.* **' *^ ■«>'•'* • • **' ^ ' o'' "^0 « H • V * ^^•^ \. .^^'^ *^^siK-- ^^ A^ ' *: ^^ '. ^ / -^K ^ ^r; < •^•- - -^"^ *i^' V<' .'i^'. ^ ^ • " *■ ^ • • • ,« THIG- SENTENCE METHOD OF TEACHING READING, WRITING AND SPELLING A MANUAL FOR TEACHERS QEOROE L. FARNHAM, M. A. FORMER PRINCIPAL STATE NORMAL SCHOOL, PERU, NEB. Third Edition. From Entirely New Plates AUS ^1 189S f- -. SYRACUSE, N. Y. H C. W. BARDEEN, PUBLISHER 1895 Copyright, 1881, 1895, by C. W. Bardeen V. iv THE SENTENCE METHOD fore, and few of them became good spellers. The two systems of analysis, phonic and graphic, had so little in common that permanent confusion was pro- duced in the mind. The word method, next tried, was much more productive of good results than any that had pre- ceded it ; yet by this method words were treated as units, independent of sentences, and reading almost of necessity became a series of independent pronun- ciations, perpetuating the mechanical results of the old methods. These experiments and their result led to further investigation, especially in the line of psj^chology. From a close observation of the action of the mind, and of the relations of language to thought, it was seen that the unit of thinking is a thought, and therefore that the unit of expression is a sentence. The obvious deduction was, that the sentence ought to be made the basis of reading. In 1870 a series of experiments was instituted in tlie schools of Bingham ton, N. Y., to subject this theory to a practical test. The results far exceeded expectation in the direct teaching of reading, spell- ing, and writing ; and led to other results in awak- ening mind and in influencing conduct which were PREFACE V unexpected and gratifying. It is safe to assume that the problem how to teach these branches suc- cessfully has been solved. This little manual is substantially a record of the plans adopted, and of the principles involved in these experiments at Binghamton. It is published with the hope that it may prove a help to those who have no time or opportunity for original experiment, and an incentive to further investigation in this direc- tion. The author hereby expresses his obligations to his friend James Johonnot, for valuable assistance in the final preparation of this work. The large ex- perience of this gentleman as an educator, and his sound judgment in all matters of education, w^ere constantly laid under contribution when tliis i)rob- lem was worked out. Council Bluffs, Iowa, January 1, 1881. INTRODUCTION Goethe says, " Let uo man tliiuk he can conquer the errors of his youth. If he has grown up in enviable freedom, surrounded by beautiful and worthy objects ; if his masters have taught him what he first ought to know for more easily com- prehending what follows ; if his first operations have been so guided that, without altering his hab- its, he can more easily accomplish what is excellent in the future ; then such a one will lead a purer, a more perfect and happier life than another man who has wasted his youth in opposition and error." This statement is an admirable summary of our most advanced ideas concerning education. In our educational processes we have but to ascertain the manner and order in the use of intellectual faculties and power in performing real life work, and then guide and direct the study of the youth, that they may acquire the use of their powers in the same manner and order. Some years since, wdiile engaged in a business INTRODUCTION VI 1 that brought me in contact witli large numbers of hterary, business, and professional men, I instituted a series of inquiries in regard to their habits of read- ing, writing, and spelling. From the answers re- ceived several items of interest were evolved. First, Spelling. My question was ''When in doubt in regard to the spelling of a word, how do you assure yourself? " The answer, in substance, was, " I write the word, and when it looks right, I assume it is correct." Upon further questioning, they were unanimous in the statement that they had adopted this method as a necessity after they had left school and entered upon the active duties of life. Only three or four, out of some hundreds questioned, thought of the word as they had learned it from the spelling book, and these were teachers. Second, Reading. In regard to reading I found that most of those who had learned to read in school were slow readers, pronouncing the word mentally, if not aloud. Many found it difficult to take in the author's meaning without pronouncing the words audibly. On the other hand, those who had learned to read at an early period before attending school, and many of whom could not remember the time they could not read, were rapid readers. Their eye /lii THE SENTENCE METHOD would pass over the page with httle or no conscious- ness of the words, and they would take in the thought of the author much more rapidly than if the words were pronounced. These persons had acquired the art of reading without conscious effort on their part or on the part of others. Such persons could always spell, and they were ahle to detect a misspelled word in the most rapid reading. They were also usually fluent writers. Third, Penmanship. The results of observation and inquiry in regard to penmanship were equally interesting. Persons who do much of original com- position are seldom good penmen. I have never found a person who composed in the hand taught and practised in school. Most who practised some one of the conventional systems for years in schools, abandoned it when called upon to perform real work, only to acquire a hand ugly in appearance, and difficult to decipher. The conclusions drawn from these facts are : — First. That the methods in spelling and pen- manship, upon which so much time and labor have been bestowed in the school, are laid aside the mo- ment the student enters upon the active duties of life ; and that for the performance of these duties INTRODUCTION IX he is obliged to form new habits under the most unfavorable circumstances. Second. That there is sufficient uniformity in the methods practised in after life, and adopted without instruction, to warrant the assumption that they are best adapted to real work, and therefore should re- ceive attention from educators. Third, That in reading, the work of the school, with all its rules and systems, is immeasurably in- ferior in results to the unsystemized and incidental work of the home. Fourth, That where habits have been established b}^ school drill they often prove hinderances rather than helps, and ever after there is vain endeavor to escape from their thraldom. It is in view of these facts, more or less distinctly recognized, that experiments are being extensively made to bring our schools more into harmony with the real activities of mature years ; to give to the pupil not only the tools of knowledge, but the mastering of the use of these tools in the discovery of knowledge and its application to human 2:)urposes, precisely as he must do in any vocation to which he may apply himself. The design of this manual is to aid in this work. X ■ THE SENTENCE METHOD It is hoped it may prove a help to many teachers who have long been conscious of the defects of the old systems, but have not had time or opportunity to work out a method satisfactory to themselves. The methods here presented are not merely theoret- ical. They were elaborated after careful study and then subjected to experiment and correction, and as here given they are such as have survived the or- deal and have borne abundant fruit. It is believed that parents will find here a simple process of teaching reading, writing, and composition to their children which will cause little interruption of the daily duties. Indeed the well regulated home is without doubt the best primary school. THE SENTENCE METHOD OF TEACHING Reading, Writing, and Spelling CHAPTER I FIRST PRINCIPLES Definition. Reading consists : — first, in gaining the thoughts of an author from written or printed language : — second, in giving oral expression to these thoughts in the language of the author, so that the same thoughts are conveyed to the hearer. It is important that this two-fold function of read- ing should he fully recognized. The first, or silent reading, is the fundamental process. It is often called " reading to one's self/' a phrase significant as indicating a wrong conception of the true end to be accomplished. The second, oral reading, or " reading aloud," is entirely subordinate to silent reading. While oral expression is subject to laws (11) 12 THE SENTENCE METHOD of its own, its excellence depends upon the success of the reader in comprehending the thought of the author. The importance of these distinctions is so great that I will consider them in detail. Silent, or Eye Reading. It is scarcely possible to exaggerate the importance of correct " eye read- ing ; " — of the ability to look over the written or printed page, and, with the least possible conscious- ness of the words used, fully to comprehend the thoughts expressed. A common process is indicated by the expression, *' reading to one's self." This means the translation of written into oral language. The reader either pronounces each word so that he can actually hear it, or he thinks of the pronunciation. In either case the thought is not formed in his mind directly through the written language, but indirectly after the written words have been changed into oral ex- pression. This process is slow and laborious, it be- comes painful when long continued ; and its i)rac- tice will account for the antipathy which so many persons have to reading books and articles of con- . siderable length. The object in teaching should be to make every pupil an eye reader, — to give him the ability to look FIRST PRI>X'IPLES 13 directly through the written expression to the mean- ing, or to detect at once the unknown elements that prevent the accomplishment of this object. A New Use of the Eye. The ordinary function of the eye is to take in the visible characteristics of ob- jects. This is the use to which all children have become