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SCHOOL AMUSEMENTS 
 
 OB, 
 
 ioh) to mali^ % Sc|ooI Intmstin^. 
 
 EMBRACING SIMPLE 
 
 RULES FOR MILITARY AND GYMNASTIC EXERCISES, 
 
 AND HINTS UPON THE 
 
 GENEEAL MANAGEMENT OP THE SCHOOL ROOM. 
 
 BY 
 
 N. W. TAYLOE BOOT. 
 
 NEW YORK: 
 A. S. BARNES & Co., Ill & 113 WILLIAM STREET, 
 
 (corner of JOHN STBBKT.) 
 
 1876. 
 
Entered according to Act of Ckingress, In the yen eighteen hondred and flfty-seTen, 
 
 By A. S. BAENES & CO., 
 
 In the Olerk's Office of the District Court of the United States, for the 
 
 Sonthern District of New Tork, 
 
PREFACE. 
 
 There are many teachers who think their business 
 dull work, and who regret the necessity which com- 
 pels them to continue in it. They undertook it only 
 to make a little money, and they leave it, as soon as 
 they can, for some other, and, as they think, more honor- 
 able, agreeable and lucrative employment. 
 
 There are other teachers who live somewhat away 
 from the influences of modern improvements in the 
 science, and who remain content to continue in the 
 old-fashioned track of dull routine. Some of them, 
 however, occasionally complain of the treadmill char- 
 acter of their daily toil, and wish, indefinitely, for 
 some change. 
 
 A larga proportion of our teachers are young 
 and inexperienced. They are earnest and energetic ; 
 they are desirous of learning how to accomplish their 
 duties fully and pleasantly ; and they are thankful for 
 any instruction in means and methods. 
 
 This book has been written for these three classes 
 ot teachers, and may prove of use to them. It is hoped, 
 also, that almost every teacher may find something of 
 value in it. 
 
iv PREFACE. 
 
 The writer has assumed, first, that teaching is a 
 business as -well as a profession, and that teachers not 
 only ought to be, but can be pecuniarily successful. 
 That which is called " business talent" among merch- 
 ants is lamentably buried, generally, among teachers ; 
 for although in some parts of the country good salaries 
 are paid to the teachers of public schools, and private 
 schools are sometimes successful enterprises, yet it 
 cannot be denied that a large majority of the teachers 
 of the land are poor, and remain poor. We hear very 
 rarely of fortunes made at teaching, or even of salaries 
 paid which are not less than those which " smart" 
 clerks receive in trade. Business paaxims and shrewd- 
 ness, and enterprise, are not carried into the trade of 
 teaching, and until they are, teaching will be a " poor 
 business." 
 
 Teachers must learn to imitate, in some respects, the 
 practices of " business men." Among them " capital" 
 does not always control success, but advertising and 
 attractive display, and " bargains" offered and " induce- 
 ments" held out, and winning courtesy and industry, 
 energy, and a little Yankee shrewdness — these, when 
 combined, seldom fail to gain custom and profit. 
 
 Investing money, even some of his hard-earned 
 dollars, in organizing a company, or in fitting up a 
 gymnasium, may be for the teacher what advertising 
 has been for many a successful merchant. Time de- 
 voted to teaching, as a business, out of school, during 
 
PEBPACE. 
 
 vacations, constantly, may be rewarded with a success 
 equal to that of our " devoted business men." It is 
 very well to say that if a school or a business is worthy 
 of success, it will have it in due time without " puffing," 
 if you can afford, or are willing to wait ; but if you 
 have not the capital of reputation, push your business, 
 gain a deserved popularity, and achieve success. 
 
 Far be it from the writer to advise deceit, humbug, 
 or quackery in this noble profession ; these are as un- 
 necessary and unwise as they are censurable. It is 
 believed that the various plans recommended in this 
 volume will be found to be worthy of adoption by 
 honest teachers, and that they offer real advantages to 
 teachers, parents, and scholars. They certainly are 
 not proposed as mere " tricks of the trade." 
 
 A second point assumed is, that teaching may be 
 made a more pleasant occupation than it usually is. 
 That teacher who communicates with his scholars only 
 from his desk, as " the master ;" who never unbends 
 his dignified authority, nor relaxes his strict discipline, 
 but maintains ever the state of a monarch, and sur- 
 rounds himself with a hedge of enforced respect ; who 
 neither knows nor cares to learn of any means by 
 which school-labor may be made cheerful and attract- 
 ive, and never attempts to remove the natural repug- 
 nance which children have for abstract mental effort ; 
 such a teacher can never enjoy teaching. But it may 
 be made a " delightful task " Some of the writer's 
 
Tl PRBPACB. 
 
 happiest hours have been spent in his school-room, oi 
 among his scholars out of school ; and the remem- 
 brance of the many acts of kindness and evidences of 
 aifection which they have done and shown, will 
 brighten the whole of his life. Teaching is a ruMe 
 profession, and the true teacher is one of the most 
 useful, and may be one of the happiest, of men. 
 
 To those who desire to teach more profitably or 
 more pleasantly, or both, the following pages are 
 offered, with the belief that they will not be found 
 vp-ithout some worth. The book is not a compilation 
 of theories, but the result of practical experience. It 
 contains no plan which has not been thoroughly tried 
 and found useful. It might, undoubtedly, be a better 
 book, and criticisms which may be made with the de- 
 sign of aiding the cause which the writer advocates, 
 are desired rather than deprecated. He wishes, how- 
 ever, to shield himself from a charge which may be 
 made, that he advises too much amusement. It may be 
 remembered that the subject written upon is only 
 "School i!musements," and that these exercises are 
 offered as suitable to be joined to lahor, or thrown 
 around it as a disguise. The writer would have, in- 
 deed, gained little from experience, if he had not 
 learned that nothing can be accomplished without 
 labor, hard labor ; but he thinks that he has also learn- 
 ed that some, if not all kinds of work may be made to 
 seem play. 
 
PREFACE. TH 
 
 In conclusion, this addition is made to the volumes 
 of " The Teacher's Library," with the hope that it may 
 not be unworthy of at least the last place there ; and 
 to hear that any of his fellow-teachers are pleased with, 
 and aided by, its perusal, will be a rich reward to 
 
 THE AUTHOR. 
 
CONTENTS. 
 
 ETERT TEACHER HIS OWN DRILL-MASTER. 
 
 IntToductioD, . 
 
 To the Teacher, . 
 
 Drill First, 
 " Second, 
 " Third, . 
 " Fourth 
 " Fifth, 
 " Sixth, 
 " Seventh, . 
 " Eighth, 
 " Ninth, 
 " Tenth, 
 " Eleventh, 
 " Twelfth, 
 " Thirteenth, 
 " Fourteenth, 
 " Fifteenth, 
 " Sixteenth, 
 " Seventeenth, 
 " Eighteenth, . 
 " Nineteenth, 
 " Twentieth, . 
 
 Uniform, etc., 
 
 GYMNASTICS. 
 
 Introduction, 
 Pedestrianism, 
 
 Walking, . 
 
 Running, 
 
 Skating, 
 Swimming, 
 Miscellaneous Exercises, 
 
 Aroliery, 
 
 Ox] 
 
CONTENTS, 
 
 Kowing, 
 
 Cricket, 
 
 Foot-bal], . 
 Gymnastics, Cwitli appaiatus) . 
 The apparatus, (with plates) . 
 noostruction, 
 ^•ercises, 
 
 Parallel Bars, . 
 
 Upright Bars, . . 
 
 Vaulting Bars, . 
 
 The Swing, 
 
 The Bihgs, 
 
 Inclined Board, 
 
 The Ladder, . 
 
 The Jumping Cord, 
 
 The Pegs, 
 
 The Horse, 
 
 SCHOOL MANAGEMENT. 
 The School Boom, 
 Order and Method, . . ^ 
 
 Administration, 
 
 Principles, 
 
 Application of do., 
 
 Besults, . 
 
 Whispering, 
 
 Bepublicanbm, 
 Lectures, .... 
 "Facte," .... 
 Elections and Business Meetings, 
 Moot Courts, 
 
 Post Office, .... 
 The News, 
 Library, 
 
 Beading Aloud, . 
 
 Compositions, .... 
 School Periodical, 
 
 Geographical Game, . , 
 
 Arithmetical Game, 
 Dictation Exercises, 
 
EVERY TEACHER 
 
 HIS OWN DRILL-MASTEE. 
 
 INTEODUOTION. 
 
 MiLiTABT organizations in boys' schools have become 
 popular, not only in the Eastern States, but in many 
 other parts of the country, and this in spite of many 
 objections which were at first raised against them, 
 both by parents and teachers. It has been proved by 
 experiment, in some of our best, our model schools, that 
 the objections to the system are by no means well- 
 founded, and, on the other hand, that the advantages 
 arising from its adoption are many and real. 
 
 One of the objections to such organizations has been, 
 that they would tend to foster a warlike and bellige- 
 rent spirit ; would lead boys to become, when men, 
 
 Full of strange oaths, 
 
 Jealous in honor, sudden and quick in quarrel, 
 Seeking the bubble reputation, 
 I Even in the cannon's mouth." 
 
 "If," says the editor of the Ohio Journal of Educa- 
 tion, in the May issue for the last year, " if this ob- 
 
Xll INTRODUCTION. 
 
 jection is ■well-founded, it should be fatal to all such 
 enterprises. We certainly ought not to adopt the 
 Spartan policy, and imbue the minds of our sons with 
 a taste for blood and carnage. But we are not of 
 those who have faith in the justice of this objection. 
 Properly managed, such exercises can have no influence 
 so to deprave the heart and vitiate the morals, as to 
 fit one for the employment of fighting. Even partici- 
 pation in wars does not generally promote a desire 
 for war. The most distinguished warriors are, many 
 times, the most ardent friends of peace. Such was 
 Washington, such is Scott." 
 
 In addition to this theoretical answer to the objec- 
 tion, it may be urged that actual experiment has, in no 
 instance which has come under the notice of many 
 teachers who have conferred on the subject, developed 
 such Spartan tastes as have been feared ; on the con- 
 trary, cases may be cited where boys, who had been 
 longing to enter the Academy at West Point, have ex- 
 pressed themselves contented with military experience, 
 as acquired at school. 
 
 Another objection has been, that the expense of such 
 organizations must be very considerable, too great, in- 
 deed, for many, if not most, parents to bear. 
 
 In reply it may be said that, " in some instances this 
 may be true, where costly uniform and accoutrements 
 are prescribed. But this need never be. The uni- 
 form required may be as cheap and plain as any other 
 
INTRODUCTION. . Xlll 
 
 decent apparel ; and as for arms, they can generally be 
 provided without suljecting the indigent to expense, 
 or they can be dispensed with, and hnces used^ the cost 
 of which would be next to nothing." — Ohio Journal of 
 Education. 
 
 Boys are content with but little finery in the way of 
 gold lace and feathers ; at least this has been the ex- 
 perience of the writer and other teachers of his ac 
 quaintance. 
 
 In the concluding chapter of this section, the subject 
 of uniform is dwelt upon at length, and it is shown 
 that the objection of expense amounts to nothing at all, 
 if, as is claimed, there are any real advantages to be 
 derived from the system. 
 
 The advantages claimed are these : 
 
 1. Habits of promptness, exactness, and unanimity of 
 action, are fostered, and very generally confirmed. 
 
 2. Subordination is taught and practised. Implicit 
 obedience to command, without " grumbling" or ques- 
 tioning, is necessarily a distinguishing characteristic 
 of military discipline, and it is just this which boys, 
 now-a-days, need to learn. 
 
 3. Erectness of carriage, a regard for a n£at and 
 dean appearance, and gentlemanly and respectful be- 
 havior ; these are taught, and not only taught, but by 
 enforcement learned. 
 
 4. An attraction is added to the school. This is an 
 important point. It is to collect and present to teach- 
 
XIV INTRODUCTIOir. 
 
 ers tried and approved attractions to the scTiool-house, 
 which is the object of this book, and it is the writer's 
 opinion, and that of many teachers, as the result of ex- 
 perience, that hardly any other more real and worthy 
 attraction than this can be found. 
 
 5. Time is occupied by the drilling, parading, plan- 
 ning, and talking, consequent on the adoption of a 
 military organization, which might, and probably 
 would, be spent in amusements more or less vicious 
 and hurtfiil. 
 
 If amusements are not provided for children, they 
 will make them for themselves, and all know that the 
 tendency of the usual amusements and conversation of 
 boys is, unfortunately, towards vulgarity and even 
 wickedness. But boys are never unwilling to submit 
 to the direction of a parent or teacher, who, in a friendly 
 and sympathizing spirit, proposes such amusements as 
 the one under discussion, or as those indicated ^in the 
 chapter on " Gymnastics." Indeed, it may be confidently 
 relied upon that not a single boy will be at all unwill- 
 ing to " play soger." 
 
 The success attending the adoption of the military 
 plan at several popular schools is a final argument in 
 its favor. Among these may be mentioned the " Col- 
 legiate and Commercial Institute," conducted by Dr 
 Eussell, at New Haven, Ct., and " The Rectory School," 
 by Rev. Mr. Everest, at Hampden, Ct. ' With both of 
 these the writer is well acquainted. To these may be 
 
INTRODUCTION. XV 
 
 added the large and celebrated school at Sing Sing, 
 N. Y., the public schools at Zanesville and Toledo, 
 Ohio, and many others, in various places at the North 
 and East. 
 
 The •writer, who has been, for several years, a suc- 
 cessful teacher, has had considerable experience in the 
 initiation and continuation of military exercises in his 
 own school, and has thought that his brother teachers 
 might be pleased to examine, and perhaps adopt, the 
 system of organization and drilling which follows. 
 
 His authorities in regard to " first principles" are, 
 mainly, the regular army instructions, as taught in his 
 school by an ex-captain of the Mexican war, and as 
 contained in " Scott's Tactics." 
 
 It is hoped that the instructions here given will be 
 sufficiently plain to enable every teacher to become his 
 own drill-master ; yet it is advised that whfere a com- 
 petent instructor can be procured, he be employed. 
 In many cases this will be difficult or impossible, and 
 perhaps, with this guide, it may be unnecessary. 
 
 The writer would add, that he will be happy at all 
 times to answer letters of inquiry from teachers on 
 points not made sufficiently clear in the following 
 chapters. Direct to him, through the Publishei'S. 
 
TO THE TEACHER. 
 
 I MAT be excused for adopting, hereafter, a familiar 
 Biyle, one in which I may tdUc freely to my reader. 
 Let me address you, my brother-teacher, as familiarly 
 as I should be glad to do, could I meet you personally, 
 and talk over with you my plans of drilling and or- 
 ganization. 
 
 Much depends on presenting the subject properly to 
 your boys. It will not do to force the matter upon 
 them, nor even to let it seem too much your own plan. 
 Start the ball by asking them, rather carelessly, how 
 they would like " to get up a company ;" say that you 
 have just met with a book of instructions in drilling, 
 and that perhaps you can teach them how to march 
 and " shoulder arms," just like real soldiers. Let this 
 leaven work, and, in a few days, they will be urging 
 you to organize and drill them. 
 
 You must consult your own judgment as to whether 
 you should or should not talk of the matter with the 
 parents of your scholars. If you are independent of 
 trustees, or similar control, and are confident of your 
 standing with your patrons, you may well go on with 
 
TO THE TEACHER. 17 
 
 out consulting ihem. Tliey will become convinced in 
 time of the merits of the plan. I speak here from 
 experience. 
 
 But if you are under control, you will do well to let 
 slip the plan among your boys hefore, consulting with 
 " the powers that be ;" for you will then be sure of theip 
 influence, besides your own, in favor of the proposition. 
 
 We will suppose that the matter is decided on, and 
 that the boys have talked it over among themselves, 
 and with their parents, and are now urging you to 
 go on. 
 
 Call a meeting after school, some afternoon, to con- 
 sider the question, " Shall we have a company ?" At 
 this meeting, after talking of all the possibilities in 
 favor of the plan, remark to them that there is one 
 difficulty in the way, one that you are really afraid 
 of, but one that, after all, depends on them for its 
 removal. Beady and entire obedience is a sine qud non 
 in soldiering. (Let me talk to your boys myself.) 
 
 "If the captain orders his men to march to the 
 right, and some of them prefer to go to the left, what 
 becomes of the company ? Or if he commands, ' shoul- 
 der arms,' and some would rather ' Fire,' and do so, 
 would that be doing right? And suppose again that 
 I, as your captain, order a drill for some afternoon, 
 and some half-dozen or so of you stay away ; but at 
 that drill the company learns a new exercise, and at 
 the next drill, they who. staid away, of course, do not 
 
18 SCHOOL AMUSEMENTS. 
 
 know this exercise, and by their awkwardness, 'put 
 out' all the rest, and throw the company into con- 
 fusion. 
 
 "Now how can we avoid such troubles as these? 
 This is the way I propose : Let every one who joins 
 the company promise to obey me and the other oflBcers 
 in every particular, without a ' why' or a ' wherefore,' 
 an ' if or a ' but.' If you will promise me this, I will 
 go on and do all that I can to help you become a fine 
 company ; and when we are well enough drilled, we 
 will make a public parade." 
 
 It will be well for you to draw up a kind of pledge 
 of obedience to all your martial orders, and require 
 them to sign it, so that they may be influenced by ihe 
 consciousness of having given a distinct and individual 
 promise to obey. 
 
 And here will be the place to connect the company 
 with the school, by declaring that bad boys, or bad 
 scholars, shall not belong to the company. You can 
 do this, or not, as you think best. I can only say that 
 I have not found such a course necessary. 
 
 After having secured their promise to obey, you can 
 appoint a drill for some future time, as soon as may 
 be, requiring only, in the way of uniform, that they all 
 wear jackets and caps. If they ask about uniform, 
 arms, or drums, remark that they must leave all that 
 to you for awhile, and that you will report to them as 
 soon as you have decided on anything. 
 
DRILLING. . 19 
 
 You may consult the chapter on " Uniform, &c. ;" 
 and be in no hurry, for you will have no need of any 
 of these things for several weeks. 
 
 In preparation for your first, and every drill, you 
 must have thoroughly studied and practised every 
 movement which you are to teach. Do not carry the 
 book with you to the parade-ground. When on the 
 ground, assume a martial bearing. It will be well for 
 the success of your plan that your dress be somewhat 
 a la militaire ; carry, also, a light cane, as an officer 
 would carry a sword. Consult the drill on " sword 
 exercise," and employ the " carry arms," while drilling. 
 In demeanor be energetic, prompt and decided ; use 
 no waste words, and err, if at all, on the side of sever- 
 ity, rather than of familiarity. In fine, become an 
 example of a soldier to them, in every respect. 
 
 DRILL FIRST. 
 
 The drill master assumes, himself, " the position of 
 the soldier," in front of the " line" he wishes to form, 
 and says : 
 
 " Boys I the command that I shall give you, pretty 
 soon, will be, Squad ! Fall in ! I will explain this : — it 
 means, make a line, side by side, facing me ; not too close 
 to each other : without crowding ; as you come up, don't 
 
20 SCHOOL AMUSEMENTS. 
 
 crowd in at the centre of the line, but seek a place at 
 the left, next to the last man ; above all, fall in with- 
 out talking or laughing, or even smiling." The drill 
 master repeats these instructions, very distinctly and 
 emphatically. 
 
 Squad! — Fall in! 
 
 " Eemember the instructions I gave you. No talMng ! 
 liCt your arms hang naturally at your sides, the middle 
 finger of each hand just touching the seam of your 
 trowsers ; stand only so near your neighbor on either 
 side that your elbows, while remaining in that posi- 
 tion, shall touch, but not press, their elbows. If you 
 are crowded, move a little toward the left ; and if you 
 feel pressure from your right-hand man, you must move 
 toward the left." The drill master takes care that the 
 line is neither crowded nor too thin. " Now, turn your 
 heads (not your shoulders) towards the right of the line, 
 and look along the line to see if you are not too far for- 
 ward or behind : if forward, fall back; if behind, come 
 forward. Nothing looks worse in a company than 
 crooked lines ; we must pay particular attention to this. 
 
 " My next command will be, Squad ! — Attention ! 
 You are not to move until you hear the last word, 
 but then you are to face to the front ; heads stiff on 
 youi- shoulders, with the chin drawn in ; eyes not look- 
 ing at me, but on the ground, about twelve paces in 
 
DRILLING. 21 
 
 front of you ; arms hanging as I directed before ; chests 
 thrown forward, not the stomachs." The drill master 
 illustrates, personally, the difference between protrud- 
 ing the chest and the abdomen, giving them a side 
 view of each. 
 
 " Heels together, with the weight of the body resting 
 on both feet ; toes turned out equally, so that the two 
 feet shall make one exact letter V. Try this now, and 
 be ready for the command, 
 
 " Squad ! — Attention !" 
 
 The drill master takes particular pains with each 
 one to see that he now obeys the directions, in every 
 one of these particulars. He gives as much praise and 
 encouragement as possible. 
 
 " This, boys, is ' the position of the soldier,' as it is 
 called. It is the position which you are always to 
 take at the command, ' attention,' and one which you 
 are to retain, with but little change, while ' under 
 arms.' Try, each one, to think over every particular ; 
 the position of the head, ^yes, chest, arms, hands, legs, 
 and/eef. Let your heads be as stiff on your shoulders, 
 as if you had swallowed a poker. Let's see how long 
 you can retain that position. Eemember that I have 
 taught you two commands : ' Squad ! Fall in !' and 
 'Squad! Attention!' I shall dismiss you now, for a 
 recess, and shall call you together again in a few 
 
22 SCHOOL AMUSEMENTS. 
 
 minutes." The drill master revie-ws, briefly, the ex- 
 planations of each command, and then says : 
 
 "Dismissed!" 
 
 During the recess, the drill master drills the awk-f 
 ■ward ones individually, advising all to look on. He ^ 
 takes " the position" himself, and asks them to observe 
 the positions of his head, eyes, chest, and limbs. After 
 a short recess he commands, 
 
 " Squad I— FAJ.L m!" 
 
 The drill master uses but few explanations. The 
 only trouble here will be found in their crowding into 
 the line. If this is serious, the drill master may insist 
 on each one falling in on the left of the line. This is 
 the rule, alwa^w. Be sure to get the line as straight 
 as possible. 
 
 ' Squad 1 — Attention 1" 
 
 " Let each one of you remember the explanations. 
 Take ' the position' in every respect. Think of your 
 Tmxds, eyes, chest, arms, hands, legs, and feet. Remain 
 just so, while I talk a little while. 
 
 " Perhaps you- think this rather dull work. You 
 hrr d to have gun? on your shoulders, and to go 
 
DRILLING. 23 
 
 marching around the play-ground at this very first 
 drill. But think a moment. You couldn't walk until 
 you had learned to creep ; you couldn't read until you 
 had learned to spell. Some of you didn't learn to 
 > spell wdl, and now what kind of readers and writers 
 are you ? We are now learning the alphabet of sol- 
 diering, and I hope you are content to go slowly and 
 surely." The drill master makes other similar remarks. 
 If there has been talking in the ranks, he makes a par- 
 ticular law against it, and reminds them of their 
 promise to obey him. 
 
 "With one more dismissal, and calls to " fall in," and 
 the order " attention," — and this third time without 
 any explanation, — ^he closes the drill. 
 
 DRILL SECOND. 
 
 " Squad I — Fall in I Squad ! — Attention 1" 
 
 Let there be a careful review of previous drill. 
 " You will have observed, boys, that these commands 
 are in two parts. The first part is called ' the word 
 of caution,' the second 'the word of execution.' I 
 will illustrate this. The next command will be. Eyes 
 — Right 1 ' The word of caution' is, ' Byes.' You are 
 warned by that word that something is to be done with 
 the eyes. You are to do nothing until you hear ' the 
 
24 SCHOOL AMUSEMENTS. 
 
 word of execution,' wHcli is, ' Right.' As soon as you 
 hear that, you are to turn your heads toward the right, 
 80 far that the left eye shall be on a line with the but- 
 tons of your jacket, and are to glance along the line 
 toward the right. You are to remain in this position* 
 nntil you hear the command, ' Front,' when you are to 
 resume the first position. Now we will try it. 
 
 " Eyes — BRIGHT." 
 
 The drill master corrects such errors as heads turned 
 too much or poked forward. He reminds, them of 
 the poker, which never allows the head to assume any 
 other than an upright position. 
 
 "Front!" 
 "Eyes — Right! Front! Eyes — Right! Front!' 
 
 Repeat these several times. If they are not well 
 done, the drill master may stand at the right of the 
 line, and remark, " Boys, I want this motion done -by 
 all at precisely the same instant. Let the heads mbye 
 just as if there were a long wire running through all 
 the noses, and I should ierk it this way, at the word 
 'Right.' 
 
 The drill master's voico, in giving a command, must 
 be very decided in tone. Utter " the word of caution" 
 rather slowly. Make a sufBcient pause, but not too 
 
DRILLING. 25 
 
 long, between the words, and jerTc out tlie last word 
 and hite off the end of it, a few tones higher than that 
 in which the first word was pronounced. 
 
 " Eyes — left 1" is performed as the reverse of the 
 previous command. The drill master drills them for 
 some time on both, never forgetting that "Front!" 
 must follow each command. 
 
 " One object, boys, of these exercises, is to teach you 
 to move together. The beauty of all military maneu- 
 vres consists in exact harmony and oneness of the 
 execution of the commands. And the only way by 
 which this perfection can be attained is this : Each 
 man must listen attentively to every order, and at the 
 very instant he hears the last word, he must execute 
 it thoroughly. I say thoroughly, because, if one turns 
 his head, in ' Eyes right' or ' Eyes left,' as he ought, 
 and the next one turns only his eyes, there will be an 
 imperfect line. 
 
 " My next command will be ' Right — Dress 1' At the 
 last word, you will do just as you did in ' Eyes — Right ;' 
 and, in addition to that, you will immediately correct 
 your position in line. If you are too far forward of 
 the rest, you will fall back quietly, until you are so 
 placed as to see no further up the line than the buttons 
 on the coat of the third man from you : if you are 
 behind the line, you will come forward and find the 
 same place. Thus you will make the line straight. 
 Of ccur&e, the right-hand man stands fast, although he 
 
26 SCHOOL AMUSEMENTS. 
 
 turns his head like the rest. Besides this, if you iind 
 you are at too great a distance from your right-hand 
 man, take side step? toward him, until your elbow 
 iust touches his. Now we will try it. 
 
 "Bight— Dress I" 
 
 The drill master stands at the right of the line, and 
 orders particular individuals to come forward, or fall 
 back, as may be necessary. 
 
 " Feont 1" 
 
 The drill master may observe that some are foi-- 
 getting-"the position," and, in rather a stern voice, he 
 orders, 
 
 " Attention 1" 
 
 and reminds them of their forgetfulness. " Left dress" 
 is the converse of " Right dress." " Front" follows each 
 command. The drill master drills them in both. 
 
 " Eest" is performed by bringing the hands together, 
 the left crossed over the right ; arms at full length ; 
 left foot brought at right angles with the line ; right 
 foot thrown back, the hollow three inches in the rear 
 of the heel of the left foot, and parallel with the line ; 
 weight of the body on the right foot. See plate 
 No. 1. 
 
DRILLING. 27 
 
 The command "-Vtteation" brings them back to 
 " the position." 
 
 " Break ranks — March !" is performed by clapping 
 the hands together briskly once, and leaving ranks for 
 a recess or dismissal. 
 
 The drill master will practise both of these, taking 
 care to have them well done, and then will close the 
 drill, after a recess, with, 
 
 " Squad I — Fall in! Rest! Attention! 
 
 Attention ! Bight — Dbess ! Fkont ! 
 
 Eyes — Right! Front! Left — Dress! Front! 
 Eyes — Left! Front! Rest! Attention! 
 Break ranks — March !" 
 
 A drill should rarely extend beyond an hour.' 
 
 REMARKS. 
 
 If reviews are necessary, as they probably will be, 
 the third drill may be entirely a review. 
 The teacher will need to guard against, 
 1st. Talking and playing, " sky-larkiiag," as it is 
 termed, in ranks. This must be checked, and, if pos- 
 sible, entirely prevented ; because the whole attention 
 of the soldier should be giv.en to the commands. If, 
 while practising, " Eyes Right," and " Eyes Left," or 
 " Right Dress," and " Left Dress," a boy is playing, 
 and fails to observe " the word of caution," he will be 
 
28 SCHOOL AMUSEMEITTS. 
 
 likely to make a mistake ; others, thinking that he is 
 right and they wrong, will follow him ; the neighbors 
 will laugh, and be unprepared for the next order. 
 This is only an illustration ; the principle applies to 
 the whole course of drilling. Explain all this to your 
 boys, and obtain their conviction to the necessity of 
 this, your strictest law. Bring penalties to bear, if 
 necessary. 
 
 2d. Forgetfulness concerning " the position of a sol- 
 dier." It may be safely said, that if, by any means, 
 the teacher can secure attention and correctness in this 
 particular, he may be sure of having a well-drilled 
 company, in every respect. If the boys can b^ induced 
 to pay sufficient attention to their work to maintain 
 " the position" strictly and continually, they may be 
 relied on for accuracy in all other particulars. It is 
 the A B C of discipline. 
 
 3d. A desire to advance too rapidly in learning new 
 movements. " Slow and sure" must be the motto at the 
 commencement. The teacher must insist on accuracy 
 on the part of all and each. These " first principles," 
 as they are called, must be practised over and over 
 again. At every drill, a review of the previous drills 
 must be gone through with, and nothing new learned 
 until all that has been taught before is perfectly ac- 
 quired. Yet the teacher must avoid fatiguing his 
 troops. He must give all the variety possible. He 
 must also avoid harshness and severity. He should 
 
DKILLINU. 29 
 
 drill an " awkward squad" by itself, making it some- 
 thing of a disgrace to be ranked in this corps. 
 
 Finally, the teacher must, above all, be himself all 
 that he desires his soldiers to become. 
 
 DEILL THIED. 
 
 " Rest 1" In this position, hereafter, give all expla- 
 nations ; none while under the command, " Attention." 
 
 " Bight — Pace," is performed by throwing the weight 
 of the body on the left foot, making the heel of that 
 foot the pivot on which the body turns, the right foot 
 being raised very slightly and brought around, while 
 turning, to the V position, the one employed always 
 while the soldier is not in motion. (See plate No. 1.) 
 
 These " facings " are rather difficult. The drill 
 master needs to practise them himself to perfection, 
 before attempting to teach them. 
 
 " In turning, be careful not to sway the body nor 
 bend the knees. Do not move with a jerk. When 
 faced to the right, the man in front of you is called 
 your 'file-leader'; look him right in the back of the 
 neck." 
 
 The drill master will now give " Right face" three 
 times in succession, when the line will be again faciug 
 him. He must caution them to keep their heads up, 
 and to pay continual attention to " the position." 
 
30 SCHOOL AMUSEMENTS. 
 
 Before giving "Left face," — wMch is done in the 
 game way with " Right face," — the drill master will 
 remark : 
 
 " Observe, boys, that ' the word of caution' tells you 
 in which direction you are to face. As soon as you 
 hear the word ' Right,' or ' Left,' think towards the 
 right, or left, of the line. If you give the attention 
 you ought, there can be no excuse for you if you face 
 the wrong way." 
 
 In these facings, the drill master will observe that if 
 the line is crowded, there is trouble in turning, on ac- 
 count of collisions. He may obviate this by giving a 
 " right dress." Definition : — Heads turned so that the 
 left eye is on a line with the buttons, and not poked for- 
 ward ; eyes glanced along the line so that the fourth 
 man is invisible ; and now, particularly, position taken 
 so that elbows only just touch neighboring elbows. 
 " No crowding or ill-feeling if a right-hand man presses 
 you ; yield to pressure from that side, if a ' right dress' 
 is given ; the reverse, if ' left dress.' — ' Front,' always 
 follows a ' dress.' " 
 
 The execution of these facings, together with a 
 thorough review of previous lessons, ought to occupy 
 the time of this drill. But, for a novelty, the drill 
 master may prepare for " sizing." 
 
 Let some contrivance be prepared by which the stat- 
 ure of every boy may be determined. Each one should 
 bo furnished with a card, on whicli should be marked, 
 
DRILLING. 31 
 
 distinctly, Ms leet and inches of heiglit, so that le may- 
 remember them. The card has, also, other future 
 uses. 
 
 DRILL FOURTH. 
 
 Before falling in, let each one have his card pinned 
 on his back, just below the collar. After the line is 
 formed (by Sgiiad — Fall in ! Attention ! Right — 
 Dress! Front !) give command, " i?{gr/ii — Face! 8ke 
 — March !" At this, each boy who sees a lower figure 
 than his own in front of him, takes a side step to the 
 right and advances until he sees a higher number, when 
 he steps again into file ; and each boy who sees a higher 
 number endeavoring to come in front of him, quietly 
 falls back. 
 
 When all have found places, require them to notice 
 who their file-leaders are, so as to remember them, and 
 thus make the next sizing less difficult. Require also 
 a distance of sixteen inches from back to chest, (which 
 is always to be preserved in file,) for convenience in 
 coming to the front. The order to secure this is, " Take 
 your fronting distance." They may easily understand 
 how much space to allow, by your remarking that there 
 should be just room enough between each man, in file, 
 for another man to slip into, with a close fit. At the 
 words, " Take your fronting distance," they who are 
 too near their file-leaders must fall back, but never 
 crowd back. 
 
32 SCHOOL AMUSEMENTS. 
 
 The teacher must observe that in dealing with boya, 
 he must be continually on the watch against talking 
 and playing in ranks. There will, probably, be some 
 of this in sizing, some disputing about places. Every 
 means should be-adopted M) repress this entirely. 
 
 The squad is now " in file," facing towards the right. 
 " Front," brings them into line. If the line is crooked, 
 give, " Right — dress." 
 
 " Mark time — March !" At the word of caution, the 
 weight of the body rests on the right foot ; the left foot 
 is held ready to take a step. At the word " March," 
 the left foot is thrown forward, as if to advance, and 
 brought back to place : the right foot follows in the 
 same way. There is no advancing, and care must be 
 taken to bring the feet back into their tracks, or the 
 line will be broken. While " marking time," the drill 
 master counts " one, two, — one, two, — one, two," &c., in 
 slow time, a little less than seconds. 
 
 The command, "Squad — Halt!" stops them. The 
 word " halt" must always be given just as either foot 
 strikes the ground; there will then follow one more 
 motion of the other foot, wliich all will bring down 
 together, and cease marking time. 
 
 The drill master must repeat the explanations of 
 " marking time," and " halting," very distinctly. They 
 must learn to rest the body on the right foot at the 
 first word, and to throw out the left foot at the word 
 " march." Insist that the body shall not be allowed to 
 
DRILLING. 33 
 
 sway about while marking time ; that the head shall 
 be kept erect ; that the eyes be all directed to the front, 
 striking the ground twelve paces off ; and that the arms 
 and hands be held correctly. The drill master must be 
 l)repared to give illustrations, himself, of marking time 
 and halting ; and, to stimulate ambition, he may com- 
 mand a " Rest," select half-a-dozen or more of his best 
 soldiers, form them in line, facing the rest, and drill 
 them as an example. 
 
 Schedule of orders in review, to close this drill : 
 
 After a " Break Ranks — March 1" 
 
 " Squad /—Fall in ! Bight— F aw !— Front ! 
 
 Attention 1 Left — ^Facb ! — ^Feont I 
 
 Eight — ^Face 1 Rest ! — Attention 1 
 
 Siee — Maech !— Feont 1 ie/f— Dbess !— Feont I 
 Bighth—Dn^ssl—FEOST:] Marie Time^Mkncsl 
 Eyes — BRIGHT ! — ^Feont ! Squad — Halt ! 
 Eyes— Left !— Feont ! Rightr— 'Face !— Feont ! 
 Break ranJcs — Maech!" 
 
 These orders (varied at pleasure, and given promptly, 
 so that they are kept at work actively) will give a 
 good review. 
 
 Interest will be added to the affair if visitors are 
 present, especially military visitors, ladies, sweethearts, 
 and parents. 
 
 2* 
 
34 SCHOOL AMUSEMENTS. 
 
 DEILL FIFTH. 
 
 REVIEW, ESPECIALLY "THE PACINGS." 
 
 "About — Face!" Consult plato No. 1. At the 
 word " About," the position of the " Rest" is assumed 
 with the feet, (eyes, in both orders, to the front ;) at the 
 word " Pace," turn, on the left heel, completely around, 
 bringing the right foot to the side of the left ; the line 
 will then be faced so that their backs are toward the 
 drill master. To " make the motion tell," so that the 
 executions of the order may be simultaneous, it will be 
 well to require a stamp of the right foot as it is brought 
 back, at the word " About." Do not go on to order 
 "Face," until "About" is well learned. To recover 
 first position, when " About" is imperfectly performed, 
 give, " Bring hack right foot at tivo; one — two !" 
 
 Require avoidance of jostling each other in turning ; 
 1 1 them move as easily as possible. Drill some of the 
 bejt, as examples, in front of the line. Illustrate fre- 
 quently yourself. This " about face" is a difficult mo- 
 tion. Be patient ; spend much time on it, at this and 
 subsequent drills. Critics will watch this motion on 
 parade. 
 
 Continue with, "Marie time — Maech! Squad — 
 Halt! Bight — Face!" You may now try marking 
 time " in file." Require all *o lift and throw forward 
 
DKILLING. 85 
 
 the left foot first, and at the same instant. There will 
 be no kicking of heels if all move together. If there 
 are collisions, repress hard feelings, kindly. 
 
 Practise marking time in file a long time, promising 
 them that as soon as they do this well, they shall march. 
 While marking time, give, ^'■Forward — March !" taking 
 care to pronounce the word " march'' as the right feet 
 strike the ground. Marching, either from marking 
 time or from a halt, must be by " the left foot first." 
 Let them march only a few paces at a time. " Squad — 
 halt," stops them. Require that they keep their 
 " fronting distance" while marching in file. If any 
 one finds- himself getting behind, he must take longer 
 steps. " Lengthen the pace, hut never lose the time." 
 While marching by file, if you wish to turn to the right 
 or left, command " J'-iZe— Right !" or " i^tfe— Left !" 
 This order is obeyed by the file-leader, the one who 
 stands on the extreme right, " in line." (If, however, 
 the company is marching " by the left flank, file right 
 or left," the left-hand man is file leader.) He turns 
 promptly to the right or left, and the rest follow him. 
 To prevent their making "rounded corners," stand 
 yourself at the angle, and require them to march fully 
 up to the corner, before turning. Take care to secure 
 " square corners." 
 
 The pace which is taken while turning is necessarily 
 a short one, and as they who have passed the corner 
 are advancing at the usual pace, ground will be lost 
 
36 SCHOOL AMUSEMENTS. 
 
 by the one turning, unless lie remembers to lengthen 
 the pace two steps after passing the angle. This is an 
 important point. It will be difficult for them, if fre- 
 quent turns are made, to keep fronting distance. To 
 demonstrate this, give, suddenly, -while they are march- 
 ing in file, " Squad — Halt !" (Remember where and 
 when to utter that word " halt.") You will find them 
 straggling along at unequal distances. Call them to 
 a "front," and give a "right dress I" Tell them that 
 they must remember to preserve, while marching, the 
 exact " fronting distance." 
 
 They must always look their file-leaders in the back 
 of the neck. 
 
 They must carry their arms without swinging, and 
 yet not as if pinioned to their sides. 
 
 They must remember the poker. 
 
 Close this drill, after a recess, with 
 
 " Squad— Fall in! Bight—FAG^] 
 
 Attention! /Size— March I— Front 1 
 
 Bight — Dress ! — Front ! Break ranks— Maucb. I" 
 
 DRILL SIXTH. 
 
 After the line is formed and sized in the usual man- 
 ner, command, " TeM of in odd and even numbers, com- 
 mencing on the right,— tdl off!" Right-hand man 
 counts " one," at the same time jerking his head towards 
 
DRILLINv.. 37 
 
 the left, as in the order, '* Eyes left ;" his head resumes 
 position to the front as soon as the word is uttered. 
 Next man counts "two," tliird man, "one," fourth, 
 " two," and so on ; all turning the head. It is desir- 
 able that all observe a certain tone in counting, a» 
 nearly similar as is possible with boys' voices. The 
 rhythm of this counting should be in half seconds. 
 
 If any one fails to turn his head, or counts wrong, 
 order " Stop counting !" and begin again. Go back a 
 dozen times, if necessary, but never allow an error. 
 Tell each man to remember his number ; and then 
 give, " odd numbers standfast, even numbers an oblique 
 step to the right and rear — Maech 1" Bach of the even 
 numbers (the " two's,") will take a backward step with 
 his right foot in such a way (obliquely) as to bring 
 him directly in the rear of the one who was his right- 
 hand man ; he is to make but one step of it ; the right 
 foot must be thrown backwards and sideways at the 
 same time, the left foot following, and making at once 
 the usual V with the right. The squad will then be 
 in double file, (in two rows,) the " two's" all directly be- 
 hind the " one's," and they should stand at rather more 
 than the usual "fronting distance" in the rear of the 
 "one's." 
 
 If the motion is not well done, give, " Into line — 
 Maech I" The two's (the rear rank) start with the left 
 foot and, at one step, resume their places in line. Try 
 this again and repeatedly, until they can do it well. 
 
38 SCHOOL AMUSEMENTS. 
 
 Since, at the next drill, on account of absences, some 
 of the " one's" may be " two's," change your command 
 to, "Even numbers stand fast, odd numbers an oblique 
 step to the right and rear — march /" 
 
 "When all have well learned this, give, "Banks, right 
 and left, — Pace 1" At this order, the/rowi rank faces 
 to the right, the rear rank to the left. Be particular 
 here: caution them against being confused. If they 
 blunder at this, " Front !" will bring them back for 
 another trial. 
 
 Now order, "Form company — March !" The right- 
 hand man of the front rank will come to the front, the 
 remainder of this rank will march up to him and come 
 to the front on his line, and the rear rank will iile 
 right, and right again, and march on, following the 
 example of the front rank. 
 
 Perhaps you will be obliged to take one rank at a 
 time. There will be no difficulty with the front rank, 
 for their duty is simple : they will close up in file and 
 come to the front as each man reaches his place. Let 
 the drill master then go to the rear rank and order "File 
 right — March ! File right again /" Bring the head 
 of the column nearly up to the left of the front rank, 
 and order, "Rear rank — Halt !" Time the order so 
 that they shall halt at the right place, close to the left 
 of the front rank. Then give, " Front ! Squad — 
 Bight — Dress! Front!" and the thing is done. 
 When they have once done this they will not forget it. 
 
DRILLING. 39 
 
 You now have the taller boys -at the extremes, and 
 the shorter ones at the centre of the line. 
 
 Command, " Tell off in whole numbers, commencing 
 on the right — Tell off 1" The counting now is " one, 
 two, three, four," and so on, to the left. The head is 
 turned as in the previous counting, and the rhythm 
 and tone attended to. Make them perfect in this also. 
 
 We will suppose that you have twenty-four boys, all 
 told. You can divide them now into four sections, 
 of six each. Command, " Teil off in sections of six, 
 commencing on the right — Tell off 1" The count is 
 now, " one, two, three, four, five, six, — one, two, three, 
 four, five, six, — one, two, three, four, five, six, — one, 
 two, three, four, five, six." Each number " one" is 
 " the right" of his section, each " six" is " the left." 
 
 Go to each " one" and each " six" and say, " You 
 are the right (or left) of the 2d (or other) section : 
 you must not get into any other." 
 
 Command, "First section standfast; second, third, 
 and fourth sections, left — Face ! Prove distance, — ■ 
 March !" At this order, the second section marches 
 forward toward the left two paces, the third section 
 four paces, and the fourth section six paces. They 
 halt there, and the order then is, to them, " Front 1" 
 Now your sections are in line, as before, but there is a 
 space of two paces between the left and right of each 
 section. These spaces are for officers, when they shall 
 have been appointed. 
 
40 SCHOOL AMUSEMENTS. 
 
 By this arrangement your taller boys constitute the 
 first and fourth sections, and the shorter ones are all 
 in the second and third ; that is, they are at the centre 
 of the company. 
 
 You -will have occupied the whole hour, and per- 
 haps more, by these maneuvres. Close by "Rest!" 
 during which you call a company meeting, for the next 
 afternoon, for election of ofi&cers ; they have sections 
 and need sergeants. 
 
 " Attention I Break ranks — March I" 
 
 Note. — ^In these instructions for dividing your com- 
 pany into sections, I supposed, for the sake of simplic- 
 ity, that there were twenty-four in line. There may 
 not often be less, but there may frequently be more. 
 For instance, there may be twenty-eight, thirty-two, 
 thirty-six, or any number divisible by four. In such a 
 case, take one-fourth of the whole number, — say thirty- 
 two, — and command them to tell off in sections of (say) 
 eight. But suppose that there is a number not divisible 
 by four, in line, — as twcTity-five, — there must then be an 
 odd number in one of the sections. Command then, 
 " Ted off in sections of (say) six, commencing at the sec- 
 ond file — Tell off ! " The second file," means the 
 second man from the right. You now have seven in 
 the first section, and six in yach of the others. 
 
 Suppose you had twpj'7-six. The same order will 
 apply to this case also, d3 you will find on trial ; you 
 
DRILLING. 41 
 
 will Lave seven in the first and fourth sections, and six 
 in each of the others. 
 
 It may happen that the taller boys are more numer- 
 ous than the short ones, in which case it will be well 
 to add to the numbers of the second and third sections, 
 rather than to those of the first and fourth. 
 
 EEMAEKS. 
 
 I ■will suppose that your company consists of at least 
 thirty-one members. You will need three "commis- 
 sioned officers," four sergeants, and four corporals. I 
 will speak of these officers in order of rank : 
 
 1. Captain, — ^who should be one of the oldest boys ; 
 one who has been conspicuous, in drill, for attention 
 and a certain quickness in apprehending and executing 
 commands, and one who is a favorite among his fellows. 
 To him you will resign the command, in time. 
 
 2. 1st Lieutenant, — who must possess, as nearly as 
 possible, the requisites desirable in a captain. He is 
 vice-captain, and may succeed him. He has command 
 of the " first platoon," and his commands take prece- 
 dence of those of the sergeants. 
 
 3. 2d Lieutenant, — who must also resemble the 
 captain. He has command of the " second platoon," 
 and his orders, also, are to be received as from the 
 third in authority. The soldier's rule is, " Obey the 
 highest authority you have given you." 
 
42 SCHOOL AMUSEMENTS. 
 
 If you find three boys who are pretty nearly alike in 
 capacity and popularity, you will do well to allow the 
 company to elect, from them, their three highest ofB- 
 cers. 
 
 4. 1st, or Orderly Sergeant, — who must, like all 
 other officers, have capacity and popularity. He com- 
 mands the " first section," and should be chosen from 
 that section. He is also the secretary of the company, 
 keeps and- calls "the roll," musters and forms the 
 company, (as shown hereafter,) and is, in some respects, 
 a most important officer. 
 
 5. 2d Sergeant, — who has command only of " sec- 
 ond section," which is one of the two short ones. He 
 should be chosen from his section. 
 
 6. 3d Sergeant, — is to be chosen as the 2d sergeant, 
 and commands only his section. 
 
 T. 4th Sergeant, — should be chosen from the " fourth 
 section," which he commands. 
 
 8. 1st Corporal ; 9. 2d Corporal ; 10. 3d Corpo- 
 ral; 11. 4th Corporal. — These corporals have no 
 commands. They are merely "guides of company," 
 stationed at the left of their respective sections. They 
 carry guns, (the other officers all carry swords,) and 
 drill as privates. They should be chosen for eminent 
 soldierly behavior, steadiness, and attention. 
 
 You will be prepared now to appoint and elect your 
 officers. At the next drill I will show their positions, 
 and more particular duties. 
 
DRILLING. " 43 
 
 These are all the officers necessary, even if your 
 company numbers forty or fifty. But if you have less 
 than thirty-one, you may appoint one captain, four 
 lieutenants, each commanding a section, and four cor- 
 porals. Rather than do this, I would advise you to 
 endeavor to fill up your corps with boys not belonging 
 to your school. However, sections of five, including 
 corporals, will " do" and if you have only twenty-seven 
 in all, you can havo the seven officers first mentioned. 
 
 At this meeting, called to elect officers, you should 
 complete a regular company organization. Your 
 constitution and by-laws may be at present brief 
 and unfinished ; circumstances will teach you what laws 
 arc necessary, such as fines or other penalties for ab- 
 sence from drill, disobedience of orders, talking in 
 ranks, &c., &c. ; but your boys should go through the 
 formality of signing some kind of instrument, which 
 shall bind them to good conduct. 
 
 The " orderly" must prepare a roll of names, (not 
 including commissioned officers,) in alphabetical order, 
 with spaces to mork absences, &c. 
 
 A company name mast be chosen. After suggesting 
 
 a few appropriate names, (" Cadets," is a good 
 
 one,) you might allow balloting 
 
44 SCHOOL AMUSEMENTS. 
 
 DRILL SEVENTH. 
 
 At this drill, and hereafter, " the orderly" forms the 
 company, as has been shown in the two previous drills. 
 You will need to instruct him thoroughly in his duties 
 before going on the ground, and should prompt him 
 while he is giving his orders. His orders and move- 
 ments are as follows : 
 
 He is to stand at " !■" (see plate No. 2,) and to com- 
 mand, " Cadets — Fall in!" (At this word the captain 
 and lieutenants take the places assigned to them in the 
 plate : the 2d, 3d and 4th sergeants, and the four 
 corporals, form in line, in the rear. The 2d sergeant 
 has command of this temporary line, and may order 
 " Eight dress," &c., if necessary.) " Attention !" He 
 now calls "the roll," and marks absences— each one 
 responding, " Present," on hearing his name. " Ricjht — 
 Dress! Front! Right — Face!" (If any of these 
 motions are not well done, he must repeat them.) 
 " Size — March !" (He cautions, " Get your fronting 
 distance!") "Front! Bight — Dress!" (A line not 
 straight, perfectly straight, ought to be an eye-sore to 
 any officer.) "Front! Tell off in odd and even num- 
 bers (always commencing on the right, in counting) — 
 Tell off ! Form ranks — March !" (This order niusl 
 hereafter take the place of the long one before ii^cd, 
 viz. : " Odd numbers stand fast ; even numbers, an 
 
DRILLING. 45 
 
 oblique step to the right and rear — march 1" Let this 
 forming ranks be well done.) " Banks, right and left 
 — Pace! Form company — March! Bight — Dress! 
 Front ! TeU off in ivhole numbers — Tell off !" (We 
 will suppose there are twenty-four : if there is an 
 uneven number, consult note at the end of this drill.) 
 " TeU off in sections of six — Tell off ! First section, 
 stand fast ; second, third, and fourth sections — Lefi 
 Face 1 Prove distance — March ! (See previous drill.) 
 Front ! Sections, Bight — Dress ! Front 1 Non-com- 
 missioned officers — (here the 2d sergeant commands, 
 to his rear rank, " Bight — ^Face I") to your posts — 
 March!" (The 2d sergeant, followed by the other 
 sergeants and corporals, marches up the rear of the 
 line, [see dotted line in the plate,] turns square cor- 
 ners, marches down the line, and, as each officer comes 
 opposite his place, he steps in, with a " right face," and 
 halts in line. Bach sergeant takes the right, and each 
 corporal the left, of his section.) The orderly now com- 
 mands, " Sergeants, three paces to the front — March !" 
 (These start with left foot, and keep time.) When they 
 have done this, the orderly, following the dotted line 
 in the plate, marches to " l*"," faces the company, and 
 orders, " Company — Salute !" As soon as this is done, 
 the orderly makes an " about face," marches a pace or 
 two towards the captain, at " 1"," salutes him, (the 
 captain returns it,) and then marches, by the dotted 
 line, to his post, " 1*," makes an " about face," and 
 
46 SCHOOL AMUSEMENTS. 
 
 cornea into line with the other sergeants. He has now 
 finished his duties, and the captain (or yourself) takes 
 command, by saying, " Officers, to your posts — March !" 
 The sergeants come, simultaneously, to an "about 
 face," march' directly into line, facing the rear, make 
 another '' about face," and are at their posts. At the 
 same time the lieutenants march to their posts, which 
 are pointed out in the plate. 
 
 Note. — According to rule, the position of the 2d 
 lieutenant is at the extreme left of the company ; the 
 place designated on the plate seems, on some accounts, 
 to be the more convenient one. 
 
 It should be explained here, that if the company 
 have arms, the order, instead of being " Company — Sa- 
 lute," should be " Company — present Arms !" and they 
 should remain " at a present," until the captain takes 
 command and orders, " Company — shoidder Arms !" 
 Then follows, " Officers, to your posts — March !" 
 
 This drill may well be wholly occupied in practising 
 this "forming company." It is, when well done, a 
 very pretty movement. 
 
 DEILL EIGHTH. 
 
 The orderly forms compgjjy. During a part of this 
 drill, the sergeants and corporals are to drill as 
 
DRILLIXG. _ 47 
 
 privates, but at their posts. The comitissioned officers 
 are to be observing your commands. 
 
 The " Rest at ease" consists in only this : the left 
 foot must remain in line, while all the rest of the 
 body takes recess. Talking is allowed, in a low tone ; 
 but no one may touch his neighbor, (except when ac- 
 coutrements are in use, and it is necessary to have 
 them adjusted.) 
 
 Give the whole company, " Rest ! Attention I 
 
 Best — ^^AT BASE !" 
 
 Now drill the 1st Section by itself, as folio vrs : 
 "1st Section,- — Attention! Marie time — March! 
 Halt !" (The command " Guide right," means that 
 each man shall feel the elbow of his right-hand man, 
 without crowding him, and, while marching, shall take 
 care not to leave his side. " Guide left" is the con- 
 verse of this. If these commands are obeyed, the line 
 need not be broken.) " 3Iarh time — March ! For- 
 ward — three paces — guide right — March i" (The word 
 " march" must be given just as the right foot touches 
 the ground. They can then start off with the left. 
 Take care that they march only three paces. They 
 must count, mentally, " one, two, three," and halt. Give 
 the same commands again.) " 1st Section, about — ^Pace ! 
 Mark time — March ! Forward — March !" (Now, to 
 halt them in line, facing the rear, give the word, " Halt" 
 on the step before the one which would bring them in. 
 
48 SCHOOL AMUSEMENTS. 
 
 Give them an " about face," when they will be in line.) 
 " Bight— J)wss ! Front 1 ^es^— at ease !" 
 
 Drill the other sections in the same exercises. Try 
 tc excite rivalry between the sections. 
 
 Eeturn to the 1st Section. " 1st Section — right into line. 
 — March 1" — See plate No. 3. The idea of the move- 
 ment is that the whole section, which now isLces front, 
 in line, shall face right, in line. At the words, " Right 
 into line," the sergeant of the section makes a " right 
 face," and the rest make a half " right face," (See plate 
 No. 1,) with their right shoulders then in line ; each 
 man faces that place which he is to occupy in the new 
 position. At the word " march," each marches straight 
 forward to that place ; the man next to the sergeant 
 takes one step, the next man two, and so on. Of course 
 they must march in time, and perhaps it will be neces- 
 sary to require marking time, before giving the order. 
 Say to them that they " must dress as they come into 
 line" with the sergeant. 
 
 In this and the following movements, you had better 
 copy the plates on a large sheet of paper, and explain 
 the movement to each member of the section. 
 
 To return to former position, the command is, "First 
 section, right — ^Pace ! Left into line — March !" (See 
 plate No. 3.) At the words, " Left into line," the ser- 
 geant comes to an " about," and the rest make a half 
 "right face," (See flate No. 1,) their hft shoulders 
 
DEIJ^LING. 49 
 
 thrown forward ; at the word "march!" the sergeant 
 completes the " about face," and is at his original post, 
 and the rest march towards a point a little to the right 
 of their old places in line, take one step beyond the 
 line, turn to the right, and come into line" at their ori- 
 ginal positions. 
 
 Both of these movements are diflScult, the most dif- 
 ficult your troops have had, especially the last. To 
 insure success, be sure that you yourself know just what 
 is to be done, and then endeavor to give them as clear 
 ideas of it as possible, by means of diagrams, or by 
 marking lines on the ground, or chalking them on a 
 floor. It is necessary that these be thoroughly learned, 
 because they form parts of movements to be learnad 
 hereafter. 
 
 Drill each section separately on these. WLien they 
 have each learned them, let them all do them together. 
 Here your sergeants have something to do. Your 
 command is, " Sections — right into lifie — (at this, each 
 sergeant stept briskly' to the front of his section, and 
 orders, ''Jirst [or other] section — eight into Une; the 
 sections are not to move at your command, but at that 
 of their sergeants) — Maech !" "When the movement is 
 completed, each sergeant orders, "first (or other) section 
 — left dress !" and takes his position in front of his sec- 
 tion, two paces in front of it, and facing the captain. 
 
 While performing this movement, the corporals have 
 sometl ing to do. It is the duty of the second corporal 
 3 
 
50 SCHOOL AMUSEMENTS. 
 
 to take position directly in the rear of the first corporal, 
 and of the third and fourth corporals to stand directly 
 in the rear of the others. This keeps " the column" 
 straight. Each sergeant gives " Left dress" instead of 
 " Right dress," because the sections must dress by the 
 corporals, who are on the left. 
 
 The company is now " in column of sections to the 
 front." It is in marching order, and the position of 
 the officers are shown in the plate, No. 4. 
 
 To return into line, the captain commands, " Com' 
 ipany — rigM, Face ! Sections, left into line — (Here each 
 sergeant turns to his section, and orders, 'Jirst [or 
 other] section, left into line !' and then takes his own 
 position at the right of his section, facing right, but at 
 the first position of an 'about face,' doing all this 
 very briskly,) — March!" (Here each sergeant and 
 Ms section executes the movement as taught above.) 
 
 The company is now " in line" again. This will be 
 a long drill, and some Saturday afternoon will be a 
 good time to devote to it. There must be considerable 
 repetiti9n and a great deal of patience, on the part of 
 both teacher and learners. But the movements are 
 worth learning well, for they are brilliant and " showy." 
 
DBILLING. 51 
 
 DRILL NINTH. 
 
