefully guarded, their wants cai-efully looked after. The Application I'lank v.hen re- turned to us is immediately filed and references looked up. Letters of recommendation are carefully read and filed for reference. These letters of recommendation are inviolable, and only shown to those who wish to ascertain the qualifications of our candidates. Our relations with school boards and scliool officers are also confi- dential. They are under no obligation to take the candidate recom- mended by this Bureau; and even if they should take some one else not recommended by us, we cannot complain, nor can the teacher nomi- nated. But we will do our best for those who register with us. Let it be clearly understood that all information this Bureau receives is of a confidential nature. It is not told unless we have permission to 14 DAY USE RtTUKN TO DESK FROM WHICM BORROWED EDUCATION-PSYCHOLOGY LIBRARY This book is due on the last date stamped below, or on the date to which renewed. Renewed books are subject to immediate recall. APRC irs. RECEIV ED m 1 3 '68 .gPM 1 O'V'^ D -PT. Uni 14 REC'D-9j \M ' ' LD 21A-30m-6.'67 (H2472sl0)476 General Library University of California rb JbbbJ 54(682 UNIVERSITY OF CAUFORNIA LIBRARY