accustomed, and they form judgments in ac- cordance with perfect confidence. No child doubts his ability to distinguish his friends, his toys, or an}^ object to which he may direct his attention. Through this sense, aided by touch, he comes into possession of most of his knowledge of the external world. The knowledge so obtained is direct and tangible. With hearing it is different. While the ear rec- ognizes sound as sound, it has been accustomed from the earliest period to recognize thought through the sound of oral language, until the thought becomes primary in one's consciousness, and the sound of language secondary. Indeed, language becomes so purely representative of thought, that, as sound, it scarcely appeals to consciousness. The child associ- ates speech with thoughts divined from his experi- ence, and never regards it as having a separate existence. The words he hears quicken thouglit 14 THE sentp:X("K method into conscious activity, and he in turn is impelled to express his thought hy the use of words. The child has come into possession of his powers, both of thought and of expression, by a gradual and unconscious process. He has simply been shaped by his surroundings. By association with those who talk, he has acquired the power of understanding speech and of speaking. The kind of speech which he hears, whether perfect or imperfect, he repro- duces. This fact should be distinctly understood and re- alized. The powers of speech and of understanding what is said, both come to the child by a process so simple and natural that he is conscious of no effort to acquire them. Speech, objectively considered, is only a combination of sounds uttered in quick suc- cession, having not the slightest resemblance to the thoughts represented ; but by the child it is under- stood with exactness and uttered with precision. The whole complicated process is matured without effort, and without the intervention of teachers. To make the eye perform the office of the ear, and the hand tliat of the organs of the voice, is the prob- lem that presents itself in attempting to teach a child to read and to write. The vital point is so to change tlie function of the eye that it will look ujDon written or printed characters, not as objects to be recognized for their own sake, but as directly calling past ex- periences into conscious being, and so becoming rep- resentative of thought. All the efforts of the teacher should be directed to this end. At this point our education has often failed. The process of translating the written language into speech is so slow and difficult that a large share of the pupils of our schools are condemned to compara- tive ignorance. The words as they appear have no meaning to them. One wdio has acquired the power of directly receiving thought from the printed page, is endowed with a new intellectual faculty. His eye flashes along the pages of a book, and he com- prehends whole sentences at a glance. It would not do to say that these rapid readers do not understand what they read. The fact is they understand much better than the slow reader. The mental power, be- ing relieved from the necessity of translating, con- centrates itself upon the thought, and the thought is understood and remembered. Our endeavor should be to give the pupils this power of eye read- ing from the first, so that they may continually profit by it and have no evil habits to overcome. 10 THE SENTENCE METHuD Oral Reading. When the habit of sight reading is acquired, oral reading will need but little atten- tion. The oral expression is subordinate to correct eye reading, and its acquisition is largel}^ incidental. When the pupil has power to take in the thoughts from the printed page directly, he will have but little difficulty in giving it proper oral expression in the language of the author. The pupil, being under the control of the thought obtained, must read the thought as naturally as he speaks. In oral reading there are always two parties, the readers and the hearers. It is as important that pupils should be taught to obtain thoughts by listen- ing as by reading ; and to this end the other mem- bers of the class should close their books while one is reading, the test of the value of the exercise being their ability to reproduce the thoughts which they have heard. Writing. While the pupil is acquiring this new use of tlie eye, and learning to read in the true sig- nificance of that term, he should be taught to write. This process is simply the production of the forms which represent thought, and Avhich quicken thought in him. While silent reading is analogous to ob- taining thought from the speech of others, it should FIRST PRINCIPLES 17 be SO presented to the pupil that he acquires it un- consciously while endeavoring to express his thought, and the exercise should be continued until the habit is formed of the hand responding as directly as the voice to the mind and to the mandates of the will. First Principle. The first principle to be ob- served in teaching written language is that " things are cognized as wholes." Language follows this law. Although it is taught by an indirect process, still, in its external characteristics, it follows the law of other objects. The question arises, what is the whole ? or what is the unit of expression? It is now quite generally conceded that we have no ideas not logically associ- ated with others. In other words, thoughts, com- plete in their relations, are the materials in the mind out of which the complex relations are constructed. It being admitted that the thought is the unit of thinking, it necessarily follows that tJie sentence is the unit of expression. One can assure himself of the eorrectness of this view by watching the operations of a little child, even before it is able to talk. You may give such a child any direction which you ex- pect will control its action, and leave out any j^art of the sentence that is essential to its completeness, 18 THE SENTENCE METHOD and the child will not be influenced by it. It is true that elliptical expressions are sometimes used, but the missing portions are supplied in the mind, before action is produced. Let any one attempt to remember a series of words so arranged as to ex- press no complete thought, and he will see how ab- solutely we are dependent uj)on the logical arrange- ment of language. A speaker will have no diffi- culty in making himself understood in any part of a large room, if he addresses the audience in con- nected and logical discourse. No one listening will be conscious of losing a single word of what is said. But let the same reader attempt to read the names of a dozen persons, or give a list of disconnected words, and he will hardly be able to pronounce them with sufficient distinctness to be understood, without repetition. Socoiul Principle. A second principle is, we ac- quire a knowledge of the j)a?'fe of an object by first considering it as a whole. Repeated recognitions re- veal the characteristics of the whole, so as to separate it from other things. We descend from the contem- plation of the whole to the parts that compose the whole. Otherwise the parts would be more distinctl}^ remembered than the whole. But this is contrary KIRST PRINCIPLES 19 to experience. AVe have no difficulty in distinguish- ing one person from another, but if called upon to state exactly in what this difference consists we should be at a loss for a satisfactory reply, unless we have made the matter an object of special atten- tion. That words are no exception to this rule is ob- vious from the almost universal practice of writing out the word and looking at it as a wliole to deter- mine whether it is properly spelled. We have more confidence in our judgment of the appearance of a word as a whole, than in our ability to reproduce it in detail, notwithstanding this latter method is tlie one in which we have been drilled. The sentence, when properly taught, will, in like manner, be understood as a whole, better than if presented in detail. The order indicated is, first the sentence, then the words, and then the letters. The sentence being first presented as a whole, the words are discovered, and after that the letters com- posing the words. Third Piinciple. The third principle is that while language, oral or written, follows the laws of other objects so far as its material characteristics are concerned, it differs from other objects studied for 20 THE SENTENCE METHOD their own sake, by being representative in its char- acter. While it is to be recognized, it must be so recognized as to make the thought expressed by it the conscious object of attention. In oral speech this is already the case. The writ- ten language is to be so acquired that the same re- sults will follow. To do this, it must be taught Ijv an indirect process. The language must be learned while the attention is directed to the thought it rc})- resents. RECAPITULATION First. — Things are recognized as wholes. Second. — Parts are recognized while contem})latiiig the wholes. Third. — The whole or unit in language is the sentence. Fourth. — Words, as parts of a sentence, are dis- covered while recognizing the sentence. Fifth. — Letters are discovered while contemplating words. Sl.vth. — Language, especially written language, is to be learned indirectly, while the attention is di- rected to the thought expressed. Practical Hints. Before attempting reading, a child sliould be able to use language with considera- FIRST PJMNCIPLES 21 ble care and fluency. Few children attain this power before the age of six years. The child must also be made to feel at home in the school room and in the presence of his teacher. Without this free- dom, the teacher can never judge correctly concern- ing the mental condition of the child. The timidity and self-consciousness of pupils wdien first entering school, cannot be overcome by direct teaching. The change of condition from home to school should be made as slight as possible, and the teacher should study to enter into the thoughts and feeling of the child. AVhen sympathy is fully established between