 We have now accomplislied quite an amount in the 
 way of drill and discipline. On some accounts I should 
 prefer to continue drilling without arms, but, for varie- 
 ty, and to satisfy the boys, who have all this time been 
 longing for guns, we will introduce them. 
 
 I shall suppose that you are provided with real guns, 
 or at least with something resembling them, for you 
 may have guns ; if you have lances, you can easily 
 adapt these instructions to that innocent weapon. 
 
 At the command, " Fall in 1" each private and cor- 
 poral takes his gun (they are supposed to be numbered, 
 in a rack), and takes his place in line. At the word, 
 " Attention," the butt of his gun should rest on the 
 ground (the trigger side out), about three inches from 
 his right foot, and on a line with the toes. The right 
 arm should form a right angle at the elbow, and the 
 hand grasp the barrel of the gun. In order that the 
 gun shall not be placed too far forward, the elbow 
 should be drawn back, so that the barrel shall almost 
 rest against the shoulder ; at any rate, so that the piece 
 shall stand as nearly perpendicular as possible. In 
 other respects, " the position of the soldier" should be 
 preserved. 
 
 " Shoulder arms" is done in three motions. First : 
 the right hand, keeping its grasp, raises the piece 
 
52 SCHOOL AMUSEMENTS. 
 
 perpendicularly against the right shoulder, and, at 
 the same time, the left hand is thrown briskly across 
 the breast, and grasps the piece just below the right 
 hand. Second : the right hand comes down briskly, 
 and grasps the piece at the lock. Third: the left 
 hand, is brought back to its side. These motions must 
 be executed by all in exactly the same time. Take 
 care that the body is not swayed about by the motion 
 of the arms. " Remember thepoherJ" 
 
 The grasp by right hand at the lock is, the first 
 finger below the " trigger-guard," the thumb above it, 
 and the other fingers around the hammer ; the weight 
 being thus sustained by the projections, viz., the ham- 
 mer and the trigger-guard. 
 
 Until facility is acquired in executing this command, 
 the order should be, " Shoulder arms in three motions — 
 ONE — ^Two — THREE !" Let cach motion be done with 
 so much muscular energy that it may be heard by all. 
 " Make the motion tell!" 
 
 " Order arms in three motions — one — two — theeb !" 
 This is exactly the reverse of " shoulder arms." 1st. 
 The left hand is brought across the breast and grasps 
 the barrel, where it did before. 2d. The right hand 
 is raised, and grasps the piece above the left hand. 3d. 
 The left hand is returned to its side, and, at the same 
 instant, the right hand allows the piece to come briskly 
 to the ground, at the position of " Attention." 
 
 Try these commands alternately. You cannot ex 
 
DRILLING. 53 
 
 poet perfection in this drill, but you must get as near 
 it as you can. 
 
 After much practice, you may try these movements 
 without counting the motions. The orders will be 
 simply, "Shoulder — Arms !" and " Order — Arms I" TJiey 
 must count, however, remembering«the 'ime you gave 
 them. I should have said that the time given for the 
 " one, two, three," should be, at first, in seconds, or 
 even more slowly. You may shorten the interval^ as 
 fest as they acquire skill. 
 
 These two exercises in the " manual of arms" will 
 be enough for one time. The drill iaay be diversified 
 by. a review of the first three drills, and anything else 
 already practised. 
 
 At this drill it will be necessary to omit " the salute;" 
 their right hands are occupied. They will soon learn 
 the "Present arms," which will take the place of 'the 
 salute. 
 
 REMARKS. 
 
 Your orderly id bound to report absences, and all 
 officers to report misdemeanors. Teach your boys to 
 discriminate between the " reports" of an officer desir- 
 ous of doing his duty, and of a companion who tells 
 only as a " tell-tale." ' 
 
 You must use your own judgment in regard to 
 government, remembering, however, that you are 
 
54 ' SCHOOL AMUSEMENTS. 
 
 " major" of the company, the highest in command, and 
 as such, an autocrat in the strictest sense of the term. 
 
 Now that you are so well advanced it will he well 
 to have music. (Consult chapter on " Uniform, &c.") 
 It is tetter to drill mostly without music. The boys 
 will easily acquirg a kind of rhythmic instinct in 
 marching, which is better for them than dependence on 
 the tap of the drum. But boys are anxious to hear the 
 music of a. drum and fife, and it is well to gratify them. 
 
 Your music, on the drill-ground, must occupy a par- 
 ticular position, never leaving it except when the com- 
 pany is marching. The musicians are to listen to your 
 commands and be ready always to strike tJie drum 
 promptly at the word "march." In all brief move- 
 ments, such as " Right or left into line— march !" a 
 mere tap of the drum is sufficient ; and this, perhaps, 
 is unnecessary. 
 
 I may as well say here, and might have done so 
 before, that it is impossible for me to speak of every- 
 thing connected with this complicated matter of mili- 
 tary discipline. Much, very much, must be left to 
 your judgment and discretion. 
 
 I should add, also, that, in some respects, my in- 
 structions are not strictly in accordance with United 
 States army rules. When I differ, it is either because 
 I have purposely modified certain rules to adapt them 
 to hoys, or because I forget them. These latter 
 
DRILLING. 55 
 
 changes or errors will, I hope, -be few, and I am sure 
 they will be unimportant. 
 
 DRILL TENTH. 
 
 Fall in, in line, without sizing or* forming sections. 
 We will practise the " Present arms," and then form 
 company regularly. 
 
 Review " Shoulder arms" and " Order arms." 
 " Present arms" is done from " a shoulder," in two 
 motions. At " one," the right hand raises the piece so , 
 high that the hand is against the thigh : at the same 
 time the left arm is thrown across the breast hori- 
 zontally, and grasps the barrel, and the right hand, 
 taking advantage of the support given the gun by the 
 left hand, changes its grasp in such manner that the . 
 piece may not be turned around when it shall be 
 brought forward ; at " two" the piece is brought briskly 
 up, the rammer outwards, and is held directly in front 
 ' of the nose. The left hand grasps the barrel stifHy, 
 the arm, at the elbow, being pressed to the side and 
 forming an exact right angle ; the fingers grasp the 
 barrel and the thumb is erect against the side of it. 
 To make the right angle, the left hand must be 
 lowered, slipped down the stock, after the gun is in 
 position. The grasp of the right hand is at the small, 
 round part of the stock, below the lock, all the fingers 
 in front. 
 
56 SCHOOL AMUSEMENTS. 
 
 Great care must be taken that these directions are 
 all strictly observed ; for, if they are not, the guns will 
 not be held perpendicularly ; they will be uneven in 
 height, and held either too near, or too far from the 
 body. All these are to be guarded against. 
 
 " Shoulder arms," "from a Present," is the reverse 
 of "Present arms." At one motion the piece ia 
 brought back to the side, the right hand resuming the 
 grasp used in " Shoulder arms," and the left held 
 against it with the fingers flat, not grasping it, merely 
 •to steady the gun against the shoulder : at the second 
 motion, the left hand is brought back promptly to its 
 side. 
 
 In both of these two new exercises the commands 
 must be, at first, " Present arms in two motions — one— 
 -TWO 1" " Shoulder arms in two motions — one — two !" 
 Time, seconds. 
 
 I beg the drill master to believe me that, in these 
 instructions, I use no waste words. He will need, for 
 success, to take care that they are obeyed in every par' ' 
 ticular. 
 
 Company may now be formed in the usual way. 
 At the place where the orderly has commanded 
 " Salute," he may now order " Present arms," and they 
 are to remain " at a Present" until the orderly has 
 gone to his post in a line with the other sergeants, 
 when the captain commands, " Company — shoulder 
 Arms 1 followed by, " Officers to your posts— M^^cu I" 
 
DRILLING. 67 
 
 Note. — At the " present arms," -when cof / a.ny ia 
 formed, the drums should beat a triple roll, tvo sounds 
 to a roll. 
 
 " Support arms" is done in one motion, " from a 
 shoulder." The right hand, without altering its 
 grasp, brings the piece obliquely across the body ; 
 the barrel still rests at the right shoulder, but the 
 stock rests at the middle of the abdomen, and the lef* 
 hand is laid across the right. If the gun is pressed 
 too tightly against the abdomen, the barrel will stand 
 out from the shoulder, which is to be avoided, 
 
 " Carry arms" " from a support," is merely bringing 
 the piece back to the position of " Shoulder, arms," and 
 returning the left hand to its side. The.se motions 
 must be done together, and all motions done promptly. 
 
 In the position of " Shoulder arms," the right arm 
 must be extended to its full length, not at all crooked 
 at the elbow ; the barrel must rest in the hollow of 
 the right shoulder, and the stock be pressed against 
 the side of the leg. 
 
 In movemefits, the guns should be carried at " Shoulder 
 arms," but " Support arms" must be frequently given 
 for a chainge. 
 
 Review as much as possible in this drill, consistently 
 with learning these new items from the manual. 
 
 Hereafter dismiss company at a "Right face," in 
 
 gle. 
 
 3 
 
58 SCHOOL AMUSEMENTS. 
 
 DRILL ELEVENTH. 
 
 Review the manual of arms in the following order : 
 Shoidder — Aems 1 Order — Aems I Shoulder — Arms I 
 Support — Arms ! Carry — Arms ! Present— Ajums I 
 Shoulder — Arms I Order — Arms ! Rest 1 
 
 " Rest," under arms, differs but little from " Rest" 
 heretofore learned. The position of the feet is the 
 same, (see plate No. 1.) As this position is assumed, 
 the gun (" at an order") leans back on the shoulder, 
 the right hand lets go its grasp and is brought across 
 the abdomen, where it is crossed by the left hand : the 
 piece then rests on the ground, in the hollow of the 
 right arm and against the shoulder. 
 
 " Attention," from " Rest," differs but little from the 
 same command before learned. The gun is grasped 
 by the right hand, the butt placed on a line with the 
 toes, the feet brought to the V position, and the left 
 hand carried back to its side : all these done at the 
 same instant. 
 
 Remember that no movements can be made while the 
 guns are on the ground. 
 
 " Prom a rest," the new commands of this drill are : 
 "Company — Attention! -Shoulder — ^Arms! Centre 
 — ^Face !" (See plate No. 5.) At this, the corporal of 
 the 2d section, and the sergeant of the 3d section, 
 take one step forward, elbow to elbow: the 1st and 
 
DRILLING. 59 
 
 2d sections (or, as they should he called, "the 1st 
 Platoon") face left, towards the centre ; the 2d Pla- 
 toon (3d and 4th sections) face rigid, towards the 
 centre. The corporal and sergeant above-mentioned, 
 are now to be the file leaders of the company, in double 
 file ; they march (at the words " Forward — March !") 
 straight ahead, and the next two behind them march 
 up to each other, face to face, turn, one to the right and 
 the other to the left, touch elbows and follow, " at a 
 fronting distance," their file leaders : the others do the 
 same. The lieutenants fall in and close up the file. 
 
 The file leaders must be instructed to march forward 
 in a perfectly straight line, aiming at some particular 
 point : the men behind them must march as in single 
 file, but each two keeping exactly together. 
 
 To turn to the right or left, "Pile right," or, "File 
 left," is given. Suppose the latter ; then the sergeant, 
 who is on the left, turns in his tracks, the corporal 
 wheeling around him as a pivot, taking care not to 
 leave his side. Here an exact right-angle is made, and 
 as each couple comes up to the angle, they turn in the 
 same way. " Make a square corner." 
 
 When the company is marched out so that all are 
 clear of any turning point, the captain halts in front 
 of the file leaders and commands, "Into line — March !" 
 (See plate No . 5 .) The file leaders halt : the rest march 
 up directly behind them, turn, the left-hand man to the 
 left, and the right-hand man to the right ; each marches 
 
60 SCHOOL AMUSEMENTS. 
 
 along the rear of the line which is forming, and stepa 
 into his place, dressing, as he comes into line, by the 
 two file leaders. 
 
 The company is now " in line," as at first. They 
 will need a " Right dress." Try this over again, this 
 time marching longer in double file. 
 
 In marching, the taller boys will naturally take 
 longer steps than the short ones. To remedy this, urge 
 that the first take shorter steps tljian they are naturally 
 inclined to, and the latter longer. While marching, 
 advise, " If you find yourselves falling behind your file 
 leaders, gain on them, not by hurrying the time, (taking 
 /aster steps,) but by increasing the pace, (taking longer 
 steps.) Always keep at a 'fronting distance' from 
 them." 
 
 Bring them into line again. Take care, always, to 
 turn at right angles. Let the rear files march fully up 
 to the rear of the line before turning. Let them march 
 along the rear so closely as to almost touch the coat 
 tails of the line, and come squarely into place. 
 
 The captain will, during these movements, occasion- 
 ally command, " Company, support (or carry) — arms 1" 
 This is done for the relief of change. But it may be 
 observed that " Support arms" is most convenient when 
 the men are "in file," single or double; and that 
 " Carry arms" is best when " in line." 
 
 After a rest " in line," practice the following new 
 exercise from the manuaL 
 
DExLLING. 61 
 
 " Trail arms," " from a shoulder," is done in three 
 motions. At " one," let the gun fall forward from the 
 shoulder into the palm and grasp of the left hand, 
 which is to be thrown there to receive it ; at " two," 
 let the left hand support the piece, while the right hand 
 changes grasp, and catches the gun at that point where 
 it will balance itself in the hand : at " Three," let the 
 left hand return to its side, and, at the same instant, 
 the right arm drop its full length, carrying the gun in 
 such a manner that the bayonet (if there is one) is on 
 a level with the eye. Each of these motions must be 
 made distinctly, so that it may be heard all along the 
 line. Instructor commands, — " Trail arms in three 
 motions, one, two, thkeb !" and counts in seconds. 
 
 When this is learned tolerably well, practice it with- 
 out counting. 
 
 Review the whole manual now learned. 
 
 Review "Right (and left) into line," by sections, 
 and then by company. Take care that the sergeants 
 give their commands briskly and distinctly. 
 
 If time allows, review other movements, especially 
 " the facings." 
 
 DRILL TWELFTH. 
 
 After forming company, drill in marching three (oi* 
 more) paces forward, with a " guide right ;" do this 
 first by single sections, next by platoons, and lastly, by 
 
62 SCHOOL AMUSEMENTS. 
 
 "front of company." To march "by front of com- 
 pany" a given number of paces (or until tbe word 
 " halt") -without breaking the line, so that, at the halt, 
 no one is either too far in front or rear, and so that 
 there shall be no need of " dressing the line" after the 
 halt, — this is an achievement to be proud of. To do 
 it vrcll, the importance of the "guide right or left" 
 must be inasted on ; in this, let there be no actual 
 pressing towards the right or left, but let the elbows 
 be in close and constant contact. Let the length of 
 pace be thought of ; and the difference in pace between' 
 the taller and shorter boys. The latter are at the 
 centre of the line, the former at the wings ; and if 
 great care be not taken, the line will become crescent- 
 shaped, the centre being behind. Execute this well, 
 and you will receive praise from military critics. 
 
 Change the programme of drill by introducing prac- 
 tice in the manual. 
 
 " Charge — Bayonet !" This is done, " from a shoul- 
 der," in one motion. At the last word, the feet assume 
 " the first position of an about face," the left knee is 
 bent, and the body leaned slightly forward ; at the 
 same time the piece is allowed to fall briskly into the 
 left hand, as in " Trail arms," and is firmly grasped by 
 both hands and held by both, with the bayonet on a 
 level with the eye. " Every eye to the front !" Here 
 (and the remark applies also to " Trail arms") the 
 pieces should all be in line, that is, should have the 
 
DRILLING. 63 
 
 same inclination. If they are at different inclinations, 
 order "Dress your pieces by the right I" that is, let all 
 have the same inclination as that of the piece of the 
 right-hand man. " Be brisk, boys I" 
 
 "Shoulder arms" brings us back to the original 
 position. 
 
 Practise this a long time. It is a very "showy" 
 movement. 
 
 " Centre — Pace ! Forward — March 1 Outward coun- 
 termarch — March I" (See plate No. 6.) At this the 
 captain stands at the head of the advancing column 
 and the files separate as they come up to him, the right- 
 nand file turns to the right, the other file to the left, 
 and they march in a direction opposite to that which 
 they were pursuing. They march as far as is conve- 
 nient, and at the command, "Inward countermarch — 
 March !" the two file-leaders face about, come together 
 elbow to elbow, and march in the original direction, 
 the others imitating them as fast as they come up to 
 the position just left by the file-leaders. 
 
 During the " outward countermarch," care must be 
 taken that the file leaders march on a line with each 
 other, and that their followers also are exactly oppo- 
 site each other. 
 
 In these drills, let the teacher take care that the 
 
 ' first principles," as taught in our earliej drills, are 
 
 not forgotten. If at all necessary, let a whole drill — 
 
 "say a Saturday afternoon — be devoted to a general 
 
64 SCHOOL AMOSEMKNTS. 
 
 review. Insist, constantly, on the preservation of " the 
 position of the soldier." Let the duty of watching for 
 and correcting the evils of laxity in these " first prin- 
 ciples, be assigned to all the officers, especially to the 
 two lieutenants. Your captain must be mainly en- 
 gaged in observing the commands you give, and their 
 execution. 
 
 DEILL THIRTEENTH. 
 
 ' •' Outward countermarch by two's — March !" (See 
 plate No. 6.) This is done while marching in double 
 file, as from " Centre face." At the last word, the 
 leader of each file turns to march in an opposite direc- 
 tion, as in the previous drill : he steps a little further 
 Out, and the second in file turns and marches at his 
 side, being the inner man. Numbers three and four, 
 five and six, and so on, of each file, do the same at the 
 turning point. The result is, that as the outward coun- 
 termarchers advance, (their backs to the captain,) they 
 go " by two's." 
 
 " Inward countermarch — March 1" At this, — given 
 when all have passed the turning point, and the two 
 first couples are in a line with each other, — these wheel 
 inward, the two inner men acting as pivots, and the 
 two outer men come elbow to elbow; the four now 
 form a line and march toward the captain. If the 
 first command is repeated, the four again separate into" 
 
DRILLING. 65 
 
 the original two's, and the? movement is repeated. If 
 the captain wishes them to resume the plain double file 
 movement, as at first, he orders, " By douhh file— for- 
 ward, March 1" 
 
 " Outward countermarch by four's — March !" (see 
 plate No. 7,) is a duplication of countermarching by 
 two's. The first four of each file turn outward together, 
 the first man stepping still further out, and the second, 
 third, and fourth forming in line with him. 
 
 " Inward countermarch by four's," is best explained 
 by the diagram. At the word " march," the two inner 
 men act as pivots, around whom the others wheel ; the 
 two outer men join elbows, and lines of eight march 
 towards the captain. 
 
 As either of the last combinations (by two's and 
 four's) return toward the captain, he may command : 
 
 " Outward countermarch in single file — March !" 
 (See plate.) At this, each man remembers his number, 
 whether first or second, or first, second, third or fourth, 
 and forms in single file accordingly. 
 
 Countermarching is always an effective and attractive 
 movement, when well done. Practise it very thoroughly 
 and carefully. 
 
 On parade, or at other times, it may be necessary or 
 advisable to " ground arms." This is done, " from an 
 order," in two motions : — at " One," the pieces are 
 turned sidewise, so that the locks are nearest the leg ; 
 at " Two," the left foot takes a long pace forward, and 
 
68 SCHOOI. .AMUSEMENTS. 
 
 the body is leaned forward so that the right hand may 
 deposit tlie piece on the ground. The right foot does 
 not leave its place in line. It is hardly necessary to 
 practise this by motions. Tell them to turn the piece 
 at the word "ground," and to do the remainder at the 
 last word. 
 
 " Talce — Arms !" is the reverse of " Ground arms ;" 
 there needs no other explanation. 
 
 When arms are " grounded" on parade, and the com- 
 pany takes recess, a guard must always be placed over 
 the guns. The guard may consist of one, but two are 
 better. If the recess is a long one, the guard must be 
 relieved once or twice. The orderly sergeant appoints 
 and instructs the guard. He may choose them in al- 
 phabetical order, or in any other way. After the com- 
 pany is dismissed, the orderly commands : " Guards^- 
 Attbntion ! Slioulder — Arms ! (They stand side by 
 side.) To your posts — March 1" One takes the ex- 
 treme right, the other the left, of the line of guns ; they 
 face each other, and at the word " March," they ad- 
 vance toward each other ; they meet half-way, halt, 
 present arms (face to face), shoulder arms, about face, 
 and return. As they come to the end of their beat, 
 they are not to turn carelessly, but to halt", about face, 
 and then return to the half-way point. They are par 
 ticularly observed, because they are individualized, and 
 the honor of the company rests on them. 
 
 When •coming to an " about face" under arms, the left 
 
DRILLING. 67 
 
 hand, is to be thrown acres* the piece (" at a shoulder,") 
 to steady it while turning. 
 
 I prefer to introduce but one or two novelties into 
 each of the drills at this time, because there is so much 
 to he done in reviewing. 
 
 DRILL rOURTEENTH. 
 
 To form front of company by platoons, from sections, 
 (See plate No. 8,) the captain will command : " Com- 
 pany, hy platoons, forward — March 1" (If the company, 
 is already marching, the word " forward" is to be omit- 
 ted.) At the command " March," the 1st and 3d ser- 
 geants will command, " \st (or 3cZ) Section, hy the right 
 fiank, file right — March !" They will march in that 
 direction until the right of the 2d (or 4th) section joins 
 the left of the 1st (or 3d), when the sergeants will 
 command, "Front!" and then the two sections will 
 march forward together in line, as a platoon. 
 
 To return into sections, the command is, " Company, 
 hy sections, forward — March !" Then the 1st and 3d sec- 
 tions march right on ; but the sergeants of the 2d and 4th 
 sections command, " 2d (or i.th) Section, hy the right flank, 
 file right — March !" He marches them in that direction 
 until they are again in the rear of the 1st or 3d sections, 
 (the corporals being guides,) when they command, 
 " Front I" and then all march as sections again. 
 
68 SCHOOL AMUSEME\TS. 
 
 If; during the execution o#these movements, the sec- 
 tions are not in line, the sergeants must order a " guide 
 left." If the platoons are broken in line, it is the duty 
 of the lieutenants to order the " guide left." 
 
 But, -while marching by platoons, the command may 
 be given, " By front of company — March !" when the 
 same movement above explained for sections may be 
 executed by platoons. The 1st platoon, at command 
 of the 1st lieutenant, marches by file right, and fronts 
 just as the right of the 2d platoon reaches and joins its 
 left. 
 
 At any time while marching, whether by front of 
 company, or by platoons or sections, all may be brought 
 into single file by the following command : (we will 
 suppose that the company is marching in sections,) 
 " Sections, hy the right flank, file left — March I" At the 
 words " right flank, file left," each sergeant goes to the 
 right of his section ; he marches forward in the direc- 
 tion in which all were marching before, but the rest of 
 the section, at the word " march," faces right, files left 
 and follows the sergeant ; he marches on (for instance, 
 the 2d sergeant,) and comes behind the corporal of the 
 section (for instance, the 1st,) in front of him ; and thus 
 all are in file. The same principle applies to platoons, 
 the lieutenants taking the duties of the sergeants when 
 the movement is done in sections. 
 
 I give no illustration of these movements, because 
 my instructions are, 1 think, explicit, and because I 
 
DEILLING. 69 
 
 wish the drill master to *thinh them out, and make his 
 own diagrams. 
 
 A good use of this movement may be made as fol- 
 lows : — Suppose your company is marching in a 
 muddy street, and you wish to get on the sidewalk ; as 
 your 1st section comes up to the cross-walk, command, 
 " Sections, hy the right (or left) fiarik, file right, (or if 
 left, the corporals are file leaders ; sergeants on the 
 right) Maech !" As soon as the sergeant reaches the 
 middle of the sidewalk, order a " file right" or " file 
 left." 
 
 Draw lines on the ground for imaginary sidewalks, 
 explain to your men the object of the movement, and 
 practise it, both to the right and left. 
 
 Now, to come from single file into sections, as, for 
 instance, from the right-hand sidewalk into the street, 
 command, " Company, form column of sections to the 
 front — Maech !" The 1st sergeant commands, at the 
 word " front," " Is* section, file left," and as soon as the 
 whole section is on the cross-walk, he commands, 
 " Front!" The other sections, as they come up to the 
 place just vacated by the 1st section, imitate its move- 
 ments, each sergeant taking care to command, " Front," 
 just when he sees his corporal on a line with the one in 
 ■ advance. 
 
 Plate No. 8, gives other examples of forming sec- 
 tions from single file. Study it carefully. 
 
 In *hese directions, and. I suppose, in many others. 
 
70 SCHOOL AMUSEMENTS. 
 
 there may seem to be muct that is inexplicitly and 
 confusedly expressed. I doubt whether it is possible 
 to make these movements' intelligible at a glance ; but 
 I believe that if the teacher will give as careful a 
 study - to this treatise as he would to the works of 
 a Latin or Greek author, he will not fail to under- 
 stand it. 
 
 In marching in the street, obstructions are sometimes 
 met. The company will probably be marching by 
 sections, the usual way. If it is desired that the com- 
 pany march from the middle to the side of the street, 
 (say the right,) command, " Company, hy the right fiank, 
 file EIGHT 1" When they are sufficiently near the side, 
 order " Front !" At the first command, each section 
 faces to the right, and in distinct and independent file, 
 marches in that direction. " Front" brings them into 
 the original direction. But they are now, after hav- 
 ing passed the obstruction, too far on one side of the 
 street ; " Company, hy the left flanh, file left ! Front 1" 
 brings them back. 
 
 DEILL FIFTEENTH. 
 
 In this drill I shall endeavor to present a series of ' 
 movements, which may possibly serve the captain as 
 a programme for parade. I shall explain only the 
 new movements. 
 
DRiLiMXG. 71 
 
 h will be an excelleut lesson for the "major" or 
 captain to draw off, on paper or the black-board, a 
 diagram of the whole, in connection. 
 
 Company is at rest, in line. 
 
 " Gompanr^ — Attention ! Bight- -^ iCB 1 Sections, 
 right into lint — (each sergeant repeatb ihe command, 
 standing in fioat of, and applying it to his section,) — 
 March 1 Gomjpany, forward, March! Sections, by 
 the right flank, file tight — March! Corri^-aray, Front! 
 (Sergeants must attend to their sections, and order a 
 "guide left," if necesi^ary.) Sections, by the- left 
 turn — March!" (See plate. No. 9.) At the word 
 " turn," the 1st lieutenant (or " 1st guide ;" see para- 
 graph at end of this drill) takes position beside the 
 corporal of the 1st section, standing there to mark the 
 turning spot for the other sections ; and at the same 
 word, the 1st sergeant commands, " 1st section, by the 
 left turn." At the word, " March," from the captain, 
 the section turns, as shown in the plate. In turning, 
 the line must not be broken, and a " guide left" may be 
 necessary from the sergeants. As the 2d section 
 approaches the turning point, the 2d sergeant com- 
 mands, " 2d section,, by the left turn," and as soon as his 
 corporal touches the point opposite the lieutenant, he 
 adds, " March !" The 2d lieutenant has now reached 
 the turning point, and he assumes the place of guide, 
 while the 1st lieutenant advances to his post. The 
 3d and 4th sergeants and sections imitate the ex- 
 
72 SCHOOL AlIUSEMENTS. 
 
 ample of the 2d. As soon as the 4th section has 
 turned, the 2d lieutenant takes long steps and regains 
 his post. 
 
 " Company, by platoons, March ! Platoons, by the 
 left turn, — (the lieutenants command their platoons as 
 the sergeants did their sections) — March ! Company, 
 by front of company, — March! Halt! (until this word 
 the company had been constantly in motion.) Hight — 
 Dress ! Support — Arms ! To the rear, centre— 'Face ! 
 (' To the rear,' is something new. At the word, ' rear' 
 the two file leaders, — who, in 'Centre — face' have 
 taken a step together in advance, — come to the first 
 position of an about 'face,' and at the word 'face,' 
 they about face.) Forward — March! File — Right! 
 File — Left ! Outward countermarch in single file — 
 March ! Inward countermarch — March ! Outward 
 countermarch by two's — March ! Inward countermarch 
 — March 1 Outward countermarch by four's — March ! 
 Inward countermarch — March ! Outward countermarch 
 by sections in circle — March. (At the word ' march,' 
 each section marches in a circle [See plate No. 10.] 
 They revolve several times, and then, as the captain 
 sees that the two file leaders are coming together, he 
 commands, ^Forward — March!') Outward counter- 
 march in circles by platoons — March. (The principle is 
 the same as 'in circles by sections.') Forward — 
 March 1 Into Zme— March ! Right — ^Dress !" 
 
 "Front," after a "right" or "left dress," has been 
 
DRILLING. 73 
 
 omitted, and -will be, because it has been remarked that 
 that command always follows a " dress." 
 
 -Practise now the manual of arms. The order of this 
 manual may be varied ; but the captain must have dis- 
 covered that there are certain commands which cannot 
 follow each other ; for instance, " Order arms" cannot 
 follow a " Present arms," and vice versa. 
 
 Note. — " Guides" are an addition to a company, but 
 are not necessary ; for, as has been seen, the lieutenants 
 may do their duties. However, it is really beneath the 
 dignity of a commissioned officer to do such duty. 
 "The guides" may be the two smallest boys in the 
 company. They may carry lances, with small stream- 
 ers, painted (gilt on blue), with the name of the com- 
 pany. Their posts are, while marching, at the rear of 
 the 4th section, one in the rear of the sergeant and the 
 other of the corporal, two paces off. When " in line," 
 their posts are at the extremes. When the line is to 
 advance by front, to a new alignment (new position of 
 line), they may be stationed as points to march to. A 
 command in such a case, would be, "Company, forward, 
 gvide right, to the alignment of the guides — March 1" 
 They are also to stand at all turning points, the 1st 
 guide being relieved by the 2d as soon as half the 
 company has passed the point. 
 
'74 SCHOOL AMUSEMENTS. 
 
 DRILL SIXTEENTH. 
 
 "While in sections, marching or not marching, tlie 
 command may be given, "To ilve left, arms' length — 
 Extend 1 At the last word, each man, except the cor- 
 poral, extends his left arm, and places his left hand on 
 the right shoulder of his neighbor, at the same time all 
 taking a side step, in time (a left-oblique step, if march- 
 ing), until they are at such a distance from each other 
 that only the fingers of the hands rest on the shoulders. 
 At the command, " Arms — Down 1" each arm returns, 
 promptly, to its side. 
 
 This movement makes a fine display of the company. 
 
 While marching thus, in open order, each man must 
 take care to march exactly in the rear of the man in 
 front of him in the section in front ; and he must also 
 take care not to break the line of his own section. 
 
 " To the right close — Makch !" brings them back. All 
 except the right-hand man take a side step, in time, to 
 the right (if marching, an oblique step), until elbows 
 touch. 
 
 " Company form cross on 2d section — March !" (See 
 plate No. 11.) The company is in line. 2d sergeant 
 commands, "2d section, stand — Fast! 1st sergeant 
 commands, " 1st section, one pace forward — March ! 
 Left turn — March 1" and he marches his section to its 
 position, as shown in the plate. 3d sergeant com- 
 
DBILLING. 75 
 
 mands, " Bd section, right — Face ! File right — March ! 
 Feont !" The "front" of this section is shown in tho 
 plate. 4th sergeant commands, "4</i section, right — 
 Face ! On right hyjile into line — March ! 
 
 " On right by file into line," is a new movement. (See 
 plate No. 9.) The section is at a " Right face ;" at the 
 word " March," the right-hand man faces right, and 
 takes one step forward, and the section, in file, marches 
 behind him, the second man coming beside him as soon 
 as he passes his back, the third man passes on by the 
 second, and comes beside him, and so on. 
 
 The sections are now in the form of a cross, with the 
 corporals at the centre. Observe in the diagram, in 
 which direction each section faces. (See plate No. 11.) 
 
 While in this form, command, " Sections, left turn, 
 guide left — March 1 Sergeants seek the right of their 
 sections, move with them, and in an under tone, insist 
 on the " guide left." Let the right angles of the cross 
 be exactly preserved. Turn once or twice completely 
 around, back to place. 
 
 Another movement in form of a cross results from 
 the commands, from the captain, " 2c? section, right — 
 Face ! 1st section, about — Pace ! 4<A section, left — 
 Face 1 (All are now facing in the same direction.) 
 Company, forward — March !" Let them march a few 
 yards in this direction, the lieutenant taking care that 
 the form of the cross is preserved, and thus command, 
 " By the right flank — March !" At the last word, all 
 
76 SCHOOL AMaSEMENTS. 
 
 turn, briskly, to tlie right, and continue marching aa 
 they face. " By the left flank — Maech !" is similar to 
 the previous command. By means of a "halt," and 
 an " about face," they may be made to march in still 
 another direction. 
 
 There are two ways by which the line, or front of 
 company may be reassumed from a cross. (The sections 
 must first be faced as in the diagram.) 
 
 The first is by reversing the process of formation. 
 Command, " Company, reduce cross and form front of 
 company on Id Section — March !" Sergeants command: 
 " 2d Section, stand — Fast. 1st Section, about — Face ! 
 Forward— 'M.k's.c^ ! (Until the left rests on the right 
 of 2d section.) Right — Turn I (They are now in line, 
 facing to the rear.) About — ^Face ! 4iA Section, right 
 — Face ! Left, by file into line — March ! (This is done 
 in a manner exactly the reverse of that by which they 
 were formed in cross.) Zd Section, left — Face ! File 
 left — March 1" 
 
 All are now in line. Giye a " right dress." 
 
 The second method introduces a novelty, and the 
 movement is more easily, rapidly, and showily exe- 
 cuted. (See plate No. 12.) 
 
 Command, " Sections, form circle — March 1" At the 
 word " circle," each sergeant goes to the right of his 
 section, and commands a " right face," and himself files 
 left, and at the word " march" he leads his file into a 
 circle, as showr in the diagram. The circle must be 
 
DRILLING. 77 
 
 complete, that is, without gaps between the ends of 
 sections. The commissioned ofiScers must have con- 
 trived to stand in the centre of the circle. 
 
 After marching once or twice around, the captain 
 may command, " Corapany, hy file, forward — MaechI" 
 whereupon the orderly sergeant marches straight for- 
 ward, (leaving the circle,) followed by the rest, in file. 
 The circle is now straightened out, and the company is 
 marching in file. " Company — Halt !" The captain, 
 standing on the left of the advancing file, commands, 
 " Front !" and the company is once more " in line." 
 
 In marching " by the right flank," that is, from a 
 " right face" or " file right," " Front" is executed by 
 facing to the left ; " by the left flank," by facing to the 
 right. 
 
 The maneuvres of forming cross, and the various 
 movements while in that form, are, perhaps, the most 
 showy of any that can be executed. They should be 
 perfectly learned. 
 
 DEILL SEVENTEENTH. 
 
 The company is in line. 
 
 ^^ Company, form square on second section, — March!" 
 (See plate No. 14.) Sergeants command : — " M Section, 
 stand Fast ! 1st Section, about Face ! Right— l!\ym ! 
 (They turn until they make a right angle with the 2d 
 section.) Halt ! About — Face ! 
 
78 SCHOOL AMUSEMENTS. 
 
 ■ "Zd Section, Bight — ^Pacb! File right — Maeoh I 
 (They turn until the left of this section reaches the left 
 of the second.) Halt ! Left — ^Face 1 Bight — ^Turn 1 
 They turn until this section makes a right angle with 
 the 1st section.) Halt ! 
 
 " Uh Section, Bight— 'Face. Forward^-KAnc-a I 
 (They march until this section reaches the left of 2d 
 section). Halt! Bight — Pace! Left— Turn] (They 
 turn until this section comes to its place in the square.) 
 Halt ! About— Pace !" 
 
 The square is now formed, all facing outwards. 
 Commissioned officers should be in the centre of the 
 square. Care should be taken that the angles are all 
 right angles, and that the sides are " dressed." 
 
 By so commanding that all shall face in the same 
 direction, there may be marching in the form of a 
 square, as was done in the form of a cross. 
 
 To return into line, reverse the process of formation. 
 The instructor ought, by this time, to be able to do 
 this without explanations. 
 
 While in form of square, pi'actise the manual of arms. 
 
 An effective movement while in square results from 
 the commands, " Company, charge — ^Bayonet ! Sections 
 five (or more) paces forward — March ! Shoulder — • 
 A-RMs! About — Face! Into square — March!" At 
 the last word, they march back to the lines of the 
 square, halt and about face, without commands for 
 these movements. 
 
DBILLING. 79 
 
 Company in line. ''Bight — Face! Filer— RiawiX 
 (again), File — 'Rvim:\ Right ly file into line, two 
 paces distant — March !" (See plate No. 15.) The ex- 
 ecution of this differs from that in the movements of a 
 single section, as before taught, only in this, that it is 
 done by the whole company and that, instead of form- 
 ing in close order, each man passes two paces beyond 
 the last in line and then steps squarely into line. If 
 there is not room for the whole line in any one direc- 
 tion, order, " Break ground to the right, or left." 
 
 To return to a close line, command, ''Company, right 
 Pace ! In dose order, into line, March !" The file 
 leader (orderly) retains his position ; the rest march 
 on, not increasing or lessening their distances between 
 them, until they reach their file leader in line, when 
 they turn squarely into line. 
 
 DRILL EIGHTEENTH. 
 
 In this chapter will be found various exercises and 
 movements, together with general information, some or 
 all of which may be introduced into this drill. 
 
 The " oblique step" is often useful, in cases of meet- 
 ing obstructions of any kind, or in closing ranks after 
 " an extend." 
 
 " Bight ohlique—MAUGS !" (See plate No. 16.) If 
 from a halt, carry the right foot obliquely to the right 
 
80 "SCHOOL AMUSEMENTS. 
 
 and front about twenty-two inches from the left foot) 
 and sixteen toward that side ; carry the left foot six- 
 teen inches in front of the right heel. Take special 
 care not to derange the head and shoulders, — that is, 
 heeptJwm to the front, and not in the oblique direction. 
 
 " Left oblique" is executed on the same principles. 
 
 " Forward — Maech " brings all to the direct march. 
 
 " Arms at will !" It is necessary to give this com- 
 mand occasionally, during long marches on parade, 
 and, sometimes, at drills. 
 
 At the command, the guns may be carried over the 
 right shoulder, " at will." On long marches, " Trail 
 arms" will be found a convenient way of carrying the 
 guns ; and at the command, '' Change — Trail !" the 
 gun may be shifted and carried by the left hand. 
 
 Sometimes the line may be located a few inches in 
 advance or behind a desired line. To bring it forward, 
 station the right-hand man at the end of the desired 
 line and command, " By file, right — Dress !" (or the 
 left-hand man may be so stationed and "left dress" 
 Ordered.) At the word " dress," the second man, fol- 
 lowed, one by one, by the others, will step forward and 
 dress himself by the guide. The same movement may 
 be executed backwards. 
 
 In marching by platoons or sections, if any such 
 division has gained ground, that is, is too near the 
 division in advance, command, for instance, " 2c? Sec- 
 tion, mark — Time !" At the last word, they will stop 
 
DEILLING. 81 
 
 and, as it were, march in their tracks, until their 
 proper position is attained, when '^Forward — March," 
 will start them on again. 
 
 I omit giving " Fix and unfix bayonets," together 
 with the manual of loading and firing, because I shall, 
 hereafter, urgently advise the use of lances. If, how- 
 ever, guns are used, instructions on these points, — and 
 on others which may seem desirable to be adopted by 
 the instructor, — may be found in " Scott's Tactics," 
 " Hardies' Rifle Tactics," " The Recruit," and other 
 military works. 
 
 It may be discovered, by reference to these books, 
 that the writer has not strictly adhered to " author- 
 ity," but his reasons for deviating are that " author- 
 ity" for men is not " authority" for boys, and, that 
 instructions for men who are to be soldiers by profes- 
 sion, are not adapted for boys, who are only amateur 
 soldiers. 
 
 The length of pace in marching, for boys, should be 
 about twenty inches, on an average. Paces may be 
 marked, on the ground or floor, of this length and all 
 taught to acquire this step. 
 
 In a '' turn," from a halt, the pivot man turns in his 
 tracks. In turning, while marching, the pivot man 
 should advance not more than seven or eight inches, 
 while the outside man takes the full pace, and no more. 
 
 The swiftness of pace, in common time, should be at 
 
 the rate of ninety steps in a minute. 
 4* 
 
82 SCHOOL AMUSEMENTS. 
 
 •As recruits enter the company, the sergeants, undei 
 the supervision of the major or captain, should instruct 
 them in " first principles." They should be introduced 
 into the company as soon as possible. 
 
 The position of the " color-bearer," while marching, 
 is with the 3d sergeant, in sections, or in file : with 
 the 2d lieutenant, while marching in platoons ; at the 
 centre of a cross ; and inside of a square. "While the 
 company is executing other division or company 
 movements, or the manual of arms, the color should 
 be posted out of the way, and the bearer is not on 
 other duty. The color-bearer is, by right, an ensign 
 and a commissioned of&cer, but it may not seem ad- 
 visable to give him any rank. 
 
 Promotions, resulting from vacancies or removals, 
 should be from corporals to sergeants, and from ser- 
 geants to lieutenants. In the absence of a corporal, 
 a private may be appointed in his place, jpro tern. ; in 
 the absence of a sergeant, a lieutenant should fill the 
 vacancy. 
 
 DRILL NINETEENTH. 
 
 The sword exercise of the sergeants is as follows : 
 
 " Shoulder — (or carry) — Aems I" The gripe in the 
 
 right hand, the arm extended, close at the side, the back 
 
 of the blade resting in the hollow of the right shoulder. 
 
 " Support — Arms 1" The left arm forms an acute 
 
DRILLING. 83 
 
 angle at the elbow, and the blade rests, the edge out- 
 ■wards, in the left hand, the fingers uppermost. 
 
 " Order — Arms !" or, " Rest !" The sword is brought 
 to rest with its point on the ground, on a line with 
 the toes, and as far from them as the extended arm and 
 length of blade will allow ; the back of the hand out- 
 wards. 
 
 '' Present — Arms !" This is done in two motions. 
 At the first, the sword is raised so that the hand 
 rest on the upper buttons on the coat, the flat of the 
 blade outward and the blade inclined forward : at 
 the second, the sword is brought down as in " order 
 arms," but the point does not touch the ground, and 
 the palm of the hand is outward. These motions 
 should be executed in time with the motions of the 
 guns. 
 
 " Trail — Arms !" The same position as in " shoul- 
 der arms !" 
 
 " Charge — ^Bayonet !" The sergeant takes a posi- 
 tion with his feet precisely as do the privates ; the 
 sword is raised and held, horizontally, on a level with 
 the eyes, the edge outwards. 
 
 The captain and lieutenants may carry their swords 
 either " at a shoulder" or " a support." 
 
 The sergeants should be thoroughly drilled, in a 
 separate division, in these exercises, and should never 
 fail to execute the required movement, when com- 
 manded, on drill with the company or on parade. 
 
84 SCHOOL AMUSEMENTS. 
 
 DRILL TWENTIETH. 
 
 At a drill preparatory to a parade, practise evory- 
 thing wHch is intended to be displayed. If excellence 
 has not been attained in any particular exercise, it is 
 better to omit it on parade ; sufficient variety may be 
 given even if several movements are omitted. Be- 
 sides, it is best to reserve some maneuvres for future 
 parades. 
 
 Endeavor to infuse into the minds of all a spirit of 
 determination to do the best possible. 
 
 Take care that the sergeants remember and under-- 
 stand their commands, positions and general duties. 
 
 At your first parade, it may be contrived that your 
 colors shall be presented, by ladies, perhaps. Receive 
 them in line, sergeants three paces to the front, lieu- 
 tenants, five paces, captain, seven ; let all " present 
 arms." This same salute may be given to individuals, 
 for instance, to a person who has addressed the com- 
 pany ; or it may be given at the houses (to the fami- 
 lies) of officers of the company, or distinguished per- 
 sons. 
 
 Let a programme be carefully prepared of the streets 
 to be passed through, and, particularly, of the move- 
 ments to be made. Unless this is done, the command- 
 ing officer may become confused, and make mistakes. 
 
 Your captain may, or may not, be entrusted with 
 
DRILLING. 85 
 
 the sole command. If he is to be, he should have had 
 frequent opportunities to practise commanding, and, 
 especially, should have entire command at this pre- 
 paratory drill. If the teacher commands, it is in the 
 rank of " major," and he should march with the cap- 
 tain, to whom he should entrust some commands, and 
 as many as possible. 
 
 I would advise, as a programme for parade, the fol- 
 lowing movements, the company being in line, and at 
 rest : — 
 
 Attention I About — Face ! 
 
 Shoulder — Arms 1 Support — Aems 1 
 
 BigU — Face ! Centre — Face ! 
 
 Left — Face ! Forward — March ! 
 
 JSoM«— Face ! File— Rigwi 1 
 
 Outward countermarch in single file — March ! 
 Inward countermarch — March ! 
 
 The same by two's and four's. 
 
 Outward countermarch in circles, by sections — March ' 
 
 Forward — March ! 
 
 Outward countermarch in circles, by platoons — ^Maech ! 
 
 Forward — March ! Into line — March I 
 
 Carry — Arms ! Order — Arms 1 
 
 Rest! 
 
86 SCHOOL AMUSEMENTS. 
 
 Attention I ShovMer — Arms 1 
 
 Shoulder — Arms I Present — Arms I 
 
 Bwj^port — Arms I Shoulder — Arms I 
 
 Carry — Arms ! Charge — Bayonet I 
 
 Trail — Arms ! Shoulder — ^Armr ! 
 
 ShovMer — Arms ! Order — Arms I 
 
 Order-^AsMS, ! Eest I 
 
 Attention ! Shoulder — Arms ! Right — Pace ! 
 Sections, right into line — March ! 
 Company , forward — March I 
 Right oblique — March I Left oUigue — March I 
 Forward — March 1 Forward — March I 
 
 Right turn — March! 
 Company, hy platoons — March ! 
 By front of company — March! 
 Halt ! Support — Arms ! 
 
 Form cross on second section — March ! 
 Sections, left tmrn — March ! Halt ! 
 
 March., in cross, by right aitd left flank. 
 
 Tteduce cross and from front of company on 2d seo 
 tion — March I 
 Right — ^Face ! File — Left 1 
 
 Forward — March ! File — Right ! 
 
 File — Right ! File- -Right ! 
 
DRILLING. 87 
 
 BigM hyJiU into line, two paces distant — March 1 
 Carry — Arms 1 Shoulder — Arms ! 
 
 Order — Arms ! To the right close — March I 
 
 Shoulder — Arms ! Bight — Dress ! 
 
 Present — Arms ! Order — Arms I 
 
 Best — At ease I 
 
 Let this be written out distinctly and practised 
 thoroughly at this drill. Try nothing else, and pre- 
 serve this order of arrangement. Let the command- 
 ing officer carry this paper in his breast and consult it 
 when in doubt. 
 
 "Whatever has been omitted may be displayed at the 
 next parade. 
 
 UNIFOEM, ETC 
 
 There are reasons for the adoption ")f a permanent 
 uniform, one to be worn every day, by a whole school. 
 A boy who is dressed in the uniform in which he has 
 been taught " the position of the soldier," will be con- 
 stantly reminded to bear himself in a soldierly manner. 
 He will be conscious that eyes are upon him as he walks 
 the streets ; and he may overhear such remarks as, 
 " There goes one of the Cadets !" If he has leaned 
 that " a perfect soldier must necessarily be a perfect 
 gentleman," he will remember and do credit to his in- 
 struction. He will not, generally, engage in such rough 
 
88 SCHOOL AMUSEMENTS. 
 
 and dirty amusements as are likely to injure or soil the 
 uniform which he is proud to wear. He will feel 
 manly, and will behave like a man. Of course not 
 tvery boy, but most boys, will be thus influenced. 
 
 The expense, to each one, for an every-day uniform, 
 should be less than for the usual variety dress. The 
 cloth chosen, and the necessary trimmings, can be 
 bought at wholesale, from " first hands," and any tailor 
 will contract to make the clothes of a company, and to 
 continue making them, at a less price per suit than he 
 would ask for a single suit. 
 
 Many of our best schools have adopted a permanent 
 uniform, and their teachers and parents are pleased 
 with the results. 
 
 If such an uniform is to be procured, I may advise a 
 grey suit, trimmed neatly, and not over-trimmed, with 
 black silk braid ; or a suit of dark blue, trimmed in 
 the same way. To the taste of many, an entire suit of 
 one color is more pleasing than a suit of which the coat 
 is of one color and the trowsers of another. It will 
 become a question, also, whether all shall wear coats, 
 or all jackets. I have seen both styles, and my own 
 taste has been better pleased with the coats. I have 
 preferred little boys in short-skirted coats, to large 
 boys, of sixteen or seventeen, wearing jackets. 
 
 The summer trowsers of either uniform may well be 
 of white or brown linen, which forms a pleasing con- 
 trast with either blue or grey. 
 
DRILLING. 89 
 
 The coat should be single-breasted, and cut with a 
 military collar. The trimming on the coat may be only 
 on the collar, (except for officers, see below,) and on 
 the trowsers, a plain stripe on each leg. 
 
 The regular army buttons may be ordered, in quan- 
 tity, through any tailor. 
 
 The army "fatigue cap," — a style much worn by 
 boys, — ^may be very cheaply purchased by the case ; 
 and oiled-silk coverings may be bought with them. 
 
 The entire uniform, thus described, need not cost 
 more than $10 to each one, and may be procured for 
 less. However, it will not be economy to buy cheap 
 cloth for a permanent uniform. At wholesale prices, 
 good grey cassimere may be bought for from fifty to 
 sixty cents per yard. 
 
 Thus dressed, the officers may wear a little gold lace. 
 Corporals are entitled to one " chevron"* of gold lace 
 on the left arm ; sergeants to two ; lieutenants to three ; 
 and the captain to four. Sergeants may have a narrow 
 strip of lace around their caps ; lieutenants two strips ; 
 and the captain a band of broad lace, extra gilt. The 
 thr(.m commissioned officers may wear epaulettes on 
 parade. A pair of good gilt epaulettes, good to wear 
 and last, will cost about $4 ; cotton epaulettes, which 
 may well take the place of gilt ones, will cost seventy- 
 five cents a pair. Epaulettes are fastened on the shoul- 
 
 * A " chevron" is a strip of gold lace sewed on the arm above 
 Uie elbow, in a V shape, the angle of the figure being uppermost. 
 
90 . SCHOOL AMUSEMENIB. 
 
 der hy passing under a band of gold lace ; and this 
 they should wear at all times, as they wear also the 
 chevron. If they have neither, they should be allowed 
 to wear a parallelogram of lace on each shoulder. 
 
 If it is decided to adopt a uniform only for parades, 
 and if economy is a necessity, no expense, or next to 
 none, need be incurred. Almost every, boy has a- dark 
 coat, with gilt buttons. Secure, then, as much uniform- 
 ity in dress as possible, (let all wear caps,) add a little 
 gold lace, and, perhaps, a little scarlet trimming, and 
 you have all that is really necessary. 
 
 If, however, the expense is not much regarded, a very 
 pretty and very cheap uniform may easily be procured- 
 Since the suit is to be worn only at occasional parades, 
 it is not necessary to have cloth of any more than me- 
 dium quality ; the inside trimmings may be cheap, 
 pockets omitted, and the sewing substantial but not of 
 the best. Such an uniform, bought at wholesale, cut 
 out by a tailor, but made by a tailoress, or at home, 
 need not cost more than $6, cap and all, for privates, 
 and $7 for officers. 
 
 Although this plan seems the cheaper, the other — of 
 wearing a more expensive and durable uniform all the 
 time — will be found to cost less " in the long run." 
 
 Guns are expensive. They may be procured at 
 wholesale stores in New York at vaiiOus prices, but at 
 not less than $5 each, for decent arms. Possibly the 
 teacher may be so situated as to be able to obtain, from 
 
DRILLING. 91 
 
 the State authorities, the use of the " U. S. Cadet mua 
 kets," or the shorter (and clumsier) artillery musketoon. 
 If this is possible, it certainly is advisable. But I would 
 urge that guns are unnecessary. A very good imita- 
 tion of a gun may be cut from seasoned oak or hickory, 
 stained in imitation of black walnut and varnished, by 
 any wheelwright or carpenter, and furnished at a cost 
 of less than a dollar each. By some plan, bayonets 
 may be procured, and fastened on these wooden guns. 
 Thus equipped, the company, at a little distance, might 
 seem to carry real guns. 
 
 For my own company, I provided these wooden guns, 
 ornamented with the cast-off and polished up bayonets 
 of a military company in town. My boys were con- 
 tented with them, and some people " always thought 
 that they had regular guns." 
 
 But I can recommend lances a,s being, in many re- 
 spects, the best " arms" for a boy-company. They are 
 cheap, neat, and have "no ugly, sharp points about 
 them." They may be turned from ash, varnished, and 
 tipped with a brass spear-head, and even ornamented 
 with the " red, white and blue" ribbons (for parades) 
 at a cost of from fifty to seventy-five cents each. For 
 those (or for wooden guns) there should be a small 
 knob of some kind, corresponding with the trigger- 
 guard of a gun, by which they may be supported easily, 
 and at a regular height. 
 
 Swords, for ofl&cers, may be procured frcm New York, 
 
92 
 
 SCHOOL AMUSEMENTS. 
 
 at various prices. A good sergeant's sword may be 
 bought for |2 50 ; t words for the commissioned officers 
 should cost a little more, but not more than $5 each. 
 Belts cost about seventy-five cents each. Sashes are of 
 two kinds, silk and worsted : those of silk cost about 
 $5 ; of worsted, from $2 to $3. 
 
 I Let us see, now, at what cost a company of thirty-two 
 may be equipped. The uniform consists only of similar 
 dark clothes and caps. In this case, the privates need 
 expend but fifty cents each for lances, and a trifling as- 
 sessment for the drum and fife. If the cheapest of 
 everything must be bought, swords may be found at 
 less prices than those above mentioned, say for less 
 than two dollars each. We will have everything as 
 cheap as possible, as follows : 
 
 4 Sergeants' swords and belts, 
 
 2 Lieutenants' " " 
 1 Captain's " " 
 
 3 pairs Epaulettes, at 75c. 
 24 Lances, at 50c. . . . 
 10 yds. Gold Lace, at 30c. 
 
 Drum and fife, . . . 
 
 $7 00 
 
 i 
 
 00 
 
 4 
 
 50 
 
 2 
 
 25 
 
 12 
 
 00 
 
 3 
 
 00 
 
 6 
 
 75 
 
 $39 50 
 
 We may safely say, then, that a company may be 
 decently equipped for |40. Now, from my own ex- 
 
DEILLING. 93 
 
 perience, T can advise a teacher to pay for all this himself, 
 if, of course, he is teaching a private school. He may 
 consider the money as an investment in his business, 
 and I can assure him that it will prove a good invest- 
 ment. His school will be made so much more attract- 
 ive, that he may safely calculate on receiving a suf- 
 ficient increase of patronage, within six months, to 
 bring back the money. 
 
 But whether the teacher buys these equipments 
 himself or not, it has been demonstrated, I think, that 
 the cost need not deter the teacher from attempting to 
 introduce the system into his school. 
 
 The music for a company may be provided in accord- 
 ance with circumstances. All that is necessary is one 
 small snare-drum and a fife. If it is possible, let these 
 be played by boys. It will be cheaper to employ in- 
 struction for them than to hire regular musicians at 
 every parade. It is advisable to equip the musicians 
 in a style somewhat different from the rest. Scarlet 
 jackets look well ; scarlet caps will cost less. They 
 are to be under strict discipline, like the rest, to be 
 present at all drills, and to learn just when and what 
 to play. 
 
 The flag may be home-made. If made and present- 
 ed by young lady friends, it will be the best possible. 
 Flags of various prices are for sale at the military 
 stores in Maiden Lane, New York, costing from $10 
 
94 SCHOOL AMUSBMBSTS. 
 
 to $100. Send the amount of money you can afford 
 to expend, and a flag of ttat value will be returned I 
 THere should be an armory of some kind, in which 
 the -guns or lances, the swords, flag, drum, &c., should 
 have suitable places. If nothing better can be pro- 
 gured, a rack for arms may be cheaply put up around 
 the sides of the school-room. ^ 
 
PLATE 1 
 
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±*LATE XIII 
 
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PLATE XIV, 
 
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PLATE XVI. 
 
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 A 
 
GYMNASTICS. 
 
 INTRODUCTION. 
 
 It is a fact not sufficiently noticed and lamented, 
 that the young men of this country, who are engaged 
 in commercial or professional pursuits, are, as a class, 
 but weak and effeminate specimens of manhood. We 
 see them on their way to or from the counting-room, 
 the office, the study, dragging along their half-vital 
 frames, pale-faced, dyspeptic, sacrificing themselves to 
 gain a fortune which they may not have life, and cer- 
 tainly will not have health, to enjoy if obtained. More- 
 over, there seems to be a strange prejudice against 
 bodily exertion, and this, to such an extent, that he 
 who has means on which to live without labor, takes a 
 kind of pride in doing absolutely nothing. Fast horses 
 and fast yachts attract a few, it is true, but the above 
 assertions are not to be denied in their application to 
 the majority. 
 
 The contrast between young America and young 
 England, in respect to physical development, is marked 
 
 [95] 
 
96 SCHOOL AMUSEMENTS. 
 
 and striking. One sees in tie young men of England 
 or Scotland most noble examples of robust, athletic 
 and graceful manhood. The young nobleman and the 
 poor barrister, the banker's clerk, and even the shop- 
 man, are, as a general rule, broad-chested, fresh-color- 
 ed, hearty fellows, who take pride in walking ten miles 
 before breakfast, in pulling a pair of sculls as well as 
 a regular wherry-man, or in being thorough sailors, 
 able to trim a sail or clean a deck. Athletic sports of 
 various kinds are cultivated by the people. 
 
 It will not be denied that we, as a nation, are un- 
 wise in neglecting the admitted necessities of amuse- 
 ment and exercise ; but it will not seem out of place 
 here, the repetition of some of the arguments in favor 
 of physical education. 
 