teacher and pupil, and the j)upil feels as unrestrained as at home, the conditions for successful teaching are secured. The class should be as devoid of formality and constraint as is consistent wdth the successful work- ing of the school. Order for order's sake is not de- sirable. Requiring pupils to " toe the mark "or to assume any precise attitude distracts their attention from the lesson in hand, and tends to make machines of them and to deprive them of all spontaneity in action. Children of ordinary health and intelligence are always active. To compel quiet for any consider- 22 THE sp:xtencp: method able time is to do violence to child nature. Neglect- ing to provide for natural and necessary exercise is to convert the school room into a prison house. The mistake is often made of making education consist of repression instead of development, and natural activities indispensable to achievements are ruth- lessly sacrificed to an ideal discipline, where quiet must be maintained at all hazards. Slates and pencils are acknowledged necessities, and as the child acquires the use of his powers they will be in constant requisition. Provision should also be made for the unconstrained exercise of the pupils, that will interest them and not disturb the school. A vacant corner in the school room, or a platform raised a few inches above the floor and supplied with blocks for the children to play with, would meet this demand. Building blocks may be easily and cheaply obtained by taking a common board dressed on both sides, three-fourths of an inch thick, and sawing it into strips one and one-half inches wide. These strips should then be sawed into pieces three inches long, giving to the blocks the relative proportion of bricks. A few pieces should be left six inches long, and a few of the common bricks sawed in two, to give variety to the combina- tions made. CHAPTEK J I EXERCISES BEFORE BOOKS ARE USED FIRST STEP The object of this step is to awaken thought in the mind of the child by means of objects, and to give to the thought complete oral expression. The teacher should be provided with a number of objects such as may be readily handled. At first those only should be used that will admit of the use of the article a before the name. With Objects in Hand. First. — Let the teacher and each pupil take an object in hand. The teacher will call ujDon one of the pupils to tell what he has, and in reply the pupil will probably hold up the object and pronounce its name. Teacher — " Jane, what have you ? " Jane — '^ A pencil." Teacher — " Who has a pencil ? " Jane—"lhaYe:' ^ Teacher — " Now tell nie all about it." (28) 24 THE SENTENCIC METPIOD Jane — " I have got a pencil." Teaclier — "Very well. But Avill one of you tell nie what he has, and leave out the Avorcl ' got ' ? ' Charles — " I have a knife." Teacher — "That is right. Now Jane will try again. Tell nie Avhat you have." Jane — " I have a pencil." It is best to secure the j^roper expression from the children, though it may take some time. But if the teacher fails in this, she will hold up her own object, and sa}^ "I have a book." Then call upon one of the children, who will very likely respond properly, " I have a knife." The form of expression once obtained, there will be ver}^ little difficulty in obtaining the similar ex- pressions from each member of the class. Let each hold up his object and tell what he has. This done, let the children change objects, and repeat the exer- cise, telling what each one has. Second — Next let two or three children take hold of the same object, and let one of them make the statement, " We have a doll." At first, the children may be inclined to continue the old form of expression, and the teacher may be obliged to take hold of the object and make the PRELIMINAKY EXERCISES 25 proper statement, but the cliildreu Avill readily take the hint. Now, vary this form with the first, until the children will instantly respond with the proper ex})rcssion. 21iird — Let one pupil hold an object and call upon another to make the statement. If a boy has the object, the response will be '' He has a knife ; " if a girl, "She has a pencil." Fourth — The teacher will hold an object, and the pupil will make the statement to the teacher, " You have a map." pijth — Two or more members of the class will hold an object, and one of the others will make the statement to the teacher, or to the remaining mem- bers of the class, '' They have a book." These forms of expression will be repeated and changed in their order until there is no confusion or tendency to error in expression. The children should instantly respond with the appropriate ex- pression. Each teacher will select such objects as the cir- cumstances may require. The following list may serve as a hint to the kind of objects which may be used. When the object cannot be used, a toy or picture representing it may be substituted. 26 THE SENTENCE IVrETJlOD Book, slate, pencil, paper, kuife, string, board, chalk, desk, seat, table, door, windoAV, liat, cap, boot, shoe, clock, watch, doll, match, wood, stove, girl, boy, man, woman, house, barn, dog, cat, cow, horse, rat, ]jig, sheep, glass, nail, etc. In regard to words other than the names of famil- iar objects, the book which is to be used should be taken as a guide. Willi tlie Object in Siglit. Fird — Place an ob- ject before the class, and call upon a child to tell what he sees, and he will respond, '* I see a hat." Let another speak for himself and his companions with '' AVe see a clock." Introduce the other pro- nouns with the verb see, as in the previous exercises. Next introduce other verbs. A girl walks across the floor, and the expression, '' She walks," is elic- ited. A boy will run, and the exjjression, "He runs," will be obtained. Second — Introduce the names of the different members of the class, and use them in the place cf the pronouns in the previous exercises. Secure va- riety by using different verbs, as, '* John sees the clock," '' Susan heard the Avatch tick," " James ran home." Third— Call attention to qualities of objects and PRELIMINARY EXERCISES secure the appropriate expression, as, '' Jolin lias a large book," " Jennie has a white cat," ''The black dog barks." The following hst of qualifying adjectives is given by way of suggestion. Black, wdiite, red, yellowy blue, green, brown, large, small, little, big, good, bad, lazy^ bright, tall, short, hard, soft, rough, smooth, pleasant, light, heavy, dark, etc. Fourth — Call attention to the position of object, and secure the proper expression, as, '' The book is under the desk," ''The bird flew over the tree." Continue this exercise until the more common prep- ositions have been used. With one or more objects, expressions containing conjunctions and the plural form of the verb may be obtained, as, "A slate and a book are on the table," " John and Charles run," etc. In general, any form of expression in common use may be obtained from the children by forming the proper concrete relations. These exercises constitute lessons in constructive language or composition, and should be continued until the children respond read- ily with the expression representing the exact rela- tions of the things to which their attention is called. 28 THE SENTENCE METHOD This exercise may be varied by introducing object lessons with such simple descriptions as the children themselves may give. The children should also be encouraged to tell in complete sentences what they see out of school, on their way to and from school, and at home. They should give accounts of any in- teresting event which has happened to them, or which they may have observed. Tliese exercises are especially valuable as preparing for the next step. SECOND STEP The object of this step is to awaken in the mind of the child the exact thought contained in oral ex- pression, and to lead him to make the appropriate concrete representation. In observation we pass from the thought to the ex- pression ; in reading, from the expression to the thought. This step is to make clear that thought may be obtained from oral expression, as prepara- tory to the final step of obtaining thoughts from written expression. The teacher will make a statement, as, *' I have a knife," and will then ask, " What do I have?" Pupil — '^ You have a knife," PRELIMINARY EXERCISES 29 Teacher — " How do you know that I have a knife?" Pupil — ''You said so." The teacher will show the knife to confirm the statement. The teacher will next call upon different mem- bers of the class to state what each has, confining the inquiries at first to objects at hand, and produc- ing the object to confirm the statement. Passing away from visible objects the children may be called upon to tell what they have at home. John may say, ** I have a large, black dog," and Jane, ''I have a nice doll." The thoughts formed in the minds of the children are as vivid and as true as though verified by the production of the real ob- ject. This step is a short one, and will require only a few exercises to accomplish its object. THIRD STEP The object of this step is to awaken in the mind of the child the exact thought contained in written expression, and to enable him to express the thought in the language used. This is Reading. While of necessity, in reading, the expression pre- oO THE SENTENCE METHOD cedes the thought, no lesson will be a success where the expression fails to awaken the thought. The order in the third step is the same as in the second, with the substitution of written for oral expression. The teacher goes to the board, and in a clear, bold hand writes a sentence, as : ''I have a knife." The pupils see the writing, but of course do not know what it means. The teacher will call a pupil and put a knife into his hands, and the pupil in re- sponse to the impulse which is the result of previous training will instantly hold up the knife and say, " I have a knife." The teacher writes another sentence, as, '^ I have a pencil," and puts the object in the hands of an- other child, who will respond, ''I have a pencil." The teacher wdll proceed in the same way until several children have objects in their hands, repre- senting as many sentences upon the board. The teacher will next call upon the first child to point out and read his sentence, which he will read- ily do, as he still holds the object in his hand. Each child, in turn, will be called upon to point out and read his particular sentence. When several are written upon the board, some child may forget which represents his statement, in which case the PTlELIlvriNAUY KXERCISES 31 teacher will take the pointer and pass it over the sentence from left to right. The child will point out the sentence in the same manner, at the same time giving the oral expression. The pupil should not be allowed to guess, but when he hesitates, the teacher should point out the sentence for him. Next, the pupils may exchange objects, and point out the sentence that expresses the new order o^ things under the same condition as before. It may be necessary frequently to erase sentences before the lesson is finished, but this will prove a help rather than a hindrance, as the pupil will more readily ob- serve and remember the sentences by seeing them written. These lessons are to be continued day after day. care being taken to vary the order and the objects, so that the children cannot recall the sentences by their location. The teacher's faith and patience may be severely tried, but steady j)rogress is made. Each repetition strengthens and deepens the impression, until the association of the thought with its written representative is firmly made. The objects used should be kept upon a table in sight and reach of the pupils. When a new sen- tence is written, the teacher may hand the object to 32 THE SENTENCE METHOD the child, or point it out, allowing the pupil to take it himself. By varying the exercises in this man- ner, great activity may be secured on the part of the class. A little further along the teacher may wait to give the pupils an opportunity to select the object without its being pointed out. When a child raises his hand and expresses a desire to do this, it shows that he has read the sentence, and is acting in obe- dience to the impulse occasioned by a comprehen- sion of the thought. The oral reading follows as a natural consequence. The trying point is now past. One after another will follow the example of the first, and read the sentences as they are written, independent of aid from the teacher. The child will indicate that he has read the sentence by raising his hand, and then, when permission is given, by selecting the proper object and ''making it true," as the children ex- press it, and by reading the sentence aloud with the object in hand. An emulation will probably be excited, and each child will try to be the first to read. This may lead to guess-work on the part of the child, which the teacher will at once try to repress. The raising of PRELIMINARY EXERCISES 33 the band should be permitted only when the sen- tence has been read and the thought understood. It is an easy matter to raise a false enthusiasm, indicated by raising the hand, snapping the fingers, rising from the seat, and various exclamations. These manifestations should be repressed, and that real enthusiasm stimulated which comes from cer- tainty of results. When a child reads a sentence from the board, he 'should indicate it by the pointer. At first the pu})il will probably switch the pointer across the sentence and read it hurriedly at the same moment. These are s^nnptoms of natural and healthful action, in- dicating that the tliought is in tlie mind, and that tlie sentence is the unit of expression. The motion and utterance are simply in obedience to the impulse to speak the sentence as a unit. A little ex})erience will serve to correct all tliat needs correction. Tariety in Expression. In using the first form of the sentence, as, "I have a l)ook," and changing the ol)ject, the tendency on the part of the pupils will be to look only to the final word to determine the sentence. This should be corrected by changing the subject as well. In the next changes, follow tlie order of the First 34 THE sentp:xce method Step, introducing cautiously tlie common pronouns, adjectives, verbs, prepositions, and conjunctions. The "names of the members of the class and the numerals up to ten should be early introduced. For suggestive lists, see explanation under First Step. Words are always used in their connections and made familiar by repetition in the expression of v^arious sliades of thought. Analysis. Soon after children begin to read sen- tences, it will be found that they recognize indi- vidual words. From the study of a sentence as a whole they have discovered the elements or words of which the sentence is composed. The use the child makes of the words at this time is peculiar. He evidently recognizes them, but has no impulse to pronounce them separately, or at all, until the sense is complete in his own mind. If, when the sentence is written, a strange word be pres- ent, he ^vill make no effort to read any part of it. When the unknown word is explained and the sense thereby made complete, he wjll read naturally and without hesitation. This is a most healtliful indication, and is a sure guide to the teaclier in regard to the steps to be taken. It points out the exact difficulty which tlie Preliminary exercises 35 child encounters, and enables the teacher to remove the difficulty with the greatest economy of time and energy. The introduction of new words is placed entirely within the control of the teacher, and the vocabulary of the pupil may be extended in any desirable direction. Care must be taken that the more active pupils do not monopolize the time, de- priving the other members of the class of their share of the benefits. As words become recognized as such, and their meaning; understood from their office in the sen- tence, it may be well to write them upon a section of the board set apart for that purpose, so that the pupils may refer to them in their constructive work, and be sure of the correct forms. These lists are for reference and no other purpose. Writing. Early in this step some, if not all, of the children will have the impulse to write. This should be encouraged. The first eff'orts will be di- directed to copying what they see written upon the board, but as the thought expressed is present in their minds they are in reality writing to express their thoughts. The first productions will of neces- sity be rude, but by a few judicious hints their 36 THE SKXTKXCE MlOTJIol) muscles will be brought under proper control, prin- cijially through their own exertions. Tlie slates should be ruled to serve as a guide to the size of the letters. A few directions may be given in regard to holding the pen, the slant and size of letters, but not enough to distract the atten- tion of the jnipil from the thoughts he is endeavor- ing to express. In this way the children may at- tain great excellence in writing at an early period, and at the same time their penmanship Avill be as markedl}^ individual as their faces. Letters. While directing the writing the teacher will speak of the letters as though they were known to the pupils, showing the size of the m's, t's, I's, etc., and it will soon be discovered that the jmpils can distinguish the letters and name them. This end has been accomplished without calling direct at- tention to them, and by the operation of the same mental laws that caused them to distinguish words. Constructive Work. One of the most important educational ends is the ability to express thought clearly and fluently in writing. By the method here given the pupils early acquire this ability, and though the thoughts at first are simple, the mode of expressing them may be made perfect. Writing PRELIMINARY EXERCISES 37 compositions is made as natural and easy as conver- sation, and the practice of reading compositions will make true intellectual reading more easy and cer- tain. Criticism. By this method, drill as it is com- monly practised is entirely dispensed with. The thought is the first object of attention, and if this be clear, the expression will be natural and correct. Any obscurity, either from the use of a new word, from the construction of the sentence, or from not understanding the relations expressed, will manifest itself in the inability of the child to read, or in his giving expression to a different thought. The effort of the teacher in such cases must be di- rected to clearing up the thoughts. If the word is new and the idea familiar, calling attention to the idea will suggest the word or its equivalent. If the idea and the word are both new, the teacher must first develop the idea, creating in the mind of the child the necessity for the word, and then give the word. The custom of spending much time in " fish- ing for words " from tlie child is an absurd one. When the idea is fully developed, the word should promptly be given, so that the two may be associ- ated together. 