 1. Nature demands it. Boys, at least up to the 
 time that their heads reach the level of a counter, and 
 they breathe in the lowest stratum of our polluted 
 business atmosphere, delight in nothing so much as 
 play, and that the heartier, the better. During that 
 period nature demands and receives her full meed of 
 attention ; the muscular and digestive systems, so 
 closely allied, work harmoniously together ; the mind 
 grows with the body, and under proper intellectual 
 care, they seek mental and physical exercise with equal 
 avidity. But as soon as the toga viriLis, the skirted 
 coat, is prematurely assumed, they " put away childish 
 things." Their stock of boy-health and vigor lasts 
 
OYMSTASTICS. 97 
 
 for awhile, but too soon, the love of mental exertion, 
 (its twin companion, bodily exercise, having been put 
 to death,) passes languidly away, and the spurs of am- 
 bition or desire of gain must be used to urge on the 
 slow paces of a half-vital existence. 
 
 2, Active exercises confer beauty of form ; and they 
 even contribute to impart an elegant air and graceful 
 manner. The most perfectly-formed man I ever saw 
 was a young merchant, who was, at the same time, an 
 enthusiastic gymnast ; a sculptor would have rejoiced 
 to copy his graceful form, and study the details of his 
 magnificently developed muscles ; he walked the streets 
 with the carriage of a Grecian hero. And yet this 
 same man had been by no means conspicuous for manly 
 beauty before he began a course of training ; he had, 
 in fact, entered a gymnasium in accordance with the 
 advice of a physician, who wished to drive away in- 
 cipient consumption. In this case, daily ablutions in 
 cold water accompanied the exercises of the gymna- 
 siiun, and now, although he no longer labors at the 
 vaulting bar, he values his bath more than his break- 
 fast, and is like a caged lion if deprived of his regular 
 daily exercise. And he accomplishes almost the work 
 of two men in his business, yet keeps up with the 
 literature of the day. 
 
 His is not a solitary case : I know of many such, 
 but not enough. 
 
 The Oa'ord and Cambridge students afford namer- 
 5 ' 
 
98 SCHOOL AMUSEMENTS. 
 
 ous examples of the mens sana, in corpore sano. Eead 
 Bristed's " Five years iu an English University," and 
 admire the manliness of the sensi ble students there. 
 
 Recall the beauty of the heroes of the Grecian war- 
 riors, or of the contestants in the Olympic games, as 
 wrought in the living marble of the old sculptors, or 
 copied by the genius of Plaxman. The Greeks were 
 men, and all the more heroes, and statesmen, and schol- 
 ars, for being men. 
 
 3. A consciousness of strength and dexterity, natu- 
 rally leads a man to noble efforts in the defence or 
 preservation of the weak or helpless. He who has 
 been taught to be fearless in the water, and has learned 
 to rely on his strength and endurance of muscle, will 
 leap boldly into the waves to rescue a drowning per- 
 son, while a score of sickly, effeminate fellows will be 
 trembling on the shore. In many other ways, which 
 need not be mentioned, true courage will be found to 
 be allied with a consciousness of power, gained by ac- 
 tual experience in manly exercises. 
 
 If these things be true, it becomes us, as teachers, to 
 inquire how we may best use our influence over those 
 committed to our charge, to make them men, to 
 implant in them a fondness for manly, healthful exer- 
 cises, to give them a thorough education, physically as 
 well as mentally. 
 
 In answer to this question, I beg leave to call the 
 earnest attention of teachers to my descriptions of the 
 
GYMNASTICS. 99 
 
 following branches of physical education, which 1 offer 
 as the results of considerable personal experience and 
 long attention to the subject, as displayed in books and 
 the practices of some of our best schools. 
 
 Drilling — so called — has been already treated of, 
 and there remains to be said but little on that subject. 
 It has been considered mainly as a means of interest- 
 ing students in their school and teacher, of teaching 
 principles of subordination, unanimity, and promptness 
 of action, an erectness and grace of carriage, and of 
 affording an innocent way of occupying time, likely to 
 be otherwise misspent. But drilling may be also re- 
 garded as a branch of physical education. The boy 
 who maintains " the position of a soldier" through a 
 long drill or parade, at the same time carrying a musket 
 of a weight by no means to be despised, gains strength 
 and endurance of muscle, together with a certain de- 
 gree of activity, and a habit of alertness and energy 
 of motion. 
 
 I am free to confess, however, that the tendency of 
 drilling, unaccompanied by other exercises, is to give 
 lads a certain stiffness of body which is by no means 
 to be admired. French soldiers, who are taught, 
 most thoroughly, a great variety of gymnastic exercises, 
 are celebrated for their activity and cat-like litheness. 
 In ranks they can be as immobile as statues, but in 
 action they are as agile as leopards, and their powers 
 of endurance have been attested by their rivals, yet 
 
100 HCHQOL AMUSEMENTS. 
 
 inferiors, the English soldiers, in the late Russian 
 ■war. 
 
 It is necessary, then, I submit, to combine with drilling 
 any or all of the exercises which are treated of hereafter. 
 
 The teacher will remember, also, that the usual 
 games and sports of boyhood ought not to be discour- 
 aged. Bat-ball and foot-fall, " base" and " tag," and 
 similar sports are well adapted to boys ; but while 
 clinging to these, they may yet be initiated into more 
 manly exercises, which may soon take the place of 
 " childish things." 
 
 It may be well, at this point, to speak for a moment 
 of the old notion that the teacher loses dignity by 
 mingling with his scholars in the amusements of the 
 play-ground. I am glad to have evidence for believ- 
 ing that this impression is retreating before the light 
 thrown now-a-days on the profession of teaching. The 
 teacher who is in doubt in regard to this, has only to 
 try the experiment of joining in the sports of his boys 
 to be convinced that he may, if he will act judiciously, 
 maintain his dignity in the school-room, a dignity sup-- 
 ported by the affection of his pupils, although, on the 
 play-ground, he may have acted as the companion, 
 and even the equal of his young friends. If he will 
 but be the dder brother or kind fatJier of his boys, 
 leading and guiding them in their studies and sports, 
 he will be acting as a true teacher. The days of the 
 mere sdhool-master, let us hope, are nearly over. 
 
GYMNASTICS. 101 
 
 I come now to speak, in course, of the following ex- 
 ercises,- viz. : — 
 
 Walking, running, skating, swimming, archery, row- 
 ings and exercises particularly confined to the gym- 
 nasium. I may here willingly confess my indel?tedness 
 for many suggestions, to that excellent English work, 
 " Walker's Manly Exercises," an American edition of 
 ■#hi'ch, I may add, has been recently published in Phila- 
 delphia. 
 
 OH APTEE I. 
 
 PEDESTRIANISM. 
 
 It may be remarked, at starting, that too much at- 
 tention is apt to be given to the development of the 
 muscles of the arms and upper part of the body, to the 
 neglect of those of the lower limbs. Viewing the 
 matter practically, it is evident that there occur fre- 
 quent instances in which the legs are called upon for 
 prompt, rapid, and continued action. In self-preser- 
 vation, or the rescue of others from accidents in the 
 water'; in pursuit after, or flight from, those whom 
 circumstances render the enemies of ourselves or others; 
 in journeys, or in forced marches, in which, as, for in- 
 stance, in the case of Lieutenant Strain's party on the 
 Isthmus of Panama, life may depend on the speed or 
 endurance of one man ; in these and other similar cir- 
 
102 SCHOOL AMUSEMENTS. 
 
 cumstances tliere may often happen a need for stout 
 legs, strong in large muscles, and guided by a thorough 
 knowlednje of what legs can do. 
 
 In addition to these considerations, it may be well 
 observed that the laws of grace and symmetry demand 
 that the muscles of the wlwle body shall be developed 
 and strengthened. The brawny-armed blacksmith 
 stands, likely enough, on a pair of " spindle shanks," 
 while the postman, or the professional dancer, has 
 stout legs, but puny arms and a weak chest. 
 
 GENERAL DIRECTIONS. 
 
 Exercise of any kind is best practised in the early 
 morning, or towards night, and if indulged in during 
 the day, it should never immediately follow a meal. 
 
 All unnecessary clothes should be laid aside, and 
 the limbs left perfectly free. It is advised, particularly, 
 that the habit be formed of leaving the chest and 
 throat exposed ; at least the practice so much indulged 
 in by boys, of wearing " comforters" around the neck, 
 should, except in very cold weather, be discouraged. 
 The same advice applies to the covering of the head ; 
 during exercise, a straw hat, or light oiled silk cap, is 
 best. 
 
 Many recommend a belt, tightly strapped around the 
 abdomen. When used, however, it ought not to be 
 strapped too tightly. In walking, and in other exer- 
 
GYMNASTICS. 103 
 
 cises not violent, the lelt is unnecessary, but in run- 
 ning and leaping, and similar exercises, a moderately- 
 tight belt answers the purpose of preventing the too 
 violent motion of the viscera, and of supporting the 
 organs of the chest. 
 
 Exercise should always begin gently, and end in the 
 same manner. The being cooled too quickly is injuri- 
 ous ; therefore a sudden transition from action to rest, 
 drinking cold water while hot, and lying on the ground, 
 should be avoided. As soon as the gymnast ceases his 
 exertions, he should resume his clothes and continue 
 walking about, moderately, until thoroughly cooled, or 
 until ready to begin again. Men take this same care 
 of race-horses, and they show singular folly if they 
 neglect themselves. 
 
 As preparation for wallcing or running, there are 
 various exercises for the legs, tending to strengthen 
 their muscles. Some of these are, 
 
 1. Standing witli the left foot in place, and taking 
 a long step in advance, with the right, bringing the 
 foot back to place promptly. 
 
 2. Standing with the right foot in place, and step- 
 ping with the left. 
 
 3. Standing perfectly erect, and practising any of 
 the " facings," as taught in drilling. 
 
 4. Executing the peculiar stamping movement used 
 in fencing, instructions in which are contained in any 
 
 Boys' Own Book." 
 
104 SCHOOL AMUSEMENTS. 
 
 5. Standing on one foot, and holding the other in 
 various forced positions. 
 
 It is advised that these be practised in line — simul- 
 taneously, in obedience to commands — ^by a regularly 
 formed class. 
 
 The suggestion might have been previously made 
 that it is advisable to form classes for all exercises, 
 and this for reasons obvious to every teacher. , 
 
 A circular " course" should be laid out in the play- 
 ground, or, better, in some large, open field. If noth- 
 ing better can be done, measure off a course in the 
 highway, between two piles of stones. Let this course 
 be as smooth and free from stones, &c., as possible. 
 Let it be measured in sixteenths of a mile, or in rods, 
 and devise some plan of distinctly displaying the de- 
 grees of distance — ^by means of stakes, or marks upon 
 a fence, parallel with the course. 
 
 WALKING. 
 
 In walking, it is not expected that speed will be at- 
 tained. Good walkers very seldom accomplish more 
 than five miles an hour, although for a single hour, 
 and even for two and three hours, a pace of six miles 
 an hour has occasionally been kept up. It is not de- 
 sirable for an adult to attempt more than four miles an 
 hour for any long excursion or trial ; and at that rate 
 he can walk comfortably from morning to night. 
 
STMNASTICS. 105 
 
 Boys, of course, cannot accomplish as much, but 
 there are few of them, over twelve years of age, who 
 cannot make three miles an hour, for a long walk, 
 and four or four-and-a-half for a single hour. Strength 
 and patience to endure, is that which a pedestrian 
 needs at first, to try to gain. After he becomes ac- 
 customed to walking, he will come in from a walk of 
 ten or twelve miles before breakfast, as fresh as when 
 he started, the blood coursing in every vein, and with 
 an appetite like that of a horse, while the lazy fellow 
 who has crawled from bed just in time for his morning 
 meal, has little enjoyment of food, or spirit for the 
 labors of the day. 
 
 The walker will not, of course, confine himself fo 
 " the course ;" he will delight in country walks, over 
 fences and across lots. And the teacher will do well 
 to organize excursion parties for his whole school, all 
 starting off to see how far they can walk in the after- 
 noon. 
 
 RUNNING. 
 
 The teacher may find it difficult to create an inter- 
 est in walking, except among his elder pupils ; but all 
 will become enthusiastic about running. Enthusiasm 
 naturally accompanies ardent efforts to excel, and is, 
 also, stimulated by this vigorous exercise ; for excite- 
 ment of body always produces excitement of mind. 
 
 Taking advantage of this desire to excel, let the 
 5* 
 
106 SCHOOlT AMUSEMENTS. 
 
 teacher form classes and offer, in each, " the champion's 
 belt" to the fleetest or most enduring, — a belt made 
 well and slightly ornamented. Besides this, it ■will be 
 well to honor the champion of the school. Races may 
 be arranged, in which, by giving a start to the younger 
 or shorter boys, the conditions may be just to all. 
 Occasionally, therefore, let all compete together. Let 
 the champion wear his belt until some one surpasses 
 him and gains it. 
 
 Directions for Bunning. 
 
 In beginning a course of training, the racer should 
 not allow himself to run until he is completely out of 
 breath. He should begin with short courses, and, as 
 he makes these gradually longer, he will find his lungs 
 grow strong by exercise, and he can ultimately run a 
 distance, to have accomplished which at first, would 
 have been impossible. 
 
 Let him learn to keep the mouth firmly closed and 
 to breathe only through the nose ; to respire slowly, 
 filling the lungs completely at each inspiration, and 
 retaining the air in the lungs a moment before letting 
 it escape. He will be astonished to find that, by such 
 practice, he can become " long-winded," and will re- 
 alize other advantages from having a large and strong 
 pair of lungs. 
 
 In running, let the arms be held firmly at the sides, 
 
GYMNASIICS. 107 
 
 the fore-arm held so as to form an angle rather acute 
 at the elbow, and let the hands be clinched. If the 
 arms are allowed to swing, their motion interferes 
 with the momentum of the body. Let the body be in- 
 clined forward, the shoulders and head thrown back. 
 
 After passing the running post, it is best to keep on 
 running a few rods, and to keep in motion for some 
 time after completing a course. Too sudden a change 
 from violent action to complete inaction is hurtful, be- 
 cause the artificial heat created by muscular exertion 
 passes off so rapidly as to cause colds and rheumatic 
 complaints. 
 
 For a long course, endurance, or " bottom," as it is 
 called, is of more worth than fleetness. Great speed 
 is called for only in short matches. 
 
 For boys of ten or twelve, two hundred yards, at 
 fvR speed, is quite far enough. This distance may, of 
 course, be increased for older boys or young men. 
 
 For a race to test endurance, let a long course, from 
 half a mile to two miles be tried ; or, let the contest- 
 ants attempt to pass over the longest possible distance 
 within a given time, say from ten to thirty minutes. 
 
 Feats in Bunning. 
 
 A mile in ten minutes is good running. A thousand 
 yards in two minutes is very good speed. Six hundred 
 yards in one minute is extra fast. 
 
108 SCHOOL AMUSEMENTS. 
 
 Ten miles an hour is done by all the best runners. 
 A mile in four minutes has, perhaps, never been ac- 
 complished, but it has been done in four minutes and 
 t. half; while a mile in five minutes is frequently 
 made. 
 
 These feats have been accomplished by men ; boys 
 cannot do as much, but legs half as long as men's legs 
 ought to do more than half as much. 
 
 SKATIlfG. 
 
 It will be unnecessary to do more than call atten- 
 tion, briefly, to the merits of skating as a gymnastic 
 exercise, and to speak of the best kinds of skates. 
 
 The muscular exertion demanded in skating is simi- 
 lar to that made use of in walking and running ; but 
 since the exercise is taken in cold, bracing, wintry air, 
 and at a season, also, when the number and variety of 
 out-door sports is limited, it has peculiar claims on 
 our attention. 
 
 It may be said that boys need no instruction in 
 skating, and the remark is quite true. The subject is 
 treated of here because it is the aim of the writer to 
 induce teachers to take interest in oM the amusements 
 of their pupils, and this in such a way as to gain and 
 retain an influence over them for their good. I have 
 one other reason ; I wish to persuade teachers to en- 
 joy, themselves, the vigorous exercise and healthful 
 
GYMNASTICS. 109 
 
 ■warmth and lightness of mind and body consequent 
 upon an hour's skating in the bracing north wind. 
 
 Skates are of various kinds, and it may be said that 
 the simplest in construction are the best. The orna- 
 mental curl which, for its grace, is much admired by 
 boys, is a useless and, sometimes, a dangerous append- 
 age. It adds to the weight of the skate, and is liable 
 to catch against dead branches, which may happen to 
 be on the ice, and thus trip the skater ; besides this, 
 if the foot catches in an air-hole, or breaks in, the 
 curl prevents an easy release. 
 
 The runner should be as low as possible ; if- it is 
 high, too much exertion will be required from the 
 muscles of the leg in keeping the ankles stiff. The 
 best height of runner is about three quarters of an 
 inch, and the width from an eighth to a quarter of an 
 inch. 
 
 Grooved skate-runners are much used in this coun- 
 try, while in Holland, where skating is a national ex- 
 ercise, " flat-bottoms" are universally preferred. For 
 beginners, grooved runners are of use, because they 
 take a firm hold on the ice and prevent that spreading 
 apart of the legs which is the young skaters first trou- 
 ble. But for those who have passed through their 
 initiation of bumps and troubles, who are at their ease, 
 at home, on the ice, the Dutch pattern is the best. 
 With these, all the intricate " rollings" and cuttings of 
 graceful figures which mark the skillful skater, can be 
 
110 SCHOOL AMUSEMENTS. 
 
 easily performed. This kind of skate can be easily 
 kept sharp, for they can be ground on a common grind- 
 stone. 
 
 The bottom of the iron should be a little curved ; 
 much more ease and grace of motion may be acquired 
 ■with curved than straight bottoms. The curve of the 
 Iron should be an arc of a circle whose radius is two 
 feet. This shape enables the skater to turn his toe or 
 heel outwards or inwards with equal facility. 
 
 The heel of the shoe or boot worn by the skater 
 fihould be low, so as to permit the whole foot to come 
 fn close contact with the skate and thus be fastened 
 firmly to it. Heels are an excresence of modern shoes ; 
 they are unnatural and would be extremely awkward 
 were we not accustomed to them from childhood. For 
 skaters the rule should be — only heel enough to hold 
 the peg ; and if the wood is thick enough, cut away 
 that part on which the heel rests and file down the 
 peg, so that the bottom of the foot shall be parallel 
 with the surface of the ice. 
 
 Beginners may be taught to balance themselves on 
 their skates by practising walking on them in a room, 
 the floor of which shall not be dirty or gritty, and thus 
 spoil the edge of their runners. I have seen beginners 
 make excellent progress by retaining a hold of a long 
 cord, fastened to a post or tree on the shore, or a stake 
 made fast in the ice ; by means of this they pulled 
 themselves forward, so that the arms exerted the pro- 
 
GYMXASTICS. Ill 
 
 pelling power, giving the feet a better chance to learn 
 the peculiarities of the stroke. 
 
 Dangers in Bleating. 
 
 " If the chest is irritable it is neither salutary nor 
 easy to skate against the wind. In countries where 
 these exercises are general, inflammations of the chest 
 are very common in winter. 
 
 " Skating sometimes exposes to much danger. If the 
 skater find that he cannot get away from rotten ice, 
 he must crawl over it on his hands and knees, in order 
 to reduce his weight on the supporting points. If he 
 fall at length on weak ice, he must roll away from it 
 towards ice more firm. If he fall into a hole, he must 
 extend his arms horizontally over the edges of the 
 unbroken ice and only tread water till a plank is pushed 
 towards him or a rope thrown for his hold." (WalkerV 
 Manly Exercises.) 
 
 From these few hints and instructions, the teacher, 
 although not a practised skater, may gather informa- 
 tion which, with other acquirements in similar exer- 
 cises, shall tend to give him that influence over hia 
 scholars, both indoors and out, which he may and 
 ought to have and retain. 
 
112 BCHOOL AMUSEMENTS. 
 
 SWIMMING. 
 
 The writer was once saved from drowning by the 
 fearless action of a friend, who leaped into the water 
 in full dress, and rescued him at the last moment. I 
 is not strange, therefore, that he feels as if he were 
 only discharging a part of the debt which he owes to 
 his fellow-men, in urging on all the acquirement of 
 the noble and healthful art of swimming. 
 
 If swimming should be taught in all our schools, to* 
 both boys and girls, how many lives might be preserv- 
 ed ! It is true that boys generally learn to swim, and 
 that without instruction, but they practise the art 
 merely as an amusement, and only they who are natu- 
 rally daring and energetic become sufficiently expert 
 and fearless to afford reliable assistance to others, or 
 to save themselves, in circumstances of danger. But 
 it must need little, if any argument to prove that all 
 may profit by suitable instructions, and by practice in 
 various methods of swimming — with or without clothes 
 and weights, alone or grappled by others, &c., &c. 
 And it is submitted here, that it is the duty of teachers, 
 a duty which they owe to humanity, to teach swimming 
 to their scholars, to prepare them for the accidents 
 which they are so likely to meet, during life, on the 
 water. While they are fulfilling this duty, they will 
 be, at the same time, instructing their scholars, and 
 
GYMNASTICS. 113 
 
 adding to the general reputation and succeaa of their 
 schools. 
 
 ConfideTwe. 
 
 A great reason why boys do not learn to swim 
 easily, why they do not generally acquire a practical 
 and thorough acquaintance with the art, is because 
 they lack confidence. 
 
 In the first place, the uncertainty and unknown 
 depths of the water naturally alarm them. They are 
 about to trust their life to an element which is proverb- 
 ially treacherous. They fear the dark holes which 
 may be waiting to swallow them down to a dismal and 
 horrid death. 
 
 In the second place, they are not assured of the fact 
 that their bodies will naturally float. They fear that 
 they shall sink, and as soon as their feet are off the 
 bottom, in an effort to swim, they make convulsive 
 efforts to support themselves. These efforts teach 
 them nothing. Swimming is only to be learned by 
 slow and regular attempts in moving the arms and 
 legs. During these hurried, frightened, and vain ef- 
 forts to sustain themselves in the water, their heads, 
 which they do not know is the heaviest part of their 
 bodies, naturally gets under water ; they become 
 blinded and half suffocated ; their terrors are increas- 
 ed, and they, at last, scramble out, more than ever con- 
 
114 SCHOOL AMUSEMENre. 
 
 vinced that the water and their bodies are natural 
 enemies. 
 
 The confidence they need may be easily given to 
 them by a teacher who has read the following, or other 
 instructions, and who enters systematically on the busi- 
 ness of teaching .the art. 
 
 Time. 
 
 In the Northern States, the season for bathing ex- 
 tends from the middle of May to the middle or end of 
 September. The danger of entering the water too 
 early in the season should be explained l3y the teacher. 
 Boys are anxious to " go in swimming" by the first of 
 May, during those warm spring days, when , they be- 
 come heated by exercise. But at that time they have 
 not left off their winter clothes, their warm undergar- 
 ments, and the change from being warmly clad to 
 nudity and contact with cold water, is greater than 
 they think for. My father used to give me this rule 
 Don't go into the water until a week after you have 
 left off wearing your under-shirt. 
 
 Morning is a better time for bathing than evening. 
 It is not advisable to enter the water before digestion 
 is finished. One should never bathe while in a perspi- 
 ration ; it is unwise even to undress while perspiring 
 freely, unless in very warm weather, and during the 
 middle of the day. 
 
OYMNASTICS. 115 
 
 Place. 
 
 Of all places for s-wimming, the sea is best ; running 
 water next ; and ponds the worst. Whatever place is 
 chosen, let the character of the bottom and the depths 
 be accurately learned by all. Stakes may be driven 
 to mark the line beyond which the depth is "over 
 head." For diving, care must be taken that there is 
 always sufficient depth, and that the bottom is free 
 from stones. 
 
 Dress. 
 
 Due regard to modesty, in the case of a teacher and 
 his class, requires that short drawers be worn by all. 
 A little ingenuity and effort will supply them. If the 
 bottom be stony or shelly, canvass slippers, no matter 
 how roughly made, are desirable. Leather shoes be- 
 come iiseless after a few exposures to saturation and 
 drying. 
 
 Each scholar should have a suit of old clothes ready 
 to be worn in the water, after sufficient progress has 
 been made in plain swimming. 
 
 First Lesson. 
 
 Wet the head on entering the water. Avoid stand- 
 ing still long at a time, while naked, either in or out 
 of the water. Let the instructor, followed bv his class, 
 
tl6 SCHOOL AMUSEMENTS. 
 
 wade cautiously all over the ground, in order that the 
 boys may see that it is nowhere over their shoulders. 
 Let all be convinced of this, so that no one shall fear 
 getting beyond his depth. 
 
 Let the teacher now show his class the buoyancy of 
 his body by floating ; or, if he cannot' float, ■ let him 
 illustrate the difficulty of keeping his body beneath the 
 surface of the water. Let him explain why the chest 
 is the lightest part of the body, the limbs next in den- 
 sity, and the head the heaviest. In salt water, one- 
 tenth of the weight of the body will remain above the 
 surface ; in fresh water one-eleventh. If, therefore, 
 the body can assume such a position as to leave above 
 the surface the nose and eyes, for the sake of seeing 
 and breathing, the swiiamer may float at ease. 
 
 As an experiment in further illustration of the buoy- 
 ancy of the body, let the beginner, standing breast- 
 high in the water, attempt to bring up a handful of 
 sand from the bottom. He will find it difficult to sink 
 himself, although his head is under. Dr. Franklin 
 advises the boy to try to bring up an egg, left purposely, 
 at the above depth. To accomplish this, he must go 
 down with his eyes open. There is no trouble in 
 doing this, if the experimenter will only think so. It 
 is important for all to learn to use their sight under 
 water, as, for instance, in cases where a drowning 
 person has sunk, and a diver plunges down to bring 
 up the ;bpdy. i 
 
GYMNASTICS. 117 
 
 Require every boy to try to bring up the egg or 
 sand. Let all learn in this lesson, first, that it is im- 
 possible for the body to sink, as long as the lungs are 
 filled with air ; and, second, that the place chosen is 
 safe. 
 
 Aids. 
 
 In succeeding lessons, the first principles of swim- 
 ming may be taught. 
 
 The aid of the hand is much better than corks, blad- 
 ders, or any similar supports. Let the instructor offer 
 his hands, held firmly just beneath the surface, as a 
 support for the body of the pupil, one hand being 
 placed under the chest, and the other under the abdo- 
 men. Hold the boy thus, urging him, at the same 
 time, to trust himself fearlessly to your care. If he 
 doubts your ability, you may easily convince him that 
 he can hold you- that the water helps to sustain the 
 weight. "When he is quietly resting on your hands, 
 tell him to draw up his legs, and kick them backwards, 
 like a frog, but not violently. When he does this 
 properly, instruct him in the proper motions of the 
 arms and hands. Require all to take the same lesson. 
 
 For the next attempt, provide pieces of cork or light 
 wood, about a foot long, and six or seven inches broad, 
 fasten bands to these, so that they may be tied on the 
 back ; let one end, which may be rounded, lie between 
 the shoulder-blades. To this cork or float, other pieces 
 
118 SCHOOL AMUSEMENTS. 
 
 may be added, and be so arranged that, as the swim- 
 mer improves, they may be left off, one by one. If, 
 with these, a pupil seems to find difficulty in learn- 
 ing, take him upon your hands, and teach him. But 
 do not force them to learn ; convince them that there 
 is no danger, and they will not require force. 
 
 Bespiration. 
 
 Let the pupils be advised to breathe slowly and 
 regularly, and to draw in the breath at the moment 
 when the stroke has just been given with the hands, 
 and the head, therefore, is well above the water. If 
 the air is inhaled while the hands are thrust forward 
 and the stroke is given by the legs, the mouth will be 
 so near the surface as to make it likely that water will 
 be taken in and strangling ensue. 
 
 Coming Out. 
 
 As soon as the pupil feels weary, or becomes chilly 
 and numb, he should come out and dress himself. It 
 is strongly advised that friction be used before dress- 
 ing ; this restores the circulation of the blood, creates 
 an agreeable glow, and stisngthens the joints and 
 muscles. 
 
GYMNASTICS. 119 
 
 General Suggestions. 
 
 Directions for the various kinds of swimming are 
 contained in almost any " Boys' Own Book," and in 
 Dr. Franklin's works. It seems unnecessary to refer 
 to these here, because they are for amusement more 
 than utility. True, a person obliged to swim a great 
 distance has occasion to relieve himself by resorting 
 to the various methods of propulsion or rest ; but these 
 are easily acquired. But the teacher should encourage, 
 and indeed require, practice in swimming with the 
 clothes on ; in leaping into the water, in full dress, 
 from a height as great as that from the deck of a ship ; 
 in swimming with a weight on one arm ; in supporting 
 the body of a comrade, or carrying him to the shore ; 
 in avoiding the clutches of one of their number who 
 may act as a drowning person would ;* to dive and 
 bring up a weight equal to that of a drowned person ; 
 to swim for a long time ; to swim long under water ; 
 and all such practice as can be thought of, which will 
 be likely to be of practical use. Let the boys be ani- 
 mated to excel in these respects with the hope of being 
 better able to save their own and others' lives. 
 
 Cramp may be cured or relieved by thrusting the 
 leg violently downwards, at the same time drawing up 
 the toes. If this does not succeed, let the swimmer 
 
 * The method to be adopted in such a case is to avoid the fataJ grasp 
 by approaching the drowning person from behind. 
 
120 SCHOOL AMUSEMENTS. 
 
 turn upon Hs back md kick the limb out iato the air, 
 in which element he can make a more vigorous stroke. 
 If this, fails, let him support himself in an erect posi- 
 tion, by the motions of the hands, until help comes. 
 Persons liable to the cramp should never go beyond 
 their depth. 
 
 Some bathers are much annoyed, and indeed, perma- 
 nently injured, from water getting into their ears. 
 This may be prevented by stopping the ears with cot- 
 ton saturated with oil. 
 
 I cannot leave this subject without urging on the 
 attention of parents and teachers the importance of 
 accustoming the girls, as well as the boys, to the water. 
 They are of the sex which is to receive aid, and they 
 should be taught at least to become so familiar with 
 the water as to retain their presence of mind in case 
 of accident on the water, to sustain themselves, and to 
 swim also if possible. 
 
 MISCELLANEOUS EXERCISES. 
 
 If the teacher will bear in mind that one great ob- 
 ject which he has in view, in engaging in and superin- 
 tending the sports of his boys, is to afford them inno- 
 cent and profitable occupation for hours which are too 
 often worse than misspent, he will not think it unim- 
 portant to attend, briefly, to 
 
GYMNASTICS. 121 
 
 AECHEEY. 
 
 If he will assist his young friends, by his advice, in 
 preparing bows and arrows, and targets, in making 
 rules for practice, and, generally, in giving an impor- 
 tance to this exercise by starting and regulating it 
 himself, he may easily succeed in making this one of 
 the most interesting of the sports of the play-ground 
 The following hints may be of use : — 
 
 Bows are best which are made from seasoned hick 
 ory, cedar, ash or elm. Their lengths should be equal 
 to the heights of their owners. The string should be 
 of linen, whipped with silk at the part where the end 
 of the arrow is to be fixed. When strung, the cord of 
 a bow five feet long should be five inches from the 
 bow, at the silk. 
 
 Arrows are generally made from ash, birch or pine. 
 For long ranges they should be about two feet three 
 inches in length, for the largest bows. For target prac- 
 tice, the arrow should be longer and stouter. Plumed 
 arrows are best. It is not difficult to plume an arrow. 
 The feathers may be chosen from the smallest goose- 
 quills, from the wing-feathers of hens, or from dove- 
 feathers. If these are carefully and neatly fastened 
 in the end of the arrow, the increased directness of its 
 flight will pay for the trouble. 
 
 Targets may be made without instructions. It is 
 6 
 
122 SCHOOL AMUSEMENTS. 
 
 best to have two, and to fire from No. 1 at No. 2 till 
 the ammunitioa of all is exhausted ; then seek them 
 and fire from No. 2 at No. 1. In this way no one need 
 expose himself to being hit, and time is saved in going 
 after arrows and returning. 
 
 There are two ways of registering shots : as "best 
 shots" and " best average shots." Let 
 
 a shot within the " bull's eye" count ten ; 
 
 " " 1st circle " seven ; 
 
 " " " 2d « " five; 
 
 " " without " " " three ; 
 
 " " striking on the edge " one. 
 
 Thus, if two boys make a match, and one hits the 
 " bull's eye" (ten) and the edge (one) while the other 
 hits within the first circle (seven) and within the 
 secpnd circle (five) ; the first makes eleven, and the 
 second twelve. This seems the fairest way of judging : 
 of the relative skill of the two marksmen ; for two 
 fair shots are better than one very good one and one 
 very poor one. 
 
 The distance from target to target may vary from 
 thirty to fi^fty yards, for the larger boys ; from twenty : 
 to thirty, for the smaller. 
 
 Shoot always with or against the wind ; a side wind 
 interferes with the course of the arrow. 
 
 It is suggested that a very pleasing public exhi- 
 bition may be made of the proficiency of the boys of a 
 school in pedestrianism and archery. Sensible parents 
 
GYMNASTICS. 123 
 
 will be pleased to see their sons engaged in such 
 amusements, rather than herding together for mischief 
 and profligacy. 
 
 ROWING. 
 
 "Where boating is practicable, the teacher may find 
 it desirable to have a boat club. Familiarity with 
 boats, skill in rowing and steering them, and confi- 
 dence and fearlessness on the water, are attainments 
 which it would be well for every boy to make. The 
 exercise of rowing is most healthful, especially since it 
 is pursued in the fresh, open air. 
 
 The best boats, for six and eight oars, cost, in New 
 York, from $150 to $300. A good four-oared wherry 
 may be procured for from $75 to $100. But a large, 
 flat-bottomed boat, may be procured for fifty dollars ; 
 if ornaments and paint are dispensed with, for less. 
 These different sums, divided among a club of ten or 
 fifteen boys, will not amount to very much for each. 
 
 Instructions in rowing cannot be easily given on 
 paper. A few hours' practical teaching from a boat- 
 man or sailor will be worth more than pages of theo- 
 retical information. 
 
124 SCHOOL AMUSEMENTS. 
 
 CEICKBT. 
 
 This English game, as yet not much played in this 
 country, is worthy the attention of the teacher who 
 seeks to add to the variety of play-groimd exercises. 
 It is the most popular of the athletic sports of Eng- 
 land, and whether played by experienced hands accord- 
 ing to scientific rules, or by a few lads, in a compara- 
 tively irregular manner, it is an admirable pastime. 
 
 The best rules for conducting the game, with both 
 single and double wicket, with which the writer is 
 familiar, are contained in the "Boys' Treasury of 
 Sports," an English work, but which is republished in 
 this country. 
 
 FOOT-BALL. 
 
 Strange to say, this excellent game is but little prac- 
 tised out of New England, but wherever it is known, 
 it is a favorite sport. 
 
 Balls made from India-rubber are cheaper and better 
 than the old-fashioned blown bladder, with leather 
 case, but the latter is often procurable where the former 
 is not. 
 
 In choosing sides, care should be taken that the 
 larger boys be equally divided ; upon them depends 
 the impetus of strength and weight which frequently 
 
GYMNASTICS. 125 
 
 "crowds" or "rushes" the ball "to bounds." The 
 smaller boys should act as skirmishers, leaving the 
 brunt of the game to fall upon the heavy infantry. 
 
 Finally, the teacher may well interest himself in dis- 
 covering and reviving old games, and in inventing new 
 ones. "Strutt's Ancient Pastimes" contains many 
 most amusing and interesting games, some of which 
 are deserving of revival. 
 
 We now come to speak of Gymnastics, as exercises 
 conducted with the aid of apparatus are commonly 
 called. i 
 
 GYMNASTICS. 
 
 We will first speak of the simplest forms of appara- 
 tus, such as are within the reach of the teacher of 
 every village school. 
 
 The Vaulting Bar is the simplest, but one of 'the 
 most useful, of the instruments ordinarily used' by 
 gymnasts. Upon it a greater variety of exercises may 
 be practised than, perhaps, upon any other single 
 " contrivance." It is easily constructed ; the teacher 
 who has any acquaintance with the use of carpenters' 
 tools can make and put one up, with a few hours' 
 labor. 
 
 In Plate I., od the left, are seen two of these bars ; 
 the details of their construction, together with instruc- 
 tions for their use, will be given hereafter. 
 
 On the right of the same plate is seen the Jump- 
 
126 SCHOOL AMUSEMENTS. 
 
 ing Cord. It consists simply of two upright posts, 
 firmly planted in the ground, -with pegs of iron jutting 
 from them at regular intervals, which sustain a cord ; 
 this is kept " taut" by the weight of bags of sand, 
 fastened to either end. By this contrivance, the 
 jumper, if he happens to hit his feet, will not trip, and 
 the bags of sand can hurt no one, if the cord is carried 
 forward violently by the unlucky or unskillful trip of 
 the jumper. It will be seen at a glance that this piece 
 of apparatus will cost less even than the Vaulting 
 Bar. 
 
 With these two alone very many interesting and 
 profitable exercises may be practised ; and the scholars 
 will thank their teacher for providing for them these 
 simple and inexpensive means of enjoyment. 
 
 If the teacher wishes, he can add the Parallel 
 Bars, seen on the right and in front of the plate, at 
 but little expense. The upper bars need to be of hard 
 pine, and planing is necessary ; but a few dollars will 
 cover the cost of them. For details of construction 
 and use, see below. 
 
 Now there is not a teacher in the land who cannot 
 erect one or all of these three aids to gymnastic exer- 
 cises in his yard or play-ground. I wish I could in- 
 duce all of them to try the experiment of introducing 
 these exercises to their scholars. They would find, I 
 am sure, that both their scholars and themselves would 
 be profited by them. 
 
GYMNASTICS. 127 
 
 Description of Fbie I. 
 
 The apparatus here illustrated has been planned 
 after considerable experience in various gymnasiums — 
 experience in erection and practice. The whole is 
 designed to be put up out of doors, compactly and 
 strongly, and at the least possible expense.. But little 
 ingenuity is required to adapt the various parts to an 
 indoor arrangement, if a suitable room is at the com- 
 mand of the teacher. 
 
 There are ten different kinds of apparatus, namely : 
 
 ^b' 
 
 Two Vaulting Bars, Swinj; 
 
 Upright Bars, Inclined Board, 
 
 Single Eope, Jumping Cord, 
 
 Ladder, Parallel Bars, 
 
 Rope Rings, Horse. 
 
 These include the principal contrivances of our best 
 gymnasiums. Others might be added, but at an ex- 
 pense increased beyond the advantages to be gained 
 from them. 
 
 The whole expense should come within fifty dollars, 
 and if the teacher is mechanically inclined, and will, 
 with the assistance of some of his older boys, do most 
 of the work himself, it may be made to cost much less. 
 
128 SCHOOL AMUSEMENTS. 
 
 Construction. 
 
 The main frame-work, — which is represented in the 
 plate- as being put together with hardly enough solid- 
 ity and firmness, should consist of two stout posts, with 
 a cross-bar. The posts should be deeply set in the 
 ground, and may be rendered more firm by stanchions 
 in various places. The uprights should be from fifteen 
 to eighteen feet in height, a,nd should stand at a dis- 
 tance of about twenty-five feet apart. The ladder, by 
 being made fast to buried posts at the bottom, and 
 screwed by iron clamps to the cross-bar, may be made 
 to steady the whole frame-work, and prevent its sway- 
 ing toward either side. 
 
 The perpendicular Parallel Bars, (on the left, within,) 
 should be made of clear stuff, two inches in diameter, 
 round and perfectly smooth, and twenty inches apart ; 
 they should be morticed squarely into the cross-bar, to 
 prevent turning, and should be secured, in position, 
 below, by being made to enter a stout piece of scant- 
 iling, buried beneath the surface of the ground. 
 
 The Single Rope, which hangs next to these bars, 
 needs hardly any explanation. It should be of a size 
 just large enough for convenient grasping. It, as well 
 as the other ropes, should be made to work on a hook, 
 firmly inserted in the cross-bar,, and connecting with it 
 by an iron " eye ;" by constant use, a rope, without 
 iron gearing, will soon become so much worn as to be 
 
GYMNASTICS. 129 
 
 dangerous. The liooks ought to pass through the 
 cross-bar, and be secured by " nuts" above. 
 
 The Ladder should be made of hard smooth pine, 
 and be most solidly put together. It is the most ex- 
 pensive part of the apparatus, and may be dispensed 
 ■with ; and if given up, its place as a support of the 
 frame-work may be supplied by a stout, smooth pole^ 
 There might be two of these poles, one on each side 
 of the frame. The ladder should be inclined to the 
 frame at an angle of 35° or 40°. It should be two feet 
 wide ; rounds should be small and smooth, and placed 
 at a distance of fourteen inches apart. All angles and 
 corners must be avoided in this and all the other parts 
 of the apparatus. 
 
 The Rings of the next contrivance should be made 
 of iron, six inches in diameter, and should hang about 
 six feet from the ground. They may be covered with 
 leather or by a waxed cord, wound evenly around 
 them, or may be left, smoothly filed, of plain iron. 
 
 The Bar of the Swing, which comes next, should be 
 of hickory, an inch and a quarter in diameter, and two 
 feet in length. It should hang on a level with the 
 rings. It is intended for the grasp of the hands, from 
 beneath, and not as a seat.. The ropes of both these 
 swings may be shortened by means of knots, made fast 
 by pegs. 
 
 On the inside of the right-hand upright, holes an 
 itch in diameter may be bored, six inches apart, deep 
 6* 
 
130 SCHOOL AMUSEMENTS. 
 
 enough to aamit stout pegs ; these pegs should project 
 far enough to serve as grasps for the hands, and should 
 work easily in their holes. Two pegs are required, 
 by means of which a strong-armed boy may hoist him- 
 self up, peg by peg, to the top, and come down again. 
 
 The Incliaed Board should be made of two-inch 
 stuff, about eighteen inches wide, and twelve or four- 
 teen feet long. It should be planed perfectly smooth 
 on the upper side. It is here represented as acting as 
 a support to its end of the frame, inclining at an angle 
 of 45° ; but, if the frame can be made firm without it, 
 it will be well to contrive means by which a less incli- 
 nation may be secured. The use of this board is shown 
 by the drawing in Plate IV. ; from which it may be 
 judged that the less the inclination, the greater will be 
 the difficulty of climbing it. The ascent of a smooth 
 board, standing perpendicularly, is not impossible. 
 
 The Jumping Cord has been already mentioned. In 
 regard to the height and distance apart of the up- 
 rights, the teacher may exercise his own judgment. 
 At distances of one inch, along the front face of both 
 posts, short, smooth iron pegs should be inserted, pro- 
 jecting just far enough to sustain the cord, and not to 
 interfere with its removal. Of course, the correspond- 
 ing pegs of each post should be of the same height ; 
 and tl'.e distance in inches should be marked on both 
 sides. Bags of sand are much better than any other 
 weighs to keep the cord taut, for, as has been inti- 
 
GYMNASTICS. 131 
 
 mated, the jumper may catch his toes against the cord, 
 dragging it violently along with him, and bystanders 
 are in danger of being struck by the flying weights. 
 
 The Parallel Bars (on the right and front) should 
 be made of two-inch stuff, of the best clear, hard pine : 
 the supports should be well planted, about four feet 
 apart (in the length) ; the height of the bars from the 
 ground should be about four feet; they may be ten 
 or fifteen feet long, and seventeen inches wide, inside ; 
 the hand-rails should be rounded at the top, and be 
 made so wide that the fingers cannot grasp or touch 
 beneath. 
 
 The Vaulting Bars (on the left) should be supported 
 by well planted uprights ; the bars may be of ash or 
 hickory, of two-inch stuff, worked perfectly round and 
 smooth ; one end at least should be morticed squarely 
 into its upright. The bar nearest the main frame- 
 work should be six or six-and-a-half feet high, and six 
 feet long ; the lower one may be a foot less in height 
 and length. A third bar may be added, if a large 
 proportion of the gymnasts are quite small. There 
 are ways of arranging the bar so that it may be raised 
 and lowered, for persons of different heights ; but 
 greater expense would be incurred if such plans were 
 adopted, and that at a sacrifice of convenience. Where 
 room must be economized, the movable bar is de- 
 sirable. 
 ■ The Horse — which is not a necessary animal in the 
 
■132 SCHOOL AMUSEMENTS. 
 
 play-ground — should be made of a solid beam of well- 
 seasoned wood, rounded at the sides, top and ends ; it 
 should be five-and-a-half feet long, two-and-a-half 
 feet in diameter, and the top four feet at least from 
 the ground. The legs may be planted in the ground ; 
 but if they be made to spread, they need not enter the 
 earth, for it will not be easy to overturn it. The 
 handles, which represent the front and back of the 
 saddle, should be very firmly fastened on ; their shape 
 and position are shown in the diagram in Plate IV. ; 
 they should be about sixteen inches apart. The seat 
 may be padded with leather. 
 
 In the whole construction, the greatest care should 
 be taken to have everything made as thoroughly as is 
 possible. If accidents ever occur, let the teacher 
 never have to blame himself for having been in any 
 degree the cause. 
 
 Uxercises. 
 
 It seems unnecessary to enter into details of instruc- 
 tion on the uses of these ropes and bars. If the more 
 important feats of strength and agility are pointed 
 out, and the modus operandi explained, the instinct 
 which boys have for leaping and climbing will teach 
 them all the variety which will be necessary. 
 
 It will be important that the teacher become able to 
 take the lead in everything. Precept and example 
 must go hand in hand, but example, in gymnastics, 
 
GYMNASTICS. 133 
 
 must be a little in advance. It will not be difficult, it 
 is hoped, for a teacher to learn these exercises from 
 the following instructions. Let him endeavor to show 
 just how to do a particular feat ; his pupils can imi- 
 tate an action more easily than they can understand a 
 description of it. 
 
 These exercises are designed to give strength to all 
 the muscles of the body. It is true that more labor is 
 furnished for the arms than the legs, but this is because 
 the arms are more important than the legs, at least in 
 many respects ; and because, in exercising the arms, 
 the chest, which contains the vital organs, is strength- 
 ened and expanded. To prove this, it will be inter- 
 esting to take the measurement of the circumference of 
 the chests of all of the pupils, passing the cord around 
 just at the arm-pits, and to notice the gradual expan- 
 sion which will be consequent on regular and vigor- 
 ous exercises. 
 
 It will be appropriate for the teacher to give his 
 class a lecture on the muscular system, and the physical 
 necessity of exercise. 
 
 The first thing to be acquired is a good, firm grasp 
 of the hand. This will be wanted in every variety of 
 exercise. Let us begin, then, by attempting to 
 strengthen the muscles of the fingers and hand. The 
 parallel bars will give strength to the wrist and fore- 
 arm. 
 
 1, Stand within the bars ; grasp them with the thumbs 
 
134 SCHOOL AMUSEMENTS. 
 
 inside, and, with a slight spring, raise yourself so that 
 the arms shall support the body. Try to do this with- 
 out a spring, that is, by the mere stiffening of the 
 arms. Your arms are not as strong as you thought. 
 Now, keep the legs together and stiff at the knees, so 
 that the body shall not sway about, and with the arms^ 
 stiff, walk along the bars, stepping slowly, hand after 
 hand. 
 
 N. B. — The teacher should allow only one thing at 
 a time ; he should forbid fanciful gyrations, and re- 
 quire each, in his turn, to perform the particular exer- 
 cise which is the subject of the lesson ; after the lesson 
 they may do whatever they like. 
 
 As soon as walking forward is learned so well that 
 all can walk easily and rapidly, try walking back- 
 ward, standing on one hand, changing hands, i. e., 
 turning suddenly between the bars, and, before the 
 body can fall, so that the feet touch the ground, face 
 the other way. It is difficult but not impossible. 
 
 Try now the figures illustrated in Plate II. In 
 The Grasshopper, lower the body slowly, drawing 
 up the feet if necessary, until the elbows are on a 
 level with the ears ; noy raise yourself entirely by 
 the muscles of the arms. Do this as many times in 
 succession as you can. 
 
 In making The L, let your feet be on the ground, 
 stoop so that your arms can come outside the bars, 
 take a firm gra'sp, draw up the legs to the position 
 
GYMNASTICS. 135 
 
 shown in the engraving, and ren ain so while some 
 one counts ten, in seconds, and as much longer as you 
 can. 
 
 The first position in Skinning the Cat is the same 
 as for The L. The figure on the left illustrates the 
 going over ; the one on the right, the coming down. 
 At this point do not let go, but, by a backward move- 
 ment, turn over again without losing the hold. With 
 practice, this may be repeated a dozen times or more. 
 
 While standing on the bars, swing your feet for- 
 ward and backward. There is no occasion for fear. 
 Swing far enough to turn a somerset, either forward 
 or backward, but do not malce the somerset -, the 
 feet, in coming down, might hit the bars too violently. 
 This swinging prepares you for jumping. As the feet 
 come forward, from a backward swing, let go with the 
 hands, and allow the body to go forward. You may 
 thus jump a foot at a time, and, with practice, a yard 
 and a-half. Try jumping backward. Practise walk- 
 ing, swinging and jumping, while in the grasshoppei 
 position. 
 
 The upright parallel bars are for frequent use, from 
 the first. Exercise in them tends to strengthen and 
 exp;ind the chest. 
 
 Stand with the toes just within the bars ; grasp the 
 bars in such a manner that the thumbs and fingers 
 shall meet on the side opposite the body, and, in all 
 the movements, retain this grasp and position of the 
 
136 SCHOOL AMUSEMENTS. 
 
 hand, if possible. Now leaa forward and pass the 
 body through the opening, without moving the feet or 
 letting the hands slip on the bars. Pass through, if 
 you can ; never mind if it almost breaks your shoulder- 
 blades. Now come back and repeat the movement. 
 Go through and back with a jerh. This is capital 
 exercise. 
 
 These bars, the single rope and the ladder, will give 
 various exercises in grasping and in using the muscles 
 of the arms. When working on either of these three, 
 take care not to use the legs ; keep them stiff and 
 straight. Ascend the bars with a grasp on each one, 
 leaping up from reach to reach ; or climb one of them, 
 without using the knees. It is a difficult, but by no 
 means impossible feat, to ascend these bars with the 
 head downward. 
 
 The teacher should encourage the invention of all 
 kinds of difficulties. He should himself often offer the 
 banter, " Do this, if you can 1" 
 
 After the class has attained proficiency on the par- 
 allel bars, they may be taken to the vaulting bars. I 
 will give, briefly, a course of lessons on these. 
 
 1. Gri-asp the bar with both hands, the thumbs on 
 the same side with the fingers, and the back of the 
 hand turned from you. Raise the feet, one at a time, 
 by bending the knees and hang in that position, as 
 long as you can. Try to sustain your weight, in this 
 position, with one hand. 
 
GYMNASTICS. 137 
 
 2. While hanging, move along the bar, backward 
 and forward, by passing one hand over the other. 
 
 3. Hang by the hands, with knees straight and stiff, 
 and draw up the body, by contracting the muscles 
 of the arm, until you can hook the chin over the bar. 
 Do this slowly, and repeat it as many times as possiJjle. 
 Bare the arms, and notice the effect of this exercise on 
 the upper muscle of the arm. Improve on this by 
 raising the body so high that the head and shoulders 
 shall rise above the bar. 
 
 4. While hanging, draw up the feet slowly, and 
 place them against the bar, between the hands ; return 
 to the first position, without losing the grasp. Do 
 this again, but, this time, let the feet pass through the 
 hands, under the bar, and without touching it, and 
 come down on the other side, without losing grip. 
 After practice and proficiency, pass the feet and legs 
 through, but do not let the feet come to the ground ; 
 pause a moment, reverse the process and come back to 
 the first position. This is called '' skinning the cat," 
 and is similar to the trick of the same name performed 
 on the parallel bars. 
 
 ■ 5. Swing on the bar, so high that the feet shall rise 
 above the level of the bar, both before and behind. 
 Do this fearlessly, for your grip, by this time, will be 
 strong enough to keep you from falling. Practice this 
 frequently, since it gives confidence. As you swing 
 
138 SCHOOL AMUSEMENTS 
 
 backward, left go of the bar, and catcli it again as yo^ 
 come down. 
 
 6. Circling the Bar, is illustrated in Plate III. To 
 accomplish it, draw up the body by the muscles of the 
 arms, and while doing so, curl the feet over the bar, as 
 seen on the figure. Do this by muscle alone, without 
 a swing, if possible. When in this position, try to 
 bring the feet so far beyond the centre of gravity on 
 the other side, as to. swing the body over and on the 
 bar. Strength, and a certain " knack," are necessary 
 to accomplish this feat gracefully and easily. 
 
 7. With a leap, throw one foot over the bar, and 
 raise the body by the hands up on the bar. This 
 is the " lazy way" of mounting the bar ; the gymnast, 
 who takes pride in his strength and skill, will always 
 get on by " circling." 
 
 8. The Grasshopper (on this bar) is illustrated in 
 Plate III. After mounting the bar, by either of the 
 above methods, take a seat on it. Grasp the bar 
 firmly, with the thumbs behind, and slowly slide from 
 the seat as far as you can without losing the grasp. 
 Return to the seat, raising the body by sheer muscle. 
 At first, you may not be able to slip down more than 
 a few inches, but, by degrees, you may gain strength 
 and skill enough to assume the position of the figure in 
 the plate. 
 
 9. As the body comes down in doing The Grasshop- 
 
GYMNASTICS. 139 
 
 per, sustain it by hooking the elbows over the bar ; 
 grasp the dress at the thighs, firmly, and swing the 
 body to and fro. After a time, you may succeed in 
 swinging so well as to revolve around the bar a dozen 
 times, or more, in succession. 
 
 10. Vault over the lower or lowest bar, at first with 
 two hands, then with one. Go on to the high bar. 
 
 Note.— A. " spring-board" is of use in vaulting. It 
 consists of a stout hickory or oak plank, an inch and 
 a-half thick, firmly secured to, and resting on, two 
 pieces of scantling, two or three inches thick. By the 
 aid of this, the " knack" in vaulting may be easily ac- 
 quired, but it should not be used much by those who 
 aspire to become great vaulters. With the spring- 
 board, a good vaulter should clear a bar as high as his 
 extended arms can grasp ; without it, to clear a bar 
 of the height of the vaulter's head, is good work. 
 
 Much attention should be given to vaulting, as it is 
 one of the few exercises there are for strengthening 
 the muscles of the legs. 
 
 The Swing, (on the right of the frame) is a vault- 
 ing bar, which is moveable. It is to be grasped from 
 below. To obtain momentum, run at it, swiftly, and 
 grasp the bar as you pass under. Of course this bar 
 should be so high that one may swing from it without 
 -^being liable to drag the feet against the ground. The 
 knees should be bent up to prevent this. Continue 
 to swing by a peculiar and almost indescribable exer- 
 
140 SCHOOL AMUSEMENTS. 
 
 tion of the muocles ; the feet must never assist by 
 touching the ground. 
 
 While swinging and keeping up the motion, draw 
 up the body to " chin the bar," as was done on the 
 vaulting bar. Circle this bar in the same way. Let 
 the swing be stationary, circle into a seat, come down 
 as in " the grasshopper," and swing while hanging by 
 the elbows. 
 
 While swinging, reach up and grasp the ropes ; 
 ascend and descend these, keeping the swing going all 
 the time. 
 
 The Rings are a most important part of the ap- 
 paratus. Strength of arm is necessary to use them. 
 
 See that the rings hang on, or a little below the 
 level of your upstretched hands ; place them so that 
 their dianieters shall be opposite to you ; with a run, 
 grasp them, and swing as high as possible, without 
 ever allowing the feet to touch the ground. The trick 
 . of swinging by the hands consists, as nearly as can 
 be described, in drawing up the body during the 
 backward sweep, and, just at the point of turning to 
 sweep forward, dropping^^ the body so as to lengthen 
 the radius which is describing the arc of a circle. An 
 increased force is thus given to the pendulum, and at 
 each such lengthening, the length of the arc is increas- 
 ed. The demand for strength is great, because, al- 
 though one may have muscle enough to draw himself 
 up, as described above, for a few times, yet to repeat 
 
GYMNASTICS. 141 
 
 this long enough to attain the maximum, to describe 
 an arc of 160° to 180°, calls for endurance of " mind" 
 and muscle, which only the practised gymnast pos- 
 sesses. 
 
 Standing in the Eings, as illustrated in Plate III., 
 may be learned while the rings are at rest, to be prac- 
 sed afterwards, while the swing is in motion. It is 
 done with a slight leap upward, and, at the same mo- 
 ment, a stiffening of the arms ; but regular gymnasts 
 " get in" without a leap, by drawing up the body, and 
 then, as it were with a kick against nothing, springing 
 up and stiffening the arms. 
 
 The Grasshopper in the rings is shown in the 
 plate, and needs no explanation. The gymnast should 
 become dexterous enough to " get in," or " do the 
 Grasshopper," while in full swiug, and to change from 
 plain to " fancy swinging," frequently and gracefully. 
 
 The Inclined Board, which should be as smooth 
 as possible, should not be used with dirty shoes. With 
 a wisp of grass, or a rag, rub off all gravel or sand 
 from the soles of your shoes, before ascending. The 
 illustration explains, perfectly, the method of ascent, 
 which is by no means easy. The greater the inclina- 
 tion, the greater the difficulty of getting up. The 
 writer has seen a perpendicular board ascended and 
 descended in this way, but it is hard work. 
 
 There will be no need of giving instructions in the 
 USD of The Ladder. It may be remarked, however, 
 
142 SCHOOL AMUSEMENTS. 
 
 that its object is mainly to test endurance. The going 
 up and down once or twice, and by a round at a time, 
 amounts to nothing, but the ascent by two, three, and 
 four rounds, and the descent by six or seven, and this 
 over and over again— these will try the muscles of the 
 strongest. 
 
 At the Jumping Cord there may be leaping "with 
 a run," from a spring-board and from the ground. 
 The highest leaps may be made with the board, but 
 real agility is best displayed by jumping from the 
 ground. Begin with the cord at a height which you 
 are sure of being able to clear, and advance by a peg 
 at a time. 
 
 The Pegs afford a test of strength by no means 
 to be despised, even by an experienced gymnast. 
 Start with a peg in each hand ; reach up with the 
 right and place it in the highest hole you can reach ; 
 draw up the body by the right arm and enter the left- 
 hand peg ; continue this to the top ; and descend in 
 the same way. Ascend by every other hole, or every 
 third hole, if you can. 
 