38 THE sp:ntence method It is very easy to destroy the independence of the pupils and substitute mechanical for intellectual reading, by the teacher's reading for the children to imitate and by concert reading. Both should be avoided. CHAPTKXt III READING FROM BOOKS In the exercises so far, the end in view has been to prepare the child to enter upon the work of read- ing from the printed page. If the work indicated has been well done, the pupil has acquired consid- erable power of thought and exjiression ; he has learned to regard the completed sentence as the ex- pression of thought, and as having no significance unless the thought is understood ; he has learned to read readily what is written, and he has acquired a considerable skill in the expression of his own thoughts, by crayon and pencil. If this has been accomplished, he will have little difficulty in chang- ing from written to printed matter. Steps ill Transition. Let the pupils look over some printed sentence made up of familiar words, and expressing a familiar thought, and if they ex- perience any considerable difficulty in gaining the thought from the sentence, it will show that they are (39) 40 THE SENTENCE METHOD not ready for the chauge, and that written work should be continued. When the time arrives for the transition, the teacher should select some easy lesson, and carefully examine it to find the words that the j^upils will probably not know. These w^ords are then to be made the basis of blackboard exercises in which their memory is developed, and they are used in the ex- pression of thought by the pupils. In a familiar, conversational way, the teacher may excite an inter- est in the subject of the story, taking care not to tell the details so as to deprive the reading of the inter- est which comes from the new ideas obtained. The books are put into the hands of the children after they are assembled in class. Let all the mem- bers of the class look at the first sentence, and when ready let each one raise his hand. Should a familiar word not be recognized in its printed form the teacher will write it on the board. When all are ready the teacher will call upon one to "tell what the book sa3's." The sentence will probably be correctly read. If mistakes are made in the reading, it will be because the pupil does not understand the sentence. Proceed in the same manner with each sentence to the end of the lesson. READING FROM BOOKS 41 If the class be large, the lesson may be read a sec- ond time by other members of the class, but care should be taken that tlie pupils do not learn the les- son by rote, and so repeat it without understanding. Intelligence is the key to good work, and should be the sole guide to expression. General Preparation. It will require but few les- sons to make the transition from the board and slate exercises to the book. When this is made and the pupils are able readily to read the printed words, the regular work for preparing each reading lesson should be in the following order : First — As in the transition exercises, the teacher will become familiar with the lesson beforehand, and will give the books to the children after they are ar ranged in class. This is to assure freshness of thought in the lesson read. Scco7id — The pupils will look over the lesson for unfamiliar words, and will indicate them to the teacher. As the object of the exercise is to gain the thought, new words must first become known. TJiird — The pupils will then close their books, and the teacher will develop the meaning of each wo'rd by questions and familiar conversation. Fourth — The pupils will use the new words in the 42 THE SENTENCE METHOD coustructioii of sentences, each one expressing a familiar thought. This kind of exercise has ah^eady become famihar to the pupils in their previous work. Pij-th — The new words, as their ideas are devel- oped, will be written upon the board, so that the pupils may become familiar with their written forms. As each word is Avritten it will be seen that the pupils will carefully scrutinize it, as though it was an object of interest. Sixth — Pupils look over each sentence carefully to see if they can understand the thought expressed. In case they do not, the teacher will develop and explain it. Seventh — The pupil reads. As the words are all known and the thoughts understood before the pupil tries to read aloud, his reading will i^^obably be natural and correct. Peiiiiiaiisliip. The writing, begun with the board exercises, Avill be continued after the books are in- troduced. The impulse to write comes from the desire to express thought to the eye, and skill in the use of the pencil or pen is acquired under this stimulus. With the mechanic, the impulse which controls his muscles and gives direction and force to his action^ is the end to be accomplished. The Ri^:ADIN(j; FROM liOOKS 43 knowledge of his tools is acquired indirectly and incidentally while using them. To withdraw his attention from the work and fix it upon the tools would be fatal to the work. So with the penman- ship of the child. It should be acquired incident- ally in the endeavor to express thought ; and turn- ing the direct attention from the thought to the writing, will be fatal to the highest success in writ- ing. Intellectually, it would change a i)leasing oc- cupation into a mechanical and onerous task. As the child learns the use of speech long before he learns the grammatical rules that govern speech, so he learns practically how to express his thoughts in writing long before he is in a condition to be benefited by the rules of penmanship. A few gen- eral hints may be given from time to time, as indi- cated in the Third Step, but the pupil's progress will depend upon the amount of practice which he has in the direction ])ointed out. By this practice, his muscles are brought gradually under control, imper- fections are eliminated, and the habit of correct writing is formed. Coiiiposition. The first lesson which the child received was in the formation and expression of thought, which was in reality oral composition. As 44 THE SENTENCE METHOD soou as he acquires the abihty to write legibly from copying the work from the board, he ^yill begin to change his oral compositions into written ones. This constructive, written work will follow the same or- der, and accompany step by step the oral work already indicated. These first compositions furnish excellent reading lessons, for no tw^o being alike one reads for the information of the others, conforming to the practice in real life. Like all the other exercises in language, composi- tion must not be taught directly, but success in it is attained incidentally in the endeavor to express thought. The ability of a child to use words cor- rectly in oral or written composition is the only sure test of his understanding them. It requires far less familiarity witli language to read mechanically, than it does to use tlie same language in the expression of our own thoughts. Subject-Matter. The first lesson will be in con- nection with o])jects, as was given in the First Steps in reading. Next objects may be described. Then as new words are found, each one will be used in the expression of a thought and in the construction of a sentence. The child may next be called upon to relate what KKADING FROM BOOKS 45 has happened to him during the day, the incidents of a walk, or a play, or what he saw on his way to school. The teacher may tell a story or read some- thing from a hook, which the pupils will reproduce. The children may bring their own little books, and each one may read a story which the others will re- produce. In these latter exercises another important educational interest is served ; — the pupils are taught to listen to what is said, and to repeat accurately what they have heard. Spelling. In this course no place is given to dis- tinctive spelling lessons, as it is believed that such lessons are productive of little else than mischief. Nearly all the real study of the child involves spelling as a necessary incident. If the forms of words which he has always seen are correct, the forms which he reproduces will also be correct. To him a misspelled w^ord is either no word at all, or an unknown element to be learned like other new words. The misspelled word is not recognized as expressing the idea of the correctly spelled one. The child reads with his eye, and while reading is not conscious of the sounds of words. In the endeavor to express the thought in Avriting, his hand responds to the impulse which the thought gives, and in the 4C TH\i sentp:xc^i Method way it was giveu. As the thought was occasioned by form, speaking to the eye, it will of necessity be reproduced in the same form. Good spelling is the result. Oral Elements. When oral spelling is practised, a disturbing element is introduced. The attention is partially diverted fi'om the forms of the words to the names of the letters that compose them, and lan- guage, which should be used as a medium of thought, becomes the object of thought. The written and printed ])age is deprived of its distinctive cliar- acter of being a direct representative of thought; the written words must be translated into spoken words through the medium of letters ; and thus a direct barrier is interposed between the mind of the child and the thoughts contained in the lesson. Tliis result is, of course, antagonistic to the eye and thought reading Avhich is here advocated. The phonic analysis of words should have no place in the primary schools. Until the habits of thought reading and correct spelliug are well estab- lished, such analysis is a positive evil. It makes the child conscious of the oral element of words, and as these do not correspond Avith the written elements, a double evil ensues : the mind has become directly KEADTNG FKOM BOOKS 47 conscious of language wliicli it sliould use uncon- sciously or nearly so ; and it introduces a new set of elements antagonistic to tlie ones used in tlie graphic expression. The liahitual action of tlie muscles coming from one stimulus, upon wliicli good spell- ing depends, is directly interfered with by another stimulus wliicli urges to different results. The an- tagonism is radical and irreconcilable, and bad spell- ing must result. The reason for the early introduc- tion of the phonic element — the secui'ing of coi-rect pronunciation, maybe accomplished in another way. The pupils should be required to pronounce their words slowly, so as to give each sound its i)roper force, and here imitation of the words as spoken by others is the only way to secure correct results. Correcting Mistakes. Under the system here ad- vocated, mistakes in spelling, in punctuation, in the use of capitals, etc., will be rare, but they will some- times occur. The teacher's work should be as cor- rect as human vigilance can make it, and by this means the pupil's mistakes will be reduced to a minimum. The mistakes usually made in school are the re- sult of guess-work or of deliberate judgment, when language has become a subject of direct conscious- 48 TfTE SENTENCE METHOD ness. The mistakes made when this system is i)rac- tised are the results of some distracting element which has for the moment disturbed habitual action. In the first case the mistakes, being in the line of liabitual action, make a deep impression and tend to perpetuate themselves ; in the second case, being opposed to habitual action, they make but little im- pression and are easily eradicated. Upon noticing any error of this kind, the tcacliei' should at once erase it, and substitute the correct form. The direct attention should be for the mo- ment turned to this correct form, and tlie pupil should write tlie word several times to make the impression deeper. This is one of the rare instances where the direct attention may be profitably diverted from tlie thought to the expression. The sooner tlie object is accomplished and the attention again turned to the thought, the better for the pupil. The error should never be brought into j)rominence, and if it can be erased before the 2)upil has discovered it, all the better. If a child is in d()ul)t, he should indicate it, and the teacher should supply the correct form. The reason for this is obvious. The doubt has arrested habitual action, and made the word or phrase the KKAT)IX(; J'JIOM DOOKS 49 object of direct attention. If left without assistance, tlie mind must exercise a judgment without the ele- ments Ui)on which a correct judgment can be based, and the chances are about even that a mistake Avill be made. A mistake occuring under such circumstances will jnake a deep impression, and will tend still further to disturb habitual action, becoming the parent of numerous futui-e mistakes. Constant practice under judicious direction is the only way to secure the highest and best results. Reading Matter. A great difficulty is experienced in obtaining a sufficient supply of appropriate read- ing matter. The book given to any class should be within their comprehension, and it should be read through, or such parts of it as are found interesting. An ordinary first or second reader will last but a few weeks, and hence there should be in every school several such readers, or some equivalent reading matter. By the exercise of judgment and tact, the teacher may be able to secure several such readers for use, and as an important j^art of the reading exercise is for the pupils to learn to listen, it is not strictly necessary that each member of the class be supjdied 50 TITK SKXTEXCK MKTIIoD with tlie same book. A single copy of a lx)ok may be passed from hand to hand, and in this way not only may the text-books be utilized, but story-books which the children have at home may be used with profit. From this variety in reading, supplement- ing observation, the materials are gained for any amount of composition in the form of constructive and reproductive work. In general, children should be induced to read what they desire to know, and what is wortli know- ing, and for the purpose of knowing. Hence, all tlu'ough tlie course silent reading, followed by re- production, should receive special attention. A story or sketch may be passed from child to child and read silently, and tlien reproduced in writing. Sometimes it may be reproduced orally, and indeed oral and written exercises should be constantly in- termingled, so that children may become ecjually proficient in l)oth forms of expression. Economies. It will be seen that reading, writing, spelling, and composition are simultaneous opera- tions by this method, and that all are suV)ordinated to tlie thought gained and expressed. In this way much time is gained, and the multitude of classes in ungraded schools is diminished. These sp.bjccis llKADtXG I'UOM BOOKS '^1 are all related to each other, and are dependent upon thought ; and to treat them separately is to destroy this relation and dependence. Again, by this method these subjects are all taught incidentally. To teach them separately and directly is to deprive written language of its legitimate func- tion of being a direct representation of thought. General Suggestions. Too much stress cannot be laid upon the importance of careful and correct work on the part of the teacher. Children at this early age are confiding, and are ready to take what the teacher has to give; ''bread or stones" are re- ceived with equal trustfulness. At the same time iliey are easily confused, and ill-directed teaching appears in a slovenly recitation. The teacher must not be anxious for innnediate results. Anxiety in this direction is a constant temptation to adopt those specious methods by which apparent, rather than real progress is made. The k>ttcr, word, or phonic method will eacli day accom- plish certain specific results, which can be weighed and measured. Teachers, parents, and friends see tliis, and are satisfied. But the results leave little impress of true mental growth. Naming letters and words, no matter in what order, and remembering 52 THE SEXTKNCK METHOD them, is not necessarily reading. The thought must be reached, and everything else must be subordinated to this end. The child learns oral speech by degrees, adding word after word to his vocabulary, as its necessity is felt in expressing his own thought. Each new thought and new expression is assimilated by use. In reading and writing, the same law holds. New elements should be introduced no faster than the}^ can be made familiar by use. The expression follows the thought. In this way the mind of the pupil grows by receiving its proper aliment, and the power of expression increases with each new acquisition of thought. In this process time is an important element. An effort to cram defeats its own ends. Hurry retards. Crowding the memory with words weakens it for thought. Filling the mind vdih the forms of lan- guage that convey no thought, is like filling the stomach with husks, — no digestion follows. Worse than this, the mind overburdened with this crude material loses all power and inclination for real work. The time necessary for each step cannot be pre- cisely given, as it must vary with the capacity of the pupils, the tact of the teacher, and various conditions READING FPvOM BOOKS 53 of the school. Tlie pupils should not be advanced from the '' First Ste}) " until they are able to give oral expression to any Avell defined thought witliout hesi- tation. The average time for this will be about one month. The " Second Step " will require but few lessons. Its objects should be accomplished in a week. In the " First Step " the practice of allowing the children to construct the concrete relations, or, as they term it, " make true " the thought before read- ing it, should be continued several weeks. This ex- ercise, more than any other, arouses activity, botli })liysical and mental, and excites a permanent in- terest in the work. The average time for accom- l)lishing all the work of the ''Third Step" will be about two months, giving three months for the i)re- liminary exercises before books are introduced. When the children read a sentence that cannot be literally illustrated, they should feel that it is true iu thought, and here comes in the exercise of the im- agination. In the development and culture of this faculty, the teacher may find some difficulty. A\^ith their limited experience, children with active imag- inations have not learned to distinguish between outward facts, and thoughts which exist only iu their 54 THE sentencp: method own minds. This want of discrimination is often mistaken for moral delinquency. The remedy is found in the close observation of objects and facts and the literal descriptions which follow such obser- vations. Making sentences '' true " is one of these corrective exercises. A very common mistake should be carefully avoided, and that is the endeavor to fill the mind with the matured and condensed results of scientific investigation. True education is a growth. The knowledge upon which the mind feeds must be as- similated. This knowledge must be administered in such proportions and under such conditions as will best promote assimilation. The effort to cram ideas is as fatal as that of cramming words. The reasoning processes of maturity do not belong to childhood. The true education does not deal so much in the results of scientific discovery as in its methods. These methods are : first, the observation of objects, by wdiich facts are obtained, and the ob- serving powers cultivated ; second, the expression of these facts in oral and written language, by which process the facts become clearly defined and j)ernia- nently retained ; third, the observation of relations, by which comparisons and generalizations are made, READING FIIOM BOOKS OO and general })rinciples reached ; and fourth, the ap- plication of these principles, by which the more subtle relations are discovered and the reasoning powers are fully developed. To reverse this process and commence with the reasoning, would be edgson, W. L. Blackley, CJ. V. CJraham, Richard (irant White, ]\I. .Scliclc do. Verc, Wni. Matliews, " Alfred Ayres," and many others. Arrancred alphalietically, with 30OO references and ([uotations, and the ruling of the dictionaries. By C. W. Bakdeen. Cloth, IGmo, pp. 2J3. 75 cts. Perhaps the happiest feature of the book is its interesting form. Some hundreds of anecdotes Lave been gathered to illustrate the various points made. These have the advantage not only of making the work entertain- ing, but of fixing the point in the mind as a mgre precept could not do. The type indicates at a glance ■whether the use of a word is (1) indefensible, (:2) defensible but objectionable, or (3) thoroughly authorized. 2. Orthoepy Made Easy. A Royal Road to Correct Pronunciation. By M. W. Hall. Cloth, 16mo, pp. 103. 75 cts. Everyone remembers the queer shibboleths of culture in the paragraph beginning " A sacrilegious son of Belial," that has been the rounds of the newspapers. This book is made up of 38 such exercises, all of them ingen- ious and many of them amusing, each followed by a key to the difficult words. Bishop Vincent says : " I take great pleasure in testifying to the ex- ceeding value of the little volume ; ' Orthoepy Made Easy.' The book is a sensible, practical text-book for tho purpose intended. I congratulate you on having produced it, and I wish you success in its wide circulation." 