 The Horse is an expensive and not very necessary 
 adjunct of our gymnastic apparatus. The illustration 
 in Plate IV. shows one feat to be performed with this 
 animal. It consists in jumping through one's hands. 
 A firm hold is taken of the handles, and the gymnast 
 jumps through and back again, without letting go. 
 Other methods of performing on this quiet beast are, 
 
GITMNASTICS. 143 
 
 vaulting into the saddle over his head or tail, or from 
 either side ; taking so firm a hold on the handles, as 
 to be able to sustain the body at a right angle with 
 the arms and parallel with the horizon. 
 
 There are very many other exercises for these various 
 ropes and bars which cannot be well described here. 
 The teacher will find that his scholars will invent 
 novelties every day. On his part he must adopt 
 measures to excite and keep up an interest in the ex- 
 ercises. A good plan to accomplish this may be to 
 recognize the " champions" in each variety of exer- 
 cise, and to distinguish them by the insignia of— say, 
 a red belt for the best leaper, a black one for the best 
 vaulter, and so on. Let these belts, or other distin- 
 guishing articles of dress, be worn until some rival 
 surpasses the champion and gains it for himself. Take 
 care that the smaller boys be not shut out from com- 
 petition ; they should be allowed to gain champion- 
 ships in exercises which are within their powers. 
 

 PLATE 
 
 il 
 
 fifL 
 
 
 
 The Grasshoj^iper .V/J 
 
 :>' 
 
 The L. 
 
 ^^■rfyv 
 
 Skiuniao- llie Cat 
 

 PLATE III. 
 
 'r';y\\ If 
 
 ■ 
 
 l'u-^\ 
 
 f\S H 
 
 
 
 
 
 Vi-'^, 
 
 \^ 
 
 
 
 
 'Ov 1 
 
 1 
 1 
 
 VwrXwvz: the Bar. Tlie Ora.ssliopper.^l^. A> 
 
 \ . 
 \\ 
 
 \ if] 
 
 
 -j "s^ 
 
 ( '.r;i--;!i(>|iiit :".-''• ■' S!;!iiiliii'^ ui thr R La'j,'> 
 
(7'! 
 
 PI.ATE 
 
 IV. 
 
 i'y^''\ 
 
 
 
 1 pr^ 
 
 
 
 ^-J4 , 
 
 
 
 
 
 
 Tlie Horse 
 
 
 
 
 '1 
 
 
 '■ ^ / / '/ 
 
 / 
 
 
 
 
 
 
 
 
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 Tlir lncliiie<l Eoaid 
 
 
 
 ^y 
 
 
 
 ^y^'y 
 
 
 y'y^ 
 
 Ay^ 
 
 
 
 
 
 
 
 
 ' J" - 
 
 .rli. 
 
 
SCHOOL MANAGEMENT. 
 
 We have thug far considered some of the ways and 
 means for making the play-ground attractive and pro- 
 fitable ; let us now come within the school-house. 
 Much may be done here to carry out our design of 
 " making school interesting" ; and the teacher who un- 
 dertakes and carries into effect the following or 
 other plans for making his rooms cheerful and comfort- 
 able, and his daily exercise interesting, even sometimes 
 amusing as well as instructive, will find his reward in 
 his increased pleasure in teaching those whom he has 
 caused to love as well as respect him, and in his suc- 
 cess in accomplishing good— to say nothing of his 
 growing popularity and more remunerative gains. 
 
 I have headed this section of my book " School 
 
 maTvagement," and for a reason. I may illustrate the 
 
 appreciation which is prevailing among latter-day 
 
 teachers, of the idea contained in the italicized word, 
 
 by telling a story, one which may be already well 
 
 known, but which will bear repetition for its illustrar 
 
 tive properties. 
 
 7 D«] 
 
146 SUUUOL AMUSEMENTS. 
 
 A farmer's boy was required, one pleasant spring 
 day, to gather the stones which lay in a meadow and 
 heap them together in the corner of a lot. They would 
 be troublesome to the mowers, the farmer thought, 
 and they disfigured his otherwise smooth " medder." 
 The stones were quite numerous, and the task was 
 no small one, but the boy began his labor cheerfully ; 
 he knew there was reason for the clearing, and, for 
 awhile, he worked vigorously. But his back began xo 
 ache before long, and the merry shouts of some mates 
 of his, who were playing not far off, on " the village 
 green," began to annoy him. He was a Yankee boy, 
 we may be sure, for his inventive brain soon devised 
 a plan for saving labor and gaining time. He raised 
 an old post in the corner in which his stone-heap was 
 to be, and then left work and joined his friends. At 
 a convenient moment, he threw a stone at a neighbor- 
 ing tree. " Who can beat that?" said he, as Fortune 
 favored him, and his stone struck the mark. Imme- 
 diately the others were aiming and hurling stones at 
 the tree. But stones were not plentiful. " Come," 
 said the young Yankee, " there are lots of stones over 
 in our meadow ; let's go over there and fire at a 
 mark." 
 
 They were soon there ; ammunition was abundant ; 
 the post in the corner was an inviting " mark," and 
 by the time the boys had become wearied of this kind 
 of sport, a large part of the work was done. The in- 
 
MANAGEMENT. 147 
 
 ventor then confessed his trick, and there needed but 
 little urging to induce his friends to finish the " stent," 
 and then all went off together to play at something 
 else. 
 
 There are many points in this illustration which are 
 worthy of study, and, making it a kind of text, we may 
 notice that : 1st. There is work to be done in a school- 
 room. The mental muscles are to be strengthened, 
 and mental dexterity gained. The teacher's object is 
 to educate and instruct his pupils, and to accomplish 
 this he must make them work. To clear the meadow, 
 a certain amount of actual hard work, and, in itself 
 considered, of tiresome and unpleasant work, was 
 necessary. Now, shall the teacher require of his 
 scholars that they labor at the dull task of removing 
 the stones to the pile, or shall he contrive some way 
 whereby the labor shall be performed, yet be disguised 
 as play? "While the boy toiled slowly at his task 
 alone, each stone grew heavier than the last, his back 
 ached, and he thought more of that and of the distant 
 shouts of his play-mates, and of how to "shirk" the 
 work, than of the improvement which he knew he was 
 making and the pleasure he was giving to his father. 
 But when his comrades were around him, and the 
 stones were flying, he forgot the task in the sport, he 
 worked harder than he would have done and accom- 
 plished more in a given time than he would have done 
 alone, and there was pleasure in the business. 
 
148 SCHOOL AMUSEMENTS. 
 
 2d. The boys who came to "fire at a mark" could 
 not have been persuaded, probably, to come to help 
 their friend gather stones into a heap. They were 
 deceived ; they went cheerfully to work without sus- 
 pecting it to be work, and all worked harder than they 
 could have been induced to work if they had entered 
 on it as a task. 
 
 3d. Similar deception is not only justifiable but 
 expedient on the part of a teacher in his school. He 
 can and he ought to remove from school-duties their 
 character of dreary drudgery, to make study pleasant 
 and attractive. He need not make the labor less ; in 
 fact he will find, most surely, that his scholars will do 
 more and work longer when work is made play, than 
 when work is left mere work ; and he may so lighten 
 the hours that they sh^all fly by pleasantly and profit- 
 ably, both to himself and to them. 
 
 4th. When the farmer's boy threw stones at a mark, 
 " for fun," he worked harder than he did before. Boys 
 always run farther and faster when playing than they 
 can be easily induced to run on an errand. The mo- 
 tive makes the difference. And, in another view, labor 
 is lightened when amusement takes off the attention 
 from the task, as such. Sailors work better at the 
 capstan with a " Cheerily 1" — the heavy anchor comes 
 up more easily and sooner, and the men the sooner get 
 at some other duties. Soldiers march better, and fight 
 better, when they hear the music of their band. And 
 
MANAGEMENT. 149 
 
 it is so with the boys in school. If a certain lesson, 
 ■which, under one system of teaching, ■would be yawned 
 over, and would require an hour's dull work to be 
 learned, can be made an interesting, pleasing occupa- 
 tion, entered upon cheerfully and accomplished ener- 
 getically and in half an hour, time may be saved for 
 other duties, or for play ; and not only this, but the 
 manner of accomplishing the task will have been such 
 that the mind may have grown vigorous and healthy, 
 instead of idle .and morbidly languid. 
 5th. This is " School management." 
 
 THE SCHOOL EGOM. 
 
 It is very pleasant to go through many of our mo- 
 dern school-rooms and notice the care which has been 
 taken to make everything comfortable and cheerful. 
 The light has been so arranged that the eye is neither 
 dazzled by glare or wearied by gloom : ventilation 
 has been secured in proper kind and degree, so that 
 headache cannot often be complained of there : the 
 desks are adapted in height to the size of the sitter, 
 and the chairs have comfortable backs ; pictures are 
 on the walls, an attractive library is accessible, and the 
 polished brass and glass, in the case of apparatus, add 
 to the general effect. Would that all school-rooms 
 were comfortable and cheerful ! Yet where they are 
 not, much can be done to improve them, and this with 
 
150 SCHOOL AMUSEMENTS. 
 
 but little expense. Even if hard benches and incon> 
 venient desks are the furniture of four bare walls, 
 there may be something done to make the place seem 
 comfortable and cheerful, if actual improvement ia 
 impossible. 
 
 Let us suppose the worst case possible — possible, I 
 mean, now-a-days, and try to improve it. 
 
 1st. Arrange the desks and seats in some way, so 
 that each pupil can find support for his back and rest 
 for his feet. It need hardly be supposed that this is 
 impossible. 
 
 2d. " Tinker" the window-frames, so as to be able to 
 lower the upper sash a few inches. Get calico curtainSj 
 if there are no blinds ; they will cost about ten cents 
 each. 
 
 3d. Cover all holes and ink-spots in the wall with 
 white paper, neatly pasted on ; but cover up no dirt 
 which can, be washed off. Let the floor be clean and 
 the windows clear. 
 
 4th. Tack engravings on the walls, the best you can 
 find ; wood-cuts, from newspapers, are better than noth- 
 ing. Inland boys like ships and steamers, and sea- 
 scenes generally, while boys who live near the coast 
 prefer hunting scenes, and rocks and woods. Maps of 
 the country, the state, the county, town, ward, and 
 block, are desirable. 
 
 5th. On the ceiling, draw neatly — ^in charcoal, if you 
 can do no better— the solar system. Make the sun in 
 
MANAGEMENT. 151 
 
 red chalk ; give the planets their relative size and Dr- 
 oits ; let a bushy, red-tailed comet enliven the sketch. 
 On the side wall draw a long black line, five and a-half 
 yards long, to represent a rod ; divide the line into 
 yards, one of the yards into feet, and one of the feet 
 into inches. In various spaces, otherwise unoccupied, 
 draw, distinctly, a square yard, a square foot, a cubic 
 foot, an equilateral triangle, and other similar outlines. 
 Let the walls be covered with instruction and amuse- 
 ment for the eye. At first, these figures will attract 
 attention from studies ; but in a few days the novelty 
 will have worn off, and although they may attract, they 
 will not distract. 
 
 What a change comes over the dreary old room ! 
 What a change over the scholars ! 
 
 Taste, and a little painstaking, can beautify a log- 
 cabin ; and if the teacher will exercise these, and if 
 he can also afi"ord money, or get it from the authorities, 
 he may make his rooms seem a second home to his 
 pupils, pleasanter than home, perhaps, to a few. What 
 then ? His monthly pay or quarterly income may not 
 be at once increased ; but he is adding to his capital, 
 which is reputation and popularity : and if he gains 
 nothing in this respect — which is not justly supposable 
 — he at least gains self-satisfaction and the affection 
 of his scholars, without which there is no pleasure in 
 teaching. 
 
 There are many little matters which affect the success 
 
152 SCHOOL AMUSEMENTS. 
 
 of a teacher's daily duties. Is the black-board warped, 
 and cracked and scratched ? Take it down, screw a 
 " cleat" on the back, putty up the crack, and paint it 
 black again. There is no expenditure here of anything 
 but a little labor, except for the paint, and that may 
 be made trifling if a few cents' worth of lampblack, a 
 little camphine, a flannel rag and ingenuity are used. 
 Perhaps the chalk is " scratchy." Buy some crayons, 
 if you can ; if not, make them. Your boys will help 
 you ; and, in a few hours, at an expense of half-a-doUar, 
 you can make enough to last for a whole term, and the 
 improvement will pay you for your trouble.* Have a 
 ledge on the bottom of the black-board, to catch the 
 falling chalk-dust, and to hold "the cleaner." The 
 cleaner may be a stick, two inches square and six or 
 eight long, wrapped around with canton flannel, or 
 plain cotton. 
 
 But there is no need of spending more time and space 
 on these things. These improvements on the black- 
 board and its concomitants, may serve as examples of 
 many things in which a little pains may efi'ect much. 
 The teacher must oil the little wheels of his machinery, 
 if he would have it all move smoothly. 
 
 * Recipe : Knead some plaster of Paris with just enough water to 
 mate it a stiff paste ; roll this on a table ; cut it into long strips, four 
 inches wide ; with - table-knife divide these into sticks a little larger 
 than your finger ; leave them to dry, and keep them dry. 
 
MANAGEMENT. 153 
 
 OSDER AND METHOD. 
 
 Few words are needed under this caption ; for order 
 and method are so necessary in a school-room, that 
 there can be but few teachers who have not learned 
 their necessity, and how to secure their good effects. 
 I will only give a few hints which may be of service to 
 some reader. 
 
 A clock seems to be an indispensability of a school- 
 room ; but if none can be had, the teacher's watch 
 should regulate every exercise. Let every class, or 
 single recitation, have its particular portion of time. 
 Let an order of exercises, or programme, be prepared, 
 a copy of which, written in conspicuous letters, should 
 hang where all can see it. Never let one recitation en- 
 croach on the time of another ; ask the first question 
 just as the long pointer indicates that the exact time 
 has arrived. Habits of punctuality and promptness are 
 of the utmost importance in school-teaching. 
 
 Unless a school is made up of very heterogeneous 
 materials, all, or very nearly all, may be united in some 
 one study. Select the recitation in which the greatest 
 number join, for your first morning recitation, and call 
 the class immediately after opening school. This will 
 require some study out of school, for most of th-e class, 
 and in this way you may secure such study, if you wish 
 to do so. 
 
 It is advised to make the morning session longer 
 7* 
 
154 SCHOOL AMUSEMENTS. 
 
 than that of the afternoon, and to occupy it with all 
 the recitations of the mathematics, and with the smaller 
 classes in other studies, so that the afternoons may- 
 afford time foi" the less serious labor, and for general 
 exercises in which all may engage. The last half-hour 
 of the day should be spent in such a way that the close 
 of school shall not seem a release from a prison, as is 
 too often the case. Send them away smiling, in good 
 humour with the school, the teacher, and themselves. 
 If nothing more profitable can be found to be done, 
 tell or read a story. Suggestions concerning various 
 " general exercises " will be given hereafter. 
 
 ADMINISTEATION. 
 
 I think I hear some teacher-reader say : " Now you 
 have reached a subject I am interested in. Arrange- 
 ments of classes and mending of black-boards are easily 
 enough cared for ; but tell me how to govern my school. 
 These unruly boys won't let me ' make school interest- 
 ing ;' they so try my patience and occupy my time, 
 that I have neither heart nor leisure to attend to minor 
 affairs." 
 
 The subject is, indeed, one of the most important 
 which can engage our attention as teachers. It is one' 
 which calls for experience and judgment on the part / 
 of those who discuss it, and had I only theories to offer, 
 or merely my own practice to recommend, I should not 
 
MANAGEMENT. 155 
 
 venture to ask the attention of my fellow-teacliers. I 
 am about to submit, in theory and practice, a scheme 
 of school-administration which has the sanction of some 
 of the most experienced and most successful teachers 
 of New England, and I may ask for it the serious at- 
 tention of my readers. 
 
 Principles. 
 
 1. Every boy or girl, in schools not " primary," has 
 a school-conscience, which decides on all actions contem- 
 plated or begun. Every misdemeanor is known as 
 such, and is denounced as such, by this conscience, and 
 no set of rules, however full and explicit, can be pre- 
 sumed to be of any real assistance to it. 
 
 Moreover, the child knows full well that the teacher's 
 conscience is the same with his own. The boy, about 
 to commit an action, concerning which there has even 
 the least warning been given by his inward monitor, 
 keeps one eye on the teacher, and when he discovers 
 that he is observed, he stops. Good boys rarely look 
 off from their books ; bad boys, usually watch the 
 teacher. 
 
 One rule only, then, need be made, viz. : "Do nothing 
 which your school-conscience tells you is wrong." This 
 covers the whole ground, and no other rule or furlong 
 of rules, can. 
 
 Of course, this conscience may be depraved, but it is 
 
156 SCHOOL AMUSEMENTS. 
 
 never entirely seared. It may be educated, and made 
 to appreciate the law. The child's heart, too, may be 
 influenced to love the school and the teacher, and it 
 may help the conscience to become strict to warn 
 against actions which are likely to grieve the teacher, 
 or interfere with his wise and kind guidance of the 
 school. 
 
 With a belief in the truth of these premises, the 
 teacher must be convinced that it is better to make 
 this " school-conscience," rather than either mere fear 
 or mere love, the moving power of his machine of 
 government. 
 
 2. To govern as little, and teach as much, as is pos- 
 sible, should be the aim of every true teacher. 
 
 Is it not true that in many, too many schools, there 
 is more of government than of teaching ? The atten- 
 tion of the teacher is taken from the class, which may 
 be reciting to him, by a few bad scholars, who, taking 
 advantage of his occupation, are playing at their remote 
 desks; he stops to scold or punish them, and thus neglects 
 his class. Scolding John for making faces makes a de- 
 cided interference with the teacher's appreciation of 
 the process of a problem in arithmetic or demonstra- 
 tion in geometry. If he can contrive any way by 
 which he may deliver himself from this distraction, he 
 may save time and temper for teaching. In duty to 
 himself and his scholars, he oitght to contrive or adopt 
 some plan to effect this. 
 
MAXAGEMENT. 157 
 
 It is claimed that the scheme of silently giving " a 
 mark" for misconduct, as explained, in process and 
 results, below, will enable the teacher to teach more 
 and govern less. 
 
 3. The maximum of marks, under this plan, results 
 in expulsion from school. We will suppose that this 
 maximum is ten ; that for ten acts of real misconduct 
 on the part of a scholar, as many " black marks" have 
 been publicly accumulating against his name ; that, of 
 course, he has known to what result the path of mis- 
 conduct was leading him ; that he has been privately 
 and kindly warned by the teacher ; that his parents 
 have been told of his position ; that, in spite of all, he 
 has deliberately gone on from the eighth to the ninth, 
 and lastly to the tenth mark, aiid then has been expel- 
 led. Is such expulsion just? Would it have been 
 better to have punished or suspended him? Could he 
 have been reached by any influence ? 
 
 In answer to the last question, I claim that although 
 some way might have been contrived by which he 
 might have been reclaimed, yet the teacher, with 
 duties owed to every other scholar as much as to this 
 one, cannot be required or expected to sacrifice their 
 interests to his. All possible exterior influences we 
 have supposed exerted for his reformation ; and the 
 question becomes, simply, ought the teacher to take 
 time from the good boys and bestow it on this bad one. 
 
 Such expulsion would be just. The good of the 
 
158 SCHOOL AMUSEMENTS. 
 
 ■whole school demands the removal of a scholar who 
 will deliberately expose himself to such a result, in the 
 face of warnings. 
 
 The Committee appointed by Congress to attend the 
 recent examination at West Point, use language in 
 their report which bears directly on the subject we are 
 examining. They say that "they are satisfied that 
 ' suspending' or ' turning back' a cadet for excessive 
 demerit, is a pernicious rule for the Academy. If a 
 ■ cadet, with the full knowledge of the penalty attached 
 to excessive demerit, continues to neglect his duty until 
 he exceeds the prescribed limit, he is not only an un- 
 worthy subject for the Academy, but his example and 
 influence becomes injurious to others, and he should 
 be dismissed. Suspension and turning are half-way 
 places, into which many are tempted to retreat. The 
 interests of the institution demand summary dismissal." 
 
 I admit that it is neither necessary nor wise to make 
 a boys' school as strict in discipline as is the Academy 
 at West Point. There expulsion is not infrequent ; in 
 a school it may be very rare. But the principle is the 
 same in both, and that is, that there are in all societies 
 of men or boys, occasional instances of reckless, obsti- 
 nate persistence in ill-doing, the relief for which must 
 be the removal of the offender. 
 
 I am arguing for the right and justice of removal in 
 certain cases. In reality, however, these cases are of 
 most rare occurrence. In three large schools, conduct- 
 
MANAGEMENT. 159 
 
 ed under this system, with whose history I have been 
 connected or acquainted for several years, I have 
 known of only three cases of expulsion. A boy who 
 finds himself on the road to disgrace, and approaching 
 the terminus, will strive to turn back, at least at the 
 last turning point. And the system offers him aid 
 just at this point, as will be explained below. If he 
 will exert himself in study so much as to attain a high 
 standing for one week, his success may remove one of 
 his " marks ;" and, if it be not too late in the term, he 
 may go on and secure the erasure of all or most of 
 them. This is safe, for the reason that a boy who 
 studies hard, will have little time for play ; and it is 
 jmt, because thus, help is offered to one who yishes to 
 help himself. 
 
 4. It is right to take pleasure, and reasonable to take 
 pride in good standing, when it is the result of good 
 conduct. 
 
 The man who, by his own exertions, has raised his 
 standing in social life, by labor, either of hands or 
 head, is respected by his fellows, and takes an honest 
 and reasonable pride in his success. 
 
 School is a small world. Boys and girls are only 
 little men and women. Some are influenced by a 
 noble regard for the right, and a dislike for the wrong j 
 but these are in minority. A large majority of schol- 
 ars will be found most easily influenced by appeals to 
 their pride. 
 
160 SCHOOL AMUSEMENTS. 
 
 Such appeals are made, under this system, by means 
 of " the roll," and the published schemes of relative 
 standing. The West Point plan is adopted of making 
 public a list of the scholars' names, arranged in order 
 of merit. 
 
 Such are the principles on which a teacher of emi- 
 nent success, whose memory is cherished by the hun- 
 dreds who were taught by him, founded this system of 
 school government. 
 
 In another chapter will be found some of the " re- 
 sults" of the workings of this plan. 
 
 Application of Principles. 
 
 At the beginning of establishing this plan I would 
 talk kindly with my pupils, giving them, with illustra- 
 tions, some af the main points of the foregoing princi- 
 ples. I would tell them that I intended to be a school- 
 teacher, not a school-master. I would make this illus- 
 tration : — 
 
 " Suppose that I am hearing a recitation in arith- 
 metic, and one of the boys is solving and explaining a 
 problem on the black-board. I must watch the pro- 
 cess closely to know just what he is doing, to see if he 
 has well learned his lesson, or to help him by some 
 suggestions, if the case is a difficult one. Suppose, 
 now, that while I am thus thoroughly occupied, John 
 Smith, over there in the back seat, seeing that my atten- 
 
MANAGEMENT. 161 
 
 tion is engaged, takes advantage of it to throw beans 
 at his neighbors. He stops studying himself and pre- 
 vents others studying. But I happen, just in the very 
 middle of the problem, to see him. Well : I stop the 
 boy at the black-board, make the whole class wait, 
 speak up loudly and crossly (for I am a little vexed) 
 and make the whole school look up from their books, 
 while I scold John, or perhaps call him to my desk 
 to ferule him. John goes back determined to shoot 
 beans as often as he can and dare ; we go on with 
 the arithmetic, and in the course of ten minutes, the 
 waters are calm again. 
 
 " Now there may be, very likely, some other John 
 Smiths in the school. Well ; in the course of the day, 
 my attention is taken off from teaching, which is my 
 business, and the whole school taken from studying, 
 which is your business, by some half-dozen such stop- 
 pings to scold or punish the John Smiths ; we will 
 suppose six times, and six times ten are sixty — sixty 
 minutes lost to all of us by stopping to scold. . But 
 besides this stopping, I must be continaally on the 
 watch, to prevent mischievousness, and since neither 
 I nor anybody else can do two things well at a time, 
 I must either watch well, and teach poorly, or teach 
 well and let John Smith play as much as he likes. 
 Now there is' a fine class in arithmetic, and they have 
 a hard but interesting lesson, and they wanted to 
 hear my explanations, so that those hard sums in 
 
162 SCHOOL AMUSEMENTS. 
 
 to-morrow's lesson might be made easier ; but Jolin 
 Smith has cheated them out of them, for almost the 
 whole time of the recitation has been occupied in 
 scolding him, and, as other classes are waiting, thej 
 have to go back to their seats uninstructed. 
 
 " Now it seems to me, boys, that it is unfair to the 
 arithmetic boys, and unfair to the whole school, that I 
 should devote so much time to scolding and so little 
 to teaching. Besides it makes me cross to scold ; I 
 don't like to scold and be cross. If I have to scold 
 and punish often and continually, just think what a 
 life I shall lead, and what an ill-natured old fellow 
 I shall become. I shall not do so. If that's what 
 teaching is, I'll give it up and be a blacksmith. No ; 
 I have a better plan. You see this roll I have in my 
 hand. I've got all your names written on it in alpha- 
 betical order, and opposite the names are little blanks 
 which are to be filled up during the term. Now when 
 I see a boy doing what he and you and I all know to 
 be wrong, I shall not stop to scold, but I shall take 
 down this roll and place a little black mark opposite 
 his name. It will take only a minute, and then I shall 
 go on with my class. Some of the boys, they who are 
 bending over their books, won't know that anything 
 has been going on ; no disturbance will have been 
 made, and hardly any time lost. But that boy will 
 know it well ; he will see me put down a mark next 
 to somebody's name — for I have noticed that boys in 
 
MANAGEMENT. 163 
 
 miscliief always keep one eye on the teacher ; this is so 
 universally true, that when I see a boy looking at me 
 instead of his books, I always suspect some mischief 
 going on — and as he knows he has been doing wrong, 
 he is pretty sure the mark is for him. At recess, or 
 when school is out, he takes a sly look at the roll 
 and there he sees the mark. If I was mistaken and he 
 was innocent — and this not infrequently happens — ^he 
 comes to me to inquire about it ; he explains away his 
 mark, and I remove it. But if he is guilty, he takes 
 his sly look, passes on and says nothing ; he knows he 
 deserves it. 
 
 " Now when a boy gets jive of these marks, I take 
 time some afternoon or evening, and call to see his 
 parents. .1 tell them how he got his marks, and that 
 he knew I would tell them if he received five, but that 
 in spite of my warnings, he went on. I tell them that 
 if he gets five more, I shall ask them to take him away 
 from the school, for I don't want any boys here who 
 will go on deliberately and do wrong ten times, when 
 they know the consequences ; and I add that I shall 
 not take him back again. It seems hard, and perhaps 
 the parents scold about it and say that their son is as 
 good a boy as others ; but I am firm, and refuse to 
 take him back. 
 
 '. " The result is, that the rest of the school sees that 
 ' marks' mean something, and they are careful not to 
 
164 SCHOOL AMUSEMENTS. 
 
 get them, careful not to do -wrong ; and so our school 
 is orderly and you study and I teach. 
 
 " Most likely you will all learn the meaning of marks 
 ■without our having to lose some John Smith. 1 don't 
 expect to have to send any toy away ; I certainly 
 hape not to. 
 
 " What do you think of this plan, boys ? Which plan 
 do you like best ? the scolding plan, or the marking 
 plan, (I take a vote.) Be sure you rnean to adopt it as 
 our plan. If any boy thinks he can't come in under 
 such an arrangement, he had better talk about it to 
 his parents, and get them to send him to some other 
 school. I want to have you all teU them of the plan. 
 It is something new, and they ought to know all 
 about it. Every boy that comes to school to-morrow 
 morning, I shall consider as having made lip his own 
 mind, and obtained his parent's consent, to remain 
 under this plan of governing by marks. You may be 
 sure that I have thought carefully of it, and am so 
 sure that it is the best plan, that I shall teach under 
 no other. If my school is small, I shall feel that I 
 had rather teach twenty in this way, than scold fifty 
 or a hundred. 
 
 " But there is a way of getting off these marks that 
 you must understand. I will explain it. 
 
 " Every boy will have at least three recitations every 
 day. At each of the classes I shall keep a book by me. 
 
MANAGEMENT. 165 
 
 and if a boy recites well, really wtU, in fact perfectly, 
 I shall give him ' four ;' if not quite perfectly, ' three ;' 
 if only tolerably, ' two ;' if badly, ' one ;' and if not at 
 all, or absent without excuse, I shall give 'naught.' 
 Now if a boy gets ' four' at each of his three recita- 
 tions, that will make twelve for the day, and if he does ' 
 J all the week — five days — ^he will get five times' 
 twelve, which is sixty. Understand ; a boy who re- 
 cites perfectly all the week will get sixty ; one who 
 doesn't do quite as well may get fifty or fifty-five, and 
 so the numbers will vary from sixty down to forty, 
 thirty, twenty, and perhaps down to ten. 
 
 " Every Saturday I shall add up each boy's numbers 
 for the week, and write the total out, in the blank for 
 that week, opposite his name ; so that on Monday 
 morning he may see just how well he stood for the last 
 week. Then at the end of the term I shall add up the 
 total of the weeks. If there are ten weeks, and a boy 
 gets ' four' at every lesson, that is sixty every week, 
 he will get six hundred for his grand total. Some 
 will get this, and the total will vary from the highest 
 number, all the way down to one or two hundred. 
 Then I shall print on a little sheet of paper a list of 
 your names, with the six hundreds at the top, the next 
 highest next, and so on, with the ' dunce ' or bad boy, 
 who could study but wouldn't, at the very fag end. 
 These sheets I shall send to your parents, and show 
 them all around town. Who wants to be at the little 
 
166 SCHOOL AMUSEMENTS. 
 
 end ! (It may be added to this that a yearly cata- 
 logue will be published, in -which the names -will be 
 arranged in the order of the totals for the terms.) 
 
 " Do you understand this system of marking for reci- 
 tations ? Well ; if a boy has a bad mark one week, 
 he may get it off by studying hard enough and reciting 
 well enough the next week to get sixty. I do this 
 because I know that if he studies hard enough to do 
 that, he won't have any time to be in mischief, and 
 because I shall see that he is trying to reform himself ; 
 and that I always want to encourage. 
 
 " Now, boys, you have heard my whole plan of school 
 government. Think of it and talk about it at home, 
 and come to school to-morrow prepared to go to work 
 under it." 
 
 Such, fellow-teachers, is the sum and substance of 
 this system. There are no " rules ;" these are not even 
 alluded to ; but every scholar understands that he is 
 to obey his own " school-conscience." Of course the 
 teacher will do well to define his own ideas of the 
 behavior appropriate to the school-room, and he may 
 do this without ordaining any other rule than the one 
 given under the subject of "Principles." It has at 
 least the merit of being easily understood and easily 
 applied. It has many others, I think, which will be 
 more obvious when I have spoken of the results. It 
 is based on the principles above-mentioned ; if they 
 are just, this system n~ust be. 
 
MANAGEMENT. 167 
 
 Results. 
 
 1. At the inauguration of sucli a system, no little 
 trouble may be experienced. Boys wlio have been 
 accustomed to a scolding or punishment directly upon 
 detection in wrong conduct, as they find that the 
 teacher does nothing beyond making a mark against 
 their names, will be apt to think that " marks" are of 
 little consequence, and that they are at liberty to do 
 as they please^ 
 
 But the teacher will need to say to his school (not 
 individuals) that he fears that on Saturday he shall 
 have quite a number of calls to make. This, in many 
 cases, will produce the desired effect ; but he will, for 
 the first two or three weeks, have occasion to see the 
 parents of many of his scholars. He will be glad of 
 these occasions ; there will be opportunities for him 
 to explain his system. Of course he will tell them 
 that no very serious misconduct has occurred, and 
 that if they will aid him with their influence, none 
 need be apprehended. In all probability, marks will 
 decrease after these visits. In some cases they may 
 run up to seven, eight, or nine, but he can control the 
 matter then by speaking very kindly but as firmly to 
 individuals, and perhaps to their parents again. 
 
 He will find that the appearance of the roll on the 
 first Monday morning will aid him essentially. .The 
 idle and mischievous boys of course stand lowest; 
 
168 SCHOOL AMUSEMENTS. 
 
 tliey see their positions ; and especially if a scheme is 
 prepared of their relative standing, and they find 
 themselves near the bottom of the list, they will be. 
 prompted to study harder, and thus will be too much 
 occupied to be in mischief. 
 
 The teacher will do well also to bring in as many 
 " general exercises" as possible, to fill up time. He j 
 will also commence his plans of out-door amusement, 
 and show himself in these, and in every way, disposed 
 to make school pleasant, so that all shall fear to be 
 sent away. If he has commenced the formation of a 
 company, he may say that only school-boys can belong ; 
 that if a boy is sent away from school, he cannot 
 remain in the company. By these means it will be 
 strange if he does not succeed in establishing the sys- 
 tem and when it is firmly established he will have 
 little trouble in carrying it on. 
 
 2. The teacher may meet with opposition from 
 parents. Let him have called on all who are likely to 
 feel the halter draw, and so have a poor opinion of the 
 law, before trouble comes on. He will find parents 
 willing listeners, and if he states the case fully and 
 fairly, he will undoubtedly convince them of the ex- 
 cellence of the plan. If any are opposed, talk over the 
 plan very carefully, compare the old and new systems, 
 quote authority, do everything possible to convince, 
 and "then if they oppose, advise them to remove their 
 children and keep them away until they can see the 
 
MANAGEMENT, 169 
 
 effects of the plan. Removals will be very few, for the 
 boys tliemselves will wish to remain. The teacher 
 may lose a few scholars at first, and some may be sent 
 away, but, in the end, he will have no occasion to re- 
 gret the adoption of the plan. In recent experience I 
 have met opposition from influential sources, but I have 
 built up a school larger and more profitable than any 
 previous school in that city ; and I may challenge 
 comparisons in respect to orderly behaviour with any 
 school in the land. This result was the more gratify- 
 ing for the reason that I began with most unpromising 
 materials. 
 
 3. The scholars will certainly approve the plan. 
 Children weary of continual reproof. Besides this, 
 they see the workings of a plan, and influences can 
 easily be brought to bear to make them understand 
 that their individual cooperation is necessary ; and 
 they will be pleased to aid in making " our school" a 
 good one and a pleasant one. Throwing the govern- 
 ment of the school on their shoulders, making them 
 control themselves under the plan which applies to all, 
 and of which the teacher does little more than register 
 the results — this will interest them. I speak from 
 experience. 
 
 4. To sum up the results, the teacher will find that 
 he has more time to teach, better nature to teach with, 
 fewer cases of discipline, and more complete success, than 
 he could have under " the scolding plan." 
 
 8 
 
HO SCHOOL AMUSEMENTS. 
 
 Whispering. 
 
 A shoal over which I wish to place a buoy, to pre- 
 vent running a-ground while sailing under these orders, 
 is — Communicating in studying hours. How much 
 trouble has this matter given teachers 1 
 
 It may be set down as a truth that communication 
 cannot be entirely prevented. Even the best scholars 
 will occasionally whisper. They do not intend to 
 violate law, but they " can't help it." 
 
 It becomes a question, then. How can we prevent 
 it as much as possible ? I answer : 
 
 1. By convincing the scholars of the injurious effects 
 of communication on themselves, individually, and on 
 the whole school. This may be • done by frankly re- 
 viewing, with them, the results of allowing free com- 
 munication, and discussing plans for avoiding such re- 
 sults. They can be made to understand how that 
 ■whispering, by leading to talking, and that to playing, 
 is at the foundation of general disorder, by a story 
 like this : 
 
 " Holland, you know, is a very low and flat country. 
 Much of it is below the level of the sea. Were it not 
 for the extensive embankments which have been built 
 by that industrious people to keep out the sea, the 
 whole country would be only a vast salt marsh. In- 
 stead of roads they have canals. These are very 
 easily built, and are supplied with water from the sea, 
 
MANAGEMENT. 171 
 
 which is let in through great wooden gates, built in 
 the embankments. In spite of all their care, inunda- 
 tions sometimes happen, which do immense damage. 
 When the tide is high, the water dashes against these 
 sand-banks ; and although at first only a little breach 
 is made, yet the loose sand gives way by degrees, un- 
 til, occasionally, it works a passage, and pours in with 
 resistless fury, washing everything before it — houses, 
 cattle, people and all. They prevent such deplorable 
 accidents only by great care in watching for the first 
 appearance of a break, and immediately stopping 
 it up. 
 
 " One night, a little Hollander, about six years old, 
 was coming home very late. He had been away for 
 the doctor, for his mother was sick. As he was pass- 
 ing along near one of the embankments, he heard the 
 trickling of water. It was so dark that he had to 
 hunt around for some time before he found it, but at 
 last he discovered that between the side of one of the 
 gates and the bank, there was a little hole worn, 
 through which the water was trickling in quite a 
 stream. He was a little fellow, but he was wise 
 enough to know that if the water was left to run 
 long, it might soon wear a larger hole, and very likely 
 burst through in a regular inundation before morning. 
 He tried to stop the hole with sand and little sticks, 
 but the water still trickled through ; he couldn't find 
 anything, in the dark, which would stop it ; so what 
 
172 SCHOOL AMUSEMENTS. 
 
 did lie do ? He thrust in Ms little fist, and that 
 stopped the water effectually. 
 
 "But after awhile he began to grow sleepy and 
 chilly. He wanted to take his hand out, for his arm 
 ached, and he thought of home and his warm bed. 
 But, like a little hero as he was, he stood to his post. 
 His head nodded, and he almost got to sleep ; but the 
 thought that he was saving so much danger and 
 trouble to his own family and the whole village, and 
 perhaps the whole country, gave him strength, and he 
 stood to his post ! 
 
 " In the morning, very early, his friends and neigh- 
 bors, who had started out to look for him, found him 
 nodding and shivering- at the gate, but still at his 
 post. You may well believe that they were delighted 
 with the prudence and bravery of the little fellow. 
 And it was not long before the whole country heard 
 of it, even the king himself, who ordered a monument 
 to be erected to his honor, and, on the top of it, a 
 marble statue of the little hero. 
 
 " Now, boys, let's find the tmyral of this good story. 
 The inundation of disorder in a school generally 
 trickles through a little whisj)ering Jioh that each of 
 you have,just under your noses. And that boy who 
 really wishes to do his part in preventing the pouring 
 in of a whole sea of talking and laughing and playing, 
 will do his best to stop up the whispering hole. In 
 other schools that you have been at, haven't you ob- 
 
MANAGEMENT. 173 
 
 served that if the boys were allowed to whisper as 
 much as they pleased, they generally went farther, and 
 became very disorderly? Now, I know that it is 
 rather hard not to whisper, if you have been in the 
 habit of it, but are you not willing to try to abstain ? 
 Very soon you will get icsed to being silent, and it 
 will be easy to do so ; you won't think of it at all. 
 
 " Boys, you know that I am something of a boy my- 
 self. I like play about as well as any of you, and I 
 helieve in playing, and playing hard, and having real 
 ' fun,' but only in play-hours. Just think a moment. 
 You play until nine o'clock, and then for only an hour 
 and a-half — only ninety little minutes, you are in 
 school ; then comes a recess, full of play ; then 
 another ninety minutes, and a noon-time, for play ; 
 and it's just so in the afternoon. Now am I not rear 
 sonabh in asking you to abstain from whispering — 
 which leads to playing — for only an hour and a-half 
 at a time ? Am I not reasonable ?" 
 
 A talk like that will convince a large majority. 
 For the remainder we must have 
 
 2. Some arrangement like that of short recesses of 
 five minutes, every half hour, for whispering, without 
 leaving seats, or, at least, forms. Get all to agree to 
 this, to promise on their honor, not to whisper during 
 study hours, if you will give them these recesses. But 
 you must control stubborn cases by 
 
 3. Marking for whispering, on the ground that al- 
 
174 SCHOOL AMUSEMENTS. 
 
 thougli -wMspering, in itself, is not a great offence, yet 
 because it leads to worse conduct, because allmost all 
 ■wish to join with you in breaking up the habit, and 
 because the short recesses afford all necessary time for 
 it, it must be regarded as a markable offence. 
 
 I have in this way procured a state of things in my 
 school which was gratifying and a source of pride. 
 
 EEPTJBLICANISM. 
 
 Under the system which has been advocated there 
 is, perhaps, as little of the form of government as is 
 possible ; but the spirit in which this little is to be 
 administered may be either monarchical or republican, 
 or, better, it may be a happy admixture of both. 
 
 The teacher may well be both king and president. 
 There are occasions when he must exercise his auto- 
 cratic powers, and there are others where it will be 
 wise for him to allow Republicanism to have power. 
 
 We will suppose a few instances, for illustration. 
 
 1. A boy has committed an offence for which he has 
 been marked. He comes to the teacher with the ex- 
 cuse, " I didn't know it was wrong ;" in other words, 
 he declares that his inward monitor did not tell him 
 that the act was wrong. 
 
 It is now for the teacher to decide on the probability 
 of the truth of this excuse. If he believes the boy to 
 be d Ishohest, he may use his authority, as king, and 
 
MANAGEMENT. 175 
 
 refuse to remove the mark, explaining his course to 
 the boy, or not, as seems best. But if he is in doubt 
 in regard to the boy's honesty : if it is quite possible, 
 owing to the nature of the offence, that he did not 
 know that he was doing wrong ; then I would advise 
 an appeal to the school. 
 
 After stating the whole case clearly to them, let 
 them vote on the question, — Shall the mark be re- 
 moved. Do not fail to urge on all the justice of clos- 
 ing the door of sympathy. Tell them that this a ques- 
 tion not of mercy but justice. Require a decided ma- 
 jority one way or the other. 
 
 Even if, through sympathy, the vote may be to re- 
 move the mark, you will lose nothing, for if you fear 
 to trust them, you may, hereafter, remain the king. 
 But you will gain, in either event, the confidence of 
 your scholars. They will see that you are to treat 
 them as beings capable of judging, to some extent, 
 between right and wrong ; you have entrusted to them 
 the power of deciding, and thus have given them the 
 privilege of self-government. If, as is most probable, 
 they have decided the case in accordance with your 
 " instructions to the jury," you have established a rule, 
 applicable to this and other similar cases. 
 
 2. Suppose that it is of little consequence at what 
 time your recesses come. Let them decide, by voting, 
 on the times, and, perhaps, on the length of recesses. 
 
 3. Suppose that it is a part of your plan to have 
 
176 SCHOOL AMUSEMENTS. 
 
 school ofiBcers, — such as secretary, postmaster, banker, 
 editors, captains "in spelling matches," examiners of 
 writings (to detect errors), in short, occupants of any 
 post of honor. Let these be elected. * 
 
 In these elections, balloting is generally the best 
 ■way. 
 
 There are other ways by which the Eepublican ele- 
 ment may enter into a system of school government, 
 and I advise its entrance to as great an extent as is 
 possible. 
 
 LBCTUEES. 
 
 Lecturing seems to have become an established " in- 
 stitution" among us. "We like to sit in a comfortable 
 room, surrounded by our friends and neighbors, and 
 have information poured into us by travellers and 
 essayists, politicians, poets and priests. It is a lazy 
 way of learning, however, and by no means to be re- 
 commended as the only method of acquiring knowledge; 
 but it has its advantages. If our lecturers would seek 
 to instruct rather than to entertain, we should learn 
 more, though we might laugh less. 
 
 Lectures for children may be made very profitable to 
 them. They are hungry for information, absorpent 
 of facts, and may be as much pleased with a talk on 
 zoology, or the making of cutlery, including jack- 
 knives, as with the exhibition of Signor Blitz, and his 
 learned canaries. 
 
LECTURES. 177 
 
 Last ■winter, the following course of lectures "was 
 given in the school-room of the writer : 
 
 One of the clergymen of the city — an accomplished 
 scholar — ^lectured on Astronomy. In his lecture, he 
 endeavored to make plain, to youthful understandings, 
 the causes of night and day, of the seasons, of eclipses, 
 and of the tides. He talked learnedly, yet clearly, of 
 the moon, and exhibited the various theories concern- 
 ing aerolites. He did not overwhelm his audience 
 with the full grandeur of the subject, but picked out 
 the parts most likely to interest and proiit children. 
 
 A physician talked, on another evening, on Physio- 
 <iogy. He made the subject practical, teaching his au- 
 dience the advantages of " sitting up straight," of eat- 
 ing slowly, of breathing pure air, of developing the 
 chest and lungs. His lecture was eminently instructive 
 and useful. 
 
 A railroad engineer came next, who lectured on 
 Bailroads and Locomotives. He explained the princi' 
 pies and processes of road-making, inclnding bridge-mak- 
 ing, in which part he narrated the wonderful construc- 
 tion of the Suspension Bridge at Niagara Falls. He 
 gave us the history of the locomotive, the improvements 
 of various inventors, and the construction and action of 
 locomotive engines. His lecture was illustrated by 
 drawings and black-board sketches, and was extremely 
 interesting. 
 
 A fourth lecture was upon Electricity, given by the 
 8* 
 
178 SCHOOL AMUSEMENTS. 
 
 writer, assisted by a brother-teaclier of the city. Our 
 apparatus comprised (when united) almost everything 
 manufactured by Chamberlain, of Boston, and our ex- 
 periments were full and successful. One of us did the 
 talking, the other the experimenting, and the boys and 
 their friends were instructed and delighted. 
 
 A gentleman of remarkable mechanical abilities, the 
 inventor of several useful machines and applications, 
 consented to give the fifth lecture, on Machinery, espe- 
 cially the ojperations of all hinds of steam-engines. Ex- 
 periments were made illustrating the properties and 
 powers of steam ; the history of steam and its applica- 
 tion to machinery, were very thoroughly given, and the 
 lecture was a decided success. An attractive feature 
 of the entertainment was a working model of a steam- 
 boat-engine, and the high-pressure engine of a flouring- 
 mill. 
 
 The illness of a lawyer prevented his delivering a 
 lecture on Laws and their operations. He intended to 
 read and explain the Constitution of tJie United States, 
 and of our own State, our laws and penalties, the modus 
 operandi of elections, and the details of municipal govern- 
 ment. His inability to give this lecture was much re- 
 gretted. 
 
 These lectures, together with others given by the 
 writer, on various subjects, occupied nearly the whole 
 of the winter. They were attended by my boys, and 
 many of their parei '•s, sisters, and other friends, and 
 
LBCTDRES. 179 
 
 were listened to ■with the greatest interest. They gave 
 character to the school ; they evinced the endeavors of 
 the teacher to make his school the best he could. 
 Looking at the matter pecuniarily, it was a wise 
 " move." Two of these lecturers were paid, and paid 
 well, but the money was a profitable investment, as the 
 continued increase of the school testified. 
 
 Now, there are many teachers who can get up a 
 course of lectures similar to these, and it would seem 
 that they should need only a hint, to do it ; but there 
 are also many teachers who prefer to enjoy their even- 
 ings in their rooms, or in society. Let them. If they 
 have any bvsiness-wisdom, or any benevolent desire to 
 benefit their pupils, or any wish to be popular, they 
 will take this hint, and some of the others contained 
 in this book, and profit by them. If the writer has 
 had any success as a teacher, success both in imparting 
 knowledge and receiving a good income from the busi- 
 ness, it has been owing, in part, at least, to his con- 
 stant efforts to "make school interesting," by such 
 means as he describes in this volume. 
 
 A word — and one which may seem almost unneces- 
 sary — on the character of these lectures. Their aim 
 should be not to make children loonder, but to inform 
 and entertain them. Scientific words and technical 
 expressions should be avoided j explanations should 
 be made most clearly, and questions encouraged and 
 patiently answered ; illustrations should be given, by 
 
180 SCHOOL AMUSEMENTS. 
 
 apparatus and models, as far as practicable, and by 
 drawings, freely and fully. A scientific lecture can be 
 made more interesting to children than a story. Who- 
 ever has read " The Chemistry of a Candle," or " The 
 Chemistry of a Tea-kettle," in Dickens's " Household 
 Words," will testify, I am sure, to the truth of this 
 assertion. Children are so fond of hearing about the 
 phenomena of nature, the wonders of science, the ad- 
 ventures of travellers, the biographies of eminent men, 
 and similar matters, and they receive so much profit 
 from hearing them, that,- for one, the writer takes 
 pleasure in talking to them. The up-turned faces and 
 sparkling eyes of boys and girls inspire me, and I wish 
 to become better qualified to please and profit them. 
 I subjoin a list of subjects for lectures and talks : 
 
 Air. 
 
 Electricity. Printing and 
 
 Eailroads and Book-making. 
 
 Locomotives. Gas. 
 
 Travels. Chemistry. 
 
 Physiology. Photography. 
 
 Life at Sea. Geology. 
 
 Cotton. The Metals. 
 
 Laws. What we eat and drink. 
 
 The Indians. India-rubber. 
 
 Physical Geography. What we wear. 
 
 Pneumatics. Elections. 
 
LECTURES. 
 
 181 
 
 The Steam-engine. 
 
 Machinery. 
 
 Architecture. 
 
 Philology. 
 
 Technology. 
 
 Gold and Silver. 
 
 Fire-arms. 
 
 Cutlery. 
 
 Heat. 
 
 London. 
 
 Paris. 
 
 New York. 
 
 Water. 
 
 The Telegraph. 
 
 Astronomy. 
 
 General History. 
 
 Biography. 
 
 Ships and Steamers. 
 
 Iron. 
 
 Painting and Sculpture. 
 
 Zoology. 
 
 Italy. 
 
 The Revc lution. 
 
 Nineveh. 
 
 Artificial Teeth. 
 
 Japan. 
 
 Central America. 
 
 Arctic Explorations. 
 
 Islands. 
 
 The Bible. 
 
 Hunting and Fishing. 
 
 California. 
 
 Australia. 
 
 Engraving. 
 
 Volcanoes. 
 
 The Trades. 
 
 Underground. 
 
 Whaling. 
 
 Politics. 
 
 Boys. 
 
 There are many books which may be consulted, in pre- 
 paring for these lectures, a partial list of which will be 
 found at the end of the book. There is one, however, 
 a recent publication, which deserves mention particu- 
 larly, on account of its usefulness in its department. I 
 refer to Porter's Chemistry, a work just issued [1856] 
 by Messrs. A. S. Barnes & Co. One peculiarity and 
 
182 SCHOOL AMUSKMENIS. 
 
 excellence of tHs took consists in the simplicity of its 
 experiments. A teacher -who has no experience in the 
 manipulations of experiments, may venture, with this 
 guide, and at the most trifling expense, to illustrate all 
 the facts and principles of chemistry. Its excellence, 
 ^also, for a class text-book is so great that there can be 
 no doubt of its very general adoption. 
 
 PACTS. 
 
 I was troubled, some time since, by the want of punc- 
 tuality in my scholars. I had just undertaken the 
 management of a school which had " run down," under 
 the control of 'a man who had governed, at times with 
 severity, at times with laxity of discipline, and I was 
 at a loss what course to pursue to create a reformation 
 in this particular. Acting, however, on the principle 
 of attracting rather than coercing, I determined on the 
 following plan : I was not sure of its success, and I 
 did not make known my motive, intending to try other 
 means if this failed. At ten minutes before nine, I 
 rang the " first bell ;" at two minutes before nine, I 
 tolled the " second bell," and at nine, precisely, I closed 
 and locked the door. After opening school with the 
 usual devotional exercises, I told the few who were at 
 their seats that I intended to spend a quarter of an 
 hour, every morning, in telling them something inter- 
 esting, something which they would be pleased and 
 
FACTS. 183 
 
 profited to hear ; and I began at once to tell them 
 about what I saw when I was at Vesuvius and Pompeii. 
 I made. the narration as interesting as I could, and, at 
 the end of the fifteen minutes, I opened the door and 
 admitted the outsiders. They had arrived, and had 
 been surprised to find the door locked ; a few of them 
 had made a little disturbance, and two or three had 
 gone away ; but I said nothing, and we went on with 
 the regular exercises. The process was repeated every 
 morning. I took pains to have something really in- 
 teresting, and I soon began to observe the effects. 
 They who had heard the " facts," as I called them, told 
 their tardy companions what pleasant information the 
 teacher had given them, and advised them to come in 
 time, if thej^ wanted to hear something nice. I was 
 walking behind two of my boys, one morning, on my 
 way to school — two of the quondam tardies — and over- 
 heard one of them say, " Hurry up, or we shan't be in 
 time for the ' fact !' " In a few weeks I had induced 
 a good degree of punctuality, although there were 
 some who could only be persuaded to be punctual by 
 being deprived of their recesses. 
 
 In this way I was led to adopt the general plan of 
 giving a fact every morning, a plan which I have re- 
 tained, and shall continue. There are thousands of 
 facts to be met with, and if the teacher enters in his 
 memorandum-book such items as he cannot fail to meet 
 with in his readings of books and papers, he will 
 
184 SCHOOL AMUSEMENTS. 
 
 gather a large stock of the kind he will need. Some 
 of mine are as follows : 
 
 A telegraphic message, sent from New York to St. 
 Louis, will get there about an hour before it started. 
 Why? 
 
 If an ignorant hoy were to dispute your assertion 
 that the earth is round, how could you prove it to him. 
 I give the proof, using the black-board as an assistant. 
 
 Personal adventures in the Mammoth Cave of Ken- 
 tucky. 
 
 How the English and French, with the Turks, got 
 to fighting with Russia. 
 
 About St. Peter's Cathedral, at Rome. 
 
 Dr. Franklin, as Postmaster-General. 
 
 About corks and sponges. 
 
 Mummies. 
 
 How they prepare tea in China. 
 
 It would be easy to extend the list, but here are 
 enough for a start. 
 
 Sometimes, instead of a fact, I read something from 
 Harper, or " Household Words," from the daily paper 
 or a book. 
 
 Thus, in the course of a year, what a store of infor 
 mation a boy may gain. If each one enters the fact 
 of the morning in a blank-book, he will make a volume 
 worth a great deal to himself and his friends. 
 
MEETINGS. 185 
 
 ELECTIONS AND BUSINESS MEETINGS. 
 
 Many a young man, on entering the arena of public 
 life, finds himself obliged to take the position of a 
 looker-on, because he lacks confidence to stand up as 
 a contestant, and is ignorant of the rules and customs 
 of the strife. At political meetings, so many of which, 
 of various kinds, are constantly being held in every 
 city and village of the land, at debating clubs, at so- 
 cial discussions, before any audience, however small, 
 the young man who has enjoyed no advantages of train- 
 ing, must sit in a corner, must hide his light, if he has 
 one, under a bushel. He may have clear conceptions 
 of the subject under discussion ; he may, unconsciously, 
 possess no small degree of eloquence ; but timidity, and 
 ignorance of " parliamentary rules," restrain him, and 
 he is eclipsed by some shallow-brain who has learned 
 the art of letting out freely his watery flow of weak 
 ideas. The shallow-brain gets, ultimately, to Congress ; 
 while he of the corner, either afraid or unwilling to 
 "cope with so formidable an adversary," remains ia 
 obscurity. It often happens that the civil affairs of a 
 town are managed entirely by a few talkative and am- 
 bitious men, who have the gift of gab, and no other 
 gift. To these the wiser men, the men who talk less 
 and think more, submit ; they are out-talked at town- 
 meeting, and because the rabble, who are influenced 
 
186 SCHOOL AMUSEMENTS. 
 
 more by speeches than reasons, vote with the speech- 
 makers, the wiser men are out-voted also. 
 
 In advocating early and thorough instruction in 
 debate, for our boys and young men. I may claim, I 
 thijik, that I advocate the public good, as well as their 
 own ; for although some boys may be encouraged and 
 aided to become mere speakers, and) perhaps, mere 
 demagogues, not a few will be prepared to meet and 
 combat successfully the errors of vapid fluency. 
 
 Boys are fond of imitating men in every respect. 
 They like to hold meetings, in the school-room, for 
 discussion ; and if decisions, of greater or less import- 
 ance, result from discussion, they yield to the majority 
 "like men." The teacher will find no difi&culty in 
 initiating and continuing business meetings and debates. 
 There will be, or may be, frequent elections in school. 
 The officers of the company, if there is one, are mostly 
 elective ; the officers of the debating club, the post- 
 master, and banker, may be elected ; a school secretary, 
 monitors, if any are employed, leaders in spelling- 
 matches, superintendents of various departments, and 
 other office-holders, may wisely be chosen by the school. 
 There are also frequent questions arising, in which the 
 boys should have a voice. The uniform of the company 
 may be left, partly, at least, to their decision ; the ar- 
 rangement of recesses, perhaps even of the hours of 
 study and recitation, the times and places of parade or 
 of public exhibitions, and other matters of not really. 
 
MEETINGS. 187 
 
 ■«ital importance, may safely be entrusted to them for 
 decision. The teacher should seek occasions for call- 
 ing school-meetings, for the sake of teaching the boys 
 how to discuss and decide. 
 
 It becomes a delicate question, how far a teacner 
 may safely leave decisions on school matters in the 
 hands of his scholars. If he is sure of a correct public 
 sentiment among them, and if he is sure of possessing 
 the proper amount and kind of influence over them, he 
 may leave much in their hands. A school cannot be a 
 pure republic ; the teacher must be in some, if not 
 most respects, an absolute monarch ; and his subjects 
 should be well aware of this power, and of the reasons 
 — which they can easily be made to understand — ^for 
 maintaining it ; but he may yet be partly a President, 
 and with tact, and an uncontrolled veto power, he may 
 govern with safety and success. In my own exper- 
 ience, I have found that the more republican I allowed 
 my school to become, the more pleasantly and easily I 
 could govern it. The very fact that a decision is in 
 their hands, leads them to think seriously on the mat- 
 ter ; and it may be safely said that more honest, if not 
 wiser votes will be given by boys, on any given ques- 
 tion, than by the same number of men. 
 / We may illustrate this, and, in doing so, I shall draw 
 on actual experience. 
 
 In the scheme of administration, in a preceding chap- 
 ter, it will be remembered that rules, applying to all 
 
188 SCHOOL AMUSEMEXTS. 
 
 cases of misconduct possibly to be anticipated, were 
 argued against ; the single rule — Do right, and avoid 
 wrong, being the only one considered necessary. 
 Under this rule, James and John failed to come in at 
 the close of recess ; they stayed out several minutes 
 after the others came in ; and to punish them, and se- 
 cure greater promptness in them and others in the fu- 
 ture, I deprived them of recess for two days. They 
 protested against this, not by words, but by sullen looks 
 and careless actions. On asking them why they were 
 angry at their punishment, they replied that they did 
 not know that I was particular about coming in 
 promptly ; that I " had not said anything about it ;" 
 that they didn't know they were doing anything wrong. 
 I thought this a good occasion for discussing this and 
 similar cases which might occur ; so I said nothing in 
 reply to them, but, at the close of school, summoned a 
 school meeting. After laying the case fully before the 
 boys, and giving the reasons of my punishment, I 
 claimed the right to settle the matter according to my 
 own opinions of right and wrong ; I appealed to them 
 to decide whether I did not always act fairly, whether 
 I ever showed partiality ; " but," said I, " I am willing 
 to leave this case in your hands. The question to be 
 discussed and decided is : Was the punishment just ?"' 
 My boys had not at that time become accustomed to 
 express their opinions, and no one said anything ; so, 
 to start them, I said : " Docs no one tliink that the 
 
MEETINGS. 189 
 
 boys' excuse is a good one, or that cases may not some 
 times occur in wtich there may be doubt whether an 
 action is right or wrong ?" This gave material to one 
 of the older boys, who was naturally fond of opposing* 
 and he rose and gave expression to doubts whether a 
 boy could always do right without the guidance of 
 rules. Another boy, a bright little fellow, followed 
 him, who remarked that the question was whether, in 
 this particular case, the punishment was just, and, for 
 his part, he thought it was. At this juncture I urged 
 on them free expression of sentiment, but took no notice 
 of what had been said. A third speaker suggested that 
 the boys were afraid to speak out, lest they might make 
 enemies. I argued against such fear, and obtained a 
 unanimous vote that no one should receive expressions 
 of ill-will for opinions, on account of words uttered in 
 debate ; and I succeeded in creating a very general 
 sentiment against gagging free speech. The debate 
 proceeded, and nearly all thought the punishment just. 
 On a vote to sustain my decision, there were but two 
 " noes." 
 
 But suppose the case had gone against me ; admit 
 that to a certain extent I should lose prestige and 
 power ; admit that there would be danger, that occa- 
 sions would be sought to overthrow my authority, and 
 admit that I have not strength and tact enough to 
 weather thf storm of rebellion which might arise ; 
 this at least must be confessed, that the discussion, as 
 
190 SCHOOL AMUSEMENTS. 
 
 such, was of great benefit to the boys. The teacher 
 must judge of the safety to his throne of allo-wing such 
 disputes ; but I am of the opinion that if he fortifies 
 his position by acts of kindness, by thoughts, rather, 
 and looks, and smiles of kindness, by fairness always, 
 and firmness when necessary, he may trust his boys 
 with considerable power. 
 
 The discussion above mentioned led to another, 
 namely : Is it best to adopt a code of laws ? This de- 
 bate was held one evening, and some of the parents 
 attended. To ensure speaking, I privately instructed 
 one of my older boys, one whom I knew I could trust, 
 with arguments in the affirmative : he knew my mo- 
 tives, and was willing to assist me. He was of service 
 in keeping up the debate, which might otherwise have 
 flagged. At the commencement of the discussion I 
 announced my monarchical properties, my possession 
 of the veto, but said that I would yield to a two-tHrds 
 vote against me ; that if as many as that desired rules, 
 I would yield. I also claimed the right to participate 
 in the debate. 
 
 Not to make too long a story, I will say only that 
 we had a most interesting debate, and that, by rather 
 more than a two-thirds vote, it was decided to have 
 rules. A committee was chosen to draw up rules for 
 my approval, and I retained, of course, the right of 
 adding any rules of my own. The result was, that at 
 a second meeting to hear the report of the committee, 
 
MEETINGS. 191 
 
 some fifty rules were proposed. _ " Oh !" said one little 
 fellow, " I never can remember all those." Others 
 shared his feelings ; a vote to reconsider was passed, 
 and after a renewed discussion and another advocacy 
 of my opinions, the decision of the previous meeting 
 was reversed, and we returned to our old and single 
 rule. 
 
 There happened not a few occasions where I allowed 
 power to pass from me to them ; but they never abused 
 my confidence, nor was my authority weakened. 
 
 Now, I submit, there can be no question that these 
 debates were of very great service to the boys. They 
 learned how to rise without confusion, " to think on 
 their legs," and to speak without stammering. They 
 learned, also, " Parliamentary rules," and appreciated 
 the courtesies of debate. A debating club was pro- 
 posed, organized, and carried into very successful 
 operation. Thus, public speaking became popular, 
 and my boys astonished their friends, who came to 
 hear them. If any of them shall attain to eminence in 
 affairs of state, I shall congratulate myself on having 
 been instrumental in preparing them for success, and 
 they may thank me for my efforts in their behalf. 
 
 There was no need, in the school of which I have 
 been speaking, of exercises in " declamation." I must 
 admit that I dislike the plan of forcing lads to de- 
 claim. I never could see any good results coming, or 
 likely to come, from it. Certainly if boys can be in- 
 
192 SCHOOL AMUSEMENTS. 
 
 duced to rise and speak ex tempore, this is better than 
 the declamation of borrowed language. In the latter 
 case, the boy knows that he is acting a farce ; he does 
 not understand the eloquence of Webster ; he knows 
 that he is on stilts ; but, in the former, he speaks his 
 own thoughts, on a subject in which he is interested, 
 and he speaks freely, naturally, well. 
 
 Let me, then, urge on teachers the advantages of 
 encouraging public meetings for discussion or election. 
 On frequent, and even on slight occasions, call busi- 
 ness meetings ; or let a written request, signed by a 
 certain number of the boys themselves, be understood 
 as authority for a call. 
 
 At these meetings take great care that everything 
 shall be done in accordance with the rules and customs 
 of men. 
 
 Let there be a " School Secretary," whose business 
 it shall be to keep accurate records of all votes and 
 resolutions, and to commit to writing a history of all 
 the prominent events of school life. This oflBce should 
 be one of great honor. 
 
 At first the boys will be " backward about coming 
 forward ;'' this must be met adroitly by the teacher. 
 Let him not refer to the difficulty of standing before 
 an audience to speak; but let him rather urge them to 
 express their opinions as a thing of course, as a neces- 
 sary step towards a full understanding of the matter 
 in hand. Conceal the fact from them that they are 
 
MEETINGS. 193 
 
 actually " speaking, " and they will become speakers 
 without being aware of it. 
 
 The teacher must not expect that his business meet- 
 ings will be as orderly, at first, as those of men ;'but he 
 should expect to secure good order ultimately. It 
 may be long before they learn Parliamentary rules, 
 and acquire the self-control necessary during the excite- 
 ment of debate. There will be, at first, much talking 
 and playing among the smaller boys and those not 
 particularly interested : they who are engaged in the 
 contest will be claiming " the floor" often, and several 
 at once ; they will be inclined to indulge in person- 
 alities, will speak too loud, make assertions instead of 
 arguments, " beg the question," and be variously and 
 frequently " out of order." All this must be patiently 
 and skilfully met and controlled by the teacher ; they 
 will improve ; boys are plastic in the hands of a 
 man who has their affection, confidence and respect. 
 A simple plan of quieting disorder and repressing 
 excitement, is to stop all procedings and keep the 
 room still for two or three minutes. A few remarks 
 like these will accomplish much : " Boys ! I suppose 
 you are anxious to have this question settled. Some 
 of you, also, wish the meeting over, that you may get 
 out to play. Well ; to effect both of these objects, I 
 shall suspend operations until the room is quiet, and 
 as soon as you are all still, we will go on and finish 
 our business, come to a decision and close the meeting. 
 9 
 
194 SCHOOL AMUSEMENTS. 
 
 But as soon as you begin to be noisy again, I shall 
 stop the debate again." 
 
 The teacher ought generally to preside at all meet- 
 ings ; he alone can control and guide them best ;. but 
 to give the boys opportunity to learn to act as mode- 
 rators or chairmen, he should occasionally call on 
 them to preside. If he stands by and supports the 
 officer by his authority, in case of necessity, no trouble 
 can ensue. In a debating club, the boys should have 
 their own officers ; but it will be well for the teacher 
 to. be present at the meetings as often as he can. He 
 should also take care that they do not select improper 
 or unprofitable subjects for debate. 
 
 In concluding this subject, I must express the hope 
 that it will attract the attention of teachers, and that 
 it may lead them to adopt some of its suggestions. I 
 have seen the good effects of the carrying out bf these 
 and similar plans for educing colloquial powers, and 
 am satisfied that much good can be done .in this de- 
 partment of teaching. - 
 
 MOOT COUETS. 
 
 Moot Courts afford profitable employment for boy,s' 
 jvenings. Information is acquired concerning the 
 forms and technicalities of that mystery, " the law," of 
 which most men are ignorant. There is no reason why 
 boys may not be taught to understand, perfectly, the 
 
MOOT COURTS. 195 
 
 whole process of a suit at law, whether criminal or 
 civil. In addition to this, opportunities are offered for 
 practice in this kind of public speaking. As has been 
 remarked in the preceding chapter, boys will learn to 
 speak fluently on subjects in which they are interested, 
 when they will continue mere awkward declaimers of 
 the eloquence of Webster or Burke. If the case to be 
 tried is one which will amuse, excite, or in any way 
 interest the school, the counsel on either side will enter 
 into the trial most heartily, and the kind of practice 
 they will have will be of service to them. 
 
 To accomplish anything by Moot Courts, the teacher 
 must be sure to lay his plans in such a way that the 
 iirst one shall be a success. The case must be one of 
 •no great difficulty ; and it is suggested that a criminal 
 would be better than a civil case ; but it must present 
 such features that the counsels for plaintiff and defend- 
 ant, or State and prisoner, may each have grounds for 
 argument. It is advised that the teacher examine the 
 records of remarkable trials, and, from two or three of 
 the best of them, select materials to make up a case 
 of the right kind. Or, one of the school-boys may be 
 arraigned on a charge of arson, or theft, or assault, or 
 trespass. 
 
 Take care that the counsel make thorough prepara- 
 tion, that the witnesses understand just what testimony 
 to render, that the sheriff knows his duties, and that 
 all the details of the trial are properly prepared. If a 
 
196 SCHOOL AMUSEMENTS. 
 
 lawyer can be induced to act as judge and guide the 
 trial in proper channels, the success may be made more 
 certain. 
 
 After a while, the boys will have learned how to 
 conduct a court, and they may be trusted to carry 
 through the whole business, from a grand jury presen- 
 tation to a verdict. It will be well to give them the 
 entire management ; the teacher, of course, advising, 
 and in reality controlling. 
 
 Instances have been known in which a teacher has 
 effected, by means of Moot Courts, the detection and 
 punishment of offenders whom he had been unable to 
 reach by the ordinary forms of school government. 
 
 In a certain school, a long series of petty thefts had 
 annoyed the scholars and troubled the teacher. Articles ' 
 of inconsiderable value had been stolen from desks, 
 such as knives and pencils, books, drawings, &c. The 
 teacher's desk, also, had been more than once pillaged 
 or ransacked. At last the matter became important, 
 by the theft of gold pens from three desks in one week, 
 and the scholars grew clamorous for an investigation. 
 Strange to say, suspicions could be fastened on no one 
 in particular, and the two or three who had been hastily 
 charged with the offence, were most anxious for an op- 
 portunity of clearing themselves. • The teacher was at 
 a loss what course to pursue, but at length hit upon the 
 expedient of a legal investigation. A grand jury was 
 elected, instructed in their duties, and the case was left 
 
MOOT COURTS. 197 
 
 in-their hands. They acted with the utmost secresy. 
 It was unknown that any steps had been taken. Police- 
 boys were appointed, and the building was watched for 
 several nights, and at last the offender was caught. 
 He had entered the school-room by means of a false 
 key, and was apprehended in the very act of opening 
 a desk. 
 
 It is unnecessary to detail the events which followed. 
 Suffice it to say that the offender was tried, most skil- 
 fully defended, found guilty, and sentenced- to expul- 
 sion ; with a recommendation to the mercy of the exe- 
 cutive, — the teacher. 
 
 The defence rested mainly on the good character of 
 the prisoner, who was one of the best scholars, and the 
 mildest and most inoffensive boy in school, and on the 
 fact that he was not caught in the act of stealing. But 
 by an incautious admission on the part of the prisoner's 
 counsel, the prosecuting attorney turned the case 
 against the prisoner, and the jury brought in their ver- 
 dict of guilty. Restitution, however, had been made in 
 full ; and it became evident, before the verdict, that 
 the offender was possessed of a mania for appropriat- 
 ing ; that he had stolen for the love of the adventure 
 of stealing, had hoarded the articles stolen, and had 
 acted from no malicious or wicked notions whatever. 
 On this account, and because the jury and the sentiment 
 of the whole school was in his favor, pityingly, the re- 
 commendation to mercy was added to the verdict. 
 
19'8 SCHOOL AMUSEMENTS. 
 
 TKe prisoner would have confessed to tlie teacher, on 
 apprehension, hut was persuaded to allow the case to 
 come to trial, for the sake of affording the advantages 
 of a thorough trial to the school. Whether this was 
 best or not, may be left to the decision of the reader. 
 
 The results of this case were most fortunate. The 
 offender was thoroughly cured of his propensity, and, 
 owing to his evident reformation and his otherwise 
 excellent character, he was allowed to remain in school, 
 and did not suffer from any serious display of ill-feeling 
 from his companions. The benefits derived from the 
 trial were very considerable. Several napkinned tal- 
 ents for public speaking were brought to light and put 
 at interest ; and all were profited by becoming tho- 
 roughly acquainted with the forms of law. 
 
 I have given this trial in detail, partly because the 
 teacher may learn from it one way with which to deal 
 with anomalous cases of discipline, and partly to serve 
 as a model of a " case" for trial. It happened to be 
 one in which school-boys would be interested, and one 
 which offers good material both for the prosecution 
 and the defence. There are two or three strong points 
 to be made on either side, and it cannot be for the lack 
 of material that the trial may not be interesting. 
 
 If it shall add to the motives of a teacher for trying 
 the experiment of organizing a Moot Court, I may say 
 that all teachers who have tried, with whom the writer 
 has conversed on the subject, have expressed unquali- 
 
POST-OFFICE. 199 
 
 fied approval of the plan, and satisfaction , -with its 
 results. 
 
 SCHOOL POST-OFFICE. 
 
 Facility in expressing one's thoughts is the next best 
 thing to having thoughts worthy of expression. "I 
 Tcnow, but I cannot explain it," is very often the honest 
 excuse of good scholars in the recitation-room. In 
 writing compositions, in the analysis of problems, even 
 in common conversation, many, if not most children, 
 find it dif&cult to express their thoughts. This diflS- 
 culty must be met early by the teacher who reinembers 
 his duties as an educator, as well as an instructor, and 
 he will adopt various methods to assist his scholars in 
 clothing their thoughts in appropriate language. In 
 his classes, he will encourage clearness in explanation : 
 in arithmetic, for instance, will be better pleased to 
 hear one problem thoroughly analyzed and clearly ex- 
 plained, than to see sis of them done on slate or black 
 board. 
 
 ' In my own experience, I have found that general 
 exercises, having for their purpose the educing of 
 thought, are very useful. In various ways I require 
 the frequent use of pen and pencil, and always with 
 good results. 5 give now one plan, and shall mention 
 others hereafter. 
 I should say here that the main features of this plan 
 
200 SCHOOL AMUSEMENTS. 
 
 have be^n borrowed from an eminent teacher, whose 
 success with it has been greater even than mine. I 
 am also indebted to him for many valuable sugges- 
 tions. 
 
 Preparations. 
 
 1. Some contrivance to represent a Post-Office. My 
 own is an oblong', narrow box, resting on its narrower 
 side, on a high table which stands out three feet or 
 more from the wall ; its front is a window-sash, its 
 back, two doors, opening at the middle ; there are 
 thirty-six " boxes," and the lower middle pane of glass 
 is removed, and replaced by a little door, hinging at 
 the top and fastenable within. The post-master, at 
 office-hours, stands behind the table ; the two doors are 
 opened, and shut him off, on the sides, from interfer- 
 ence ; he opens the front trap-door, and receives and 
 delivers letters. The expense of this, nicely grained 
 and varnished, and provided with lock and key, was 
 ten dollars. No doubt something might be contrived 
 for less ; and if expense must be avoided, the post- 
 master may use a table-drawer. Yfet the " boxes" and 
 trap-door give character to and add to the success of 
 the plan. • 
 
 2. Some cards, about half the size of a common vis- 
 iting card, printed, or, almost as well, written upon 
 
POST-OFFICE. 201 
 
 with the numerals expressing the values of all our sil- 
 ver coins, of the regular decimal coinage. The " three- 
 cent-pieces," needed .especially at the office, must be 
 more numerous than the other coins, and the teacher 
 will judge from the size of his school, how much money 
 to issue. To prevent counterfeiting (although I have 
 found no need of prevention) the teacher's name may 
 be signed on the back of each card. 
 
 Operation. 
 
 In announcing the plan to the school, enlarge on 
 the advantages of learning to write letters well ; speak 
 of clerks, who, on applying for a situation, are requested 
 to address in their own handwriting ; and remark that 
 of two applicants, the one sending in a neatly written 
 and prop^ly spelled and punctuated letter, and the 
 other sending one just the reverse of this, he who 
 writes the better letter will stand the better chance 
 of getting the situation. There are many other things 
 which may be appropriately said, which I need not 
 mention. The teacher then explains the working of 
 the plan from the following : 
 
 Ilarry writes a letter to Charles ; it must be a regvr 
 lar letter, on at least a half-sheet of common writing 
 paper, inclosed in an envelope, neatly sealed and di- 
 rected ; it must contain at least one page of matter, 
 written on some sensible theme. Harry takes this to 
 9* 
 
202 SCHOOL AMUSEMENTS. 
 
 the post-office, hands it to the postmaster through the 
 door, and pays a three-cent card for itj as postage, in 
 advance. The postmaster will Hot receive it if it is 
 badly sealed or improperly addressed, but if it is prop- 
 erly prepared, he places it in Charley's box, and when 
 he applies for it, the postmaster gives it to him. He 
 (Charles) then looks over' his letter carefully, and 
 charges Harry one cent (card money) for every mis- 
 take, either of spelling or punctuation ; and if it is 
 carelessly written, or contains vulgar language, he 
 brings it to the teacher, and. he allows a fine of from 
 three to twenty-five cents. Now Charles must write 
 a reply to Harry, within two days, (school days,) and 
 Harry has a chance to charge Charley for his ■ mis- 
 takes. Neither will write carelessly, it is to be pre- 
 sumed, for the letter costs three cents to begin with, 
 at the post-office, and if written without care, will cost 
 still more for its errors. If these two boys are- equally- 
 correct at writing, they will each receive about as 
 much as they pay out, but if one writes worse than the 
 other, he will lose and the other will gain. So it be- 
 hooves each one to writfe as carefully as possible, using- 
 his Dictionary often, and consulting the teacher if 
 necessary, and to look very, closely for mistakes in his 
 replies, so as to lose as little, and gain as much as 
 possible. 
 
 Boys have been known to make as much as six, 
 eight, and sometimes ten dollars in a quarter. The 
 
POST-OFFICE. 203 
 
 writing is to be done out of school, althougt I some- 
 times allow good scholars to write in school, but these 
 only when I am quite sure that they have learned all 
 their lessons. 
 
 I now lend each one a dollar. This they may pay 
 back at the bank as soon as they please, but it must 
 be paid at the end of the term. Every dollar above 
 the amount loaned, given in at the end of the term, I 
 
 redeem by paying (say ten or fifteen) cents in 
 
 silver ; but if the boy has lost everything, he must pay 
 me the same on every dollar he has borrowed. He 
 may borrow more at the bank by giving his note, en- 
 dorsed, for thirty or sixty days, and paying regular 
 bank discount. In some cases I allow the banker to 
 " renew" notes, giving '' extension" to some time in 
 next term. I have a set of Rules in accordance with 
 these general principles. 
 
 There needs to be a Postmaster. He is to be paid 
 by the rent of his boxes, for which he may charge 
 whatever prices he may think best. If he asks too 
 much, he will not rent many ; and if he charges too 
 little, he .will not make much money. He will have to 
 open his office twice a day, at the close of school in 
 the morning and afternoon. He had better hire an 
 assistant, for if he is away, and the office is not open 
 at the time, he must pay a fine. It is well to elect the 
 postmaster to serve for one term : — elect by ballot. 
 
 I appoint a Banker. He must be one who knows 
 
204 SCHOOL AMUSEMENTS. 
 
 sometliing about book-keeping, for I require accural J 
 accounts of all money passing through his hands. He 
 must get two boys to be his security for honesty (as 
 
 the banks all do), and I pay him as salary per 
 
 cent, on the amount of money passing through the 
 bank. Bank must be open once a day, at close of 
 school in the afternoon. Every boy keeps a bank- 
 book, as well as Dr. and Cr. accounts with all his cor- 
 respondents. 
 
 The teacher will take care that all business, either 
 with the post-office or bank, shall be done in accord- 
 ance with regular business forms. He will reserve to 
 himself the right to decide all disputes concerning er- 
 rors. He will so arrange the Rules and penalties that 
 charges shall be promptly paid, either in cash, (card- 
 money,) or negotiable paper. If there are no " boxes," 
 he will pay the postmaster a salary, perhaps a per 
 centage on his cash received, and by giving him the 
 franking privilege. The "Rules" must be posted, 
 somewhere, conspicuously. 
 
 A better plan, perhaps, than redeeming the money 
 with silver, is one that I have tried : it is to have an 
 auction at the end of the term, at which such things as 
 boys like to possess are purchasable with card-money, 
 and with this only. I sometimes buy articles for the 
 auction from the boys themselve's ; as, a knife, or a 
 sail-boat, (model) or a book, with the parent's written 
 consent ; paying them in card-money. I buy these 
 
POST-OFFICE, 205 
 
 things, and others, during the term, and when I have 
 acquired anything attractive, I announce it, and per- 
 haps display it, as an incentive to them to try to make 
 money for the auction. The bank may be a bank of 
 deposit, with or without interest to be allowed. The 
 banker should prepare a balance for every week ; and 
 auditors may be appointed. 
 
 I give prizes in my school, and have sometimes, at 
 the scholars' request, paid them in card-money. Thus, 
 at the auction, the boy may buy what he chooses ; if a 
 book, I write his name and honor on the fly-leaf. The 
 objection to' this plan is, that a boy who has worked 
 hard and successfully in the post-ofSce, may be out-bid 
 by one who has been his inferior in the post-office, but 
 has taken one or more prizes. The objection may be 
 removed by some ingenuity in receiving bids, or by 
 putting up certain articles to be bid for with post-office 
 money, and certain others, as perhaps books, to be 
 bought with prize-money. 
 
 He may, wisely, make a rule that letters containing 
 three closely written pages shall be exempt from post- 
 age. Replies must be as long as letters received, 
 under penalties for every ten words less. 
 
 Results. 
 
 1. I have known forty letters to pass through the 
 office in a day, in a school of fifty -five scholars. I have 
 
206 SCHOOL AMUSEMENTS. 
 
 seen very decided improvement in every respect ; in- 
 deed, I may say tliat in many instances I have been 
 unable to detect the least error in long letters. I have 
 received the eulogiums of parents on the plan. I know 
 that it adds to the general interest of my school. 
 
 2. The boys learn, practically, the forms of bank- 
 ing and of making notes, for they may be allowed to 
 borrow from each other. The importance of tKis is 
 unquestionable. If the teacher has a class in book- 
 keeping, he may require the members of it to act as 
 banters, each a week in turn. 
 
 3. But as a grand result, the boys learn how to ex- 
 press their' thoughts ; they become accustomed not 
 only to clothe their thoughts with words, but also to 
 clothe them well, and even elegantly. 
 
 To sum up all, the beneficial results of this post- 
 office plan are so great that I earnestly advise every 
 teacher who values either the improvement of his 
 scholars, or the advancement of his own reputation as a 
 teacher, to adopt it in this form, or in some other and 
 better one. The money spent will be an addition to 
 his capital, both in his present school and in his general 
 reputation. 
 
 THE NEWS. 
 
 In a school of the writer's acquaintance, there is a 
 class which is worthy of mention. The elder boys, of 
 whom there are fifteen or twenty, prepare, on Saturday, 
 
THE NEWS. 207 
 
 a digest of the news of the week, which they report oe 
 the following Monday. One boy is called upon for 
 the foreign news, another for domestic, a third for 
 political, a fourth for literary, a fifth for local When 
 any event of unusual importance has taken place, either 
 abroad or at home, this is made the theme of particular 
 examination. This is one of the regular classes of the 
 school ; its recitations are " marked" by the same stand- 
 ard with the others. The teacher takes care to create 
 and maintain interest among the members ; he makes 
 himself thoroughly acquainted with the news of the 
 day, and, by a few words of geographical, political, or 
 literary explanation, gives significance to facts and 
 rumors, which might otherwise be devoid of attraction, 
 and difficult to be retained in memory. 
 
 For the younger members of a school, a plan, carried 
 into successful operation by another teacher, may please 
 the reader. A large scrap-book is prepared, a com- 
 mittee of selection is chosen, a paste-pot made ready, 
 and contributions are invited. Every day there are 
 brought in the clippings and cuttings, of all the boys, 
 from home papers. One brings an anecdote, another 
 an interesting item of news, a third an arithmetical 
 puzzle, a fourth a beautiful or an amusing wood-cut. 
 These are handed to the committee, who decide, by a 
 majority, on their insertion ; and they paste accepted 
 articles into the scrap-book. Pictures are almost 
 always acceptable ; short stories and interesting facts 
 
208 SCHOOL AMUSEMENTS. 
 
 are plentiful ; all are gratified at the growth- of the 
 hook ; and, in a short time, a grand collection is made, 
 and a fund.of entertainment and instruction provided. 
 The book is kept on a shelf, similar to those used in 
 reading-rooms, and all enjoy the reading of it. The 
 teacher has now several huge volumes of this kind. 
 One of them was sold at auction, for "post-office- 
 money," last term, and brought a high price. I envy 
 the purchaser his possession. 
 
 LIBRAET. 
 
 A good Library is a very desirable addition to any 
 school. The expense of purchasing books deters 
 teachers from providing them. Let me tell how li- 
 braries have been procured, of excellence in size and 
 character, at very little expense to any one, and none 
 at all, to the teacher. After talking up the subject 
 in such a way that interest in the subject is secured, 
 the teacher may invite his boys to lend some of their 
 own books to the school, such books as they would be 
 willing to lend to their companions. These they are 
 to cover firmly, and their names are to be distinctly 
 written within. In a school of fifty, one hundred 
 volumes may easily be collected, perhaps more. These 
 are to be loaned out under strict regulations. Pines 
 are to be collected for neglect to return within speci- 
 fied times, for losses, injuries or defacements, and these 
 
LIBRARY. • 209 
 
 fines may be easily collected, if there is the understand- 
 ing that the money is to be applied to the purchase of 
 new books. Let those who have no books, or are un- 
 willing to expose their treasure to miscellaneous hand- 
 ling, be allowed to become members by the contribution 
 of a certain sum of money. When this original col- 
 lection becomes stale, invite contributions of money 
 for its increase. Let the teacher head the list of con- 
 tributions with as liberal an offering as he can afford ; 
 let him ask aid from some of his wealthy patrons ; his 
 boys will, themselves, contribute dimes and quarters 
 freely ; the library may, by these means, be made all 
 that a school can need. 
 
 Every teacher should possess encyclopasdias or 
 books of reference ; these he should leave for access 
 to his school, not to be taken from the rooms, but to 
 be examined and returned to their places. 
 
 When a boy leaves school, he may of course, take 
 with him the books he has loaned, and he may also be 
 entitled to select a volume of a value nearly equal to 
 any money he laay have contributed. If this is under- 
 stood by all, coittributions may be more liberally made. 
 
 It will be well to entrust the care of the library to 
 a librarian chosen from among the scholars. Such 
 posts of trust and honor should be made numerous in 
 B, school ; boys should early learn to fulfill duties of 
 rarious kinds, the more the better. 
 
210 ' SCHOOL AMUSEMENTS. 
 
 READING ALOUD. 
 
 The young gentleman or young lady who can it/ad 
 aloud correctly and gracefully possesses an accom- 
 plishment which will enable him, or her, to give much 
 pleasure to others. How pleas-ant is that family circle, 
 which, in a winter evening, is gathered around the 
 lire, beneath the mellow light of a shaded lamp or 
 " burner." The father, wearied by the labors of the 
 day, enjoys the embracing arms of an easy-chair, and 
 desires no more vigorous occupation than that of a 
 listener. The good mother, ever busy in the service 
 of her children or husband, sits knitting on the oppo- 
 site side of the hearth. The elder daughters are sew- 
 ing or crocheting, the children are half-busied with 
 paints or quiet toys, and all are listening to an elder 
 son or brother, who is reading aloud some interesting 
 book of travels, or one of Dickens's stories. He reads 
 in no drawling, sing-song tone, but throws life and char- 
 acter into the language of the author. He delivers 
 the remarks of " Cap'n Cuttle" in a rough, solemn, 
 and oracular voice, or imitates the hopeful tones of 
 " Wal'r's" voice, or the " no-consequence" air of " Mr. 
 Toots." If Stephen's Travels, or Layard's Nineveh, 
 is the book of the- evening, he narrates their adventures 
 and discoveries in a manner which would become him 
 were he himself the traveller, telling the story of his 
 own adventures and discoveries. The time passes unob- 
 
READING ALOUD. 211 
 
 servably, and wlieii nine o'clock comes — the bed-time 
 of. the little folks — they beg to sit up a little longer, 
 and are only persuaded to go willingly with the pro- 
 mise that " brother shall read again to-morrow even- 
 ing." 
 
 It is this accomplishment which many desire to see 
 taught in schools. Almost all children can be taught 
 to read well. What child is there who cannot tdl a 
 story well. The boy has met with some tragic or 
 amusing adventure, and he runs in and gives his 
 mother a most glowing description of it ; he imitates, 
 unconsciously and naturally, the voices of his playmates 
 who were engaged with him in the affair ; he makes 
 present the past event. Now, can it be denied that he 
 may be able to read the same, or a similar adventure, 
 with the same tones and emphasis of voice with which 
 he told it ? But for so long a time children have been 
 taught to read at school from books which they do not 
 understand, or in which they take no interest, that 
 they have acquired a drawling way, a lifeless, mechan- 
 ical style, in which to " speak up loudly and distinctly" 
 is excellence enough. I am glad to admit that a re- 
 formation has begun in this department of instruction, 
 but there will need a generation or so of school-chil- 
 dren, and the constant and varied efforts of teachers 
 and parents, to recover from the effects of the old- 
 fashioned way. 
 
 A plan to accomplish something in the way of im- 
 
212 SCHOOL AMUSEMENTS. 
 
 provement id school-reading, which has the recommen- 
 dation of success, and is, at the same time, an interest- 
 ing exercise for the school, is as follows : 
 
 Let the teacher select a story from some book or 
 magazine, which he will be sure shall interest his boys. 
 Let him give the book containing it to some boy, ask- 
 ing him to read the story over to himself a few times, 
 to become familiar with it ; and at or near the close 
 of school, let the boy read it aloud to his schoolmates. 
 Before commencing, however, let the teacher recall 
 some amusing event which has recently taken place, 
 or select some anecdote from the scrap-book, and let 
 him repeat this to the school in a slow, drawling way, 
 in a forced, unnatural voice. They will all laugh at 
 such a rendering, and will appreciate the meaning 
 of the teacher when he changes his tone and style, and 
 gives them the event or anecdote in a natural, unaf- 
 fected way. Turning now, to the reader, let him re- 
 mark to him, " You can take your choice of these two 
 ways of reading." As he reads, do not discourage 
 him by too frequent interruptions, but, occasionally, 
 when he relapses into the drawl, repeat the passage, 
 kindly, in the better way, and ask him to notice and 
 imitate, your manner. When he has ended, read to 
 them yourself, some other good story, and let your 
 Btjle be worthy of imitation. Have these readings 
 often. Be sure that the story is naturally written, is 
 lively or exciting, in short, make the exercise one that 
 
COMPOSITIONS. 213 
 
 all shall be glad to engage in. A good time for the 
 reading may be on Friday afternoon, at the close of 
 school. Hawthorne's "Wonder Book" and "Twice 
 Told Tales," Dana's " Two Years before the Mast," 
 " Chambers' Series," and " Household Words," are 
 books from which good stories may be selected '; but, 
 in these days of books, the teacher need seldom be at 
 a loss for a story. 
 
 COMPOSITIONS. 
 
 One method of making that bugbear of "compo- 
 sition" less frightful, may be grafted upon the above- 
 mentioned reading-exercises. Let the story which has 
 been heard from the teacher or the reader, be the 
 theme for a composition. Require the scholars to 
 write out the story from memory, and say to them, by 
 way of encouragement, "When you get home, and 
 your mother or father asks you what' you have done 
 to-day, you will be very apt to speak of having heard 
 this story. They will want to know what the story 
 was, and you will tell them ; you won't have any 
 difficulty in telling them the whole story clearly. You 
 will not remember the words of the book ; you will 
 tell it in your own words. Now this is just the way 
 in which I want to have you write the story. Write- 
 it just as if you were telling it at home." 
 
 They should write it at first on their slates ; then 
 
214 SCHOOL AMUSEMENTS. 
 
 they should look over the work, to correct mistakes, 
 and then copy it into their blank-books. 
 
 In this way thoughts are furnished them, and they 
 practice themselves in giving expression to these 
 thoughts. This, as I think, is at the foundation of suc- 
 cess in composing, namely : expressing thoughts, no 
 matter whence they are derived. After the student 
 has learned to write out his ideas, and to write them 
 grammatically, and with correctness in punctuation and 
 the other details, he may enter on a course of inventing 
 ideas for himself. If this course is adopted, the writer, 
 when he has learned to express himself freely and cor- 
 rectly, will be no longer impeded, clogged, confused 
 with how to write, and the what to write will arrange 
 itself clearly and easily in his mind. 
 
 Another advantage of this method is, that children 
 are fond of writing stories, while they dread " compo- 
 sitions," and they can thus be induced to get into a 
 habit of writing, so that they themselves, unconsciously, 
 strip the object of their fears of its disagreable dis- 
 guise. 
 
 The plan of the writer in teaching this subject has 
 long been founded on these principles, and the successes 
 of the j)lan have determined its excellence. 
 
 In detail, it is as follows : 
 
 On Wednesday afternoon a story is read ; one-half 
 of the school— say the younger, write this off upon 
 their slates, as roughly as they please, taking care only 
 
COMPOSITIONS. 215 
 
 to get in the whole story, without omissioas or altera- 
 tions ; they then write it out fully, and as correctly as 
 they can, on half foolscap sheets of paper, and hand 
 them in to me, at the close of school. I take these 
 exercises, and at my leisure I examine them, and cor- 
 rect them with red ink. A mistake which I think they 
 can correct themselves, I merely underline : an error 
 which is correctible in the narrow space between the 
 lines, I correct in writing, but more important errors 
 I leave for verbal explanation ; I mark the place with 
 a large interrogation-point, and require them to come 
 to me at my desk to talk about it. On the following 
 Wednesday, these corrected exercises are distributed 
 to them, and they are required to copy them, noting 
 carefully the corrections, into their blank-books. At 
 the same time, I read another story for the other, or 
 elder, half of the school. I give them a longer and 
 more intricate story than I gave to the first division, 
 but the process of writing, correcting and copying is 
 the same. 
 
 In " marking" these writings I give a high grade for 
 comprehensiveness, clearness and accuracy, in the ex- 
 ercise ; for absolute correctness and good penmanship 
 in the copy. 
 
 Occasionally, instead of reading a story, I give to 
 my older division the skeleton of a story, or merely 
 the theme for a narration or description. Prom their 
 number I select the best to form an advanced class, 
 
216 SCHOOL AMUSEMENTS. 
 
 which I instruct particularly in the art of composing. 
 For this class I R^ould recommend " Brookfield's First 
 Book in Composition" as a valuable text book upon 
 this Subject; also, "Parker's Exercises in English 
 Composition," and " Quackenboss' Second Book," on 
 the same subject. Additions are made to this class, 
 frequently, by promotion. 
 
 In concluding the subject, I am pleased to be able 
 to say that I rarely fail to make "composition" a 
 pleasant and easy study, and that my scholars succeed 
 in becoming good composers. 
 
 SCHOOL PERIODICAL. 
 
 To encourage writing and to afford profitable enter- 
 tainment to his school, the teacher may think it best to 
 establish some kind of periodical. If no better plan 
 occurs to him, he may adopt the following : 
 
 Fold a large sheet of printing-paper in newspaper 
 shape ; let it be ruled in columns ; let editors, chosen 
 by vote of the school, paste into the spaces articles 
 selected from the journals of the week, together with 
 original matter, written on paper which has been cut 
 to fit the spaces ; encourage offerings (original) from 
 ■the scholars by announcing a prize (in post-office 
 money) for the best story, in three chapters, or for the 
 best piece of poetry. "With original matter and selec- 
 tions, the editors need never be at a loss to fill their 
 columns. Let the ornamental heading of the first page 
 
GEOGRAPHICAL GAME. 217 
 
 DC an original design and drawing. Advertise for 
 these, offering rewards for the one accepted ; and have 
 a new one for each issue. Let the teacher encourage 
 the enterprise by .contributions in the shape of good 
 selections, and of stories written to praise 'or ridicule 
 some boy's habits. Let the paper remain during the 
 week on a reading-desk, similar to that proposed for 
 the scrap-book, and at the end of that time, be pre- 
 served for comparison and future readings. 
 
 Prom this, as a beginning, there may grow a period- 
 ical worth printing, but the writer's experience has led 
 him to think that the publication of school periodicals, 
 in printed form, " costs more than it comes to." 
 
 GEOGRAPHICAL GAME. 
 
 About ten years ago the writer attended a Teachers' 
 Institute in Massachusetts, under the direction of 
 Horace Mann. Among the exercises was the follow' 
 ing: 
 
 The teachers, ladies and gentlemen, arranged them- 
 selves on opposite sides of the room, forming, however, 
 a continuous line, standing with their backs against- 
 the wall. At the request of Mr. Mann, the gentleman 
 who stood nearest to him repeated the name of a 
 town and gave its State or country. Perhaps it was 
 " Boston, Mass." The final letter of Boston, N, was 
 the initial lettei for the next person, who gave, wo 
 10 
 
218 SCHOOL AMUSEMENTS. 
 
 will suppose, " Newport, R. I." T came to the third 
 in order, who may have given " Trenton, N. J." Thus 
 it went on. " No one may give a town which has been 
 given before," said the director.- 
 
 The circle, or parallelogram, of teachers was able to 
 preserve its completeness during the first "round." 
 although the last dozen of the hundred and fifty were 
 somewhat puzzled to think of new towns, and others 
 were in momentary difficulty when the letter which 
 came to them was a Y or a K, or a Z. Towns which 
 begin with B also became scarce. 
 
 At the conclusion of this round, Mr. Mann remarked 
 that some distinct rules were necessary before entering 
 upon the second round. After saying that towns might 
 be mentioned from any part of the world, he laid down 
 the following rules : 
 
 Any one repeating a name of a town ; 
 
 Any one failing to give the State or country to 
 which the town belonged ; or 
 
 Any one failing to give a correct name, within one 
 minute by the director's watch, 
 must sit down. 
 
 He remarked, also, that as the victory would belong 
 to the last one standing, it became all to give such 
 names as ended in a dif&cult letter for his or her suc- 
 cessor. 
 
 The second round was begun, and now there were 
 droppings away from the hitherto intact rank. It 
 
GEOGRAPHICAL GAME. 219 
 
 happens that there are many names of places which 
 end in E, and but few, comparatively, which begin 
 with that letter. In addition to this difficulty, by this 
 time they who had not pretty good memories, or an 
 intimate acquaintance with geography, found it hard 
 to think of a name not already mentioned, within the 
 sixty seconds ; or they repeated a name, and were 
 obliged to sit down. For these reasons, and others, 
 at the end of the second round, one-half of the original 
 number were in their seats. At the end of the third 
 round only ten were left ; but these were veterans, who 
 were as familiar with their atlases as their spelling- 
 books. This Spartan band was composed of six ladies 
 and four gentlemen. As the fourth round was com- 
 menced, the attention of the wounded was riveted upon 
 the survivors, and" the heroes buckled their armor 
 tightly around them and prepared for the contest. To 
 the spectators it seemed as if there were no more towns 
 left'; but they were mistaken. The resources of the 
 ten seemed inexhaustible, and they maintained their 
 positions during one more round. At this point the 
 time was lengthened to two minutes ; but even with 
 this indulgence, they could iiot all maintain the floor. 
 Gradually the number was reduced to five, to three, to 
 two ; a lady, on one side of the room, and a gentleman 
 on the other. The excitement now approached its 
 climax : it was not only teacher against teacher, but 
 sex against sex ; and no one of the ladies wished the 
 
220 SCHOOI. AMUSEMENTS. 
 
 gentleman to resign in deference to the laws of gal- 
 lantry, as he proposed. They began : for some ton 
 minutes they stood firmly ; but at last the lady gave 
 her opponent the initial K. It " posed" him ; he ran- 
 sacked his memory in vain for a town beginning with 
 that letter, which had not already been given, and at 
 the expiration of his time he expiringly enunciated 
 "Kcdcutty" (Calcutta) as a joke, and yielded the palm 
 of victory to the lady. The excitement and enthusiasm 
 now climacterized in a, furor of applause, from both, 
 sides ;' and, amid expressions of delight with the exer- 
 cise and its results, the teachers gradually subsided 
 into sufficient calmness to go on with the next subject 
 on the programme. 
 
 This exercise was thus illustrated by that excellent 
 teacher, Mr. Mann, that it might recommend itself as 
 an exercise for schools. I suppose that it has been 
 adopted in many Massachusetts schools ; but as I have 
 not heard of it elsewhere, I think it worthy of a re- 
 newed and more general recommendation. 
 
 The teacher who adopts it will be pleased to notice 
 the eagerness with which his scholars, after once learn- 
 ing the modus operandi, will examine their maps, to 
 prepare 4>r the next trial ; and he will be sure that, in 
 addition to the advantage the exercise gives in inspir- 
 ing the study of Geography, he has added another to 
 the list of profitable school amusements. 
 
 The plan may be varied, by confining the contestants 
 
AEITHMETTCAL GAME. 221 
 
 to particular maps, and by requiring more minute de- 
 scriptions of the places named ; as, for instance, " New 
 Haven, Ot. ; situated on Long Island Sound ; has about 
 30,000 inhabitants ; is noted for its college — Yale." 
 Or, instead of names of towns, rivers and mountains 
 may be mentioned, without restrictions as to initial 
 letters, but within the rule concerning repetition. 
 
 The writer has applied the principle on which this 
 game is conducted in another way. Minuteness of ob- 
 servation, and accurate fullness in description, are de- 
 sirable acquirements for writers. In my classes in 
 composition, I have sometimes required a division to 
 name the adjectives describing a fountain, a landscape, 
 a storm, an accident ; or the events of an excursion, a 
 term at school, a war, a narrative of adventure (as 
 Robinson Crusoe's) ; and have then required them to 
 write a composition on the theme thus examined. 
 
 ARITHMETICAL GAME. 
 
 I well remember the interest with which " we boys" 
 used to engage in this. game. At a quarter before four 
 o'clock, our teacher would say—" Slates and pencils." 
 In a twinkling we were ready, and, auribus eredis, sat 
 waiting for " the sums." He who first solved a problem 
 correctly, and announced the result, was allowed to go ; 
 and with what triumphant looks did the victor gather 
 
222 SCHOOL AMUSEMENTS. 
 
 his books and marcli out from among those who were 
 still " kept in !" 
 
 The object of the exercise is to give boys practice in 
 rapid calculation. If the school is one of heterogeneous 
 character, as almost all schools are, it will be necessary 
 to make two or three divisions, in which boys of nearly 
 equal attainments are to be classed. Let each division 
 have opportunity for practise in turn. The teacher is 
 to prepare or select problems of ordinary difficulty, 
 within the capacity of the division. He must be cer- 
 tain that his answers to these are correct. Very slowly 
 and distinctly he announces a problem ; the boy who 
 first raises his hand is supposed to have found the 
 answer, and if, on being allowed to state it, he is 
 " right," he is allowed to go ; if he is wrong, another 
 one is given. This is continued until all have worked 
 their passage out. Details of arrangement may be left 
 to the reader. 
 
 DICTATION EXERCISES. 
 
 \ 
 
 The importance of the constant use of the pen or 
 pencil, in pursuing many studies, is now generally ad- 
 mitted. "Whether to assist in remembering or ex- 
 pressing thought, this agent is most valuable, and 
 children cannot too early become accustomed to its 
 use. Children are fond of using writing-materials, 
 and will often busy themselves most industx'iously over 
 
DICTATION EXERCISES. 223 
 
 an exercise to be written, when they would be idle 
 o^er a task requiring only abstract thought. They 
 seem to themselves to be accomplishing something, if 
 the results of their labors take form in black and 
 white. For instance, they maj be led to take pleasure 
 in preparing their lessons in Geography in the foim 
 of statistical tables, and the facts and events thus ar- 
 ranged would be impressed, by sight, upon their memo- 
 ries, while, if they were to study the lesson in the 
 ordinary way, they might labor without spirit, and 
 with unsatisfactory results. 
 
 It is recommended that the teacher seek various and 
 numerous methods of giving employment to the pen- 
 cils of his scholars. There is an excellent little book 
 which will aid him in doing this, called " Northend's 
 Dictation Exercises :" it costs but little, and is worth 
 much. It is the result of wise experience, and con- 
 tains many most valuable suggestions. 
 
 I will not quote from it, but rather urge teachers to 
 buy it, and will venture to give here a few additional 
 hints. 
 
 In spelling, the writing out of words in distinct form 
 aids the memory wonderfully. Let the teacher dictate 
 the words which he wishes learned, making such classi- 
 fications of them, at different times, as he tMnks best, 
 and require his scholars to write them distinctly on 
 their slates ; let him give them time to make these as 
 correct as reference to the dictionary and applications 
 
224 SCHOOL AMUSEMENTS. 
 
 of rules can enable tliom to do, and, at the end of a 
 certain time, let him send ''examiners" to look over 
 the slates. These " examiners" may be, at first, boys 
 who are of high standing in this department ; they 
 are to hold office, however, only as long as they make 
 no mistake themselves. If one of them overlooTjs an 
 error (left, perhaps, on purpose to catch him), or re- 
 ports as an error a word, or words, which the examined 
 finds, by reference to the dictionary or the teacher, to be 
 rightly spelled, the examiner must be deposed, and the 
 boy whom he has corrected may take his place, to hold 
 office on the same tenure. The examiners are to re- 
 port errors to the teacher, and a certain number may 
 lower the standing of the errorist. Examiners are 
 anxious to retain an honorable office, and they scruti- 
 nize, most critically, the exercises of their fellows ; 
 these, in turn, are desirous of ousting and supplanting 
 the examiners, and, at the same time, are careful not to 
 lower their standing by being reported as having made 
 mistakes. This plan has worked most admirably. 
 
 With the same system of " examiners," various gram- 
 maticojl exercises may be given ; such as writing 
 sentences, and denoting the several parts of speech 
 by abreviations, as n. written over a noun, adj. over 
 an adjective, adv. over an adverb, &c. There are 
 various other ways of employing these means in study- 
 ing Grammar, but it will be needless to enumerate 
 tliem for any inventive teacher. 
 
DICTATION EXERCISES. 225 
 
 Reference has already beea made to a method of 
 studying Geography with the fingers as well as the 
 eyes. 
 
 In Arithmetic, younger classes may profitably em- 
 ploy themselves in copying the muliplication table, 
 and the tables of weights and measures. 
 
 I have been very much pleased with exercises in de- 
 fining, conducted on the following plan, for which I 
 am indebted to Mr. Northend, and which I cannot for- 
 bear quoting : I have offered prizes, of inconsiderable 
 value, or " credits," (or '' plus-es") in' standing, for the 
 six longest, fullest, clearest and most correctly written 
 definitions of twenty such words as these : cotton, 
 gunpowder, sugar, steel, animalculae, gold, &c. I 
 have received, often, from six to twelve closely written 
 foolscap pages of definitions on twenty such words, 
 and could see that the writers had examined every en- 
 cyclopedia or book of reference within their reach. 
 These exercises were written out of school. 
 
 It will not be difficult for the teacher to add to this 
 list many other and better exercises. 
 
 10* 
 
LIST OF BOOKS 
 
 FOR A TEACHER'S LIBRARY. 
 
 THE TBACHEE'8 LIBEAET, in T vols. (A. S. Barr.es & Co. PnbllBhere.) 
 BAKNAED'S AMEEIOAN JOUKNAL OF EDUCATION. 
 
 " BOKOOL AKCHITECTTJEE. 
 
 LECTOEES AND PEOCEEDINGS OF THE AMEEICAN IS. 
 8TITUTE OF IN8TEUCTI0N. 
 
 " NATIONAL EDUCATION IN EUEOPE. 
 
 " NORMAL SCHOOLS. 
 
 THE SCHOOL AND SCHOOL-MASTEE, by Bishop Pottek and G. B. Embeso* 
 TEACHING A SCIENCE, THE TEACHEE AN AETIST, by E»T. B. B. Hai* 
 THE TEACHEE TAUGHT, by Bmeesdh Datis. 
 THE TEACHEE, by Abbott. 
 LECT0EES ON EDUCATION, by Hoeaoe Manit. 
 SLATE AND BLACKBOAED EXEECISES, by De. Aloott. 
 NOETHEND'S DICTATION EXEECISES. 
 UNIVEESAL EDUCATION, by Iea Mathew. 
 THE TEACHER'S INSTITUTE, by "W. B. FowtB. 
 EXEECISES FOE THE SENSES. (Chas. Knight : London.) 
 LESSONS ON OBJECTS, by C. Mayo. (London.) 
 FIVE HUNDEED MISTAKES. 
 LIVE AND LEAEN. 
 GOOD'S BOOK OP NATUEE. 
 
 MITCHELL'S PLANETAET AND STELLAE WOELDS. 
 OOLTON'S PHYSICAL GEOGEAPHT. 
 HBOCKLESBT'S METEOEOLOGT. 
 TEENCH ON THE STUDY OF WOEDS. 
 TEENCH'8 ENGLISH, PAST AND PRESENT. 
 CAL VEST'S SOCIAL SCIENCE. 
 
 PHILOSOPHY IN SPOET MADE SCIENCE IN EAENBST. 
 WILSON'S TEBATISE ON PUNCTUATION. 
 EOGETS THESAURUS OF ENGLISH 'WOEDS. 
 PETEESON'S FAMILIAE SCIENCE. 
 DAVIES' PEACTICAL MATHEMATICS. 
 A LIFT FOE THE LAZY. 
 HAERISON ON THE ENGLISH LANGUAGE. 
 PORTER'S PRINCIPLES OP CHEMISTRY. 
 WELCH'S ANALYSIS OF THE ENGLISH SENTENCE. 
 
 N. B.— These books are not expensive, and are obtainable throngh 
 any publisher. 
 
The jM/Tioj^/L ^EF(iEp Of 1\e>der?. 
 
 COMPLETE IN TWO INDEPENDENT FARTS. 
 
 I. 
 
 THE NATIONAL READERS. 
 
 By PARKER & "WATSON. 
 
 No. 1.— National Primer 
 
 ffipp.j i6mo. 
 
 $0 25 
 
 No. 2, — National First Reader, . . 
 
 . i2S pp,, iemo. 
 
 S8 
 
 No. 3. — National Second Reader, . 
 
 . SJ)ipp., iemo. 
 
 6:? 
 
 No. 4. — National Third Reader, . 
 
 . 2SS pp., 12nio, 
 
 1 00 
 
 No. 5. — National Fourth Reader, . 
 
 . i^SS pp., 12mo, 
 
 1 50 
 
 No. 6.— National Fifth Reader, . 
 
 . 600 pp., /3mo, 
 
 1 88 
 
 National Elementary Speller, . . 
 
 . /GO pp., /emo. 
 
 25 
 
 National Pronouncing Speller, . . 
 
 . fas pp., 13mo, 
 
 50 
 
 11. 
 THE INDEPENDENT READERS. 
 
 By J. MADISON ■WATSON. 
 
 The Independent First Reader, 
 The Independent Second Reader, 
 The Independent Third Reader, . 
 The Independent Fourth Reader, . 
 The Independent Fifth Reader, . 
 The Independent Sixth Reader, . 
 
 so pp., /emo. 
 
 25 
 
 /eo pp., /emo. 
 
 50 
 
 24.0 pp., /emo. 
 
 75 
 
 264. pp., /2mo, 
 
 1 00 
 
 SSe pp., /2mo, 
 
 ' 25 
 
 4.74. pp., /2mo, 
 
 1 50 
 
 The Independent Child's Speller (Script), so pp., /emo, 25 
 The Independent Youth's Speller (^a-A^^,/espp.,/2mo, 50 
 The Independent Spelling Book, . . /eopp., /emo, 251 
 
 %• The Readers constitute two complete and entirely 
 distinct series, either of -whioli is adequate to every 
 want of the beet schools. The Spellers may aocompany 
 'lithOP SoriOB, 
 
 1 
 
JVationat Series of Siandard School-^Sooks. 
 
 PAEKEE & WATSON'S NATIONAL EEADEES, 
 
 The salient featnreB of these works which have comhined to render them Hi 
 popular may he briefly recapitulated as follows : 
 
 1. THE WOED-BUILDING STSTEM— This famous progressive method fo< 
 Toung children originated and was copyrighted with these books. It constitutes 
 a process with which the beginner with wards of one letter is .gradually intro- 
 iluccd to additional lists formed lijr prefixing or affixing single tetters, and is thus 
 fed almost insensibly to the mastdry of the more difficult constructi9na. This it 
 one of me most striking modem improvements in methods of teaching. 
 
 2. TBEATMENT OF PRONTJHCIATIOH.— The wants of the youngest scholars 
 itn this department are not overlooked. It may be said that from the first lesson 
 the student, by this method need never be at a loss for a prompt and accurate ren- 
 dering of every wbrd encountered. 
 
 3. AETIOTJLATION AHD orthoepy are considered of primary Importance. 
 
 4. PUlJOTirATION is inculcated by a series of interesting reading lessons, the 
 BJmple perusal of which ajiffices to iix its principles indelibly upon the mind. 
 
 6. ELOOUTIOH, Each of the higher Headers (3d, 4th and 5th) contains elabo- 
 rate, scholarly, and thoroughly practical treatises on elocution. This feature alone 
 has secured for the series many of its warmest friends. 
 
 6, THS SELHCTIQNS are the crowning glory of the series. Without excep. 
 tion it may be said that no volumes of the same size and .character contain a col- 
 lection go diversified, judicious, and artistic as this. It embraces the choicest 
 gems of English literature, so arranged as to afford the reader ample exercise in 
 every department of style. So acceptable has the taste of the authors in this d©: 
 partment proved, not only to the educational public but to the reading community 
 at large, that thousands of copies of the Fourth and Fifth Headers have found 
 their way into public and private libraries throughout the country, where thny aro 
 In constant use as maniials of literature, for reference as well as perusal. 
 
 7, AERAHG-EMEST. The exercises are so arranged as to present constantly 
 alternating practice in the different styles of composition, while observing a defi- 
 nite plan of progression or gradation throughout the whole. In the higher booka 
 the articles are placed in formal sections and classified topically, thus concentra- 
 ting the interest and inenlc^^ting a principle of asnociatlon likely to prove vala- 
 ftble in subsequent general reading. 
 
 8, HOTES ABB BIOGRAPHICAL SKETCHES, These are full and adequate 
 to every want. The biographical sketches present in pleasing style the history 
 of every author laid under contribution. 
 
 9, ILLTrSTEATIONS. These are plentiful, almost profHse, and of the highest 
 character of art. They are found in every volume of the series as far as and in- 
 cluding the Third Header. 
 
 10, THE GRADATION is perfect. Each volume overlaps its companion pre- 
 ceding or following in the series, so that the scholar, in passing from one to an- 
 other, is only conscious, by the presence of the new book, of the transition. 
 
 11, THE PRICE is reasonable. The National Headers contain more matter 
 than any other series in the same number of volumes published. Considering 
 their completeness and thoroughntiss they are much the cheapest in the market. 
 
 12, BUroiirG, By the use of a material and process known only to themselves, 
 tn common with all the publications of this house, the National Headers are war- 
 rented to outlast any with which they may be compared— ttie ratio of rdative d» 
 lability bdng in their fevor as two to one. 
 
JVationat Series of Siandard SchoolSooks. 
 
 WATSON'S INDEPENDENT READERS. 
 
 This Series is designed to meet a general demand for smaller and cheapel 
 Tiooks than the National Series proper, and to serve as well for intermediate vol. 
 nmes of the National Eeaders in large graded schools requiring more hooka than 
 one ordinary series will supply. 
 
 BeSLUty. The most casual observer is at once impressed with the unparalleled 
 mechanical beauty of the Independent Headers. The Publishers believe that tha 
 ffisthetic tastes of children may receive no small degree of cultivation frcm their 
 very earliest school books, to say nothing of the importance of making s^ldy at" 
 tractive by all such artificial aids that are legitimate. In accordance with this 
 view, not less than $25,000 was Expended in their preparation before publishing, 
 with a result which entitles them to be considered "The Perfection of Common 
 School Books." 
 
 Selections. They contain, of course, none but entirely new selections. These 
 are arranged according to a strictly progressive and novel method of developing 
 the elementary sounds in order in the lower numbers, and in all, with a view to 
 topics and general literary style. The mind is thus led in fixed channels to profi- 
 ciency in every branch of good reading, and the evil results of ' scattering ^ as prac- 
 tised by most school-book authors, avoided. 
 