3. Practical Phonics. A comprehensive study of Pronunciation, form- ing a complete guide in the study of elementary sounds of the English Lan- guage, and containing 3000 words of difficult pronunciation, witli diacritical marks according to Webster's Dictionary. By E. V. DeGraff. Cloth, 16mo, pp. 108. 75 cts. "The book before us is the latest, and in many respects the best, of the manuals prepared for this purpose. The directions for teaching elementary ^ sounds are remarkably explicit and simple, and the diacritical marks are fuller than in any other book we know of, the obscure vowels being marked, as well as the accented ones. This manual is not like others of the kind, a " simple reference book. It is meant for careful study and drill, and is es- pecially adapted to class use."— A"e?{; England Journal of Education. U. PocTcet Pronunciation, Book, containing the 3,000 words of difficult pronunciation, with diacritical marks according to Webster's Dictionary. By E. V. DeGraff, ^Manilla, 16mo, pp. 47. 15 cts. 5. Studies in Articulation : a study and drill-book in the Alphabetic Ele- ments of the English language. Eifth thousand. By J. U. Uoose. Cloth, lUmo, pp. 70. 50 cts. " Dr. Hoose's ' Studies in Articulation ' is the most useful manual of the kind that I know of. It should be a text -book in every Teacher's Institute.'* —A. J. RicJcoff, formerly SupH of Schools at Cleveland and at Yonkers. 6. Hints on Teaching Orthoepy. By Chas. T. Pooler. Paper, 16mo, pp. 15. 10 cts. 7. Question Book of OrtJiography, Orthoepy, and Etymology, with Notes, Queries, etc. By Albert P. Southwick. Paper, 16mo, pp. 40. 10 cts. C. W. SAKDEEN, Publisher, Syracuse, N, Y. THE SCHOOL BULLETIN PUBLIC ACTIONS. Helps ill Teaching Literature. 1. Oullines of English Literature. ByBLANCiiER. Danikls. Cloth, IGino, pp. 50, interlearedfor notes. 50 cts. This has been prepared especially for Refrents' classes, and follows the Syllabus closely. It contains l<0 iwrtndts, with sketches, critical notes, etc., and while invaluable for its special puri)ose, will also be found of great utility in all literature classes. 2. A Series of Questions in English and AnieHcan Literature. Prepared for class drill and private study by JMauy F. IIendrick. Boards, pp. 100, inttrleaved. 35 cts. This edition is especially prepared MRS. BROWNING. for takinjr notes in llie literature class, and may be used in connection with any text-book or under any system. 3. Early Eng'ish LUerafure, from the Lay of Beowulf t(j Edmund Spen- ser. By \Vm. B. IIaulow. Cloth, IGuio, pp. io8. 75 cts. This volume gives copious extracts from all leading auth(»rs, of sufficient length to afford a fair taste of their style, with biographical and critical notes. 4. Regents^ Selections in Literature. Selections for Repetition from Memory at the Examinations conducted by the Regents of the University of the State of New Yoi-k, in connection with the courses of American, German, and French Literature. Leatherette, 16mo, pp. 56, 25 cts. Each separate, paper, 10 cts. These selections were officially prepared in the Regents' office, and pub- lished under the dh-ection of iMr. James Russell Parsons, Jr. Besides their special purpose, they will be found admirable for use in classes. 5. Memory Selections from nearly 150 authors. By Chas. Northend. In three sets, Prinnuy, Intermediate, and Adi-aiKed, each consisting of 3G cards, printed on both sides, in neat box. Price of each box 25 cts. 6. A Primer of Memomj G'ems. designed especially for schools. By Geo. W. IIoss. Paper, ICmo, pp. 40. lo cts. 7. Thovghts from. Earnest Wonien. Arranged by the Women's Literary Club, Dunkirk, N. Y. Paper, IGmo, pp. 36. 15 cts. 8. Arbor Day Manual. An aid in preparii^g programnies for Arbor Day Exercises. By Cuarles R. Skinner. Cloth, 8vo, pp. 483. S3.50. 9. Foxts in. Literature. By John D. Meese. Paper, 16mo, pp. 38. 15 cts. This is a compendium of handy information and suggestions for the teacher of literature, with lists of Authors' Birthdays, Noted Characters in Song and Story, Historical Notes, Memory Gems, Queries, etc. 10. Dime Question Book No. S, General Literature., and No. IS, American Literature. By Albert P. Southwick. Paper, ICmo, pp. 35, 39. 10 cts. each. These are among the most interesting books in the series. 11. Hoxo to Obtain the Greatest Value from a Book. By the Rev. R. W. Loavrie. 8vo, pp. 12. 25 cts. C. W, BAKDEJEISr, Publisher, Syracuse, N. Y, ■THE SCHOOL BULLETIN PUBLICATIOXS. Movement Method in Penmanship. i. The Natural Movement Method in W?'itinff. By Charles R. Wells. ^^^--'^^-^'''''--^-^.^^^ Kos. 1 and 2, 84 cts. a dozen ; Nos. 3, 4, ^y^^ \ 5, 00 cts. a dozen. /' N. Tliis system of penmanship has now / ' \ crime into such ireneral use that it lias a / \ li'ist of imitators. Agents everywliere / \ are saying, "Our new series has all the I . I essential features of the Wells system." I I Uo/i'i believe it. There is only one Wells \ y system, and there is no other series that V - / gives or can give its distinctive features. \ *^ / A man cannot become a Diogenes by \ . j^^f/^ living in a tub, and a series of writing- ^^ ^* <^m»n^^^^^ books cannot appropriate our cnpy- ~<^lSSS***^ righted features by calling itself a " movement series'". Get the Wells series, and tlie Wells series alone. The Vv'ells :Method if used as directed nuiy be depended vpon to produce the following results : 1st. To develop and discipline the natural arm-action so as to produce the type movements, and through them the type forms of all letters ; also to secure correct habits of position, pen-holding, etc. 2d. To test successfully the acquired movements by the use of properly prepared exercises or copies, and incidentally to correct all errors in forma- tion. 3d. To establish and maintain such conditions as shall induce each pupil to teach himself to write carefully with the arm movement while doing his lesson work, and thus to fix the habit of accurate writing at all times. 4th. So to establish the habit of arm-movement busmess writing, that it will eventually become automatic. In the public schools of Syracuse, where the method was first intro- duced. Prof. Wells spent thirteen years testing, perfecting and applying the plan of teaching. The remarkable restilts shown here have attracted wide attention, and in the many places where the method has been volun- tarily introduced not a single case of failure has been reported, Sup't Geo, W. rhiUips, of Scranton. Pa., where the system was intro- duced in Sept., 1893. writes : " It is simply immense ! This system will not work a change; it is a revolution in the art of writing.'''' For similar testi- mony, write to Sup't A. B. Blodgett, Sj-racuse, Sup't C. W. Cole. Albany, or Principal James M. Milne, Oneojita Normal. It is not a question whether the best schools will adopt this system, but ^vhen they will adopt it. The school that takes it first is that much ahead of its neighbors. 2. Manual of the Movent (nt Method in ]V?'iti}iff. By Chaeles E. Wells. Paper, 4to pp. 44. Illustrafrd. 25 cts. If yoxi want to learn aliout the system, send for this manual. Toledo has bought 225 copies, Scranton 225, Newtonville 100, Somerville 75, Toronto 50 etc C. W. BARDEEN, Publisher, Syracuse,N.Y. ■THB SCHOOL RTTLLETIN PUBLWATIOI^S. History of Modern Education. The IU?fory nf Modern Education. An account of Educational Opinion and Practice from the Fievival of Learn- ing to the Present Decade. By Samuel G. Williams, Ph.D., Professor of the Science and Art of Teaching in Cornell I'niversity. Cloth, IGmo, pp. 395. 15 Portraits. $1.50. Tiiis is altogether the fullest and most toinplete history of modern education now available, and should be examined at once by all who have classes in that ;-ul)ject. It is also tlie only adequate preparation for examinations, and a necessary part of every teachers' work- ing library. The titles of the chapters will give some idea of its comprehensiveness. I. Preliminaries of modern education. II. The Renaissance, and some interesting phases of education in the 16th century. III. Educational opinions of the IGth century. IV. Distinguished teachers of the IGth century, Melanchthon, Sturm, Trotzendorf , Neander, Ascham, Mulcaster, the Jesuits. V. Some characteristics of education in the 17th century. VI. Principles of the educational reformers. \\l. The 17th century reformers. VIII. Female education and Fenlon. IX. The Oratory of Jesus. Beginnings of American education. X. Characteristics of education in the ISth century. XI. Impoitant educational treatises of the 18th century. PioUin. Rousseau, Kant. XII. Basedow and the Philanthropinic experiment. XIII. Pestaloz- zi and liis work. XIV. General review of education in the 18th century. XV. Educational characteristics of the IGth century. Herbert Spencer, Froebel, manual training, disciplinary value of studies. Vvot. Nicholas Murray Butler ^^ya in the Educational Tteview : "Prof. Williams's book is the latest, and for the Ame7'ican reader the best. -■ * * It need hardly be said that it ouglit to displace all of the cheap conpends in iLse."— Prof. Hugh 0. Bird, of the State Normal College of A'a., writes: " It is just the book I have been looking for. I have a class of 22 studying it and I find it very satisfactory,"— Principal Bounds, of the N. II. Normal School, writes : " The book is better adapted to our use than any other." The Critic calls it, " sensible in its views, and correct and clear in style." The American Journal of Edvcation says : " It is not too much to say that for all ordinary purposes Prof. William's book is in itself a much more val- uable pedagogicn I library than could be formed with it omitted." Science says : " Tin-oughout tlie book tlie author shows good sense in his judgment of men and methods ; and, what is no small merit in the present age, he is entirely free from hobbies." C. W, BAKDEEN, Publisher, Syracuse, N. Y. ."pm; SCHOOL BtfttETm PVBLtCATlOm.