 * 
 
 The Ulustrations, as may be inferred from what has been said, are elegant 
 beyond comparison. They are profuse in every number of the series firom tho 
 lowest to the highest. This is the only series published of which this is true. 
 
 The Type is seml-phonetlc, the invention of Prof. Watson. By it every 
 letter having more than one sound is clearly distinguished in all its variations 
 without in any way mutilating or disguising the normal form of the letter. 
 
 ElOOUtion is taught by prefatory treatises of constantly advancing grade and 
 completeness in each volume, which are illustrated by wood-cuts in the lower 
 books, and by black-board diagrams in the higher. Prof. Watson is the first to 
 introduce Practical Illustrations and Black-board Diagrams for teaching this 
 branch. 
 
 Foot Notes pn every page afltord all the incidental instruction which the 
 teacher is usually recLulred to impart. Indices of words refer the pupil to the 
 place of their first use and definition. The Biographies of Authors and others 
 are in every sense excellent. 
 
 Economy. Although the number of pages in each volume Is fixed at the 
 minimum, for the purpose recited above, the utmost amount of matter available 
 without overcrowding is obtained in the space. The pages are much wider and: 
 larger than those of any competitor and contain twenty per cent more matter than 
 any other series of the same type and number of pages. 
 
 All the Great Features. Besides the above all the popular features of the, 
 National Eeaders are retained except the Word-Building system. The lattei 
 gives place to an entirely new method of progressive development, based upon 
 some of the best features of the Word System, Phonetics and Object Lessons. 
 
 3 
 
'The JVationat Series of Standard SchooZSooks. 
 
 NATIONAL READERS. 
 
 ORIGINAL AND "INDEPENDENT" SERIES. 
 
 SFx:ciiazi>ir TESTnaomAZiS. 
 
 Frtm, D. H-. Habkis, Supt. Public Schools, JIanmbal, Mo: 
 ThB National Series of Headers are now in use in our public schools, and I regard 
 tliem tJu best that I have ever examined or used. 
 
 From Hon. J. K. Jillbon, Supt. of Education, State of South Carolina. 
 I have carefully examined your new and beautifiu Series of Readers known as 
 " The Independent Readers,''^ and do not hesitate to recommend it as the finest and 
 most excellent ever presented to the public. 
 
 From D. N. EooK, Sec. of ScJuxi Board, WiUiamsport, Fa. 
 
 I would say that Parker & Watson b Series of Readers and Spellers give the best 
 
 satisfaction in our schools of any Series of Readers and Spellers that have everbeei\ 
 
 used. There is nothing published for which we would exchadge them 
 
 From Pbof. H. Seblb, Xew BraunfeU Academy, Texas. 
 
 I recommend the National Readers for four good reasons : (1.) The printing, en 
 
 graving, and binding is- excellent. (2.) They contain choice selections from Bngllsli 
 iterature. (3.) They inculcate good morals without any sectarian bias. (4.) Thej 
 are truly Naiional, because they teach pure patriotism and not sectional prejudice. 
 From S. Feudlet, Swpt. Alcron Schools, Ohio. 
 We use no others, and have no desire to. Theygive entire satisfaction. We like 
 the freshness and excellence of the selections. We like the biographical notes and 
 the definitions at the foot of the page. We also like'thc white paper and clear and 
 beautiful type. In short, we do not Know where to look for books which would bo 
 BO satisfactory both to teachers and pupils. 
 
 From Pbbs. Robert Alltn, McKendree College, lU. 
 Since my connection with this college, we have used in our preparatory depart- 
 ment the Series of Readers known as the "National Readers," compiled by Parker 
 & Watson, and published by Messrs. A. S. Barnes & Co. They are excellent ; afi'ord 
 choice selections; contain the right system of elocutionary instruction, and are 
 well printed and bound so as to be serviceable as well as interesting. I can com- 
 mend them as among the excellent means used by teachers to make their pupils 
 proficient in that noblest of school arts. Goon Readinq. 
 
 Frrni W. T. Habris, Supt. Public Schools, St. Louis, Mo. 
 I have to admire these excellent selections in prose and verse, and the care^ 
 arrangement which places first what is easy of comprehension, and proceeds gradu 
 ally to what is dilllcnlt I find the lessons so arranged aa to bring together differ 
 cnt treatments of the same topic, thereby throwing much light on the pupil's path, 
 and I doubt not adding greaCly to his progress. The proper variety of snlinecS 
 chosen, the concise treatise on elocution, the beautiful typography and substantial 
 binding— all these I find still more admirable than in the &rmer series of Nation^ 
 Readers, which I considered models in these respects. 
 
 From H. T Philips, Esg., of the Board of Sdwiation, Atlanta, Ga. 
 
 The Board of Education of ihis city have selected for use in the public school* 
 of Atlanta the entire series of your Independent Readers, together with Steele's 
 Ohemjstry and Philosophy As a member of the Board, and of the Committee on 
 Text-books, the subject of Headers was refeiTed to me for examination I gave a 
 pretty thorough examination to ten (10) diflferent series of Readers, and In endea- 
 voring to arrive at a decision upon the sole question of mferit, and entirely inde- 
 pendent of any extraneous influence I very coraially recommended the Independent 
 Series. This verdict was approved by the Committee and adopted by the Board. 
 From Beport of Rev. W. T Brahti,t,I).D., late Prof essor of Belles Lettres, mimr- 
 
 sUy of Georgia, <m " Text-Books m Beading," btfm-e tU Teachers' ConvenOmof 
 
 The Natix>nM 5erfe«, by Parker & Watson, is deserving of its high repntitlon 
 The Primary Books are suited to the weakest capacity ; wSilst those more advanced 
 supply instructive illustration on aU that is needed to be known in coimecttoii wltt 
 
Yhi JVaiional Series of Standard SchoolSooH,. 
 
 WATSON'S CHILD'S SPELLER. 
 
 THE INDEPENDENT CHILD'S SPELLER. 
 
 Price S5 Cents. 
 
 This nnlqne book, pnbiiBhed in 1872, is the firBt to be conBistently printed \\ 
 imitation of writing ; that is, it teaches orthography as wo use it. It is for th« 
 tmallest class of learners, who soon become familiarized with words by their forms, 
 and learn to read writing while they spel'- 
 
 EXTRACT FEOM THE PREFACE. 
 Success in teaching English orthography is still exceptional, and it mnst so con- 
 tinue nntii the principles involved are recognized in practice. Form is foremost : 
 the eye and the hand must be trained to the formation of words ; and since spelling 
 is a part of writing, the written form only should be used. The laws of mental 
 association, also— especially those of resemblance, contrast, and contiguity in time 
 and place— should receive Bach recognition in the construction of the text-book as 
 shall insure, whether consciously or not, their appropriate use and legitimate re- 
 sults. Hence, the spelling-book, properly arranged, is a necessity from the first ; 
 and, though primers, readers, and dictionaries may serve*aB aids, it can have no 
 competent bUbstitute. 
 
 Consistently with these views, the words used in the Independent Child's Speller 
 have such original classifications and arrangements in columns — in reference to 
 location, number of letters, vowel sounds, alphabetic equivalents, and consonant 
 terminations— as exhibit most effectively their formation and pronunciation. The 
 vocabulary ia strictly confined to the simple and significant monoByllables in com- 
 mon use. He who has mastered these may easily learn how to spell and pronounce 
 words of more than one syllable. 
 
 The introduction is an illustrated alphabet in script, containing twenty-six pic- 
 tures of objects, and their names, commencing both with capitals and small letters. 
 Part First embraces the words of one, two, and three letters; Part Second, the 
 words of four letters ; and Part Third, other monosyllables. They are divided into 
 short lists and arranged in columns, the vowels usually in line, so as to exhibit in- 
 dividual characteristics and similarity of formation. The division of words into 
 paragraphs is shown by figures in the columns. Each list is immediately followed 
 by sentences for reading and writing, in which the same words are again presented 
 with irregularities of form and sound. Association is ihus employed, memory 
 tested, and definition most satisfactorily taught. 
 
 Among the novel and valuable features of the lessons and exercises, probably the 
 most prominent are their adaptedness for young children and their being printed in 
 exact imitation of writing. The author Iwlieveg that hands large enough to spin a 
 top, drive a hoop, or catch a ball, are not too small to use a crayon, or a slate audi 
 pencil ; that the child's natural desirb to draw and write sl20uld not be thwarted, 
 but gratified, encouraged, and wiselj- directed ; and that since the written form ia 
 the one actually used in connection'with spelling in after-life, the eye and the hand 
 of thp child should be trained to tnat form fl-om the first. He hopes that this littla 
 work, d*^signed to precede all other spelling-books and confiirt with none, may 
 Eatisfy the need so universally recognized Of a fit introduction to ortbogrophy, p«iy 
 sunshlp, and English composition. 
 
 5 
 
The JVaiionai Series of Standard School - jBooks. 
 
 The National Eeaders and Spellers. 
 
 THBIH BECOED. 
 
 ■ These Ijooks have been adopted by the School Boards, or official antbority, of 
 Qie following important States, cities, and towns— In most cases for exclusive use. 
 The State of Minnesota, The State of Texas. 
 
 The State of Missouri. 
 
 The State of Alabama, 
 
 The State of North Carolina. 
 The State of Iiouisiana. 
 
 Kew York. 
 
 New York City. 
 Brooklyn. 
 Boffiilo. 
 Albany, 
 Bochester. 
 Troy. 
 Syracase. 
 £3mira. 
 &c., &c. 
 
 Pennsylvania. 
 
 Beading. 
 Lancaster. 
 Erie. 
 Scranton. 
 Carlisle. 
 Carbondalo. 
 Westchester. 
 Schuylkill Haven. 
 Williamsport. 
 Norrlstown. 
 Bellefonte. 
 Wilkesbarre. 
 &c., &c. 
 
 Ifew Jersey. 
 
 Newark, 
 Jersey City. 
 Paterson. 
 Trenton. 
 Camden. 
 Elizabeth. 
 New Brunswick. 
 Phillipsburg. 
 Orange. 
 £c., &c. 
 
 Delaware. 
 WilmingboB. 
 
 D. C. 
 
 Washington. 
 
 Illinois. 
 
 Chicago. 
 Peoria. 
 Alton. 
 Springfleld. 
 Aurora. 
 Galesbure. 
 Eockford. 
 Bock Island. 
 •Sbc, &c. 
 
 'Wisconsin. 
 
 Milwaukee. 
 Pond dn Lac. 
 Oshkosh. 
 Janesville. 
 Bacine. 
 Watertown. 
 Sheboygan. 
 La Crosse. 
 Waukesha. 
 Kenosha. 
 &c., <£c, 
 
 Michigan. 
 
 Grand Bapids. 
 Kalamazoo. 
 Adrian, 
 (lackson. 
 MoLroe. 
 Lansing. 
 &c,, &c. 
 
 Ohio. 
 
 Toledo. 
 
 Sandusky. 
 
 Conneant. 
 
 Obardon. 
 
 Hudson. 
 
 Canton. 
 
 Salem. 
 
 &c., &C. 
 
 Indiana. 
 New Albany. 
 Port Wayne. 
 Ijafayette. 
 Madison. 
 IjOgansport. 
 la^anapolis. 
 
 Iowa. 
 Davenport. 
 Burlington. 
 Muscatine. 
 Mount Pleasant. 
 &c. 
 
 Nebraska. 
 Brownsville. 
 Lincoln. 
 
 Oregon. 
 
 Portland. 
 Salem. 
 &c. 
 
 Virginia 
 Bichmond. 
 Norfolk. 
 Petersburg. 
 Lynchburg. 
 
 South Caroliaft 
 
 Columbia. 
 
 Charleston. 
 
 Georgia. 
 
 Savannah. 
 
 3CiOuisiana. 
 New Orleans. 
 
 Tennesson 
 Memphis 
 
 the WdwatUmal Sulletih records periodically all new points galnel 
 
'Tfte JVattonat Series of Standard SchoolSooks. 
 
 SCHOOL-ROOM CARDS. 
 
 Baade's Reading Case, *$io oo 
 
 A frame containing movable cards, with arrangrement for showing 
 one sentence at a time, capable of 28,000 transpositions. 
 
 Eureka Alphabet Tablet *i 59 
 
 Presents the alphabet upon the Word Method System, by which the 
 child wUl learn the alphabet in nine dayu, and make no small progress in 
 reading and spelling in the same time. 
 
 National School Tablets, lo Noa *8 oo 
 
 Embrace reading and conversational exercises, object and moral les- 
 sons, form, color, &c. A complete set of these large and elegantly illus- 
 trated Cards will embellish the sohool-room more than any' other article' 
 of furniture. 
 
 READING. 
 
 Fowle's Bible Reader ..$100 
 
 The narrative portions of the Bitle, chronologically and topically ar- 
 ranged, judiciously combined with selections from the Psalms, Proverbs, 
 and other portions which inculcate important moral lessons or the great 
 truths of Christianity. The embarrassment and difficulty of reading the 
 Bilile itself, by course, as a class exercisct are obviated, and its use made 
 feasible, by this means. 
 
 North Carolina First Reader ^0 
 
 North Carolina Second Reader 65 
 
 North Carolina Third Reader 5 00 
 
 Prepared expressly for the schools of this State, byC. H. "Wiley, Super- 
 intendent of Common Schools, and F. M. Hubbard, Professor of Litera- 
 ature in the State University. 
 
 Parker's Rhetorical Reader 1 00 
 
 Designed to familiarize Readers with the pauses and other marks in 
 general use, and lead them to the practice of modulation and inflection of 
 tiie voice. 
 
 Introductory Lessons in Reading and Elo- 
 cution • • •■ • • • • '^^ 
 
 Of similar character to the foregoing, for less advanced clasEes. • 
 
 High School Literature 5 50 
 
 Admirable Belections from a long list of the world's best writers, for ex- 
 ercise in reading, oratory, and composition. Speeches, dialogves, and 
 model letters represent the latter department, 
 
 7 ■ 
 
75i« JVaiional Series of Standard SchootSooks. 
 
 ORT HOGRAP HY. 
 
 SMITH'S SERIES 
 
 Bopplifcs a speller for every class in gmded schools, and comvirises the most com- 
 plete and excellent treatise on English Orthography and its companion 
 branches extant. 
 
 1. Smith's Little Speller $20 
 
 First Round in the Ladder of Learning. 
 
 2. Smith's Juvenile Definer 45 
 
 Lessons composed of familiar words grouped with reference to Bimilar 
 Bignification or use, and correctly spelled, accented, and defined. 
 
 3. Smith's Grammar-School Speller .... 50 
 
 Familiar words, grouped with reference M the sameness of sound of syl- 
 lables differently opelled. Also definitions, complete rules for spelling and 
 formation of derivativeB, and exercises in faise orthography. 
 
 4. Smith's Speller and Definer's IBanual • 9Ci 
 
 A complete School JHctionary containing 14,000 words, with various 
 other useful matter iu the way of Rules and Exercises, 
 
 5. Smith's Etymology— Small, 75 ; Complete . 1 25 
 
 The first and only Etymology to recognize the Anglo-Snxon omt jnother 
 tongue; containing also full lists of derivatives from the Latin, Greek, 
 Gaelic, Swedish, Norman, &c., 6cc ; being, in fact, a complete etymology 
 of the language for schools. 
 
 Sherwood's Writing Speller 15 
 
 Sherwood's Speller and Definer ..... 15 
 Sherwood's Speller and Pronouncer ... 15 
 
 The Writing Speller consists of properly ruled and numbered blanks 
 to receive the words dictated by the teacher, with space for remarks and 
 corrections. The other volumes may be used for the dictation or ordinary 
 class exercises. 
 
 Price's English Speller • "'is 
 
 A complete spelling-book for a!l grades, containing more matter than 
 *^ Webster," manufactured in superior style, and sold at a lower price — 
 consequently the cheapest speller extant. 
 
 Northend's Dictation Exercises 63 
 
 Embracing valuable information on a thousand topics, communicated 
 in, such a manner as at once to relieve the exercise of spelling of its nsnal 
 tedium, and combine it with instruction'of a general character calculated 
 to profit and amuse. 
 
 Wright's Analytical Orthography .... 25 
 
 This standard work is popular, because it teachefi the elementary sunads 
 In R plain and philosophical manner, and presonis orthography and' or* 
 
 tfaoepy in an easy, uniform system of analysis or parsing,' 
 
 Fowle's False Orthography . 4a 
 
 Exercises for correction. 
 
 Page's Normal Chart *3 ts 
 
 Tbe elementary sounds of the languago for the school-room walla. 
 
 8 
 
The JVati07ial Series of Standard SchootSooks. 
 
 ORTHOGRAPHY-Continued. 
 
 Barber's Critical Writing Speller. . .. . socts. 
 
 " The Student's Own Hand-Book of Orthography, Definitions, and Sentences, 
 consisting of Written Exercises in the Proper Spelling, Meaning, and Use ol 
 Words." (Published 1873.) This differs from Sherwood's and other Writing 
 Spellers in its more comprehensive character. Its blanks are adapted to writing 
 wiiole sentences instead ot detached wordSj with the proper divisions for number- 
 ing, corrections, etc. Such aids as this, like Watson's Child's Speller and Sher- 
 wood's Writing Speller, find their raison cPUre in the postulate that the art of cor- 
 rect spelling is dependent upon written, and not upon spoken language, for its util 
 ity, if "not for ita very existence. Hence the indirectness of purely oral instruction 
 
 ETYMOLOGY. 
 
 Smith's Complete Etymology $i 25 
 
 Smith's Condensed Etymology 75 
 
 Containing the Anglo-Saxon, French, Dutch, German, Welsh, Danish, Gothic, 
 Swedish, Gaelic, Italian, Latin, and Greek Eoots, and the English words derived 
 therefrom accurately spelled, accented, and defined. 
 
 JVom Hon. Jno. G. McMtun, late State Superintendent of Wisconsin- 
 1 wish every teacher in the country had a copy of this work. 
 
 From Pais. Wat. F. Phblps, Minn. State Normal. 
 The book is superb— just what is needed in the department of etymology and 
 spelling. 
 
 From Pbop. C. H. Vekkill, Pa. State Normal Sclwol. 
 The Etymology (Smith's) which we procured of you we like much. It is the 
 best work for the class-room we have seen. 
 
 Fr<ym Hon. Edward Baliabd, Supt. of Comrrum Sclwols, State of Maine.. 
 Many a teacher who has turned his attention to the derivation of words has 
 reioiced in the helps furnished by dictionaries and smaller "hand-books, ■' where 
 his taste could be gratified, and the labors of patient students have been available 
 to his own improvement A treatise on this subject, called " A Complete Ety- 
 moloo-v of the English Language," contains very much information in a small space. 
 The author, W. W. Smith" is evidently a lover of this branch of study, and has ftir- 
 nished a manual of singular utility for its purpose. 
 
 DICTIONARY 
 
 The Topical Lexicon, i 75 
 
 This work is a School Dictionary, an Et.vmology, a compUation of .synonjms and 
 n manual of ireneivl information. It differs from the ordinary lexicon m bei^s 
 trSngedby toptotastZd of the letters of the alphabet thus realmng the appareal 
 ^radox of a "Readable Dictionary." An unusually valuable school-tiook. 
 
The JYatiotial Series of Standard SehoolSooks. 
 
 ENGLISH GRAMMAR. 
 
 CLARK'S DIAGRAM SYSTEM. 
 
 Clark's Easy Lessons in Language, • • • $o 35 
 
 Published 1874. CJontains illustrated object-lessons of the most attractive charac. 
 ter, and is couched in language freed as much as possible from the dry technicalities 
 of the science. 
 
 Clark's Brief English Grammar, 60 
 
 Published 1872. Part I. is adapted to youngest learners, and the whole forms a 
 complete " brief course " in one volume, adequate to the vranta of the common 
 school. 
 
 Clark's Normal Grammar, i oo 
 
 Pablished 1870, and designed to take tlie place of Prof. Clark's veteran "Prac- 
 tical" Grammar, thongh the latter is still furnielied upon order. The Normal is 
 a 1 entirely new treatise. It is a fiiU exposition of the system as described helow, 
 with all the most recent improvements. Some of its peculiarities are — A happy 
 blending of Stnthbseb with Analyses ; thorough Criticisms of common errors 
 in the use of our Language; and important improvements in the Syntax of Sen- 
 , tences and of Phrases. 
 
 Clark's Key to Ihe Diagrams, ••.... i oo 
 Clark's Analysis of the English Language, ■ 6o 
 Clark's Grammatical Chart, *3 7& 
 
 The theory and practice of teaching grammar in American schools is meeting 
 'with a thorough revolution from the use of this system. WhUe the old metuoda' 
 offer proficiency to the pupil only after much weary plodding and dull memorizing, 
 this affords from the Inception the advantage of 'praclical Object Teaching, address- 
 ing the eye by means of illustrative figures ; furnishes association to the msmory, 
 its most powerful aid, and diverts the pupil by taxing his ingenuity. Teachers 
 who are using Clark's Grammar uniformly testify that they and their pupils find it 
 the most interesting study of the school course. 
 
 Like all great and radical improvements, the system naturally met at first with 
 much unreasonable opposition. It has not only outlived the greater part of this 
 opposition, but finds many of its warmest admirers among those who cojild not 
 at first tolerate so radical an innovation. All it wants is an impartial trial to con- 
 vince the most skeptical of its merit. No one who has fairly and intelligently 
 tested it in the school-room has ever teen known to go back to the old method. 
 A great success is already established, and it is easy to prophecy that the day is 
 rot far distant when it will be the mZy system of teaching English Orammar. As 
 Ihe Ststbm is copyrighted, no other text-books can appropriate this obvious siai 
 great improvement. 
 
 Welch's Analysis of the English Sentence, • i 25 
 
 Eemarkable for its new and simple classification, its method of treating conneo 
 tives, its explanations of the idioms and constructive laws of the language etc 
 
 10 
 
T^e JVaiional Series of Standard Schoot-^ookSm 
 
 Clark's Diagram English Grammar, 
 
 TESTimoiriALS. 
 From, J. A. T. Dubnin, Pri-ncipal Dubuqtie R. C. Academy^ Towa. 
 
 In my opinion, It is well calculated by its system of analyBis to develop those rational 
 Acuities which in the old systems were rather left to develop themselves, while tha 
 memory was .overtaxed, and the pupils discouraged. 
 
 From B, A. Cox, School Comniiasioner^ Warren Comity, lllinoia. 
 
 I have examined IBO teachers in the last year, and those having studied or taught 
 ■Clark's System have uni/ersally stood fifty per cent better examinatious than tho&a 
 naving studied other authors. 
 
 From M. II. B. Bn&EST, Principal Masonic Institute^ Oeorgetoion, Tennessee. 
 
 I traveled two years amusing myself in instructing (exclusively) Grammar classe* 
 ,with Clark's system. The first class I instructed fifty days, but found that this wa8 
 more time than was required to impart a theoretical knowledge of the science: 
 During the two years thereafter I instructed classes only thirty days each. Invariably 
 I proposed that unless I prepared my classes for a, mor^e thorough, minute, and accu- 
 rate knowledge of English Grammar than that obtained from the ordinary books and 
 in the ordinary way in from one to two years, I would make no charge. I never 
 failed in a soUtai'y case to far exceed the hopes of my classes, and made money and 
 chAracter rapidly as an instructor. 
 
 From A. B. Douglass, School Commiasioner, Delaware Cotmty, New York. 
 
 I have never known a class pursue the study of it under a live teacher, that has not 
 succeeded ; I have never known it to have an opponent in an educated teacher who 
 had thoroughly investigated it; I have never known an ignorant teacher to examine 
 it ; I have never known a teacher who has used it, to try any other. 
 
 FroTih J. A. Dodge, Teacher and Lecturer on English Grammar, Kentucky. 
 
 We are tempted to assert that it foretells the dawn of a brighter age to our mother- 
 tongue. Both pupil and teacher can fare sumptuously upon its contents, however 
 highly they may have prized the manuals into which they may have been initiated, 
 and by which their expressioi^ have been moulded. 
 
 Fh'om W. T. Chapman, Superintendent PuHlic Schools., Wellington, Ohio. 
 
 I regard Clark's System of Grammar the best published. For teaching the analyslb 
 of the Engliph Language, it surpasses any I ever used. 
 
 From F. S. Lton, Principal South Noncalk Union School, Connecticut. 
 
 During ten years' experience in teaching, I have used six different authors on tha 
 subject of English Grammar. I am fully convinced that Clark's Grammar is better 
 calculated to make thorough grammarians than any other that I have seen. 
 
 From CATALOonB op Rohebe's Commbeoial College, St. Louis, Missouri. 
 
 "We do not hesitate to assert, without fear of successful contradiction, that a better 
 knowledge of the English language can be'obtained by this syatwn in six weeks than 
 by the old methods in as many months. 
 
 From A. Piokett, Pre^dent of the State Teachers* Association, Wisconsiii. 
 
 A thorough experiment in the use of many approved authoi-s upon the subject of 
 English Grammar has convinced me of the superiority of Clark. When the pupil haM 
 completed the course, he is left upon a foundation of principle, and not upon the dio- 
 fwm of the author. 
 
 From Geo. F, MoFaeland, Prin. McAllisterville Academy, Juniaia Co., Fenn. 
 
 At the first examination of public-school teachers by the county saperintendent, 
 »hen one of our student teachers commenced analyzing a sentence according to Clar^ 
 the superintendent listened in mute astonishmenc until he had finished, then asked 
 what that meant, and finally, with a very knowing look, said such work wouj^n t do 
 here, and asked the applicant to parse the sentence right, and gave the lowest cerUfi- 
 cates to aU who barely mentioned Clark. Afterwards, I presented him with a copy, 
 and the next fall he permitted it to be partially used, while the third o? last feU, ho 
 Openly commended the system, and appointed three of my best teacherr to explain it 
 at the two Institutes and one County Convention held since September. 
 
 |y For further testimony of equal force, see the PubUflhen' Bpeda* Cipcolar. tf 
 currcnl aamb«rs of the Bdacational BoUetiu. 
 
 11 
 
TAe JVational Series of Standard School-Sooks. 
 
 GEOGRAPHY. 
 
 NATIONAL GEOGRAPHICA L SYSTEM. 
 
 THE SERIES. 
 I. Monteith's First Lessons in Geography, . . . $ SS 
 II. Monteith's New Manual of Geography, . '. ■ 1 10 
 II. McNally's System of Geography, 2 00 
 
 INTEKMEDIATE OK ALTERNATE VOLUMES. 
 
 I*. Monteith's Introduction to Geography, 63 
 
 2*. Monteith's Physical and Political Geography, ... 1 88 
 
 ACCESSORIES. 
 Monteith's Wall Maps 3 sets (see page 15), $»30 03 and «35 GO 
 Monteith's Manual of Map-Drawing (Allen's System) . 25 
 Monteith's Map-Drawing and Object-Lessons, . . 75 
 Monteith's Map-Drawing Scale, '^25 
 
 1. PRACTICAL OBJECT TEACHING. The Infaat scholar is first tatrodncea 
 to ajticture whence he may derive notions of the shape of the earth, the phenom- 
 ena of day and night, the distribution of land and water, and the great natnral 
 divisions, which mere words would fail entirely to convey to the nntntored mind. 
 Other p'ctnres follow on the same plan, and the child's mind is called upon to grasp 
 no idea without the aid of a pictorial illustration. Carried on to the higher 
 books, this system culminates in Physical Geography, where such matters as 
 climates, ocean currents, the winds, peculiarities of the earth's crust, clouds and 
 rain, are pictorially explained and rendered apparent to the most obtuse. The 
 illustrations used for this purpose belong to the highest grade of art. 
 
 2. CLEAR, BEAUTIFUL, AND CORRECT MAPS. In the lower numbers the 
 maps avoid unnecessary detail, while respectively progressive, and affording the 
 pupil new matter for acquisition each time he approaches in the c<mstantly en. 
 larging circle the point of coincidence with previous lessons in the more ele. 
 mentary books. In the Physical and Political Geography the maps embrace many 
 new and striking features. One of the most effective of these is the new plan for 
 displaying on each map the relative sizes of countries not represented, thus obvi. 
 ating much confusion which has aHsen from the necessity of presenting maps in 
 the salSe atlas drawn on different scales. The maps of " McNally" have long been 
 celebrated for their superior beauty and completeness. This is the only school- 
 book in which the attempt to make a complete atlas also clear ana distinct, has 
 been successful. The map coloring throughout the series is also noticeable; 
 Delicate and subdued tmts take the place of the startling glare of Inharmonious 
 colors which too frequently in such treatises dazzle the eyes, distract the atten- 
 tion, and serve to overwhelm the names of tovras and the natural featnrec of ths 
 landscape. 
 
 12 
 
The JVational Series of Siandar a Sc/toot-Sools. 
 
 • leOGRAPHY-Continued. 
 
 3. THE VAEIETT OF MAP ErERCISE. Starting each time ftom a different 
 »a8ls, the pupil in many iuBtances approaches the same fact no less than six 
 ti.tnes, thus indelibly impressing it upon his memory. At the eame time this sys. 
 turn is not allowed to become wearisome— the extent of exercise on each subject 
 b'.ing graduated by its relative importance or difficulty of accinisition. 
 
 ;i. THE OHAEAOTEE MS AEEANGEMENT OF THE DESCRIPTIVE 
 JvlXT. The cream of the science has been carefully culled, unimportant matter 
 re'^cted, elaboration avoided, and a brief and concise manner of presentation cul- 
 tiv- ,ted. The orderly consideration of topics has contributed greatly to simplicity. 
 Dun attention is paid to the facts in history and astronomy which are inseparably 
 cor ;ected with, and important to the proper understanding of geography— and 
 «ucf TnZy are admitted on any terms. In a word, the National System teaches 
 geography as a science, pure, simple, and exhaustive. 
 
 5, ALWAYS UP TO THE TIMES. The authors of these hooks, editorially 
 Bpea'iing, never sleep. No change occurs in the boundaries of countries, or of 
 coooties, no new discovery is made, or railroad built, that is not at once noted 
 and recorded, and the next edition of each volume carries to every echool-room 
 the lew order of things, 
 
 t. OTPEEIOB GEABATION. This is the only series which furnishes an avail- 
 abH volume for every possible class in graded schools. It is not contemplated 
 thai, a pupil must necessarily go through every volume in succession to attain 
 prralciency. On the contrary, two will suffice, but tJiree are advised ; and if the 
 course will admit, the whole series should be pursued. At all events, the books 
 arq dt hand for selection, and every teacher, of every grade, can find among them 
 or« exactly suited to his class. The best combination for those who wish to 
 ahildge the course consists of Nos. 1, 2, and 3, or where children are somewhat ad- 
 vanced in other studies when they commence geography, Nos. 1*, 2, and 3. Where 
 bF.i( ^wo books are admissible, Nos. I*and2*, orNos. 2 and 3, are recommended. 
 
 -'T. FOEM OF THE VOLUMES AHD MECHANICAL EXECUTIOIf. The maps 
 aKid text are no longer unnaturally divorced in accordance with the time-honored 
 yMctice of making text-hooks on this subject as inconvenient and expensive as 
 
 • <(«sible. On the contrary, all map questions are to he found on the page opposite 
 ^'«j map itself, and each hook is complete in one volume. The mechanical execu- 
 viva is unrivalled. Paper and printing are everything that could be desired, and 
 itn binding is — A. S. Barnes and Company's. 
 
 3. MAP-DEAWDfG. In 1869 the system of Map-Drawing devised hy Professor 
 "EBOME Allen was secured exchnieely for this series. It derives its claim to 
 Briginality and ueefulneBS from the introduction of a fixed unit qf measurement 
 applicable to eveiy Map. The principles being so few, simple and comprehensive, 
 tie subject of Map-Drawing is relieved of all practical difficulty. (In Nos. 2, 2* 
 <ad 3, and published separately.) 
 
 B, AKMOGOUS OUTIIHES. At the same time with Map-Drawing was also in, 
 'irodKced (in No. 2), a new and ingenious variety of Object Lessons, consisting of 9 
 ismpaii^Qa of the ontlinos of couotries irlth famili&r obJectB pictoriaJl; lepresentedi 
 
 1» 
 
27ie JVaiionaf Series of Standard School-Sooks. 
 
 GEOGRAPHy-Continued. 
 
 MONTEITH'S INDEPENDENT COURSE. 
 Elementary Geography (published 1874) . . $0 80 
 Comprehensive Geography (with 103 Maps) . l 60 
 
 ^^ These volumes are not revisions of old works— not an addition to any 
 Beries— but are entirely new productions— each by itself complete, independent, 
 comprehensive, yet simple, brief, cheap, and popular ; or, taken together, the most 
 admirable " series " ever offered for a common-school, course. They present the 
 following features, skillfoUy interwoven— the student learning all about one country 
 at a time. 
 
 XiOCAIi GEOGHAFHIT, or the Use of Maps. Important featnres of 
 the Maps are the coloring of States as objects, and the Ingenious system for laying 
 down a much larger number of names for reference than are found on any other 
 Maps of same size^and without crowding. 
 
 FHlTSICAXi GEOGRAFH?, or the Natural Featnres of the Earth, 
 aiustiated by the original and striking Selief Maps, being bird's-eye views or 
 photographic pictures of the Earth's snr&ce. 
 
 DESCRIPTIVE GEOGRAFH7, including the Physical ; with some 
 account of Governments, and Races, Animals, etc. 
 
 RISTORICAXa GEOGRAFHV, or a brief summary of the salient 
 points of history, explaining the present distribution of nations, origin of geo- 
 graphical names, etc. 
 
 XHATHEinATICAIi GEOGRAFHT, including AstbonohicUh 
 which describes the Earth's position and character among planets ; also the Zones, 
 Parallels, etc. , 
 
 COmFARATIVE GEOGRAFHT, or a system of analogy, con- 
 necting new lessons with the previous ones. Comparative sizes and latitudes aro 
 shown on the margin of each Map, and all countries are measured in the "frarne 
 (jC Kansas." 
 
 TOFICAIi GEOGRAFHIT; consisting of questions for review, and 
 testing the student's general and specific knowledg;e of the subject, with sugges- 
 tions for Geographical Compositions. 
 
 ANCIENT GEOGRAFRT. A section devoted to this subject, with 
 Haps, will be appreciated by teachers. It Is seldom taught in our common schools, 
 because it has heretofore required the purchase of a separate book. 
 
 GRAFHIC GEOGRAFHV, or Map-Dbawinq by Allen's "Unit of 
 Measurement " system (now almost universally recognized as without a rival) (t 
 introduced throughout the lessons, and not as an appendix. 
 
 CONSTRUCTIVE GEOGRAFHY, or Globe-Makino. WitheacK 
 book a set of Map Segments is furnished, with which each student may make hj« 
 own Globe by foDowing the directions given. 
 
 RAILROAD GEOGRAFHV, with a grand Map illustrating rontoi 
 of travel in the United States. Also, a "Tour in Earope." 
 
 14 
 
The JVational Series oj- Standard Schoot^Hooks. 
 
 The National System of Geography, 
 
 Bt Monteith & McNallt. 
 
 ITS hecobd. *■ 
 
 These popular te»t-books have lieen adopted, by official authority, for the 
 Bchoole of the foUowing States and Cities— in most cases for exclusive aij 
 uniform use. 
 
 STATES. 
 
 California, 
 
 Vermont, 
 
 Florida. 
 
 
 Missouri, 
 
 lo^va, 
 
 Minnesota, 
 
 Alalia 111 a, 
 
 Ijouisiana, 
 
 , North Carolina. 
 
 Teunesse'*.-. 
 
 Oregon, 
 
 Kansas, 
 
 
 Texas, 
 
 Arkansas, 
 
 Mississippi. 
 
 
 CITIES. 
 
 
 New York City. 
 
 Louisville, 
 
 NashviUe, 
 
 Portland, 
 
 Brooklyn, 
 
 Newark, 
 
 trtica. 
 
 Savannah, 
 
 New Orleans, 
 
 Milwaukee, 
 
 Wilmington, 
 
 Indianapolis, 
 
 Buffalo, 
 
 Charleston, 
 
 Trenton, 
 
 Springfield, 
 
 Klchmond, 
 
 Eochester, 
 
 Norfolk, 
 
 Wheeling, 
 
 Jersey City, 
 
 Mobile, 
 
 Norwich, 
 
 Toledo, 
 
 Hartford, 
 
 Syracuse, 
 
 Lockport, 
 
 Bridgeport, 
 
 Worcester, 
 
 Memphis, 
 
 Dubnque, 
 
 St. Paul, 
 
 Ban Francisco, 
 
 Salt Lake City, 
 
 Galveston, 
 
 Vicksburg, 
 
 &a. 
 
 &c. 
 
 Ac 
 
 &c. 
 
 STANDARD WALL MAPS. 
 
 By James Montbith. 
 
 Monteith's School Maps, 8]Srumbers, per set *$30 00 
 
 The " School Series " includes the Hemispheres (2 Maps), United States, North 
 America, South America, Europe, Asia, Africa. — Price, $2.50 each. 
 
 Sach Map is 28 x 34 inches,.beantifully colored, has the names all laid down, and 
 is substantially mounted on canvas with rollers. 
 
 Monteith'S Grand Maps, 7 Numbers, per set 
 
 (in locked box) *35 00 
 
 The "Grand Series" includes the Hemispheres (1 Map), United States, South 
 America, Europe, Asia, AfVica, The World on Mercator's Projection.— Price, $5.00 
 each. Size 42 x S2 inches, names laid down, colored, mounted, &c., like the School 
 Sarle*. 
 
 15 
 
The JVationat Series of Standard School- SooArs. 
 
 Monteith & McNally's National Geographies. 
 
 CBITICALOPIIS^IOMS. 
 From E. A. Abams, Member of Board of Sducatum, New Tork. 
 
 1 have found, by exammation of the Book of Sapply of our Board, that consld- 
 eral^ the largest number of any sciies now used in our public schools is th9 
 National, by Monteith and McNally. 
 
 Mmn Beo. Patbice, diief Provincial of the Yost JSducaiional Society qfihe 
 Cebistiak BncTHEFs in tjte United States. 
 
 Having been convinced for some tiiQC past that the series of Geographies jo 
 nse in our schools were not giving satisfaction, and came fer short of meetings 
 oar most reasonable expectations, I have felt it my imperative duty to esamin* 
 into this matter, and see if a remeSy could not be fotmd. 
 
 Copies of the different Geographies published in this country have been placed 
 at our command for examination. On account of other pressing duties Tve havtf 
 not been able to give as much time to the investigation of all these different series 
 as we could have desired ; yet we have found enough to convince us that there are 
 many others better than those we are now using; butwecheerftillygive our most 
 decided preference, above all others, to the National Series, by Monteith & McNally. 
 
 Their easy gradation, their thoroughly practical and independent character, 
 their comprehensive completeness as a full and accurate system, the wise dis- 
 orimination. shown in the selection of the subject matter, the beautifhland copious 
 illustration^, the neat cut type, the general execution of the works, and 0t7i£r ea>. 
 ceUendes^ will commend them to the iViends of education everywhere. 
 
 From the "Hojiii Mohthit," NashiMe, Term. 
 MoHTBUp's AND McNaixy's GEOGKAPniBS.— Geography is so closely con- 
 nected with Astronomy, History, Ethnology, and Geology, that it is difloult to 
 define its limits in the construction of a text-book. If the author confines himself 
 strictly to a description of the earth's sur&ce, his book will be dry, meager, a^d 
 nniuteUigible to a child. If^ on the other hand, he attempts to give information 
 on the cognate sciences, he enters a boundless field, and may wander too far. It 
 seems to us that the authors of the series before ns have hit on the happy medium 
 between too much and too little. The First Lessons, by applying the system of 
 object-teaching, renders the subject so attractive that a child, just able to read, ' 
 may become deeply interested in it. The second book of the course enlarges the 
 view, but still keeps to the maps and simpla descriptions. Then, in the third 
 book, we have Geography combined with History and Astronomy. A general 
 view of tiio solar system is presented, so that the pupil may understand th^ 
 earth's position on the map of the heavens. The first part of the fourth book 
 ireats of Physical Geography, and contains a vast amount of knowledge com- 
 pressed into a small space. It is made bright and attractive by beautiful pictures 
 and suggestive illustrations, on the principle of object-teaching. The maps in 
 the second part of this volume are remarkably clear, and the map exercises arc 
 •opious and judicious. In the fifth and last volume of the series, the whole sub. 
 ]ect is reviewed arid systematized. iTiis is strictly a Geography. Its maps are 
 beautifully engraved and clearly printed. The map exercises are (oil and com- 
 prehensive. In all these books the maps, questions and descriptions are given in 
 the same volume, in most geogriiphies there are too many details and mlnnta 
 descriptions— more than any child out of purgatory ought to be required to learn. 
 The power of memory is overstrained ; there is conflision^no clearly defined idea 
 Is formed in the child's mind. But in these books, in brief, pointed descriptiona, 
 and constant use of bright, accurate maps, the whole subject ia photographed oD 
 the mind. Jg 
 
The JVatlonal Series of Stundurd SchoolSooks. 
 
 MATHEMATICS. 
 
 DAVIES' NATIONAL COURSE. 
 
 ARITHMETIC. 
 
 SLATED. 
 
 1. Davies' Primary Arithmetic $ 25 | S3 
 
 2. Davies' Intellectual Arithmetic, 40 48 
 
 3. Davies' Elements of Written Arithmetic, . . , . 50 60 
 
 4. Davies' Practical Arithmetic, 00 1 00 
 
 Key to Practical A>ithmetic, 90 
 
 5. Davies' University Arithmetic 1 40 1 50 
 
 Key to University Arithmetic, *1 40 
 
 ALGEBRA. 
 
 1. Davies' New Elementary Algebra, *1 25 1 35 
 
 Key to Elementary Algebra, *1 25 
 
 2. Davies' University Algebra 1 50 1 60 
 
 Key to University Algebra, *1 50 
 
 3. Davies' New Bourdon's Algebra, 2 25 2 38 
 
 Key to Bourdon's Algebra, *2 25 
 
 aEOMETRY. 
 
 1. Davies' Elementary Geometry and Trigonometry, 1 40 1 50 
 
 2. Davies' Legendre's Geometry, 3 25 2 38 
 
 3. Davies' Analytical Geometry and Calculus, ... 2 50 3 63 
 
 ft, Davies' Descriptive Geometry 3 75 2 8S 
 
 S. Davies' New Calculus 3 00 
 
 MENSURATIOK 
 
 I. Davies' Practical Mathematics and IVIensuration, . 1 50 1 60 
 
 2! Davies' Elements of Surveying 3 50 3 63 
 
 3, Davies' Shades, Shadows, and Perspective, ... 3 75 d b« 
 
 MATHEMATICAL SCIENCE. 
 
 * 50 
 
 Davies' Grammar of Arithmetic, ^ «1 00 
 
 Davies' Outlines of Mathematical Science, . . _ . • • • • 
 Davies- Nature and Utility of Mathematics, 8vo, *2 00, 13mo. ^1 50 
 
 Davies' Metric System, • „ „„ 
 
 Davies & Peck's Dictionary of Mathematics ^a "" 
 
 Pavies" Foundations Mathematical Science, 
 
 17 
 
Tfie JVational Series of Standard SehootSookt. 
 
 ^ . ■ v 
 
 MATHEMATICS-Continued. 
 
 ARITHMETICAL EXAMPLES. 
 
 Reuck's Examples in Denominate Numbers % 50 
 Reuck's Examples in Arithmetic i 00 
 
 These volumes diffei from the ordinary arithmetic in their peculiarly 
 proA^icaX character. They are composed mainly of examples, and afford 
 the most severe and thorough discipline for the mind. While a book 
 which should contain a complete treatise of theory and practice vould ba 
 too cumbersome for every-day usei the insufficiency QipraxsiicQl examples 
 has been a source of complaint. 
 
 HIGHER MATHEMATICS. 
 
 Church's Elements of Calculus 2 50 
 
 Church's Analytical Geometry 2 50 
 
 Church's Descriptive Geometry, with Shades, 
 
 Shadows, and Perspective 4 00 
 
 These Tolumea constitute the ** West Point Gonrae" in tlielr Mvorri 
 departments. 
 
 Courtenay's Elements of Calculus • • • . 3 oo 
 
 A work especially popular at the South. 
 
 Hackley's Trigonometry 2 50 
 
 With applications to navigation and surveying, nautical and practical 
 geometry and geodesy. 
 
 Peck's Analytical Geometry i 75 
 
 Peck's Practical Calculus- i 75 
 
 APPLIED MATHEMATICS. 
 
 Peck's Ganot's Popular Physics i 75 
 
 Peck's Elements of Mechanics 2 oo 
 
 Peck's Practical Calculus i 75 
 
 Peck's Analytical Geometry, ...... i 75 
 
 Piof. W. G. Peck, of Columbia College, haa aeBigned the first of these works for 
 the ordinary wants of schools in the department of Natural Philosophy. The 
 other volumes are the briefest treatises on those subjects now published. Their 
 methods are purely practical, and unembarrassed by the details wMch raUier con- 
 fuse than simplify science. 
 
 SLATED ARITHMETICS. 
 
 This consists of the application of an artificially slated surface to the inner cover 
 ef a book, with flap of the same opening outward, so that students may refer to 
 the book and use the slate at one and the same time, and as though the slate were 
 detached. When folded up, the slate preserves examples ana memoranda tH' 
 needed. The material used Is as durable as the stone elate. The addition^ coat 
 9f books thus improved Is trifling. 
 
 1 Q 
 
^rational Series of standard School- SooJks. 
 
 » •— . . l_ 
 
 Da¥ies' National Course of Mathematics. 
 
 TESTIMONIALS. 
 
 Frmn L. Van Bokkeien, State Superintendent Public Instruction, Maryland. 
 
 The series of Arltlunetios edited by Prof. Davies, and publislied by your firm, 
 aaye been used for many years in the schools of several counties, and the city ol 
 Saltimore, and have been approved by teachers and commissioners. 
 
 Under the law of 1865, establishing a uniform system of Free Public Schools 
 these Arithmetics were unanimously adopted by the State Board of Education, 
 after a careful examination, and are now used in all the Public Schools of Mary. 
 'land. ' 
 
 These facts evidence the high opinion entertained by the School Authorities ol 
 the value of the series theoretically and practically. 
 
 From HoBAos Websteb, President of the College of Mw Tork. 
 The undersigned has examined, with care and thought, several volumes of Da- 
 vies' Mathematics, and is of the opinion that, as a whole, it is the most complete 
 and best course for Academic and Collegiate instruction, with which he is ac. 
 ^ualnted. 
 
 i?Vom Davxd N. Camp, State Superintendent qf Common Scltools, Oonnectieut. 
 
 I have examined Davies' Series of Arithmetics with some care. The language 
 is clear and precise ; each principle is thoroughly analyzed, and the whole so ar 
 ranged as to facilitate the work of instruction. Having observed the satisfaction 
 and success with which the diiferent books have been used by eminent teachers, 
 it gives me pleasure to commend them to others. 
 
 From J. O. Wnsoir, Chairman Committee on Text-Sooks, Washington, S. C. 
 
 I consider Davies' Arithmetics decidedly superior to any other series, and in 
 this opinion I am sustained, I believe, by the entire Board of Education and Corps 
 of Teachers in this city, where they have been used for several years past. 
 
 Z/'rom JoHisr L. Campbell, Professor of Mathematics, Wabash College, Indiana. 
 A proper combination of abstract reasoning and practical illustration is the 
 chief excellence in Prof. Davies' Mathematical works. I prefer his Arithmetics, 
 Algebras, Geometry and Trigonometry to all others now in use, and cordially re- 
 cohimend them to all who desire the advancement of sound learning. 
 
 From Majok J. H. Whittlbset, Government Inspector of Militarr/ Sc/moIs. 
 
 Be assured, I regard the works of Prof. Davies, with which I am acquainted, as 
 by far the best text-books In print on the subjects which they treat. I shall cer- 
 tainly encourage their adoption wherever a word from me may be of any avail. 
 
 From T. MoC. Baliamtdte, Prof. Matliemciics Cumberland College, Kentucky. 
 i have long taught Prof. Davies' Course of Mathematics, and I continue to like 
 their working. 
 
 From John McLeak Beix, B. A., Prin. of Lower Canada College. 
 I hove used Davies' Arithmetical and Mathematical Series as text-books in the 
 Bohools under my charge for the last six years. These I have found of great efa- 
 cacy ir, exciting, invigorating, and concentrating the intellecttml faculties of the 
 
 Baal treatise serves as an introduction to the next higher, by the Eimilarity of 
 its reasonings and methods ; and the student is earned (onvard, by eacy and 
 gradual steps, over the whole field ■ of mathematical inquiry, and that, too, in a 
 shorter time than i3 usually occupied iu mastering a single department. I fincerc- 
 Jy and heartily recommend them to the attention of my fellow-teachers in Canada, 
 
 From D. W. Steele, Prin. Philekoian Academy, Cold Springs, Texas. 
 £ hav3 nsed Davies' Arithmetics ti'.l I know them nearly by heart. Abetter 
 .eries of school-books never were published. I have recommended them until 
 •ihey are now used iu all this region of country, 
 
 A large mass of similar " Opinions " may be obtained by addressing the pub 
 Ushers for special circular for Davies' Mathematics. New recommendationi ar« 
 DabUsbed in current numbers of the Educational BuUetin, 
 
 19 
 
JVationat Series of Standard SchootSooks. 
 
 DAVIES' NATIONAL COUESE of MATHEMATICS. 
 
 ITS RECORD. 
 
 In claiming for this series tlie first place among American text-books, of what 
 ever class, the Publishers appeal to the magnificent record which its volumel 
 have earned during the tliirly-five years of Dr. Charles Davies' mathematical 
 labors. The unremitting exertions of a life-time have placed tlie modem series o* 
 the same proud eminence among competitors that each of its predecessors ha( 
 Euccessively enjoyed in a course of constantly improved editions, now rounded tff 
 <iieir perfect fruition— for it seems almost that this science is susceptible of ni 
 fiirther demonstration. 
 
 Daring the period alluded to, many authors and editors in this department have 
 started into public notice, and by borrowing ideas and processes original with Dr. 
 Daviea, have enjoyed a brief \ opnlarity, bnl are now almost unknown. Many of 
 the series of to-day, built upon a similar basis, and described as " modem books," 
 are destined to a similar fate ; while the most far-seeing eye will find it difficult to 
 fix the time, on the basis of any data afforded by thoir past history, when these 
 books will cease to Increase ami prosper, and fix a still firmer hi'ld on the afifectiun 
 of every educated American. 
 
 One cause of this unparalleled popularity is found in the fact that the enterprise 
 of the author did not cease with the original completici of his books. Always a 
 practical teacher, he has incorporated in his text-books from time to time the ad- 
 vantages of every improvement in methods of teaching, and every advance in 
 science. During all the years in which he has been laboring, he constantly sub- 
 mitted his own theories and those of others to the practical lest of the class-room 
 —approving, rejecting, or modifying them as the experience thus obtained might 
 suggest. In this way he has been able to produce an almost perfect series of 
 class-books, in which every department of mathematics has received minute and 
 exhaustive attention. 
 
 Nor hat he yet retired from the field. Still in th"! prime of life, and enjoying a 
 ripe experience which no other living mathematician or teacher can emulate, his 
 pen Is ever ready to carry on the good work, as the progress of science may de- 
 mand. Witness his recent exposition of the " Metric System," which received 
 the official endorsement of Congress, by its Committee on Uniform Weights and 
 . Measures. 
 
 Davies* System is the acknowxedged National St^&i/xed for th« 
 United States, for the following reasons : — 
 
 Ist. It is the basis of instruction in the great national sciiaols at West Point 
 and Annapolis. 
 
 2d. It has received the gmisi endorsement of the Natiow,! Congress. 
 
 3d. It is exclusively used in the public schools of the I^«.tional Capital. 
 
 4th. The officials of the Government use it as authority in all eases involving 
 mathematical qnestions. 
 
 5th. Our great soldiers and sailors commanding the national armies and navies 
 were educated in this system. So have been a majority of eminent scientists in 
 this connt'y. All these refer to " Davies " as anthorlty. 
 
 6th. A larger number of American citizens have received thei/ education from 
 this than from any other series. 
 
 7th. The serifes has a larger circulation thronghont the wbok country than anj 
 other, being extensively used In emry State in the Vnion. 
 
 20 
 
27ie JVattonal Series of Standard SchoolSooks. 
 
 MATHEMATICS-Continued. 
 
 PECK'S ARITHMETICS. 
 
 By the Prof, of Mathematics at Columbia College, New York. 
 
 1. Peck's First Lessons in Numbers, ■ • . $o 25 
 
 Embraciug all that is ttBnally included in what are called Primary and Intel- 
 lectual Arithmetics ; proceeding gradually from object lessons to abstract num- 
 bers; developing Addition and Subtraction simultaneously: with other attrac- 
 tive novelties. 
 
 2. Peck's Manual of Practical Arithmetic, • so 
 
 An excellent " Brief" course, conveying a sufficient knowledge of Arithmetic 
 fbr ordinary business purposes. 
 
 It is thoroughly "practical," because the anthor believes the Theory cannot be 
 Studied with advantage until the pupil has acquired a certain tecilily in combin- 
 ing numbers, which can only be had by practice. 
 
 3. Peck's Complete Arithmetic, 90 
 
 The whole subject— theory and practice— presented within very moderate 
 limits. This author's most remarkable faculty of mathematical treatment is 
 comprehended in three words : System, Conciseness, Lucidity. The directness 
 and simplicity of this work cannot be better expressed than in the words of a 
 correspondent who adopted the book at once, because, as ho said, it is " free 
 ftom that juggling viith nunibers " practiced by many authors. 
 
 From the " Galaxy" New York. 
 In the "Complete Arithmetic" each part of the subject is logically developed. 
 First are given the necessary definitions ; second, the explanations of such signs 
 (if any) as are used ; third, the principles on which the operation depends ; 
 fourth, an exemplification of the manner in which the operation is performed, 
 which is so conducted that the reason of the rule which is immediately thereafter 
 deduced is made perfectly plain ; after which follow numerous graded examples 
 and corresponding practical problems. All the parts taken together are arranged 
 in logical order. The subject is treated as a whole, and not as if made up of 
 seo-regated parts. It may seem a simple remark to make that (for example) addi- 
 tion is in principle one and the same everywhere, whether employed upon simple 
 or compound numbers, fractions, etc., the only difi^erence being in the ««< m- 
 volved ■ but the number of persons who understand this practically, compared to 
 the nuiber who have studied arithmetic, is not very great. The student of the 
 "Complete Arithmetic" cannot fail to understand it. All the principles of the 
 science are presented within moderate limits. Superfluity of matter-to supple- 
 ment defective definitions, to make clear faulty ^'^'^.^'^^'^'''T; »°f. ™'^ /„^; 
 pressed either inaccurately or obscurely, to make provision for a ">"lfaPl'"ty °f 
 cases for which no provision is requisite-has been careflil y avoided. The 
 de^it ons are plain and concise ; the principles are stated clearly ^f »^<=«J 
 thB demonstratLs are full and complete ; the niles are P«f^f f^"? ^"l^^^^^^^^^ 
 hensive ; the illustrative examples are abundant and ^^" ^^^^ *° '^™''*"'4 ^f' 
 student with the application of principles to the problems of science and of 
 
 '^^^ The Definitions constitute the power of the book We have never s«en 
 them excelled for clearness and exactness.-Zowo Sohool Joamal. 
 
 9A 
 
2%e JVational Series of Standard ScAootSooA*. 
 
 PENMANSHIP. 
 
 ^ ^ » 
 
 Beers' System of Progressive Penmanship. 
 
 Per dozen . .$1 68 
 
 This "round, hand" system of Penmanship in twelve nnmbers, eom> 
 mends ifcself by its simplicity and thoroughness. The first four numbers 
 n^e primary books. Kos. 5 to 7, advanced books for boys. Nos, 8 to 10, 
 advanced books for girls. Nos. 11 and 12, ornamental penmanship. 
 These books are printed from steel plates <^ngraved by McLees), and are 
 unexcelled in mechanical execution. Large quantities are annually sold. 
 
 Beers' Slated Copy Slips, per set *50 
 
 AH beginners should practice, for a few weeks, slate exercises, familiar- 
 izing them with the form of the letters, the motions of the hand and arm, 
 &c., &c. These copy slips, 32 in number, supply all the copies found In a 
 complete seiies of writing-books, at a trifling cost. 
 
 Payson,Dunton&Scribner'sCopy-B'ks.Pdoz*i so 
 
 The National System of Penmanship, in three distinct series — (1) Com- 
 mon School Series, comprising the first six numbers ; (2) Business Series, 
 Is'os. 8, 11, and 12 ; (3) Ladies' Series, Nos. 7, 9, and 10. 
 
 Fulton & Eastman's Chirographic Charts, *3 75 
 
 To embellish, the Rchool room walls, and furnish class exercise in the 
 elements of Penmanship. 
 
 Payson's Copy-Book Cover, per hundred .*4 oo 
 
 Protects every page exc^t the one la use, and fuTDishes " lines** ■with prop^ 
 ■lope for the penmau, under. Patented. 
 
 National Steel Pens, Card with all kinds . . . *15 
 
 Pronounced by competent judges the perfection of American-made pens, ui4 
 superior to any ibreign article. 
 
 SCHOOL SERIES. 
 Scbool Pen, per gross, . .$ 60 
 Academic Pen, do . . 63 
 
 Fine Pointed Pen, per gross 70 
 
 POPULAR SERIES. 
 
 Capitol Pen, per gross, . , 1 00 
 
 do do pr. boi:of2 doz. 25 
 
 Bullion Pen (imit. gold) pr. gr. 75 
 
 Ladies' Pen do 63 
 
 Index Pen, per gross ... 75 
 
 BUSINESS SERIES. 
 
 Albata Pen, per gross, . . 40 
 
 Bank Pen, do , . 70 
 
 Empire Pen, do . . 70 
 
 Commercial Von, per gross . 60 
 
 Express Pen, do . 75 
 
 Falcon Pen, do . 70 
 
 Elastic Fen, do . 76 
 
 Stimpson's Scientific Steel Pen, per gross .*3 oo 
 
 One forward and two backward arches, ensuriTig great strength, well- 
 balanced elasticity, CTenness of point, and smoothness of execution. One 
 gross in twelve containa a Scientific Gold Pen. 
 
 Stimpson's Ink-Retaining Holder, per doz. .*2 oo 
 
 .i„tlf i'/'''\ apparatus, whio.. does not get out of order, withholds at a 
 single dip as much ink as the pen would otherwise reallae from a dozen 
 tiips to the inkstand, which it supplies with moderate and easyilow. 
 
 Stimpson's Gold Pen, 63 oo; with Ink Retainer*^ 50 
 Stimpson's Penman's Card * 50 
 
 hoVdo*.''"*"'^''**'''""^"''""''"*'"''""^""'^'"*'" Ink-retaining Pea 
 
 22 
 
37ie JVationat Series of Standard Sehool-^ooks. 
 
 HISTORY. 
 
 Monteith's Youth's History, $75 
 
 A History of the United States for beginners. It is arranged upon the 
 catecheticul plan, with lUuBtratiTe maps and engraWngs, review questions, 
 dates in parentheses (that their study may be optional with the younger 
 class of learners), and interesting Biographical Sketches of all persons 
 who have beeu prominently identified with, the history of our country, 
 
 'jWiHard's United Slates, School edition, . . , i 40 
 
 Do. do. University edition, . 2 25 
 
 The plan of this standard work is chronologically exhibited in front of 
 the title-page; the Maps and Sketches are found useful assistants to th a 
 memory, and dates, usually so difficult to remember, are so systematitally 
 arranged as in a great degree to obviate the diihculty. Candor, impar- 
 tiality, and accuracy, are the distinguishing features of tlie narrative 
 portion, 
 
 Willard's Universal History, 2 25 
 
 The most valuable features of the " United States" are reproduced in 
 this. The peculiarities of the work are its great conciseness and the 
 prominence given to the chronological order of events. The margin 
 marks each successive era with great distinctness, so that the pupil re- 
 tains not only the event but its time, and thus fixes the order of history 
 £rmly and usefully in his mind. Mrs. Willard's books are constantly 
 revised, and at all times written up to embrace important historical 
 events of recent date. 
 
 Berard's History of England, 1 
 
 By an authoress well known for the success of her History of the United 
 States. The social life of the English people is felicitously interwoven, 
 as in fact, with the civil and military transactions of the realm. 
 
 Ricord's History of Rome, • • • • • • • 1 75 
 
 Possesses the charm of an attractive romance. The Fables with which 
 this history abounds are introduced in such a way as not to deceive the 
 ineiperienoed, while adding materially to the value of the work as a reli- 
 able index to the character and institutions, as well as the history of the 
 Hocian people. 
 
 Banna's Bible History, 1 25 
 
 The only compendium of Bible narrative which affords a connected and 
 chronological view of the important «vents there recorded, divested «f all 
 superfluous detail. 
 
 "Jummary of History, complete 60 
 
 American History, $0 40. French and Eng. Hist. 35 
 
 K well proporUonad outline of leading events, condensing the substancs of the 
 more extensive textbook in eonunon use into a series of slatemenM so brief, Oiat 
 every word may be committed to memory, and yet so comprehensive that It 
 preseptB an accurate though general view of the whole continuous life of natlona. 
 
 Marsh's Ecclesiastical History, 2 oo 
 
 Questions to ditto, 75 
 
 ASbrding the History of the Church In all ages, with accounts of the 
 pagan worid during Biblical periods, and the character, rise, and progress 
 ^all Religions, as well as the various sects of the worshipers ol Christ. 
 The irork is entirely nou-seotarian, though strictly caUiolic. 
 
 Mill's History of the Jews, i ^^ 
 
 33 
 
The JVational Series of Stanaara School- 'Book*. 
 
 HfSTORV-Continued. 
 
 BARNES' ONE-TERM HISTORY. 
 A Brief History of the United States, ■ • .$i 50 
 
 This ia probably the most obigikal school-book published for many years, 
 in any department. A lew of its claims are the following: 
 
 1. Brevity.— The text is complete for Grammar School or intermediate 
 olasses, in 290' ISmo pages, large type. It may readily be completed, if desired, in 
 one term of study. 
 
 2. ComprehensiTenOSS.— Though so brief, this book contains the pith of aU 
 the wearying contents of the larger manuals, and a great deal more than the mem- 
 ory usually retains from the latter. 
 
 3i Intsrest has been a prime consideration. Small books have heretofore 
 been bare, full of dry statistics, unattractive. This one is charmingly written, 
 replete with anecdote, and brilliant with illustration. 
 
 4. Proportion of Events.— it is remarkable for the discrimination with 
 which the different portions of our liistory are presented according to their im- 
 portance. Thus the older works being already large books when the civil war 
 took place, give it less space than that accorded to the Revolution. 
 
 5. Arrangement. — in six epochs, entitled respectively. Discovery and Settle- 
 ment, the Colonies, the Bevolution, Growth of States, the Civil War, and Current 
 
 Bvents. 
 
 6. Catch Words.- Each paragraph is preceded by its leading thought in 
 prominent type, st-.nding in the student's mind for the whole paragraph. 
 
 7, Key Notes, — Analogous with this is the idea of grouping battles, etc., 
 about some central event, which relieves the sameness so common in such de- 
 scriptions, and renders each distinct by some striking peculiarity of its own. 
 
 8, Foot Notes.— These are crowded with interesting matter that is not 
 strictly a part of history proper. They may be learned or not, at pleasure. They 
 are certain in any event to be read. 
 
 9, Biographies ofall the leading characters are given in foil in foot-notes. 
 
 ' 10. MapSi — ^Elegant and distv^ct Maps from engravings on copper-plate, and 
 beautifully colored, precede each epoch, and contain all the places named. 
 
 11. Questions are at the back of the book, to compel a more independent use 
 r f the text. Both text and questions are so worded that the pupil must give in- 
 t slligeut answers iK his own wobds. "Yes" and "No" wiUnotdo. 
 
 12. Historical BeoreationS.— These are additional questions to test the stn- 
 d^nt's knowledge, in review, as: "What trees are celebrated in our Idstory?" 
 " When did a fog save our army ? " " What Presidents died in office f " "When 
 was the Mississippi our western boundary ? " " Who said, ' I would rather be 
 right than President ? ' " etc. 
 
 13. The nittstrations, about seventy in number, are the work of our best 
 artists and engravers, produced at great expense. They are vivid and interest- 
 ing, and mostly upon subjects never before illustrated in a school-book. 
 
 14. Dates.— Only the leading dates are given in the text, and these are bo 
 associated as to assist the memoiy, but at the head of each page is the date of the 
 event first mentioned, and at the close of each epoch a summary of events and dates. 
 
 15. The Philosophy of History is studiously exhibited— the causes and 
 effects of events being distinctly traced and their interconnection shown. 
 
 16. Impartiality. — All sectional, partisan, or denominational views are 
 avoided. Facts are stated after a careftl comparison of all authorities without 
 the least prejudice or favor. « 
 
 17. Indes.— A verbal index at the close of the book perfects it as a work of 
 reference. 
 
 It will be observed that the above are all particulars in which School Histories 
 have been signally defective, or altogether wanting. Many other claims to &vor 
 It shares la common with its predecessors. 
 
The JVation al Series of Standard School-'Soolks. 
 
 HISTORY-Continued, 
 
 Hunter's Historical Games, v/iUi cards . . . lo 75 
 
 An invalualile accompanimeDt for the text-book, by way of stimulating interest 
 in tho Class ; affording, at once. Amusement and Instruction. 
 
 SOME TESTIMONIALS FOR BARNES' BRIEF HISTORY. 
 
 ; From Hon. J. M. MoKbkzib, Supt. Put. Inst., Nebraska 
 
 I liave examined your ■' Brief History of tlie United States," and lilte it real weU • 
 !md were I teactiing a graded scliool, I thinlt I should use it as a test-book. 
 M-om Hon. H. B. Wilsos, Swpt. Pub. Inst., Minnesota. 
 1 have read with much interest the '• One-Term Histoi-y of the United States " I 
 am much ple-ised with it. In my judgment, it contains all of the United States his- 
 tory that the majority of pupils in our common schools can spare time to study. 
 From Pees. Edwakd Bkooks, Millersville State Normal School, Pa. 
 It la a work that will be a favorite with teachers and pupils. Its scope and style 
 especially adapt it for use in our public schools. I cordially commend it to teachers 
 desiring to introduce an interesting and practical text-book upon this subject. 
 
 Prom Pbes. Baeker, Bvffalo State Normal School. N. T. 
 In the copy of your " Brief History," before me, the important items to be learned 
 in history seem most ingeniously hrohght out and kept in the foreground. These 
 items are tim^, persons, places, and events. It has the appearance of an exceedingly 
 fcesh and systematic work. I think I shall put it into my classes. 
 
 From FsoT. Wm. P. Allen, State Univ. of Wisconsin. 
 I think the author of the new " Brief History of the United States " has been very 
 successful in combining brevity with sufficient fullness and interest. Particularly, 
 he has avoided the excessive number of names and dates that most histories con- 
 tain. Two features that I like very much are the anectlotes at the foot of the page 
 and the " Historical Becreations " in the Appendix. The latter, I think, is quite a 
 new feature, and the other is very well executed. 
 
 From S. G. TYkight, Assist.-Supt. Pub. Inst, Kansas. 
 It is with extreme pleasure we submit our recommendation of the " Brief History 
 of the United States." It meets the needs of young and older children, combining 
 concision with perspicuity, and if " brevity is the soul of wit," this " Brief His- 
 tory " contains not only that well-chosen ingredient, but wisdom sufficient to en- 
 lighten those students who are wearily longing for a " new departure " from certain 
 CM and uninteresting presentations of fossilized writers. We congratulate a pro- 
 gressive public upon a progressive book. 
 
 From Hon. Newton Batbman, Supt, Pub. Inst, lUineia. 
 
 Barnes' One-Term History of the United States is an exceedingly attractive and 
 spirited little book. Its claim to several new and valuable features seems well 
 founded. Under the form of six well-defined Epochs, the History of the United 
 States is traced tersely, yet pithily, from the earliest times to the present day. A 
 good map precedes each epoch, whereby the history and geography of the period 
 may be studied together, as they always should be. The syllabus of each paragraph 
 is made to stand in such bold relief, by the use of large, heavy type, as to be of 
 much mnemonic value to the student. The book is written in a sprightly and 
 piquant style, the interest never flagging from beginning to end— a rare and difCcult 
 achievement in works of this kind. 
 
 From the " Chicago Schoolmaster " (Editorial). 
 
 A thorough examination of Barnes' Brief History of the United States bnngsfbe 
 examiner to the conclusion that it is a superior book in almost every respect. The 
 book is neat in form, and of good material. The type is clear, large, and distmct, 
 Th? facts and dates are correct. The arrangement of topics is just the thing needed 
 in a history text-book. By this arrangement the pupil can see at once what he is 
 expected to do. The topics are well selected, embracing the leading ideas or prin- 
 cipal events of American history. . . . The book as a whole IS much superior 
 to any I have examined. So much do I think this, that I have ordered it for my 
 class, and shall use it in my school. (Signed) B. W. Bakeb. 
 
 Baker's Brief History of Texas, ti 25 
 
 25 
 
3%e JVaiionai Series of Standard SchoolSooks. 
 
 DRAWING. 
 
 -*-«-• 
 
 Chapman's American Drawing Book, • • *^6 oo 
 
 The standard American text-book and authority m all branches of art. A com. 
 Dilation of art principles. A manual for the amateur, and basis of study for the pro. 
 fessional artist. Adapted for schools and private instruction. „ „. _ 
 
 COKTEHTS.— "Any one who can Learn to Write can Learn to Draw. —Primary 
 Instruction in Drawing.— Rudiments of Drawing the Human Head.— Rudiments m 
 Drawing the Human Figure.— Rudiments of Drawing.— The Elements of Geometry.— 
 Perspective.-Of Studying and Sketching from Nature.- Of Painting.— Etc^ng and 
 Engraving.— Of Modeling.— Of Composition —Advice to the American Art-Student. 
 
 The work is of course magnificently Illustrated with all the original designs. 
 
 Chapman's Elementary Drawing Book, . . i 50 
 
 A Progressive Course of Practical Exercises, or a text-book for the training of ths 
 eye and hand. It contains the elements from the larger work, and a copy F.hculd 
 be^'fl the hands Of every pupil; while a copy of the ^'American Drawing Book," 
 named above, should be at hand for reference b.T the class. 
 
 The Little Artist's Portfolio, *50 
 
 25 Drawing Cards (progressive patterns), 25^ Blanks, and a fine Artist's Pencil, 
 all in one neat envelope. 
 
 Clark's Elements of Drawing, *i oo 
 
 A complete course in this graceful art, fi-om the first mdimentB of ontline to the 
 finished sketches of landscape and scenery. 
 
 Fowle's Linear and Perspective Drawing, . *6o 
 
 For the cultivation of the eye and band, with copious illustrations and direc 
 tions for the guidance of the unskilled teacher. 
 
 Monk's Drawing Books— Six lumbers, per set, *2 25 
 
 Eacii book contains denen, large patterns, with opposing blanks. No. 1. Elemen- 
 tary Studies. No. 8. Studies or Miage. No. 3. liindscapes. No. 4. Animals, I. 
 No. 5. Animals, IL No. 6. Marine Views, etc 
 
 Allen's Map-Drawing, . . . 25cts.; Scale, 25 
 
 This method introduces a new era in Map-Drawing, for the following reasons :— 
 1. It is a system. This is its gi-eatest merit.— 2. It is easily understood and taught. 
 —3. The eye is trained to exact meaenrement by the use of a scale.— 4. By no spe- 
 cial effori of the memory, distance and comparative size are fixed in the mina.^ 
 6. It discards useless construction of lines.— 6. It can be taught b^ any teacher, even 
 though there may have been no previous practice in Map-Drawing. — 7. Any pupil 
 old enough to studyGeography can learn by this System, in a short time, to draw 
 accurate maps. — 8. The Ssystem is not the result of theory, bnt comes directly from 
 the school-i'oom. It has been thoroughly and enccessfully tested there, with all 
 grades of pupils. — 9, It is economical, as it requires no mapping plates. It gives 
 The pupil the ability of rapidly drawing accurate maps. 
 
 Ripley's Map-Drawing, i 25 
 
 Based on the Circle. One of the most efficient aids to the acquirement of a 
 knowledge of Geography is the practice of map-drawing. It is useml for the same 
 reason that the best exercise in orthogr.aphy is the writing of difficult words. 
 Sight comes to the aid of hearing, and a double impression is produced upon the 
 memoiy. Knowledge becomes lees mechanical and more intuitive. The student 
 who has sketched the outlines of a country, and dotted the important places, is little 
 likely to forget either. The impression produced may be compared to that of a 
 traveller who has been over the ground, while more con>prehensive and ace irate in 
 
 26 
 
The JVationat Series of Stanaard Scfiool-Svoks. 
 
 BOOK-KEEPING. 
 
 Folsom's Logical Book-keeping, - . . . .$200 
 Folsom's Blanks to Book-keeping, ■ . . . *4 50 
 
 This treatise embraces the interesting and important discoverlei 
 of Prof. Folsom (of the Albany " Bryant & Stratton College"), the par- 
 tial enunciation of which in lectures and otherwiee has attracted so 
 much attention in circles interested in commercial education. 
 
 After studying bnsiness phenomena for many years, he has arrived 
 at the positive laws and principles that underlie the whole subject ot 
 Accounts ; finds that the science is based in Value as a generic term • 
 that value divides into two classes with varied species ; that aU the 
 exchanges of values are reducible to nine equations ; and that all the 
 results of all these exchanges are limited to thirteen in number. 
 
 As accounts have been universally tanght hitherto, without setting 
 out from a radical analysis or definition of values, the science has 
 been kept in great obscurity, and been made as difficult to impart aa 
 to acquire. On the new theory, however, these obi^tacles are chiefly 
 removed. In reading over the first part of it, in which the governing 
 laws and principles are discussed, a person with ordinary intelligence 
 will obtain a fair conception of the double entry process of accounts. 
 But when he comes to study thoroughly these laws and principles as 
 there enunciated, and works out the examples and memoranda which 
 elucidate the thirteen, results of business, the student will neither fail 
 in readily acquiring the science as it is, nor in becoming able intelli- 
 gently to apply it in the interpretation of business. 
 
 Smith & Martin's Book-keeping, 1 25 
 
 Smith & Martin's Blanks, "^60 
 
 This work is by a practical teacher and a practical book-keeper. 
 It is of a thoroughly popular class, and will be welcomed by every 
 one who loves to see theory and practice combined in an easy, con- 
 cise, and methodical form. 
 
 The Single Entry portion is well adapted to supply a want felt in 
 nearly all other treatises, which seem to be prepared mainly for the 
 use of wholesale merchants, leaving retailers, mechanics, farmers, 
 etc., who transact the greater portion of the business of the country, 
 without a guide. The work is also commended, on this account, for ■ 
 general use in Young Ladies' Seminaries, where a thorough ground- 
 ing in the simpler rorm of accounts will be invaluable to the future 
 housekeepers of the nation. 
 
 The treatise on Double Entry Book-keeping combines all the ad- 
 vantages of the most recent methods, with the utmost simplicity of 
 application, thus affording the pupil all the advantages of actual ex- 
 perience in the counting-house, and giving a clear comprehension of 
 the entire subject through a judicious course of mercantile trans- 
 actions. 
 
 The shape of the book is such that the transactions can be pre- 
 sented as in actual practice ; and the simplified foi-m of Blanks- 
 three in number— «dd8 greatly to the ease experienced in acquiring 
 the science. 
 
 27 
 
The JVationat Series of Standara Schoot-IBoolbs. 
 
 NATURAL SCIENCE. 
 
 » » 
 
 FAMILIAR SCIENCE. 
 Norton & Porter's First Book of Science, . $i 75 
 
 By eminent Professors of Tale College. Contains the principles of NatnraL 
 Philosophy, Astronomy, Chemistry, Physiology, and Geology. Arranged on tha 
 Catechetical plan for primary classes and beginners. 
 
 Chambers' Treasury of Knowledge, .... i 25 
 
 Proerressive lessons upon— ^?«<, common things which lie most immediately 
 wound us, and first attract the attention of the young mind ; second, common objects 
 tima the Mineral, Animal, and Vegetable kingdoms, manufactured articles, and 
 miscellaneous substances ; third, a systematic view of Nature under the Tmona 
 sciences. May be used as a Reader or Text-book. 
 
 NATURAL PHILOSOPHY. 
 Norton's First Boole in Natural Philosophy, i oo 
 
 .„?? ^'°^- ^o"™,"- °f y^le College. Designed for beginners. Profliseiy illustrated 
 and arranged on the Catechetical plan. -o-ixiou. 
 
 Peck's Ganot's Course of Nat. Philosophy, - i 75 
 
 The standard text-book of France, Americanized and popularized by Prof. Peck 
 of Columbia College The most magnificent system of Illustration ever adopted m 
 an American school-book is here found. For intermediate classes. 
 
 Peck's Elements of Mechanics, 3 oo 
 
 A suitable introduction to Bartlett's higher treatises on Mechanical Philosonhv 
 and adequate m itstlf for a complete academical course. >-"»»""" r-nuosopny, 
 
 Bartlett's synthetic, m amlyhc, Mechanics, • each 5 oo 
 Bartlett's Acoustics and Optics, 3 50 
 
 Acadlmy?"" °^ Collegiate Philosophy, by Prof. Baktlbtt, of West Point MUitaiy 
 
 Steele's 14 Weeks Course in Philos. (see p. 34) i 50 
 Steele's Philosophical Apparatus, .... *125 oo 
 
 Adequate to performing the experiments in the ordinary text-booka The urtfrf.. 
 wiU be sold separately, if desired. See special circular for details ™e articles 
 
 G- E O L O G- y . 
 Page's Elements of Geology, i 25 
 
 A volume of Chambers' Educational Course PrncH#-oi E,-n,»i_ j 
 calculated to make the study interesting. -Practical, simple, and eminently 
 
 Emmons' Manual of Geology, .... i 25 
 
 ^ The first Geologist of the country has here produced a work worthy o/hiB repn- 
 
 Steele's 14 Weeks Course (see p. 34) 150 
 
 Steele's Geological Cabinet, *40 og 
 
 des^?rtlcfc„Sr"leS.'^''^P«^''"-=- ^" '"^^ »"«- Sold sep'aratel,. U 
 
 28 
 
The JVationat Hertes of Stanaard School-tBook*. 
 
 Peck's Ganot's Popular Physics. 
 
 TESTIMOIiriALS. 
 
 From PBor. Alonzo Colldj, Cornell CoUege, Iowa. 
 I am pleased with it, I have decided to introdnce it as a text-book, 
 
 From H. F. Jomtsou, President Madison College, Sharon, Mict^ 
 I am pleased with Feck's Ganot, and think it a magnificent hook. 
 
 From Puoff. EnwAan Bbooks, Pennsylvania State Wormal StluxH. 
 So eminent are its merits, that it will he introduced as the tezt-hook npc/it us 
 mcutary physics in this institution. 
 
 From H. H. Lockwood, Professor Natural Philosophy U. S. UTa'ial Academy. 
 I am so pleased with it that I will prohahly add it to a conise of lectnres givea t4 
 the midshipmen of this school on physics. 
 
 From Geo. S. Mack™, Professor Natural Si^tory Unltiersit^ of Nashville, Tenn. 
 
 I have decided on the introduction of peck's Ganot's Philosophy, as I am satlsi 
 fled that it is the best book for the purposes of my pupils that 1 have seen, conv 
 biuing simplicity of explanation witli elegance of illustration. 
 
 From W. S. MoBas, Superintendent Yeieay Public Schools, Indiana. 
 Having carefully examined a number of text-books on natural philosophy, I do 
 not hesitate to express my decided opinion in favor of Peck's Ganot. The matter, 
 style, and illustration eminently adapt the work to the popular wants. 
 
 From Eet, Samuel MoKnraET, D,D., PresH Austin CoUege, Suntsville, Texas. 
 
 It gives me pleasure to commend it to teachers, I have taught some classes witfi 
 It as our text, and must say, for simplicity of style and clearness of illustration, 1 
 have found nothing as yet published of equal value to the teacher and pupiL 
 
 From C, V. Speab, Principal Maplewood Institute, Pittsjleld, Mass. 
 I am much pleased with its ample illustrations by plates, and its clearness and 
 simplicity of statement. It covers the ground usually gone over by our higher 
 classes, and contains many fresh illustrations ftom life or daily occurrences, ana 
 new applications of scientmc principles to such. 
 
 From J. A. Banpibid, Superintendent Marshall Public Schools, Michigan. 
 
 I have used Peck's Ganot since 1863, and with increasing pleasure and satisfac- 
 tion each term. I consider It superior to any other work on physics m its adapta- 
 tion to our high schools and academies. Its illustrations are superb— better 
 than three times their number of pages of fine print. 
 
 From A. SommnB, iW- of Mathematics in Baldviin University, Berea, Ohio. 
 
 After a careful examination of Peck's Ganot's Natural PhUosophy, and an actual 
 reft of its merits as a text-hook, I can heartily «c°mm«nd it as admirably atopted 
 to meet the wants of the grade of students for which it is intended Its diagrams 
 and illustrations are unrivaUd. We use it m the Baldwm University, 
 
 From D. C, Van Noeman, Principal Tan Norman Institute, New Tor!:. 
 
 Thp Watnral Philosonhv of M. Ganot. edited by Prof. Peck, is, in my opinion, 
 fhrhest vvSrkof its WnZfor intended, ever published in this comity. 
 
 Whether ™garded to relat on to the natural order of the topics, the precision and 
 dSrness of!t8 deflStions, or the flilhiess and beauty of its illustrations, it is cer- 
 ilttinly, I thtak, an advance, 
 
 ^- For many similar testimonials, see current numbers of the ntastrated Ed 
 acatlonal Bulletin. 
 
 29 
 
The JVatidnal Series of Standard SchootSooks. 
 
 NATURAL SCIENCE-Continued. 
 
 CHEMISTRY. 
 
 Porter's First Book of Chemistry, • • • .$100 
 Porter's Principles of Chemistry, 2 00 
 
 The above are widely known as the prodnctions of one of the moBt eminent scien- 
 tific men of America. The extreme simplicity in the method of presenting th,e 
 science, while exhaustively treated, has excited universal commendation. 
 
 •Darby's Text-Book of Chemistry, ..... 1 75 
 
 Purely a Cheroistry, diveeting the subject of matters comparatively foreign to it 
 (f acli aa heat, light, electricity, etc.), but usually allowed to engross too much atten- 
 tion in ordinary school-books. 
 
 Gregory's Organic Chemistry, 3 50 
 
 Gregory's Inorganic Chemistry, 3 50 
 
 The science exhaustively treated. For colleges and medical students. 
 
 Steele's Fourteen Weeks Course, 1 50 
 
 A successful effort to reduce the study to the limits of a Angle term, thereby 
 making feasible its general introduction in institutions of every character. The 
 authcr^s felicity of style and success in making the science pre-eminently mUreiU 
 ing are peculiarly noticeable features. (See page 34.) i 
 
 Steele's Chemical Apparatus, •*20 oo 
 
 AdecLuate to the performance of all the important experiments. 
 
 BOTANY. 
 Thinker's First Lessons in Botany, .... 4o 
 
 For children. The technical terms are largely dispensed with in flavor of an 
 easy and fiimiliar style adapted to the smallest tearner. 
 
 Wood's Object-lessons in Botany, . . . . i 50 
 Wood's American Botanist and Florist, . . 2 50 
 Wood's New Class-Book of Botany, .... 3 50 
 
 The standard text-books of the United States in this department. In style they 
 ire simple, popular, and lively ; in arrangement, easy^and natural : in description. 
 
 are i . .. . _ , __ ._, ._._ 
 
 hie and strictly exact. "Hie Tables 7or Analysis are reduced'to a perfect "sya- 
 ....... More are annually sold than of all others combined. 
 
 Wood's Plant Record, *75 
 
 A simple form of Blanks for recording observations in the field. 
 
 Wood's Botanical Apparatus, ..... *8 00 
 
 A portable Trunk, containing Drying Press, Knife, Trowel, Microscope, and 
 Tweezers, and a copy of Wood's Plant Kecord— composing a complete outfit for 
 the collector. 
 
 Young's Familiar Lessons, 2 00 
 
 Darby's Southern Botany, 2 00 
 
 . J'55'*°-™I general structural and Physiological Botany, with veeetable products 
 •nd dsscnpfloM of Soutiieni plants, and a compete Floii of the loShern 8toteB 
 
 30 
 
.. The A^afional Scries of Stavdar-d Scfiool-^ooks. 
 
 WOOD'S BOTANIES. 
 
 « 
 
 Frmn Pbbs. E. B. Burleson, yvaco University, Texas, 
 Wood's Botanies— books that meet every want in their lina. 
 
 From Pein. J. G. Ralstok, Norristmm, Seminanj, Pa. 
 We find the " Class-Book " entirely satislactory. 
 
 From Pres. D. P. Bittle. Moanoke College, Ta. 
 Tour text-books on Botany are the best for stadauts. 
 
 From Peof. W. C. Pierce, Biddiinn University, Ohio. 
 I ttUJi his Flora the best we have. His method of analysis is excellent. 
 
 From Prof. Blakbsleb, State Normal Sdiool, Potsdam, N. Y. 
 It is admirably concise, yet it does not seem to be deficient or obscure. In papet 
 print, and binding, the book leaves little to be desired. 
 
 IVom Pres. J. M. Greoort, State Agricultural College, III. 
 I find myself greatly pleased with the perspicuity, compactness, and complete- 
 ness of the book (Wood's Botanist and Florist). I shall recommend it IVeely to my 
 friends. 
 
 From Prof. A. WihohelL| University of Michigan. 
 
 I am ftee to say that I had been deeply impressed, I may say almost astonished, 
 
 at the evidences which the work bears of skillful and experienced authorsliip in 
 
 this field, and nice and constant adaptation to the wants and conveniences of 
 
 students of Botany. I pronounce it emphatically an admirable text-book. 
 
 From Prop. Kichard Owen, University of Indiana. 
 I am well pleased with the evidence of philosophical method exhibited in the 
 general arrangement, as well as with the clearness of the explanations, the ready 
 intelligibility of the analytical tables, and the illustrative aid furnished by the 
 numerous and excellent wood-cuts. I design using the work as a text-book with 
 m7 next class. 
 
 From Prin. B. R. Anderson, Columbus Union School, Wisconsin. 
 I have examined several works with a view to recommending some good text- 
 book on Botany, but I lay them all aside for " Wood's Botanist and Florist." The 
 arrangement of the book is in my opinion excellent, its style fascinating and attrac- 
 tive, Its treatment of the various departments of the science is thorough, and last, 
 but far from unimportant, I like the topical form of the questions to each chapter. 
 It seems to embrace the entire science. In fact, I consider it a complete, attractive, 
 and exhaustive work. 
 
 From M. A. MarshatJi, New Haven Sigh School, Conn. 
 
 It has all the excellencies of the well-known Clasa'-Book of Botany by the same 
 
 author in a smaller book. Bj[ a judicious system of condensation, the size of the 
 
 Flora is reduced one-half, while no species are omitted, and many new ones are 
 
 added. The descriptions of species are very brief, yet sufficient to identify the 
 
 Slant, and, when taken in connection with the generic description, form a complete 
 escription of tlie plant. The book as a whole will suit the wants of classes better 
 than anything I have yet seen. The adoption of the Botanist and Florist would 
 not require tlie exclusion of the Class-Book of Botany, as they are so arranged that 
 both might be used by the same class. 
 
 From Prof. G. H. Perkins. University of Vermont and State Agricultural College. 
 I can truly say that the more I examine Wood's Class-Book, the better pleased I 
 »ro with it. In its illustrations, especially of particulars not easily observed by the 
 student, and the clearness and compactness of its statements, as well as in the ter- 
 ritory its flora embraces, it appears to me to surpass any other work I know of. 
 The whole science, so far as it can be taught in a college course, is well presented, 
 and rendered unusually easy of comprehension. The mode of analysis is excellent, 
 ^voiding as it does to a great extent those microscopic characters which puzzle the 
 be<nnner, and using those that are obvious as far as possible. I regard the work as 
 a most admii'able one, and shall adopt it as a text-book another year. 
 
 31 
 
The JVational Series of Standard Sc hoolSooX;s, 
 
 NATURAL SCIENCE-Confmutd. 
 
 PHYSIOLOG-Y. 
 
 Jarvis' Elements of Physiology, $75 
 
 Jarvis' Physiology and Laws of Health, • i 6S 
 
 The only books extant which approach this subject with a proper vieTT 
 of the ti'ua object of teaching Physiology in schools, viz., that scholars 
 Tuay know how to take care of their owa health. In bold eontrast with 
 the abstract jina/oTnies, which children learn as they would Greek or 
 Latin (^and forget as soon), to discipUne the Tiiind, are these text-book^, 
 using the sdence as a secondary consideration, and only so far as ia 
 necessary for tho cciaprehension of the laws of health. 
 
 Hamilton's Vegetable & Animal Physiology, l 25 
 
 The two branches of the science combined in one ynlutne lead the fitu- 
 deiit to a proper comprehensioa of the Analogies of Nature. 
 
 Steele's Fourteen Weeks Course (see p. 34), . i 50 
 
 ASTROlSrOMY. 
 Steele's Fourteen Weeks' Course, i 50 
 
 Reduced to a single term, and better adapted to school use than any 
 work heretofore published. Not written for the information of scientific 
 men, but for the inspiration of youth, the pages are not burdened with a 
 multitude of figures which no memory could possibly retain. The whole 
 subject is presented in a clear and concise form. (See p. 34.) 
 
 Willard's School Astronomy, i oo 
 
 By means of clear and^, attractive illustrations, jiddressing the eye in 
 many cases by analogies, careful definitions of all necessary technical 
 terms, a cai eful avoidance of verbiage and unimportant matter, particular ^ 
 attention to analysiSf and a general adoption of the simplest methods, 
 Mrs. Willard has made the best and most attractive elententaTy Astron- 
 omy extant. 
 
 Mclntyre's Astronomy and the Globes, • . i 50 
 
 A complete treatise for intermediate classes. Highly approved. 
 
 Bartlett's Spherical Astronomy, 5 00 
 
 The West Point course, for advanced classes, with applications to the 
 current wants of Navigation, G-eography, and Chronology. 
 
 NATURAL HISTORY. 
 Carll's Child's Book of Natural History, . . o 50 
 
 Illustrating the Animal, Vegetable, and Mineral Kingdoms, witli appli- 
 cation to the Arts, For beginners. Beautifully and copiously illustrated. 
 
 ZOOLOG-Y. 
 Chambers' Elements of Zoology 1 50 
 
 A complete and comprehensive system of Zoology, adapted for aca" 
 demic instruction, presenting a systematic view of the Animal Kingdom. 
 as a portion of extornal Nature. 
 
 32 
 
JVaHonat Series of Standard School- Sooik*. 
 
 Jarvis' Physiology and Laws of Health. 
 
 TESTIMONIALS. 
 frwn Sakuel B. McLank, Superinteitdent Public Schools, Keokuk, Iowa. 
 I am glad to see a really good text-book on this much neglected branch. Thia ia 
 near, concise, accurate, and eminently adapted to the dasn-roovi. 
 
 From William F. Wykrs, PHndpal of Academy, West Clieater, Pefmsijlvama. 
 
 A thorongh examination has satisfied me nf its superior claims as a text-book to th« 
 Vtteiition of teacher and taught. I shall introduce it at once. 
 
 Prom Tl. R. Sanforr, Principal of East Genesee Coyi/eience Seminary, N. Y. 
 . "Jarvis' Physiology" is received, and fully met our expectations. We immediately 
 adopted it. 
 
 From Isaao T. Goodnow, State Svperintendrnt of Kansas^published in connectio-n 
 tvith the " Srhfiol haw*'' 
 "Jarvis*' Physiology," a common-sense, practical work, with just enou„h of anat- 
 omy to understand the physiologicnl portions. The last six pages, on Man's Kespon 
 Bibility for his own health, are worth the price of the book. 
 
 From D. W. Stevens, Superintendent Public Schools, Fall Riverr Mass. 
 t have examined Jarvis' " Physiology and Laws of Healtli," which you had the 
 kiadnesB to send to me a short time ago. In my judgment it is far the best work of 
 the ki^d within my knowledge. It has been adopted as a text-book in our public 
 schools. 
 
 From Henry G. Denny, Chairman Book Committee, Boston^ Mass. 
 The very excellent " Physiology " of D,. Jarvis I had introduced into our High 
 School, where the study had been temporarily dropped, believing it to be by far the 
 best work of the kind that had come under my observation; indeed, the reintroduc- 
 tion of the study was delayed for some months, because Dr. Jarvis' book could not be 
 had, and we were unwilling to take any other. 
 
 From PBor. A. P. Pbabody, D.D., LL.D., Harvard Un^vertdty. 
 • • I hare been in the habit of examining school-books with great care, and I 
 hesitate not to say that, of all the text-books on Physiology which have been giyen to 
 the public, Dr. Jarvis' deserves the first place on the score of accuracy, thoroughness, 
 method, simplicitj of statement, and constant reference to topics of practical interest 
 and utility. 
 
 Fronfi James N. Towksend, Superintendent Public Schools^ Hudson^ N. Y. 
 Every human being is appointed to take charge of his own body; and of all bookt 
 written upon this subject. I know of none which will so well prepare one to do this as 
 "Jarvis' Physiology" — that is, in so small a compass of matter. It considers the 
 pnre, simple laws of health paramount to science : and though the work is thoroughly 
 scientific, it is divested of all cumbrous technicalities, and presents the subject of phy- 
 sical life in a manner and style really charming. It is unquestionably the best text- 
 book on physiology I have ever seen. It is giving great satisfaction in the schools oi 
 this city, wliere it has beeu adopted as the standard. 
 
 From L. J. Sanfoed, M.D., Pro/. Anatomy a/nd Physiology in Yale CoUege 
 Books on human physiology, designed for the use of schools, are more generally a 
 failure perhaps than are school-books ou most other subjects. 
 
 The great want in this department is met, we think, in the well-written treatise ot 
 Dr. Jarvis, entitled " Physiology and Laws of Health." • • The work is not too 
 detailed nor too expansive in any department, and is clear and concise in all._ It ia 
 not burdened with an excess of anat<imical description, nor rendered discursive by 
 Imany zoological references. Anatomical statements are made to the extent of quali- 
 fying the student to attend, understandingly, to an exposition of those functional pro 
 oesses which, collectively, make up health; thus the laws of health are enunciated, 
 and many guggestions are given which, if heeded, will tend to its preservaiion. 
 
 tW For further testimony of similar character, see current nnmbers of the XUu* 
 teated Rducational BuUetiiL 
 
 33 
 
Tfie JVational Series of Standard Sc/tool-Soo^ 
 
 NATURAL SCIENCE. 
 
 ^ ■ ♦ •ifl— 
 
 "FOUETEEI WEEKS" IN EACH BEAUOH. 
 
 By J. DORMAN STEELE, A.M. 
 
 Steele's 14 Weeks Course in Chemistry 21^ U m 
 Steele's 14 Weeks Course in Astronomy • i 53 
 Steele's 14 Weeks Course in Philosophy • i so 
 Steele's 14 Weeks Course in Geology. • l so 
 Steele's 14 Weeks Course in Physiology • i 50 
 
 Our Text-Books in these studies are, as a general thing, dull and uninteresting. 
 Th'ey contain from 400 to 600 pages of di? facts and unconnected details. They 
 abound in thalf which the student cannot learn, much less remember. The pupil 
 commences the study, is confused hy the fine print and coarse print, and neither 
 knowing exactly what to learn nor what to hasten over, is crowded through the 
 single term generally assigned to each branch, and frequently comes to the close 
 without a definite and exact idea of a single scientific principle. 
 
 Steele's Fourteen 'Weeks Courses contain only that which every well-informed 
 person should know, while all that which concerns only the professional scientist 
 is omitted. The language is clear, simple, and interesting, and the illustrations 
 bring the subject within the range of home life and daily experience. They give 
 such of the general principles and the prominent facts as a pupil can make famil- 
 iar as household words within a single term. The type is large and open; there 
 is no fine print to annoy; the cuts are copies of genuine experiments or natural 
 phenomena, and are of fine execution. 
 
 In fine, by a system of condensation peculiarly his own, the author reduces each 
 branch to the limits of a single term of study, while sacrificing nothing that is es- 
 sential, and nothing that is usually retained from the study of the larger manuals 
 in common use. Thus the student has rare opportunity to economize his time, or 
 rather to employ that which he has to the best advantage. 
 
 A notable feature is the author's charming " style," fortified by an enthnsiasm 
 over his subject in which the student will not fail to partake. Believing that 
 Natural Science is full of fascination, be has moulded it into a form that attracts 
 The attention and kindles the enthusiasm of the pupil. 
 
 The recent editions contain the author's " Practical Questions " on a plan never 
 before attempted in scientific text-books. These are questions as to the nature 
 and cause of common phenomena, and are not directly answered in the text, the 
 design being to test and promote an intelligent use of the student's knowledge of 
 the foregoing principles. 
 
 Steele's General Key to his Works- • • . *i 50 
 
 This work is mainly composed of Answers to the Practical Questions and Solu- 
 Uons of the Problems in the author's celebrated "Fourteen Weeks Courses " in 
 the several sciences, with many hints to teachers, minor Tables, &c. Should b» 
 on every teacher's desk. 
 
 34 
 
The JVational Series of Standa rd Schoot-Sooks, 
 
 Steele's 14 Weeks in each Science. 
 
 TESTIMOKTIALS. 
 
 From L. A. Bikle, President N. C. College. 
 I have not been disappointed. Sliall take pleasure to introducing thia eerles, 
 
 ti'om J. F. Cox, Prest. Southern Female College^ Qa. 
 1 am much pleased vvitli these books, and expect to introduce them. 
 
 From 3. E. Bbanham, Prin. Brownsville Female College, Tenn. 
 They are capital little books, and are now in use in our institution. 
 
 From W. H. Goodale, Professor MeadvUle Seminary, La. 
 We are using your 14 Weeks Course, and are much pleased with them. 
 
 From W. A. Boles, Supt. STidbyville Graded School, Ind. 
 They are as entertaining as a story book, and much more improving to the mindt 
 
 Frcmi S. A. Snow, Principal of Mgh School, Uxbridge, Mass. 
 
 Steele^a 14 Weeks Courses in the Sciences are a perfect success. 
 
 From John W. Doughty, NeiDburg Free Academy, JT. 7. 
 
 T was ]>tepared to find Prof. Steele's Course both attractive and instmctlve. My 
 bighest expectations have been fUly realized. 
 
 From J. S. Blackweu,, Prest. Ghent College, Ky. 
 
 VvoT. Steele's unexampled success in providing for the wants of academic classes, 
 has led me to look forward with high anticipations to his forthcoming issue. 
 
 From J. P. Cook, Prest. La Grange College, Mo. 
 
 I am pleased with the neatness of these books and the delightful diction. I have 
 b«en teaching for years, and have never seen a lovelier little volume than the As- 
 tronomy. 
 
 From M. W. Smith, Prin. of High School, Morrison, Ml. 
 
 They seem to me to be admirably adapted to the wants of a public school, con- 
 taining, as they do, a sufficiently comprehensive arrangement of elementary prin- 
 ciples to excite a healthy thirst for a more thorough knowledge of those sciences. 
 
 From J. D. Babtlet, Prin. of Sigh Schod, Cmicord, N. B. 
 
 They are just such books as I have looked for, viz., those of interesting style, 
 not cumbersome and filled up with things to be omitted by the pupil, and yet suf- 
 ficiently full of facts for the purpose of most scholars in these sciences in our high 
 schools ; there is nothing but what a pupil of average ability can thoroughly 
 master. 
 
 From Alonzo Norton Lewis, PriruApal of Pairker Academy, Conn. 
 
 I consider Steele's Fourteen Weeks Courses in Philosophy, Chemistry, Ac, the 
 best school-books that have been issued in this country. , ^ . . . „ 
 
 As an introduction to the various branches of which they treat, and especiaUy 
 for that numerous class of pnpila who have not the tune for a more extended 
 course, I consider them Invtmrne. 
 
 From Edwabb Bbooks, Prin. State Normal School, Millersville, Pa. 
 At the meeting of Normal School Principals, I presented the following resolu- 
 tion, which was unanimously adopted: ''Resolved, That Steele s 14 Weeks 
 .Courses in Natural Philosophy and Astronomy, or an amount equivalent to what 
 Is contained in them, be adopted for use in the State Normal Schools of Pennsyl- 
 vania. " The works themselves will be adopted by at least throe of the schools, 
 and, i presume, by them all. 
 
 35 
 
JTational Series of Standard SehoolSooAis. 
 
 LITERATURE. 
 
 Cleveland's Compendiums .... each, %*i so 
 
 English Literatubb. Ambkican Litekathke. 
 
 Enolish Litekaturb op thb XIXth Century. 
 
 In these volumea are gatliered the cream of the literature of the English speak, 
 iiig people for the school-room and the general reader. Their reputation ia 
 I !tional. More than 125,000 copies have been sold. 
 
 Boyd's English Classics each, *i 25 
 
 Milton's Paeadise Lost. Thomson's Seasoks. 
 
 Young's NiaHT Thotights. Pollok's Couhse of Time. 
 
 Cowpbk's Task, Table Talk, &c. Lokd Bacon's Essays. 
 
 This series of annotated editions of great English writers, in prose and poetry, 
 in designed for critical reading and parsing in schools. Prof. J. K. Boyd proves 
 himself an editor of high capacity, and the works themselves need no encomium. 
 As auxiliary to the study of Belles Lettres, etc., these works have no equal. 
 
 Pope's Essay on Man *20 
 
 Pope's Homer's Iliad *80 
 
 The metrical translation of the great poet of antiqnity, and the matchlesti 
 ''* Essay on the Nature and State of Man," by Ai^xandbs Fofe, afford superior 
 exercise in literature and parsing. 
 
 AESTHETICS. 
 
 Huntington's Manual of the Fine Arts • •*! 75 
 
 A view of the rise and progress of Art in different countries, a brief 
 accouDt of the most eminent masters of Art, and an analysis of the prin- 
 ciples of Art It is complete in itself, or may precede to advantage tba 
 critical work of LordEames. 
 
 Boyd's Karnes' Elements of Criticism ■ •*! 75 
 
 The best edition of this standard work ; without the study of which 
 none may b* considered profident in the science of the Perceptions. No 
 other study can be pursued with so marked an effect upon the taste and 
 refinement of the pupiL 
 
 POLITICAL ECONOMY. 
 
 Champlin's Lessons on Political Economy i 2S 
 
 itises, 
 of rec 
 
 36 
 
 An improvement on previouB treatises, being shorter, yet containing 
 «v«ry thing essential, with a view of recent question! ia finaace, etc, 
 which is not elsovrbete found. 
 
27ie J\,"atlojine Series of Standard School-CBooki. 
 
 CLEVELAND'S COMPENDIUMS. 
 TESTiiva:o3srij«\.ijS. 
 
 ITrom the New Englander. 
 TMa is tho very Tjest took of the kind we have ever examined. 
 
 From Oeobqe B, Ejiebson, Esq. Boston. 
 The BloBrapWcal Sketches are just and discriminating : the selections are admir. 
 able, and I have adopted the work as a text-book for my flrat class. 
 
 From Pbof. Moses Coit Ttleb, of the Michigan Uni/versiti/. 
 I have given your book a thorough examination, and am greatly delighted with 
 ft ; and shall have great pleasure in directing the attention or my classes to a work 
 which affords so admirable a bird's-eye view of recent "English Literature." 
 From the Saturday Beview. 
 It acquaints the reader with the characteristic method, tone, and quality of all the 
 chief notabilities of the period, and will give the careftil student a better idea of the 
 recent history of English Literature than nine educated Englishmen in ten possesB. 
 From the Methodist Qfiarterly Beview, New York. 
 This work is a transcript of the best American mind _; a vehicle of the noblest 
 American spirit. No parent who would introduce his child to a knowledge of our 
 country's literature, and at the same time indoctrinate his heart in the purest prin- 
 ciples, need fear to put this manual in the youthful hand. 
 
 From Rev. C. Peirob, Friihdpal^ West Newton, Mass, 
 I do not believe the work is to be found from which, within the same limits, so 
 much interesting and valuable information in regard to English writers and English 
 literature of every age, can be obtained ; and it deserves to find a place in all our 
 high schools and academies, as well as in every private library. 
 From the Independent. 
 The work of selection and compilation — requiring a perfect familiarity with the 
 whole range of English literature, a judgment clear and impartial, a taste at once 
 delicate and severe, and a most sensitive regard to purity of thought or feeling-^has 
 been better accomplished in this than in any kindred volume with which we are 
 acquainted. 
 
 From the Christian Examiner. 
 To form such a Compendium, good taste, fine scholarship, familiar acquaintance 
 with English literature, unwearied industry, tact acquired by practicCj an interest 
 in the culture of the young, a regard for truth, purity, philanthropy, religion, as the 
 highest attainment and the hi^est beauty,— all these were needed, and they are 
 united in Mr. Cleveland. 
 
 CHAMPLIN'S POLITICAL ECONOMY. 
 
 ♦ 
 
 From J. L. Bothwell, Prin. Pvblic School No. Ih, Albany, N. T. 
 
 T have examined Champlin's Political Economy with much pleasure, and shall b« 
 pleased to put it into the hands of my pupils. In quantity and quality I think it 
 superior to anything that I have examined. 
 
 From Pbbs. N. E. Cobieigh, East Tmnessee Wesleyan University. _ 
 
 An examination of Champlin's Political Economy has satisfied me that It is the 
 book I want For brevity and compactness, division of the subject, and clear state- 
 ment, and for appropriateness of treatment, I consider it a better text-book than 
 any other in the market. 
 
 lYom the Evening Mail, New York. 
 
 A new interest has been imparted to the science of political economy smce wo 
 have been necessitated to raise such vast sums of money for the support of the gov- 
 ernment The time, therefore, is favorable for the introduction of works like the 
 above This little volume of two hundred pages is intended for beginners, for the 
 Sommon school and academy. It Is Intended as a basis upon which to rear a more 
 elaborate superstructure. There is nothing in the prmciples of political economy 
 above the compreihension of average scholars, when they are ; learly set forth, pii 
 Mems to imve beaidone by President Champlin in an easy and graceful m«jiiKir. 
 
 37 
 
The JVafional Series of Stan daid School- IBooks. 
 
 ELOCUT ION. 
 
 Taverner Graham's Reasonable Elocution; $i 25 
 
 Based upon the belief that true Elocution Is the right intei-preta- 
 tion of Thought, and ffuiding the student to an intelligent appre- 
 ciation, instead of a merely mechanical knowledge, of its rules. 
 
 Zachos' Analytic Elocution i so 
 
 All departments of elocution — such as the analysis of the Toice and the 
 sentence, phonology, rhythm, expression, gesture, &c. — are here arranged 
 for instruction in classes^ illustrated by copious examples. 
 
 Sherwood's Self Culture i oo 
 
 Self-cnlture in reading, speaking, and conversation — a very Tialuahla 
 treatise to those who would perfect themselves in these accomplishments. 
 
 SPEAKERS. 
 
 Northend's Little Orator, *60-Child's Speaker*60 
 
 Two little works of the same grade but different selections, containing 
 simple and attractive pieces for children under twelve years of age. 
 
 Northend's Young Declaimer *75 
 
 Northend's National Orator *i 35 
 
 Two volumes of Prose, Poetry, and Dialogue, adapted to inter- 
 mediate and grammar classes respectively. 
 
 Northend's Entertaining Dialogues . . . .*i 25 
 
 Extracts eminently adapted to cultivate the dramatic faculties, bb well 
 as entertaic an audience. 
 
 Swett's Common School Speaker . . . .*l 25 
 
 Selections trom recent literature. 
 
 Raymond's Patriotic Speaker *2 00 
 
 A snpero comnllailon of modern eloquence and poetry, with original 
 dramatic exercises. Nearly every eminent Xiting orator is represented^ 
 without distinction of place or party. 
 
 COMPOSITION, &c. 
 
 — *. ♦ .» — 
 
 Brookfield's First Book in Composition • 50 
 
 Making the cultivation of this important art fea^ble for the emalleit 
 child. By a new method, to induce and stimulate thought. 
 
 Boyd's Composition and Rhetoric • • • . l 50 
 
 This work furnishes all the aid that is needful or can be desired in 
 the various departments and styles of composition, both in prcse andverie. 
 
 Day's Art of Rhetoric 1 25 
 
 Noted for exactness of definition, dear limitation, and philoiophieal 
 derrelopmeat of subject ; the large share of attention giveii to laTeBtlMB« 
 «■ • braneh of Bhetorle, and the nnoqualled analysia of ttyl« 
 
 B8 
 
The JV ational Series of Statidard School-'Mooks. 
 
 MENTAL PHILQSOPHy7 
 
 Mahan's Intellectual Philosophy ..... si 75 
 
 The subject exhaustively considered. Tlie author has evinced learning candor. 
 and independent thinking, ■ "' ' 
 
 Mahan's Science of Logic 3 oo 
 
 A profound analysis of the laws of thought. The system possesses the merit n 
 being inteUigible and self consistent. In addition to the author's carefully olabo 
 rated views, it embraces results attained by the ablest minds of Great Britain Ger 
 many, and France, in this department. ' 
 
 Boyd's Elements of Logic i 25 
 
 A systematic and phUosophic.coiidens^tioa of the subject, fortified with additions 
 from Watts, Abercrqmbie, Whately, &e. 
 
 Watts on the Mind 50 
 
 The Improvement of the Mind, by Isaac Watts, is designed as a guide for the 
 attamment of useful knowledge. As a text-book it is unparalleled; and the disci- 
 pline It affords cannot be too highly esteemed by the educator. 
 
 MORALS. 
 
 -*■ ♦ «* 
 
 Peabody's Moral Philosophy 1 35 
 
 A sho.t course; by the Professor of Christian Morals, Harvard University — for 
 the Freshman Class and for High Schools. 
 
 Alden's Text-Book of Ethics 60 
 
 For young pupils. To aid in syBtematizing the ethical teachings of the Bible, 
 and point out the coincidences between the instructions of the sacred volume and 
 the Bound conclusions of reason. 
 
 Willard's Morals for the Young 75 
 
 Lessons In conversational style to inculcate the elements of moral philosophy. 
 The study is made attractive by narratives and engravings. 
 
 GOVERNMENT. 
 
 Howe's Young Citizen's Catechism .... 75 
 
 Explaining the dnties of District, Town, City, County, State, and United States 
 Officers, with rules for parliamentary and commercial business— that which every 
 future '' sovereign " ought to know, and so few are taught. 
 
 Young's Lessons in Civil Government . . 1 35 
 
 A comprehensive view of Government, and abstract of the laws showing the 
 rights, duties, and responsibilities of citizens. 
 
 Mansfield's Political Manual 1 25 
 
 This is a complete view of the theory and practice of the General and State Gov- 
 ernments of the United States, designed as a text-book. The author is an esteemed 
 and able professor of constitutional law, widely known for his sagacious.utterances 
 In matters of statecraft through the public press. Eecent events teach with em- ^ 
 phasis the vital necessity that the rising generation should comprehend the noble 
 polity of the American government, that they may act intelligently when endorrad 
 \ritli a voice ifi % 
 
 39 
 
Zyit JVational Series of Standard ScAootSoo&t. 
 
 MODERN LANGUAGE. 
 
 French and Englishx Primer, $ lo 
 
 German and English Primer, 10 
 
 Spanish and English Primer, 30 
 
 The names of commoa objecfcs properly illustrated and arranged in ea^ 
 lessons, 
 
 Ledru's French Fables, '^^ 
 
 Ledru's French Grammar, l oo 
 
 Ledru's French Reader, • • ■ » 1 oo 
 
 The author's long experience has enabled him to present the most thorw 
 onghlypractical text-books extant, in tbia branch. The eystem of pro- 
 nunciation (by phonetic illustration) is ori^nal witli this author, and Trill 
 commend itself to all American teachers, as it enables their pupils to se- 
 cure an absolutely correct pronunciation -without the assistance of a nativs 
 mustier. This feature is peculiarly valoablealso to " self-taught" students, < 
 
 The directions for ascertaining^ the gender of French nouns— also a great 
 Btumbling-block — are peculiar to this work, and will be found remarkably 
 competent to the end proposed. The criticism of teachers and the test ii 
 the school-room is iavited to this excelleat scries, with confidenco. 
 
 Worman's French Echo i 25 
 
 To teach conversational French by actual practice, on an entirely new 
 plan, which recognizes the importance of the student learning to tJank in 
 the language which he speaks. It furnishes an extensiTO vocabulary of 
 words and expressions in common use, and suffices to free the learner 
 from the embarrassments which the peculiarities of his own tongue are 
 likely to be to him, and to make him thoroughly familiar with the use 
 of proper idioms. 
 
 Worman's German Echo, 1 !i''> 
 
 On the same plan. Sec Worman's German Series, page 42, 
 
 Pujol's Complete French Class-Book, • • . 2 25 
 
 Ofifors, in one volume, methodically arranged, a comtilcto French conrsa 
 — usually embraced in series of from fiva to twelve books, including the 
 bulky and expensive Lexicon. Here aro Grammar, Conversation, and 
 choice Literature— selected from the best French authors. Each branch 
 is thoroughly handled-; and the student, having diligently completed tho 
 course as prescribed, may consider himself, without further application, 
 au/ait in the most polite and elegant language of modern times. 
 
 Maurice-Poitevin's Grammaire Francaise, • i 00 
 
 American schools are at last supplied with an American edition of this 
 laraoas text-book. Many of our best institutions have for years been pro- 
 curing it from abroad rather than forego the advantages it offers. Tlio 
 policy of putting students who have acquired some proficiency from tha 
 ordmarj text-hooks, into a Grammar written In the vernacular, can not 
 Bo too highly commended. It affords an opportunity for finish and review 
 at once j while embodying abundant practice of its own rules. 
 
 Joynes' French Pronunciation, • 30 
 
 Willard^ Historia de los Estados Unidos, • 2 00 
 
 TheHistoryof the United StateB, translated by Professors.ToLos.and ~. ^ 
 Pn ToBNoa, will be found a Toluablei instructirei and eatcrtaioinjjr read- 
 ing-book for Bpaoish dassps. "* . . 
 
The JVattonal Series of Standm-d School-:Books. 
 
 Pujol's Complete French Class-Book. 
 
 TESTIMONIALS. 
 
 From rnor. Elias Peissneb, Vnkm College. 
 
 uLk . ^^' Pkasare in recommending Piyol and Van Nonnan's French CIsbb. 
 
 1^ iS n\1^±T* -^ "" ^''f^"^ grammar or class-took which ca^ be compared with 
 
 It in completeness, system, clearness, and general utUity. <-umparea witn 
 
 jv-om Edward Noeth, President of Hsmilion i 
 
 .Ji^l^ ':*/'^??'y examined Pujol- and Van Nonnan's French Class-Book, and am 
 .satisfied 'uf Its superiority, for college purposes, over any other heretofore used 
 ■We shall p'jt faU to use it with our next class in French. """'oiore ubea. 
 
 JVn»>A. Cdetis, Pres'tof Cincinnati Literary and Scimtific Institute. 
 
 I am confident that it may be made an instrument in conveyine to the student 
 
 •nfi-jmsix months to a year, the art of speaking and writmgihe French Willi 
 
 slmopt native fluency and propriety. b "■» ^ »cui,ii wiiu 
 
 From HiEAM Oecctt, A. M., Prin. Glenwood and Tilden Ladies' SeminaHes. 
 
 I have used Pujol's French Grammar in my two seminaries, exclusively for 
 niore than a year, and have no hesitation in saying that I regard it the best text- 
 book in this department extant. And my opinion is "Confirmed by the testimony 
 of Prof. F. Be Launay and Mademoisello Marinclin. Thoy assure me that the 
 book IS eminently accurate and practical, as tested in the school-room. 
 
 From Prof. Theo. P, Dm Fuhat, Hebrew Mducational Institute, Memphis, Tenn. 
 M. Pujol's French Grammar is one of the best and most practical works The 
 French language is chosen and elegant in style— modern and easy. It is far su- 
 perior to the other French class-books in this country. The selection of the con- 
 versational part is very good, and will interest pupils ; and being all completed In 
 only one volume, it is especially desirable to have it introduced in our schools. 
 