- The Standard Teachers' Library. A ]\Ionthly Issue of Pedaffojrical Books which (1) Every Teacher OUGHT to have because of their VALUE ; (2) Every Teacher CAN have because of their PRICE. Superintendents the country over have written to us: "Our teachers need your books, and are making heroic efforts to buy them, but really you do not realize how much a dollar means to a country teacher. If you could only give us these books equally well printed but in cheaper binding." In response to this demand, we liave begun this Monthly Series, to include our very best books, of wliich the regular price in cloth is from $1-00 to S2.00 a volume. For this series the unifoim price will be FII^TY CENTS, POST- PAID. They are just as well printed, on just as good paper, and just as strongly sewn, with cloth-strengthened backs, as our regular cloth editions. The difference is that they are bound in manilla, and so can be sent by mail at pound-rates, like a newspaper. Only thoroughly approved works will appear in the series, and many of the books will have features of tliei'r own, including Notes, Illustrations,Tc)pi- cal Indexes, Bibliogi'aphies, etc., not to be found in editions issued by other publisliers. Tae earliest books are as follows : 1. Nov., 1393. Laurie's Life and ^yor^cs of Comenius. Pp. 272, with Bibliography, 5 Portraits, and 15 Photographic Reproductions of pages from his Original Works. 2. Dec, 1893. CarUsWs Memoirs of Aschayn and Arnold. Pp. 2G8, with Picture of Ascham and Queen Elizabeth, and Bibliography of Thos. Arnold. S. Jan., 1894. Pagers Theory and Practice of Teaching. Pp. 448, witli Biog- raphy ; Notes ; Portraits of Page, Mann, Colburn, Emerson, Potter, Wads- worth, and Olmsted ; and Topical Index for Review. h. Feb., 1894. DeGuinrp''s Pestalozzi, his Aim and Work. Pp. 33G, with Portrait, Bibliography, and Index. 5. jMarch, 1894. Herbert Spencer's Education. Pp. 331, with Portrait, the most important Criticisms that have appeared, and a minute Topical Index for Review. 6. April, 1894. Baj^deen's Podei^icl- Hume : the story of a New York Teacher. Pp. 319. The first thousand of this edition was st)ld in six weeks. 7. May, 1894. De Graff's School Loom Guide. Pp. 396. 111th edition, re- vised and from entirely new plates. S. June, 1894. Tale's Philosophy of Education. Pp.400. 9. July, 1894. The Teacher's Mentor. Pp. 274. Including in one volume Buckham's First Steps in Teachinr/, Hantingtons Vnconscious Tuition, Fitch's Art of Questioning, and Fitch's Art of Securing Attention. IW^ Nos. 10 and 11 are at present out of imnt. 12. Oct., 1894. Northend's Teacher and Parent. Pp. 320. IS. Nov., 1804. Tlie New York State Examination Questions for Twenty Years, 1875-18%. The most complete questioii-book publislied. l!t. Dec., 1894. Pein's Outlines of Pedagogics. Pp. 232. The standard text-book of HerbarCs system. C. W. BARDEEN, Publisiier, Syracuse, N. Y. ■THE SCHOOL BULLETIN" PlTBLTCATlONfi. ■ The School Bulletin AND NEW YORK STATE EDUCATIONAL JOURNAL,' Established 1874. 24 pages, 9 x 14. $1.00 « year. The School Bulletin is one of the five oldest educational journals in America, and the only one of them that has been under the same ov.nership and manaj^ement from the bej?inninj2:. It was the only American School jour- nal wliich received the gold medal at the Paris Exposition of 1}>S9, and it received the hijjhest award offered at the Chicajro Exposition of 1893, the di- ploma pronouncing it " of the greatest interest and historical value to educators of all grades ". It is not filled with " methods " and spoon-food for young teachers who want their ideas ready-made, but appeals to super- tendents, principals, and all teachers who regard their work as a vocation, and who want to look upon it broadly and comprehensively. In the feature of educational news it has never had a rival. Its chroni- cles of what has happened in Xew York schools since its establishment are unmatched in educational literature, and it has taken note of whatever has happened in other States that involved general principles. Its Current Topics give a chronicle of what occured during the preced- ing month with forcible terseness, and in a perspective that bring the im- portant events clearly to the front, adding maps wherever necessary. For the instruction of classes in this branch, now commonly recognized as essen- tial, and for preparation of teachers' examinations, the Current Topics as here presented have been declared to be the best anywhere to be found. In New York they are of especial value in preparation for the Uniform Exam- inations, as the Bullei'm is issued €ve7'y month of the year (not for ten months only), at such a date that it will reach New York subscribers just before the Uniform Examination of the month, and thus present the news fresh and up to date. It publishes each month all the Uniform Examination questions and an- swers of the preceding month, with all the illustrations in drawing and other subjects. It publishes all the questions given at the examinations for State Certificates ; all the circulars and legal decisions issued by the De- partment of Public Instruction ; and has indeed two Oflicial Departments edited and conducted by members of the Department of Public Instruction and of the Regents, respectively. It is therefore primarily an educational journal for New York teachers, and is meant to be a journal no New York teacher can afford to be without. But teachers in other States will find it of great sei-vice, both for the intrin- sic value of its contents, and for the vivid picture it gives of educational progress in the Empire State. C, W. BARDEEN, Publisher, Syracuse, N. Y. School Bulletin Teachers' Agency. Not one desirable place in fifty is filled now-a-days except directly or indirectly tlu-oui^h the medium of a Teachers' Ajrency. Nearly all teachers holding responsible positions are themselves enrolled in some Agency and give to this Agency immediate information of prospective changes. Hence an outside teacher has no chance to learn of vacancies. Before he hears of them they have been filled by candidates notified by the Agency. A pro- gressive teacher could afford the annual fee for enrolment in an Agency for the information alone. He might not care to use it, but it is worth two dol- lars a year to be sure he has missed no opportunities he would Uke to know of. The Best Agencies, however, do not depend on information alone. By repeated successes, by fair dealing, and through the influence of the teach- ers they have placed, they have won the confidence of many school boards and employing principals. There are hundreds of schools that systematically engage all their teachers through an Agency and will not consider applica- tions from any other source. We have sent 26 teachers to Yankton, S. D. The Pact is, matters do not go so much by chance as they used to in fill- ing vacancies. Time was when nothing was said or thought of changes till the end of the year, but nowadays teachers and school boards both have their eyes wide open. We happen to know as we write that a man now principal of a $1600 school will before the end of the year be appointed teacher in one of the normal schools. We are pretty well satisfied that a man now getting $U00 will have the $1600 place. If he gets it we have our eye on another man now getting $1100 who will be glad of the $1400 place : in every case because these men are especially fitted for these places and desirous of them. All this in January. Now next June some principal who saves his two dollars by not registering in an Agency will read in the morn- ing newspaper that Principal So-and-so has been appointed to such a chair in such a normal school, and will pack his valise, take the train, and hurry off to Principal So-and-so's present place to apply for his position before anyone else gets there. It vA\l surprise him to leai*n that the vacancy was provided for six months before— if he does find it out, He has saved his two dollars registration fee, but he has lost his time, his car-fare, and whatever chance he stood of the place. One year we sent Principal Poland, now State Superintendent of New Jersey, to the Jersey City high school at $2500 ; tliat left a vacancy at Ilion which we filled by sending Principal Winne, now of the Poughkeepsie High School, at $1600 ; that left a vacancy at Canastota which we filled by sending Principal Ottaway at $1200; that left a vacancy at Amsterdam Academy, and so on. Did you ever see people stand in line at the post-office waiting for their mail ? As each one is supplied he goes away, giving place to the next, and so there is a continual moving-up ; the man who keeps his place in the line will eventually get to the head. In no profession is there so frequent and so rapid moving-up as in teaching. To get to the top, do your work well where you are and keep rerfistered. Presently you will be the man that fits and will be elected, and if you do fit when you get there the Agency will keep its eye on you for the next fit. Try it. It is Important, however, not only to register, but to register in the Agency most likely to help you. Without reflection upon others it may be said with confidence that the School Bulletin Agency is safe and trustworthy. Aaron Gove, superintendent of schools in Denver, Colo., and late president of the National Teachers' Association, said in the Colorado Sclwol Journal for July, 1890: " The School Bulletin, edited, owned, and conducted by C. W. Bardeen, at Syracuse, N. Y., is an old and reliable school journal. Its proprietor is a school man and understands his business He is also at the head of an ed- ucational bureau As at present advised^ we are suspicious of bureaus tmiess we know the man at the head.'''' " The man at the head " of the School Bulletin Agency makes personal selection of every teacher recommended. Send for circulars. C. W, BARDEEN, Proprietor, Syracuse, N. Y, fit A' A ^-.*' •^<. -.^jp:' /^"^ --TO^- .^^-^^ -.ifg /^•\.*'' V-^-/ \'^^\/ '% ■m-\/''- ••■ V'-:f.^'.**A** ''^ *•' Ol, '• * » * ,0' HECKMAN BINDERY INC. ^^ JAN 84 ^P!^ N. MANCHESTER, ^^^*^ INDIANA 46962 :*^ .* <^ -••• ^. ^ .. ^^"^ /^^^ '^r^ .