 From Prop. James H. WoKMAif , Bordentown Female College, N. J. 
 The workls upon the same plan as the text-books for the study of French and 
 English published in Eerlin, ior the study of those who have not the aid of a 
 teacher, and these books are'Considered, by the first authorities, the best books. 
 In most of our institutions, Americans teach the modem languages, and hereto- 
 fore the trouble has been to give them a text-book that would dispose of the 
 - difflcnities of the French prominciation. This difllculty is enccessnilly removed 
 by P. and Van N., and I have every reason to believe it will soon make its way 
 Into most of our best schools. 
 
 From Pbop. Charles S. Dod, Ann Smith Academy, Lexington, Ta. 
 I cannot do better than to recommend '* Pujol and Van Nonnan." For compre- 
 hensive and systematic arrangement, progressive and thorough development of 
 all grammatical principles and idioms, wim a due admixture of theoretical knowl- 
 edge and practical exercise, I regard it as superior to any (other) book of the kind. 
 
 From A. A. Foesteb, Prin. Pinelvurst School, Toronto, C. W. 
 I have great satisfaction in bearing testimony to M. Pujol's System of French 
 Instruction, as given in his complete class-book. For clearness and comprehen- 
 siveness, adapted for ell classes of pttpils, I have found it superior to any other 
 work of the kind, and have now used it for some years in my establishment with 
 great success. 
 
 From Prof. Otto Fedder, Maplewood Institute, PUt^fleld, Mass. 
 The conversational exercises will prove an immense saving of the hardest kind 
 ot labor to teachers. There is scarcely any thing more tiying in the way oj 
 teachin;; language, than to rack your brain for short and easily intelligible bits 
 of conversation, and to repeat them time and again with no better result than, 
 eitorting at long intervals a doubting " oui," or a hesitating " non, monsieur " • 
 
 {3g" For further testimony of a similar character. Bee speciaj vircnlar, and 
 current ntunbers of the Educational Bulletin. 
 
 41 
 
2'he JVaiional Series of Standard Sc?i ool-Sooks. 
 
 GERMAN. 
 
 A COMPLETE COURSE IN THE GEEMAlf, 
 
 By JAMES H. WORMAN, A.M. 
 
 Worman's Elementary German Grammar .$i so 
 Gorman's Complete German Grammar - 2 oo 
 
 i These volumes are deBigned for intermediate and advanced clacecs respective^,, 
 Though following the e^me general method with "Otto" (thfft of *GaBpey')t 
 our author d^crs essentially in its application. He is more pracl ical, more syis' 
 tematiCf mere accurate, and besides introduces a number of Invaluable features 
 •which liave never before been combined in a German grammar. 
 
 Among other things, it may be claimed for Prof. Worman that he has been 
 th^ first to introduce in an American text-book for learning German, a system 
 of analogy and comparison with other languages. Our best teachers are also 
 enthusiastic about his methods of inculcating the art of speaking, of understanding 
 the spoken language, of correct pronunciation ; the sensible and convenient origi' 
 Cal classiilcation of nouns (in four declensions), and of irregular verbs, also de- 
 serves much praise. We also note the use of heavy type to indicate etymologicai 
 changes in the paradigms, and, in the exercises, the parts which specially illu&trato 
 preceding rules. 
 
 Worman's Elementary German Reader • . i 25 
 Worman's Collegiate German Reader . . . 3 oo 
 
 The finest and most Judicious compilation of classical and standard Gennan 
 Literature. fThese works em1>race, progressively arranged, selections from tlie 
 masterpieces of Goethe, SchUler, Komer, Senme, Uhland, Freiligiath, Heine, 
 Scblegel, Holly, Lenan, Wieland, Herder, Lessing, Kant, Fichte, Schelling, Win- 
 kelmann, Humboldt, Banke, Raximer, Menzel, Gerrinns, &c., and contains com- 
 plete Goethe's " IpLigenie," Schiller's " Jungfran ;" also, for instruction in mod- 
 ern conversational German, Benedix's " Eigensinn." 
 
 There are besides, Biographical Sketches of each author contributing, Notes, 
 explanatory and philological (after the text), Grammatical Eeferences to all lead- 
 ing grammars, as well as the editor's own, and an adequate Vocabulary. 
 
 Worman's German Echo l 25 
 
 Consists of exercises in colloquial style entirely in the German, -with an ade- 
 quate vocabulary, not only of words but of idioms. The object of the system de- 
 Teloped in this work (and its companion volume in the French) is to break up the 
 laborious and tedious habit of translating the thougMs, which is the student's 
 most effectual bar to fluent conversation, and to lead him to thinlc in the language 
 in which lie speaks. As the exercises illustrate scenes in actual life, a considera- 
 ble knowledge of the manners and customs of the German people is tlao acquired 
 from the use of this manual 
 
 Worman's German Copy-Books, S Numbers, each 15* 
 
 " " ' " roved 
 
 43 
 
 On the same plan as the most approved systems for English penmanship, with 
 Vrogressive copies. '^' 
 
Yhe JVational Series of Standard Scliool-Sooks. 
 
 Worman's German Grammars. 
 
 TSISTIUONIAIiS. 
 
 From Prof. E. 'W. Jones, Petersburg Female College, Ta. 
 From what I have seea of the work it Is almost certaia / shall introduce it into 
 this ins^tution. 
 
 From Prof. G. CAaiFBELi,^ University/ of Minnesota, 
 A valuable addition to our school-books, &fld will find many friends, and do great 
 good. 
 
 From Prof. O. H P. Corpeew, Marif Military Inst , 3/d 
 I am better pleased with them than any I hare ever taught I hare already ordered 
 through our booksellers. 
 
 From. Prof. R. S. Kendalt,, Vernon Academy, Conn. 
 I at once put the Elementary Grammar into the hands of a class of beginners, and 
 have used it "wUli great satisfaction. 
 
 From Prof. D. E. Holmes, Berlin Academy, WU. 
 Worman's German works are superior, I shall use khem hereafter in my Gscmaa 
 
 From, Prof, Maonus BrrcmioLTZ, niram College, Ohio, 
 I have examined the Complete Grammar, and find It excellent. You may rely that 
 it will be used here. 
 
 From Prin. Tnos. W. Tobet, Padwcah Female Seminary, Ky. 
 The Complete German Grammar is Worthy of am extetjuive circulation. It is ad- 
 mirably adapted to the class-room. I shall use it 
 
 From Prof. Alkx. Kobenspitz, Houston Academy, Texas. 
 Bearer will take and pay for S dozeh copies. Mr. Wormaa deserves the approbation 
 and esteem of the teacher and the thanks of the student 
 
 From Prof. G. Maijiene, Augusta Seminary, Maine. 
 The Complete Grammar cannot fail to give great aalisfaiUon by the simplicity 
 of its arrangement, and by its completeness. 
 
 From Prin. Oval Tikket, Christian University, Mo. 
 Just such (t series as is positiveiy necessary. I do hope the author will succeed as 
 well in the French, &c., as he has in the German. 
 
 From Prof. S. D. IIillman, Didkmson College, Pa. 
 The class have lately commenced, and my examination thus fiir warrants me in say- 
 ing that r regard it as the best grammar for instruction in the German. 
 
 From Prin. Silas Liveemoee, Bloomfield Semir.ary, Mo. 
 I have found x classically and scientifically educat.'d Prussian gentleman whom I 
 propose to mak ■, German instructor. I have shown him both your German grammurs. 
 lie has expressed his approbation of them generally. 
 
 From Prof. Z. Test, ITowland Scliool for Toung Ladies, N. 7. 
 I shall introduce the books. From a cursory examination I have no hesitation in 
 pronouncing tlie Con.pletB Grammar a decided improvement on the text-books at 
 present in use in tliis country. 
 
 From Prof. Lewis Kistlee, NorthweOern University, III. 
 
 Having; looked through the Complete O''''™'"^'- j'H\f°™?,'="jJCHm%larVour 
 have produced .( good hook ; you may he r.warded with 'his gratiflcatwn-that you^ 
 grammar promotes the facility of learning the German language, and of becoming 
 acquainted with its rich literature. ,_.,■, 
 
 From Pres. J. P. Rous, Stockwell CollegtaU Tn^., Ind. 
 
 I suopliod a class with the Elementary Grammar, and it gives =»"Pj^«f '"f^^^" 
 «ion 're conversational and reading exercises are well calculated '"^"^^f "o^™; 
 I^nciples, and lead the student on an easy yet thoMugh coursfc J think the Uim 1 
 pleta Grammar equally attractive. 
 
 43 
 
JVationat Series of Standard Schoot-SooXls, 
 
 THE CLASSICS. 
 
 LATIN. 
 
 Sllber's Latin Course, $i 25 
 
 The book contains an Epitome of Latin Grammar, followed by Reading Exercises, 
 with explanatory Notes and copious References to the leading Latin Grammars, and 
 also to the Epitome which precedes the work. Then follow a Latin-English Vocabu- 
 lary and Exercises in Latin Pi'ose Composition, being thus complete in itself and a 
 very suitable work to put iu the hands of one about to study the language. 
 
 Searing's Virgil's ^neid, 2 25 
 
 It contains only the first six books of the .^neid. 2. A very carefully constructed 
 Dictionary. 3. Sufficiently copious Notes. 4. Grammatical references to four lead- 
 ing Grammars. 5. Numerous Illustrations of the highest order, 6. A superb Map 
 of the Mediterranean and adjacent countries. T. Dr. 8. H. Taylor's " Questions on 
 the .^neid/* 8. A Metrical Index, and an Essay on the Poetical Style. 9. A photo- 
 graphic /oc simiX& of a:) early Latin M.S. 13. The text according to Jahn, but parai- 
 graphed according to Ladewig. 11. Superior mechanical ex3Gution. 
 
 Blair's Latin Pronunciation, i oo 
 
 An inquiry into the proper Eonnds of the Language during the Claseical Period. 
 By Prof. Blair, of Hampden Sidney College, Va. 
 
 Andrews & Stoddard's Latin Grammar, *i so 
 
 Andrews' Questions on the Grammar, • *o 15 
 
 Andrews' Latin Exercises, *i 25 
 
 Andrews' Viri Romae, *i 25 
 
 Andrews' Sallust's Jugurthine War, &c. *i so 
 
 Andrews' Eclogues & Georgics of Virgil, *l so 
 
 Andrews' Caesar's Commentaries, .... *i so 
 
 Andrews' Ovid's Metamorphoses, • • • *i 25 
 
 G-REEK. 
 
 Crosby's Greek Grammar, 2 oo 
 
 Crosby's Xenophon's Anabasis, i 25 
 
 Searing's Homer's Iliad, 
 
 MYTHOLOGY. 
 Dwight's Grecian and Roman Mythology. 
 
 School edition, §1 25; University edition, *3 00 
 
 A knowledge of the fables of antiqalty, thus presented in a Eystematic form, is a" 
 Indispensable to the student of general literature as to him who would peruse intelli- 
 gently the classical authors. The mythological allBaiona 80 frequent la literature are 
 ireadUy uBderstood with euch a Key as tliia, 
 
 44 
 
The Jrational Series of Stmidard Scho ol-Sooks, 
 
 SEARING'S YIRGIL. 
 
 ^ 
 
 SPECIMEN FRAGMENTS OF LETTERS. 
 
 ••I adopt it gladly."— PKm. V. Dabihit, Loudoun ScfuKl, Va. 
 "I like Searing's Virgil."— Pbof. Bristol, Eiiion, College, Wis. 
 "Meets my desires very thoroughly."— Pkop. Clakk, Berea College, Ohio. 
 "Snpfrior to any other edition of Virgil."- Pkes. Hall, Macon, College, Mo. 
 " Shall adopt it at once."— Pkiw. B. P. Bakbk, Searcy Female Institute, Ark. 
 "Your Virgil ie a ieauCy."— Prof. W. II. De Motte, lUinms Female College. 
 " Atter use, I regard it the best."— Fein. G. H. Baetok, Some Academy, N. T. ' 
 " We like it better every day."— Pein. K. K. Bdehele, Allentown Academy, Pa. 
 " I am delighted with your Virgil."— Peih. W. T. Leonaed, Fierce Academy, Maes. 
 "Stands Vfell the test of class-room."- Pees. F. A. Chase, Lyons Col. Inst., Iowa. 
 " I do not see how it can be improved."— Peih. N. P. D. Beowhe, Chart. Hatt, Md. 
 "The most complete that I have seen."— Fein. A. Beown, Columbus Eigh Sdwol, 
 Ohio. 
 
 " Our Professor of Language very highly approves."— Scpt. J. G. Jahes, Texas 
 Militai'y Institute. 
 
 " It responds to a want long felt by teachers. It is beautiful and complete."— 
 Prof. Brooks, Vniversity qf Minnesota. 
 
 "The ideal edition. We want a few more classics of the same sort."— Pedj.C.F.. 
 P. Banoboft, Lookout Mountain Institute, Tenn. 
 
 " I certainly have never seen an edition so complete^with important requisites for 
 a student, nor with such fine text and general mechanical execution." — Pees. J. E. 
 Paek, University qf Deseret, Utah. 
 
 " It is charming both in its design and execntiou. And, on the whole, I think it 
 »s the best thing of the kind that I have seen."— Peof. J. De F. Richaeds, Pres. 
 pro tern, of University of Alabama. 
 
 " In beauty of execution, in judicious notes, and in an adequate vocabulary, it 
 merits all praise. I shall recommend its introduction."— Pees. J. K Fatteeson, 
 Kentucky Agricultural and Mechanical CoUege. 
 
 " Containing a good vocabulary and judicious notes, it will enable the industrious 
 student to acquire an accurate knowledge of the most interesting part of Virgil's 
 works." — Pbof. J. T. Duskldt, Fkiit Alabama College. 
 
 *' It wants no element of completeness. It is by far the best classical text-book 
 with which I am acquainted. The notes are just right. They help the student 
 when he most needs help."— Fein. C. A. Bihikek, Caledonia Grammar School, Vt. 
 
 " I have examined Searing's Virgil with interest, and' find that it more nearly 
 meets the wants of students than that of any other edition with which I am ac- 
 quainted. I am able to introduce it to some extent at once." — Fein. J. Eastee, 
 Mist Genesee Conference Seminary. 
 
 I " I have been wishing to get a sight of it, and it exceeds my expectations. It is 
 a beautiful book in every respect, and bears evidence of careful and critical studj^ 
 The engravings add instruction as well as interest to the work. I shall recommend 
 it to my classes."- Fein. Chas. H. Chandlee, Olenwood Ladies'' Seminary- 
 
 "A S Barnes & Co. have published an edition of the first six books of Vireil's 
 JBneid, which is superior to its predecessors in several respects. The publishers 
 have done a good service to the cause of classical education, and the book deserves 
 a laree circutetion."— Peof. George W. Colloed, Brooklyn Polytechnic, N. Y. 
 
 "My attention was called to Searing's Virgil by the fact of Its contMning a voc*- 
 bnlarv which would obviate the necessity of procuring a lexicon. But use in the 
 class-room has impressed me most favorably with the accuracy and just proportion 
 of its notes, and the general excellence of its grammatical suggestions. The gen- 
 eral character of the hook in its paper, its typography, and its engravmgs is highly 
 commendable, and the fac-simile manuscript is a valuable feature. I take great 
 Tjleasure in commending the book to all who do not wish a cmnplete edition of. 
 ViTgil. It suits our short school courses admirably."— Hekey L. Boliwoob, Master 
 ttl Princeton Bigh School, III. 
 
 45 
 
The National Series of Standard School-Soohs, 
 
 RECORDS. 
 
 ■ 
 
 Cole's Self-Reporting Class-Book, . . . . *$o 50 
 
 For saving the Teacher's labor in averaging. At each ojjening are a fall set ot 
 Tables showing any scholar's standing at a gl&nce and ^tirely obviating the neces* 
 fiity of compnlation. 
 
 Tracy's School-Record, *o 75. Pocket edition, *o 65 
 
 For keeping a simple but exact record of Attendance, Deportment, and Scholar- 
 ship. The larger edition contains also a Calendar, an extensive list of Topics for 
 Compositions ai»d Colloquies, Themes for Short Lectures, Suggestions to Young 
 Teachers; et& 
 
 • 
 
 Brooks' Teacher's Register, *i oo 
 
 Presents at one view a record of Attendance, Becitations, and Deportment for the 
 whole term. 
 
 Carter's Record and Roll-Book, *i so 
 
 ThiP ie the most complete and convenient Record offered to the pnhlic. Beeides 
 the nsual spaces for Gteneral Scholarship, JDeportment, Attendance, etc., for each 
 name and day, there is a space in red lines enclosing six minor spaces in blae for 
 
 recording Eecitations,, 
 
 National School Diary, Per dozen, *i oo 
 
 A little book of blank forms for weekly report of the standing of each scholar, 
 from teacher to parent. A great convenience. 
 
 REWARDS, 
 
 National School Currency, .... Per set,*$i so 
 
 A little box containing certificates in the form of Money. The most entertaining, 
 and stimulating system of school rewards. The scholar is paid for his nierits ana 
 fined for Ms shortcomings. Of course the most faithful are the most sncceesfhl in 
 buBJness. In this way the nse and value of money and the method of keeping 
 accounts are also taught. One box of Currency will supply a school of fifty popilsf 
 
 TACTICS. 
 
 The Boy Soldier, 75 
 
 Complete Infantry Tactics for School?, with yins'rirlonsi'ri the use of those wh« 
 would introdaco this pleasing relaxation from the conflullg dutiee of <he dtsk. 
 
The JVational Series of Standar d SchoolSooks. 
 
 CHARTS. 
 
 McKenzie's Elocutionary Chart, $3 50 
 
 Baade's Reading Case, *io oo 
 
 This reuiarkable piece of echool-room ftimihire is a receptacle containing a num- 
 ■ Oer of primary cards. By an arrangement of slides on the front, one sentence at a 
 time is shown to the class. Twenty-eight thousand transpositions may be made, 
 affording a variety of progressive exercises which no other piece of apparatus 
 offers. One of its best features is, that it is so exceedingly simple as not to get out 
 of order, wlule it may be operated with one finger. 
 
 Marcy's Eureka Tablet, *i so 
 
 A new system for the Alphabet, by which it may be taught without fail in nine 
 
 Scofield's School Tablets, *8 oo 
 
 On Five Cards, exhibiting Ten Surfaces. These Tablets teach Orthography, 
 Reading, Object-Lessons, Color, Form, etc 
 
 Watson's Phonetic Tablets, *8 oo 
 
 Four Cards, and Eight Surfiices ; teaching Pronunciation and Elocution phonetic- 
 any — for class exercises. 
 
 Page's Normal Chart, *3 75 
 
 The whole science of Elementary Sounds tabulated. By the author of Page's 
 Theory and. Practice of Teaching. , 
 
 Clark's Grammatical Chart, *3 75 
 
 Exhibits the whole Science of Language in one comprehensive diagram. 
 
 Davies' Mathematical Chart, *'^5 
 
 Mathematics made simple to the eye. 
 
 Monteith's Reference Maps . (School Series), . .*20 oo 
 
 Bight Numbers. Mounted on Rollers. Names all laid dovm in small type, so 
 that to the pupil at a short distance they are Outline Maps, while they serve as 
 Wsdr awn l&y to the teacher. 
 
 Willard's Chronographers, Each, *2 oo 
 
 Historlcai. Four Numbers. Ancient Chronographer; English rhronographer; 
 American- ChEonogiapheri Temple of Time (general). Dates and Events repre- 
 sented to the eye. 
 
 APPARATITS. 
 
 Harrington's Geometrical Blocks, • • • •*$10 oo 
 
 These patented blocks are hinged, so that each form can be dissected. 
 
 Harrington*s Fractional Blocks, *8 oo 
 
 Steele's Chemical Apparatus, • • *20 oo 
 
 Steele's Philosophical Apparatus, (see p.28) *125 oo 
 Steele's Geological Cabinet, (see p.28 ) . . . *40 oo 
 Wood's Botanical Apparatus, (see p.30 ) . . *8 oo 
 Bock's Physiological Apparatus, • • • :i75 oo 
 
 47 
 
•The JVationat Series of Standard SchoolSooks. 
 
 MUSIC. 
 
 Jepson's Music Readers. 3 vols. . . . Each, 75 eta 
 
 These are not l/ooks from which children simply learn songs, par- 
 pot-like, but teach the subject progressively— the scholar learning to 
 read music by methods similar to those employed in teaching him to 
 read printed language. Any teacher, however ignorant of music, pro- 
 Tldea he can, upon trial, simply sound the scale, may teach it witnont 
 assistance, and will end by being a good singer himself. The " Ele- 
 mentary Music Reader," or first volume, heretofore issued by another 
 publisher, has attained results in the State of Connecticut, where only 
 It has been known, entirely unprecedented in the history of teaching 
 music. The two companion volumes carry the same method into the 
 higher grades. 
 
 Nash & Bristow's Cantara. No.i,$i.i5; No.2,$i.4o 
 
 The first volume Is a complete musical text-book for schools of 
 every grade. No. 2 is a choice selection of Solos and Part Songs. 
 The authors are Directors of Music in the public schools of New York 
 City, in which these books are the standard of instruction. 
 
 Curlis' Little Singer, $o 6o 
 
 Curtis' School Vocalist, i oo 
 
 Kingsley's School-Room Choir, 60 
 
 Kingsley's Young Ladies' Harp, i oo 
 
 Hager's Echo, "^s 
 
 Perkins' Sabbath Carols (for sunday-scnoois). . . 35 
 
 Phillips' Singing Annual ao. ao. . . 25 
 
 DEVOTION. 
 
 Brooks' School Manual of Devotion, . . . «o 75 
 
 This volume contains daily aevotional exercises, consisting of a 
 hymn, selections of Scripture for alternate reading by teacher and 
 pupils, and a prayer. Its value for opening and closing school i« 
 apparent. 
 
 Brooks' School Harmonist, *75 
 
 Contains appropriate tana for each hTnm in the " Manoal of Devo. 
 tlon " describea above. 
 
 48 
 
The J^atlonal Teachers^ Zibrary, 
 
 T H P 
 
 TEACHEKS' LIBKARY. 
 
 ♦♦♦ — ■- 
 
 Object Lessons— Welch *$i oc 
 
 Thla Is a complete exposition of tlie popular modem system of 
 ODJectteaching," for teachers of primary claBses. 
 
 Theory and Practice of Teaching— Page • . *i so 
 
 This volame h»3, without douht, heen read hy two hundred thousand 
 teachers, and its popularity remains undiminished— large editions 
 being exhausted yearly. It was the pioneer, aa it is now the patri- 
 arch of professional works for teachers. 
 
 The Graded School-Wells *] 25 
 
 The proper way to organize graded schools is here illustrated. The 
 &3thor has availed hiaaself of the hest elements of the several systems 
 prevalent in Boston, New York, Philadelphia, Cincinnati, St. Louis, 
 and other cities. 
 
 The Normal— Holbrook *i 5J 
 
 Carries a working school on its visit to teachers, showing the most 
 approved methocls of teaching all the common branches, including the 
 technicalities, explanations, demonBtratioys, and definitions intro- 
 Juctory and peculiar to each branch. 
 
 The Teachers' Institute— Fowle *1 25 
 
 This is a volume of suggestions inspired by the author's experience 
 at institutes, in the instruction of young teachers. A thousand points 
 of interest to this class are most satisfactorily dealt with. 
 
 Schools and Schoolmasters— Dickens • • • *i £3 
 
 > ppropriate selections from the writings of the great novelist 
 
 The Metric System— Davies *i 50 
 
 Considored wltJi reference to its general introduction, and embrac- 
 ing the views of John Quincy Adams and Sir John Herschel. 
 
 The Student -—The Educator-Phelps • each,*i 50 
 The Discipline of Life-Phelps *3. 75 
 
 The authoress of these works is one of the most distinguished 
 writprs on education ; and they cannot fail to prove a valuable add^ 
 • tion to the School and Teachers' Libraries, being in a high degree 
 bffVi interesting and instructive. 
 
 k Scientific Basis of Education-Hecker • • *2 «J 
 
 Ij (Station of study and classification by temperaments. 
 49 
 
y5>« National Teachers'' Lfbraiy. 
 
 American Education— Mansfield .... .$i 50 
 
 A treatise on the principles and elements of education, as practiced ia 
 this country, iritb ideas towards distinctive republican and Christian edu- 
 cation. 
 
 American Institutions— De Tocqueville • .*i so 
 
 A valuable io^dex to the genius of onr QoTernment, 
 
 Universal Education— Mayhew *i 75 
 
 The 8nl}ject is appi'oached with the clear, keen perception of one vho 
 has obseryed its necessity, and realized its feasibility and expediency 
 alike. The redeeming and elevating power of improved common schooU 
 constUuteB the inspiration of the volume. 
 
 Higher Christian Education— Dwight • . •*! 50 
 
 A trea^se bn the principles' and spirit, the modes, directions, and ra- 
 Bnlts of all true teaching; showing that right education should appeal to 
 every element, of enthusiasm in the teacher* ::ture. 
 
 Oral Training Lessons— Barnai'd . • . . *i oo 
 
 The object of this very nsefal work is to furnish material for mstrnc- 
 tors td inipart orally to their classes, in branches not usually taught in 
 common schools, embracing all departments of Natural Science and 
 much general knowledge. 
 
 Lectures on Natural History— Chadbourne * 75 
 
 ASbrding many themes for oral instruction in this interesting Bclenee— . 
 especially in schools vhere it is not pursued as a class exercise. ,. "^ , 
 
 Outlines of Mathematical Science— Davies *i oo 
 
 A manual suggesting the best methods of presenting mathematical in- 
 stiruction on the part of the tesidher, with tbatcotnprefaensive view of tha 
 whole which is necessary to tboihtelligeDt treatment of a part, in sciencB. 
 
 Nature & Utility of Mathematics— Davies • -^J 50 
 
 An elaborate and lucid exposition of the principles which lie at thq 
 foundation of. puir? mathematics, with a highly ingenious application of 
 their results to the development of the ebsehtial Idea of the different 
 branches of the science. 
 
 Mathematical Dictionary— Davies & Peck .*fi oo 
 
 This cyclopaedia of mathematical science defines with completeness, 
 precision, and accuracy, every technical term, thus constituting a popular 
 treatise on each branch, and a general view of the whole subject, 
 
 Schoor Architecture— Barnard *2 25 
 
 Attention is here called to the vital connection between a good Reboot 
 housouidif.gpod school, with plans and specifications for secnring Um 
 Ibrjoor in ths most economical and saUsfastdry manner. 
 
 60 
 
The A'atiotial '2'cachers' Zibrary. 
 
 Liberal Education of Women— Orion . . *$i 50 
 
 ^If'^hS^ "the demancl and the method ;" hein? a compUation of the hest and 
 
 Education Abroad— Northrop *i 50 
 
 ^hn^"!^""?"^? disciissiou of the advantages and dieadyantages of aending American 
 q?nltT„fl°Tf?5S'Vl^?-'"^"'="'f?,! '"™' ^»P«™ o" LegallTevention of Ihiteracy, 
 Kjt„'°^^^iS?^' ^^\ *^^"°' Educator, and other kindred eubjects. By the Hon 
 Secretary of Education for Connecticut. 
 
 The Tfeacher and the Parent— Norlhend • - *i 50 
 
 A treatise upon common-school education, designed to lead teachers to view their 
 eallmg m its true hght, and to stimulate therii to fidelity. 
 
 The Teachers' Assistant— Northend • • • . *i 50 
 
 A natural continuation of the author's previous work, more directly calculated for 
 daily use m the administration of school discipline and instruction. 
 
 School Government— Jewell *i 50 
 
 Full of advanced ideas on the suhject which its title indicates. The criticisms 
 upon current theories of punishment and schemes of administration have excited 
 general attention and comment. 
 
 Grammatical Diagrams— Jewell *i oo 
 
 The diagram system of teaching grammar ejzplained, defended, and improved. 
 The curious in literature, the Searcher for truth, those interested in new inventions, 
 as well as the disciples of Prof. Clark, who would see their favorite theory fairly 
 treated, all want this book. There are many who would like to be made fiimiliar 
 With this system before risking its use in a class. The opportunity is here afforded. 
 
 The Complete Examiner— Stone *i 25 
 
 Consists of a series of questions on every English branch of school and academic 
 instruction, with reference to a given page or artidle of leading text-books Where 
 the answer may be found in fUll. Prepared to aid teachers in securing certificates, 
 pupils in preparing for promotion, and teachers in selecting review questions. 
 
 School Amusements— Root *i 50 
 
 To assist teachers in making the school interesting, with hints upon the manage- 
 ment of the school-room. Bules for military and gymnastic exercises are included. 
 Illustrated by diagrams. 
 
 Institute Lectures— Bates • • • • *i so 
 
 These lectures, originally delivered before institutes, are based upon various 
 topics in the departments of mental and moral culture. The volume is calculated 
 to prepare the will, awaken the inquiry, and stimulate the thought of the zealous 
 teacher. 
 
 Method of Teachers' Institutes— Bates • - • *T5 
 
 Sets forth the best method of conducting institutes, with a detailed account of the 
 object, organization, plan of instruction, and true theory of education on which 
 such instruction should be based. 
 
 History and Progress of Education • • • • *i so 
 
 The systems of education prevailing in all nations and ages, the gradual advance 
 to the present time, and the bearing of the past upon the present in this regard, ar» 
 worthy »f the careful investigation of all concerned in education. 
 
 51 
 
JVationat School Zibrary. 
 
 THE SCHOOL LIBRARY. 
 
 The two elements of inetraction and entertainment were never more happily com- 
 bined than in this collection of standard books. Children and adults alike will here 
 and ample food for the mind, of the sort that is easily digested, while not degener- 
 ating to the level of modem romance. 
 
 LIBRARY OF LITERATURE. 
 Milton's Paradise Lost. Boyd's niusta-ated Ed., $1 60 
 Young's Night Thoughts • • • ■ do. . .160 
 Cowper's Task, Table Talk, &c. . do. . . i 60 
 
 Thomson's Seasons do. . . i 60 
 
 PoUok's Course of Time . . . . do. . . i 60 
 
 These works, models of the beet and purest literature, are beautifnlly illustrated, 
 and notes explain all doubtful meanings. 
 
 Lord Bacon's Essays (Boyd's Edition) ... 1 60 
 
 Another grand English classic, affording the highest example of purity in lan- 
 guage and style. 
 
 The Iliad of Homer. Translated by Pope. . . 80 
 
 Those who are unable to read this greatest of ancient writers in flie original, 
 should not fail to avail themselves of this metrical version. 
 
 Compendium of Eng. Literature— Cleveland, ^ so 
 English Literature of XlXth Century do. 2 50 
 Compendium of American Literature do. 2 so 
 
 Nearly one hundred and fifty thousand volumes of Prof. Cleveland's inimitabli9 
 compendiums have heen sola. Taken together they present a complete view of 
 literature. To the man who can afford but a few books these will supply the place 
 of an extensive library. From commendations of the very highest authorities the 
 following extracts will give some Idea of the enthusiasm with which the works are 
 regarded by echolars : 
 
 With the Bible and your volumes one might leave libraries without very pftinftil 
 regret. — The work cannot be found from which in the same limits so much interest- 
 ing and valuable information may be obtained. — Good taste, fine scholarship, 
 £9.mi1iar acquaintance with literature, unwearied industry, tact acquired by practice, 
 an interest in the culture of the young, and regard for truth, purity, philanthropjr 
 and religion are united in Mr. Cleveland.— A judgment clear and impartial, a taste 
 at once delicate and severe.— The biographies are just and discriminating.— An 
 admirable bird's-eye view. — Acquaints the reader with the characteristic method, 
 tone:, and quality of each writer.— Succinct, carefully written, and wonderfully com- 
 prehensive in detail, etc., etc. 
 
 Milton's Poetical Works— Cleveland . . . 3 50 
 
 This is the very hest edition of the great Poet It includes a life of the author, 
 notes, dissertations on each poem, a faultless text, and is the only edition of Milton 
 irltb a UHDplete Terbal Index. 
 
 53 
 
J^ationat School Zibrary. 
 
 LIBRARY OF HISTORY. 
 History of Europe— Alison $3 50 
 
 A reliable and standard work, which covers with clear, connected 
 ^°"t,"?SRx ^.o"*""''^^' ^''^ eventful occurrences transpiring from 
 A. D. 1789 to 1815, being mainly a history of the career of Nrnjoleon 
 Bonaparte. *^ 
 
 History of England— Berard 1 75 
 
 Combining a history of the social life of the English people with that 
 of the civil and military transactions of the realm. 
 
 History of Rome— Ricord 1 60 
 
 PosBeRseB all the charm ef an attractive romance. The fables with 
 iffhich this history abounds are introduced in such away as not to deceive 
 thrt inexperienced reader, while adding vastly to the intereit of the work 
 and affording a pleasing index to the genius of the Roman peoplb. lUos- 
 tratt;d. 
 
 The Republic of America— Willard • • • 2 25 
 Universal History in Perspective— Willard 2 25 
 
 From these two comparatively brief treatises the intelligent mind may 
 obtain a comprehensive knowledge of the history of the world in both 
 hemispheres. Mrs. Willard* s reputation ae aci historian is wide as the 
 land. Illustrated. 
 
 Ecclesiastical History— Marsh 2 00 
 
 A history of the Cainrch in all ages, with a oomprehennive review of all 
 forms of religion fr,>in the creation of the world. No otner source aSorda, 
 in the same compass, the informadon here conveyed. 
 
 History of the Ancient Hebrews— Mills . . l 75 
 
 The record of " God's people" from the call of Abraham to the deatme- 
 Hon of Jerusalem ; gatlierod from sources sacred and profane. 
 
 The Mexican War— Mansfield 1 50 
 
 A histoiy of its origin, and a detailed account of its victories ; witti 
 official despatches, the treaty of peace, and valuable tables. Illustrated. 
 
 Early History of Michigan— Sheldon ■ • ■ 3 so 
 
 A work of value and deep interest to the people of the West. Com- 
 piled under the supervision of Hon. Lewis Cass. Portraits. 
 
 History of Texas— Baker ^ ^^ 
 
 A pithy and interesting resumS. Copiously iUustrated. The State 
 constitution and extracts from the speeches and writings of enuBent 
 Tezani are aj^ended. 
 
 53 
 
J^'ational School Zibraiy. 
 
 LIBRARY OF BIOGRAPHY. 
 Life of Dr. Sam. Johnson— Boswell • • •*2 25 
 
 This work has been before the public for seventy years, with increac^g 
 approbation, Boswell is known as " the prince .of biographer&^' 
 
 Henry Clay's Life and Speeches— Mallory 
 
 2 Tols. ' 4 50 
 
 This i^eat American statesman commands the admiration, and Idi 
 cbaracter and deeds solicit the study of every patriot. 
 
 Life & Services of General Scott— Mansfield i 7E 
 
 7%e hero of the Mexican war, who was for many yeara the most promt* 
 nent figure in American military circles, should not be forgotten in the 
 whirl of more recent cTents than those by which he BignalL&ed himself 
 Ulustrated. 
 
 Garibaldi's Autobiography i so 
 
 The Italian patriot's record of his own life, translated and edited by bis 
 i^iend And admirer. A thrilling narrative of a romantic career. ^Ith 
 portrait. 
 
 Lives of the Signers— Dwight • • . . . . i 50 
 
 The memory of the noble men who declared our country free at the 
 peril of their own ** liveSf fortunes, and sacred honor," should be em- 
 balmed in every American's heart. 
 
 Life of Sir Joshua Reynolds— Cunningham i 50 
 
 A candid, truthful, and appTeciative memoir of the great painter with 
 a compilation of his discoursea The volume i» a text-book for artista, as 
 well as those who would acquire the rudiments of art. With a portrait. 
 
 Prison Life 75 
 
 Intaresting hlographies of celebrated prlsjners a«l martrre, desiswd 
 «]K0iall7 for the instruction and cultivation of yoath. ' ■" • """^ 
 
 54 
 
JVational ScAool Ziibraty, 
 
 LIBRARY OF NATURAL SCIENCE. 
 The Treasury of Knowledge $i 25 
 
 A eyclopsedia of ten thousand common thin$B, embracuig the iridest 
 range of subject-matter. Illustrated. 
 
 Canot's Popular Physics its 
 
 The elements of natural philosophy for both student and the gener^ 
 reader. The original work is celebrated for the magnificent charactor of 
 its illustrations^ all of which are literally reproduced here. 
 
 Principles of Chemistry— Porter 2 00 
 
 A work which commends itself to tue amateur in science by its extreme 
 simplicity, and careful avoidance of unnecessary detaiL Illustrated. 
 
 Class-Book of Botany— Wood 3 50 
 
 Indispensable as a work of reference. Illustrated. 
 
 The Laws of Health— Jarvis 1 6S 
 
 This is not an abstract anatomy^ but all its teachings are directtd to the 
 best methods of preserving health, as inculcated by an intelligent know- 
 ledge of the structure and needs of the human body. lUuFtrated. 
 
 Vegetable & Animal Physiology— Hamilton 1 25 
 
 An exhaustive analysis of the conditions of life in all animate nattirc. 
 Illustrated. 
 
 Elements of Zoology— Chambers l so 
 
 A complete view of the animal kingdom as a per Jon of external natnre. 
 niusbrated. 
 
 Astronography— Willard ^ 00 
 
 The elements of astronomy in a compact and readable form. I1Iub> 
 trated. 
 
 Elements of Geology-Page 1 25 
 
 The »uyect pr«Bented in .iU two aspects of int«estiiig and important 
 lUastrated. 
 
 Lectures on Natural History— Chadbourne 75 
 
 ■ma sabjeol i» kere ccMldered in its relations to InteUest, taste, healHi, 
 and religfaAi. xg 
 
JVaHanat School Xidrary. 
 
 LIBRARY OF TRAVEL. 
 Life in the Sandwich Islands— Cheever - .$1 50 
 
 The '* heart of the Pacific, as it was and is/' shoTTS most vividly the 
 eontrast between the depth of degradation and barbarifim, and the light 
 and lUjerty of civilization, so rapidly realized in these islands under the 
 humanizing influence of the Christian religion. Illustrated, 
 
 The Republic of Liberia— Stockwell, ■ • • i 25 
 
 This volume treats of the geography, climate, soil, and prodtictione 
 of this interesting country en the coast of Africa, with a History of 
 its early settlement. Our colored citizens especially, from whom the 
 founders of the new State went forth, should read Mr. Stockwell's 
 account of it. It is so arranged aa to be available for a School Reader, 
 and in colored schools is peculiarly appropriate as an instrument of 
 education for the young. Libei;ia is likely to bear an important part 
 in the ftitiiie of their race. 
 
 Ancient Monasteries of the East— Curzon • 1 so 
 
 The exploration of these ancient seats of learning has throwji ranch 
 light upon the researches of the historian, the philologist, and the theo- 
 logian, as weil as the general student of antiquity. Illustrated. 
 
 Discoveries in Babylon & Nineveh— Layard i 75 
 
 Yaluable alike for the information imparted with regard to these most 
 interestiag ruins, and the pleasunt adventures and observations of the 
 author in regions that to most men seem like Fairyland. Illustrated. 
 
 A Run Through Europe— Benedict, • • • • 2 oo 
 
 A work replete with instruction and interest. 
 
 St. Petersburgh— Jermann 1 00 
 
 Americans are less familiar with the history and social customs of the 
 Russian people thau those of any other modern civilized nation. Oppor- 
 tunities such as this book affords are not, therefore, to b^ neglected. 
 
 The Polar Regions— Osborn 1 25 
 
 A thrilling and intensely interesting narrative of one of the famous ex- 
 peditions in search of Sir John Franb^in — unsuccessful in its main object, 
 but adding many facts to the repertoire of science. 
 
 Thirteen Months in the Confederate Army 75 
 
 The author, a northern man conscripted into the Confederate service, 
 and rising from the ranks by soldierly conduct to positions of responsi- 
 bility, bad remnrkable opportunities for the acquisition of facts respect- 
 ing the conduct of the Southern armies, and the policy and deeds of their * 
 leaders. Hf participated in many engagements, an^ his book is one of 
 the most exciting narratives of adventure uver put)lished. Mr. Steven- 
 t/m takes no cround as a partizan, but views the whole subject as with the 
 «ye of a neutral — only interested In suoserving the euda of history by t!io 
 (Toutributioii of impurtial facts. Illustrated. 
 
 56 
 
JVational School Zibrary. 
 
 LIBRARY OF REFERENCE. 
 Home Cyclopaedia of Literature & Fine Arts $3 oo. 
 
 A complete i ciex to all terms employed in beslus lettres, philosophy, thcoloCT 
 law, mythology, pamtmg, masic, sculpture, arctiitecture, and all kindred arts. 
 
 The Rliyming Dictionary— Walker ... i 25 
 
 A setviceab.e manual to composers, being a complete ir.dex of allowable rhymes. 
 
 The Topical Lexicon— Williams 
 
 The usefhl terms of the English language classified by subjects and arranged ac- 
 cording to their affinities of meaning, with etymo.ogies, definitions and jilustra- 
 tions. A very entertaining and instructive work. 
 
 Mathematical Dictionary— Davies & Peck ■ 5 oo 
 
 A thorough compendium of the science, with illustrations and definitions. 
 
 RELIGIOUS LIBRARY. 
 The Service of Song-Stacy $i so 
 
 A treatise on Sinking, in pulDlic and private devotion. Its history, onice, and 
 importance considered. 
 
 True Success in Life— Palmer $i so 
 
 Earnest words for the young who are just about to meet the responsibilities and 
 temptations of mature life. 
 
 "Remember Me"— Palmer i so 
 
 Preparation for the Holy Communion. 
 
 Chrysostom, or the Mouth of Gold— Johnson i oo 
 
 An entertaining dramatic sketch, by Kev. Edwin Johnson, illustrating the life 
 and times of St. Chrysostom. 
 
 The Memorial Pulpit— Robinson. 2 vols., each i 50 
 
 A series of wide-awake sermons by the popular pastor of the Memorial Presby- 
 terian Church, New York. 
 
 Responsive Worship— Budinglon 60 
 
 An argument in favor of alternate Scripture reading by Pastor and Congregation. 
 
 Lady Willoughby i oo 
 
 The diary of a wife and mother. An historical romance of the seventeenth cen- 
 tury. At once beautiful and pathetic, entertaining and mstractive. 
 
 Favorite Hymns Restored— Gage i ^s 
 
 Moat of the standard hymns have undergone modification or abridgment by com- 
 pilers, but this volume contains them exactly as written by the authors. 
 
 Poets' Gift of Consolation l 20 
 
 A beautifU Boleetion of poama referring to the death of children. 
 
 57 
 
JVational School library. 
 
 VALUABLE LIBRARY BOOKS. 
 The Political Manual— Mansfield $i 35 
 
 Every American youth should be familiar with the principles of the government 
 nnder which he lives, egipecially aa the policy of this country will one day oall upon 
 him to participate in it, at least to the extent of bis ballot. 
 
 American Institutions— De Tocqueville . . i so 
 Democracy in America— De Tocqueville • • 2 50 
 
 The views of this distinguished foreigner on the genius of our political institu- 
 tions are of unquestionable value, as proceeding firoma standpoint whence we sel- 
 dom have an opportunity to hear. 
 
 Constitutions of the United States .... 3 35 
 
 Contains the Constitution of the General Government, and of the several State 
 Governments, the Declaration of Independence, and other Important documents 
 relating to American history. Indispensable as a work of reference. 
 
 Public Economy of the United States ... 3 25 
 
 A fall discnssion of the relations of the United States with other nations, espe- 
 cially the feasihility of a free-trade policy. 
 
 Grecian and Roman Mythology— Dwight • 3 00 
 
 The presentation, in a systematic form, of the Fables of Antiquity, affords most 
 entertaining reading, and is valuable to all as an index to the mythological aUnsions 
 BO frequent in literature, as well as to students of the classics who would peruse in- 
 telligently the classical authors. Ulnstrated. 
 
 General View of the Fine Arts- Huntington 1 75 
 
 The preparation of this work was suggested by the interested inquiries of a 
 group of young people concerning the productions and stjfles of the great masters 
 of art, whose names only were familiar. This statement is sufficient index of its 
 character. 
 
 The Poets of Connecticut— Everest .... 1 75 
 
 With the biographical sketches, this volume forms a complete history of the 
 poetical literature of the State. 
 
 The Son Of a Genius— Hofland ...... 75 
 
 A juvenile classic which never wears out, and finds many interested readers in 
 every generation of youth. 
 
 Sunny Hours of Childhood 75 
 
 Interesting and moral stories for children. 
 
 Morals for the Young— Willard 75 
 
 A series of moral stories, by one of the most experienced of American educators. 
 Ulnstrated. 
 
 Improvement of the Mind— Isaac Watts • ■ 50 
 
 A classical standard. No young person should grow up without having peru»e<3 
 
 58 
 
Church JtCiislc, etc. 
 
 ^ 
 
 Songs for the Sanctuary, $^ 50 
 
 By Ret. C. S. Kobinson. 1344 Hymns, with Tunes. The most successful modern 
 hymu and tune-book, for congregational i-inging. More than 300,000 copies have 
 been sold. Separate editions for Presbyterian, Congregational, and Baptist 
 Churches. Editions without Tunes, $1.75; in largo type, $S.50. Abridged edition 
 (" Songs for Christian Worship "), 859 Hymns, with Tunes, $1.50. Chapel edition. 
 607 Hymns, with Tunes, $1.40. 
 
 International Singing Annual, 25 
 
 Metrical Tune Book, i oo 
 
 To be used with any hymn-book. By Philip Phillip3. 
 
 Baptist Praise Book, ^ ^° 
 
 without _ , . 
 
 Plymouth Collection, • ^ ^o 
 
 ^Congregational.) By Het. Hbkbt Wakd Beeckeb. 1374 Hymns ^nth Times. 
 Separate edition for Baptist Churches. Editions without Tunes, $1.35 and $1.76.^ 
 
 Hymns of the Church, :^' '^ !1 
 
 (Undenominational.) By Kbt. Dks. Thompsok, Vebmilte, ""^^^kdy. 1007 
 H™ns with Tunes. The use of this book is required in aUcongreeationB of the 
 Srmed Church in America. Edition withou} Tunes, |1.75. dliapel edition 
 (" Hymns of Prayer and Praise"), 330 Hymns, with Tunes, 75 cts. ^ 
 
 Episcopal Common Praise, • • \, 'r 
 
 The Service set to appropriate Music, with Tunes for all the Hymns in the Book 
 of Common Prayer. ^ 
 
 *VE5.S Sffii- &"w^-^=-'=^"- Thenew H^aVBeUoMusl£^^ 
 with cSti; $1.50. Edition of Hymns only (" Companion Hymnal), 60 cts. 
 
 Quartet and Chorus Choir, ^7 
 
 By J. P. HoiBEOOK. Containing Music for the Unadapted Hymns in Songs for 
 the Sanctuary. ^ „.., 
 
 Christian Melodies. ByGEO.B.CiiEETER. Hymns and Tunes. -| W 
 
 Mount Zion Collection. ByT.E.PEBKiss. Forthechoir. 1 ^& 
 
 Selah. By Thos. Hastings. For the Choir. 
 
 Public Worship (Partly Eesponsive) .... $1 00 
 
 Colnin.completesef;ces(notEp^co^al)f^^^^^^^^^^ 
 
 The Union Prayer Book, • • ■ ;„ matures wwch are ob- 
 
 A Manual for Public and P"vate Worship. Wit^^^^^ eliminated oi 
 
 i-s'Vo^*s*raSrfrs".L^7srL^'^^^^^^ 
 
 The Psalter, • • 16mo, 60 cts.; 8vo, 90 
 
 SelectlooB trm the Psalms, for rosponslTe reading. 
 
 59 
 
Scnoot Jfumtture. 
 
 FURNITURE. 
 
 (SUPPLIED BY THE NATIONAL SCHOOL FDENITUEE CO.) 
 
 PEARD'S PATENT FOLDING DESK AND SETTEE, 
 
 This great improvement for the school-room has come already into encli astonitah. 
 Ing demand, as fo tax the utmost resourcee of the compaiiy''8 i"wo iactories to sup- 
 ply it. By a simple movement the desk-lid is folded away over the back of the 
 settee attached in front, making a false back, and at once convertiug the school- 
 room into a lecture or assembiy-room;> When the seat alsa is. folded^ the whole 
 occupies ordy ten inches' of ^ace, leaving^ i-oom for gymnastic exercises, marching, 
 etc., or tbr the janitor to clean the room efl^ctlvely. 
 
 NATIONAL STUDY DESK AND SETTEE. 
 
 When not in use for writing, the desk-lid elides hack vertically into a chamber, 
 leaving in front an " easel," with clamps, npon which the student places his book 
 and studies in an erect poetnrc. As a folding-desk this offers many of the eamo 
 advantages as the " Peard." 
 
 THE GEM DESK AND SETTEE. 
 
 Filed top, and folding seat. This is the K«afe«< pattern of the Standard Scboai 
 Desk, and the strongest in use. 
 
 THE ECONOMIC DESK AND SETTEE. 
 
 This is the cheapest good desk, with stationary lid and folding seat 
 All descriptions of 
 
 HIGH SCHOOL DESKS, SCHOOL SETTEES, 
 
 TEACHERS' DESKS, CHURCH SETTEES, 
 
 BLACKBOARDS, PEW ENDS, 
 
 CHAIRS, LECTERNS, Etc. 
 
 Also, 
 
 CLASS AND LECTURE CHAIR. 
 
 effectually remedies it. It consists simply of a plan by which chairs of a somewhat 
 peculiar shape are connected with a coupling/The rows of cha"s thus aXrsted 
 K.£L'"nr?r„ *"^ ^i"' e^^e t« spread out Wight in one line, forming pews o? 
 dX^?„Ja„°/52^"*y\^''™'-'" ?° '°=*»°» ™to a semi-circular form tS Sccomo^ 
 date classes of any size to receive instruction fl-om teachers seated in their midst 
 
 =1^1^!^^^, P*,Si'=°t!5l consult catalogues of the National School Pnmiture Co. 
 and the Taylor Patent Chair Co., which may be obtained of A. S. Barnes & to 
 
 ■ 60 
 
The Peabody Correspondence. 
 
 New Yoke, April 29, 1867. 
 To THE Board op Trttstebs of the Peabody Educational Fund : 
 _ Gentlemeis — Having been for many years intimately connected witli tTie educ^' 
 tionai interests of the South, we are desirous of expressing our appreciation of the 
 noble cltarity which you represent. The Peabody Fund, to encourage and aid 
 common schools in these war-desolated States, cannot fail of accomplishing a great 
 and good work, the beneficent results of which, as they will be exhibited in the 
 future, not only of the stricken population of the South, but of the nation at large, 
 seem almost Incalculable. 
 
 It is probable that the use of meritorious text-books will prove a most effective 
 agency toward the thorough accomplishment of Mr. Peabody's benevolent deBip[n. 
 As we publish many which are considered such, we have selected from our list 
 some oi the most valuable, and ask the privilege of placing them in your hands for 
 gratuitous distribution in connection with the fund of which you have charge, 
 amoug the teachers and in the schools of the destitute South. 
 
 Observing that the training ot teachers (through the agency of Normal Schools 
 and otherwise) is to be a prominent feature of your undertaking, we offer you for 
 this purpose 5,000 volumes of the " Teachers' Library,"— a series of professional 
 works designed for the efficient eelf-education of those who are in tneir turn to 
 teach others — as follows : — 
 500 Page's Theory and Practice of Teach- 250 Bates' Method of Teachers' Institutes 
 
 ing. aSO De Tocqueville's American Instit'na 
 
 500 Welch's Manual of Object-Lessons. 250 Dwighfs Higher C^hristian Educat'n. 
 500 Davies' Outlines oj Mathematical 250 History of Education. 
 
 Science. •• 250 Mansfteld on American Education. 
 
 250 Holbrook's Normal Methods of 351 Mayhew on Universal Education. 
 
 Teaching. * 250 Northend's Teachers' Assistant. 
 
 250 Wells on Graded Schools. 250 Northend's Teacher and Parent. 
 
 250 Jewell on School Government. 250 Root on School Amusements. 
 
 230 Fowle's Teachers' Instituta. 250 Stone's Teachers' Examiner. 
 
 In addition to these we also aak that ^ou will accept 25,000 volumes of school, 
 books for intermediate classes, embracing — 
 5 000 The National Second Reader. 5,000 Beers' Penmanship. 
 
 5 000 Davies' Written Arithmetic. 6D0 First Book of Science. 
 
 6 000 Monteith's Second Book in Geog- 500 Jarvis' Physiology and Health. 
 
 ' raphy 500 Peck's Ganot's Natural Philosophy. 
 
 3,000 Monteith's United States History. 600 Smith & Martin's Book-keeping. 
 
 Should vour Board consent to undertake the distribution of these volumes, we 
 shall hold'ourselves in readiness to pack and ship the same in such quantities and 
 to such points as you may designate. , . ,, ^ . ..» » 
 
 We further propose that, should you find it advisable to use a greater quantity of 
 our publications in the prosecution ot your plans, we will donate, for the benefit 
 of this cause, twenty-Jim per cent, of the usual wholesale price of tliu books needed. 
 
 HoDin=- thkt our request will r-eet with your approval, and that we may have 
 the pleasure of contributing in this way to wants with winch we deeply sympa- 
 thize, we are, <rentlemen, very respecti'ully yours. A, S. BAKNBS & CO. 
 
 Boston, May 7, 1867. 
 
 MirqslM A S BABNliS & Co., PUEMSHEES, NbW ToEK : , ^ ., », . . 
 
 GENTLEMBN--Tour communication of the 29th ult., addressed to the Trustees of 
 the S)o"y Edu?atiou Fund, has been handed to m«.'>y9"S™«'-"iI «sent the 
 
 Hir£d'^ee\ir?^^*u'lfS^^^^^^^^^^^ 
 
 IHH5sutToTy^u^'ferL1^?a;^^^^^^^^ 
 
 vokm»3 of^^ScC" books for intermed^^^ classes," make up a most muniflcent 
 
 obedient sei-vant, """ • ' 
 
 61 
 
The Mttionat Seriesr of Standard SchoolSooks. 
 
 GENERAL INDEX TO 
 
 A. S. Barnes & Co.'s Descriptive Catalogue 
 
 PAGE 
 
 ■AjDonsTics 23 
 
 Aesthetics 36 
 
 AZiQBBRA 1'^ 
 
 vVnaltsis 10 
 
 Anatomt 32 
 
 Apparatus 47 
 
 AnrPHMETio 17, 18, 21 
 
 AsTRoyoMT 21, 33 
 
 Belles Lettbss 36 
 
 Bible 7, 23 
 
 BlOGBAPHT 54 
 
 BoOK-KBEPINa 27 
 
 BOTANT 30 
 
 CALODLns 8, 17, 18 
 
 Cards (for Wall) 7, 47 
 
 Chairs 60 
 
 Charts 7, 8, 10, Ji2, 47 
 
 Chemical Appakatos 80 
 
 Chbhistbt 30, 34 
 
 CHimoH Mosio 69 
 
 Civil Gotbbnment 39, 58 
 
 Classics 44 
 
 Composition 38 
 
 Copy Books 22 
 
 Criticism 36 
 
 DetHiebs 8 
 
 Besks 60 
 
 Pevo'tiow 48 
 
 Dialogues 38 
 
 Dictation 8 
 
 ,DiCTioMABiES 9, 17, 50, 57 
 
 DKAWiiia : 26 
 
 Elocution 7, 38 
 
 Enolish Grammar 10 
 
 English Litebatube 86 
 
 Ethics 39 
 
 Ettmologt 8, 9 
 
 Examples in Abithmetio 18 
 
 Familiab Science 28 
 
 French 40 
 
 Eubnitdbe 60 
 
 Games 25 
 
 Geogbapht 12, 14 
 
 Geoloot 28, 34 
 
 Geometry 17, 18 
 
 German 40, 42 
 
 govebnmbnt 39, 58 
 
 Gbamhab 10,17,40,42, ^ 
 
 Gbebk 44 
 
 HiSTOEY 23, 25, 53 
 
 Intellectual PBttosoPHT 39 
 
 Intbbnatiohal Bbview 63 
 
 Ebtb 10,17, 34 
 
 PAGR 
 
 Latin ^4 
 
 Lexicons 9, 17, 50, 57 
 
 Library 49,58 
 
 LiTBRATUKB 1, 7, 36, 63 
 
 Logic 17, 39 
 
 Map Drawing 12,26 
 
 Maps ', 15,47 
 
 Mathematics 17, 2t 
 
 Mechanics f8 
 
 MENTAL'FHILOSOFinr. . 39 
 
 Mobals 39, 68 
 
 Music 48, 59 
 
 Mythology. 44, 58 
 
 Natural Histoky 32, SO, 65 
 
 Natural Philosophy 28, 34 
 
 Natural Science 27-35, 55 
 
 Navigation 17 
 
 Object Lessons 30, 49 
 
 Optics 28 
 
 Obthogkafby 1, 8 
 
 Penmanship 22 
 
 Pens 22 
 
 PHiLosopnT, Intellectual 39 
 
 Do. Natubal 28, 34 
 
 Physiology 32 
 
 Poetry 36, 52 
 
 Political EC0N9MY 86, 58 
 
 Political Science 39, 58 
 
 Peayee 48, 69 
 
 Fbimebs 1 
 
 Readbes 1-7 
 
 Kecobds 46 
 
 Ehetobic 38 
 
 School Libbaey 52-58 
 
 Settees 60 
 
 Slated Books 17, 21 
 
 Spanish 40 
 
 Speakers 38 
 
 Spellers 1, 8, 9 
 
 Surveying ' 17 
 
 Synonyms 9 
 
 Tablets 7, 47 
 
 Tactics 46 
 
 Teachbes' Libbaby 49-51 
 
 Teachers' Monthly A 
 
 Travel 56 
 
 Tbioonometby 17, 18 
 
 VmGiL 44 
 
 Writing 8, 9. 22 
 
 Written SpBUJNQ 1,8, 9 
 
 Zoology., 39 
 
m