LIBRARY OF CONGRESS. Shelf-jM.... UNITED STATES OF AMERICA. ^ y r SEP SCHOOL DEVICES A BOOK OF IV AYS AND SUGGESTIONS FOR TEACHERS V /y{ EDWARD R. SHAW - ■^ ^ "" 0/ike High School, Yonkers, N. V. WEBB.pONNELL 0/ Washington Academy, East Machias, Me, NEW YORK E. L. KELLOGG & CO. 1886 LBISSS .6i Copyright, 1886, by Edward R. Shaw, AND Webb Donnell. PREFACE, This book has been prepared with the object of presenting in compact form a great number of devices for bringing freshness and life into the school-room. Unless great vigilance is exercised, monotony creeps in, and becomes the depressing accompaniment of school work. No worker needs more of invention than the teacher, yet no other worker has an envi- ronment that is so hostUe to its development. The teacher is reaching down continually to minds below him. Day after day spent under these conditions clogs invention. In recognition of this fact, the great body of progres- sive teachers seek to take advantage of the best experience of others, adapting to their own needs whatever may be deemed sviited thereto. In confir- mation of this, we point to the great number who are subscribers to school periodicals for the express pur- pose of obtaining new suggestions which they may apply in their own school-rooms. But a school journal must cover the whole range of educational work, and, therefore, the sj)ace devoted to devices must of neces- 4 PREFACE. sity be limited. This book aims to supplement the work of the papers by placing in convenient form, for constant use at the teacher's desk, the result of much experience in making the work of the school-room effective and attractive. While the device is of undoubted advantage in school work, it is important to consider its relative position as a factor in education. Some teachers, in their efforts to secure attention and make their work at- tractive, have unfortunately lost sight of the proper balance that should be maintained between that which is novel and the fundamental principles which under lie all teaching ; and have come to believe, erroneously, that good teaching requires one to be continually seek- ing for new and striking ways in which to present ideas, substituting brilliancy and variety for the pains- taking drill which the majority of teachers find essen- tial to success in their work. A device should be used as a condiment to add spice to the constant iteration and reiteration of first principles. In addition, however, to that which is to be regarded as partaking purely of the character of a device, there will be found in the book a great number of ways and snggestions which will be of especial advantage to those who are just entering upon the woi-k of teaching. These, having had no previous experience, must rely to a great extent on that of others. While the idea of teaching by any given formula is not to be advocated , yet it is believed that in a multitude of suggestions for accomplishing a given result, the teacher can PREFACE 5 select that which seems best suited to his own needs. We have inserted a large number of devices upon many topics, not with the idea that they should all be used in any particular case, but to afford a wide range for selection. While the greater part of the book is fresh and original, having been gathered from our own experi- ence and from the experience of many other teachers whose work has fallen under our observation, we take pleasure in giving credit to the numerous school peri- odicals of the country from Avhose pages we have drawn devices which seemed worthy of permanent preservation. In most instances, whatever has been selected has been recast to adapt it more fully to our use. YoNKERS, N. Y., May, 1886. IBooks for Live Teachers. Patridge's " Quincy Methods." Cloth, i2mo, 6S6 pages, illustrated, 1 .75 Parker's Talks on Teaching. These books arc the only ones published that give a clear idea of the principles and methods of the " New Education." Cloth, i6mo, 196 pages. 1.25 The Practical Teacher, Vol. VIII. Cloth, 8vo, 188 pages, 1 .50 Tate's Philosophy of Education. An educational classic. Strongly recom- mended by C 1. Parker. CI., i6mo, 320 pp. 1 .50 Fitch's Lecures on Teaching. A reprint of tlie most valuable English work on Education. Cloth, i6mo, 400 pp. 1.25 Payne's Lectures on the Sci- ence AND Akt of Education. The standard work on educational princi- ples. Cloth, i6mo, 296 pages, 1 .OO Shaw and Donnell's School De- vicES. Just published. Cloth, 224 pages, 1 .25 Kellogg's School Management, Invaluable to every young teacher. Cloth, i6mo, 12S pages, .T5 Jolinson's Education by Doing Based on the Kindergarten plan. The only work of the kind. Cloth, i6mo, 115 pages, .75 Southwick's Handy Helps. A book of odd questions .ind answers. CI., 2S8 pages. 1 .00 Reception Day. FourNos. An unexcelled collection of mostly original dialogues, recitations, class exercises, etc., for use in schools. 160 pp., paper, each, .30 20 per cent, discount to teachers, postage extra. (usually 10 per cent, of price.) E. L. KELLOGG & CO., £DUCA TIONAL PUBLISHERS. 25 Clinton Place, N. Y. CONTENTS. CHAPTER I. FACE Language 9 CHAPTER II. Geography „ , . 35 CHAPTER III. Spelling , , 47 CHAPTER IV. Reading , . , « , 54 CHAPTER V. Arithmetic 63 CHAPTER VI. Personal Suggestions 91 CHAPTER VII. Schoolroom Suggestions 100 8 CONTENTS. CHAPTER VIII. PAGE Outside the Schoolroom 125 CHAPTER IX. History 131 CHAPTER X. Physiology 144 CHAPTER XI. Seat-work 154 CHAPTER XII. Drawing 163 CHAPTER XIII. Penraanship and Apparatus 176 CHAPTER XIV. Bible Readings » . . 184 School Devices. CHAPTER I. LANGUAGE. A "Way to Prepare Pictures for Young Pupils Supplying the Proper Word A Language Lesson Weekly Plan of Language Work for Lower Grammar Grades Writing Ordinals Correcting Bad English For Beginners in Composition Word-developing An Easy Exercise in Composition Composition from Pictures Plan for Oral Composition Debating Exercises Language. drill in Every Lesson Letter-writing Matter for Let- ters Forms for Business Letters Papers Written from Recitation Notes Equivalent Forms of Expression Device for Use of Capitals Excerpts to Write Out from Memory Require Plan in Composition-writing To Exercise the Imagination Suggestions about Local Sub- jects for Compositions A Letter Written upon the Black- board by all the Class Choice of Words Order of Criticism A Plan for Rapid Correction of Composi- tions To Fold and File Essays Assigning a Subject for a Composition Character Sketches Illustrative Syntax A Talk on Language A Grammar Lesson 10 SCHOOL DEVICES. Device for Building Up the Conjugation of the Verb The Infinitive Mood Shall and Will Matter for a Talk on Words Surnames. A Way to Prepare Pictures for Young Pu- pils.— If you use pictures for language work in the lowest grades, an excellent plan is to paste the pictures upon stiff paper or pasteboard, leaving an edge or bor- der around the engraving. On this border write such words as you think the pupil will probably wish to use, but which are beyond his knowledge to spell. In this manner a difficulty to the pupil's composition is removed ; for if unaided in this way, he works under a restriction that discourages, because the work is simply too hard. Supplying the Proper Word.— In the following phrases let the pupil supply the proper words; as, " A of gloves," a pair of gloves: A of ducks. A — — of partridges A of mice. A — — of oxen. A of bees. A — — of needles. A of cattle. A — — of milk. A of birds. A — — of books. A of horses. A — — of paper. A Language Lesson.— Put these sentences upon the board and have the pupils fill in the blanks. If there is not time dui'ing school hours to write the sen- tences on the board, transcribe them upon blank cards and let the pupils copy these upon their slates. While it may take longer to write the cards, they can be used LANGUAGE. H again and again, and taken to another school, should the teacher change his field of labor. In these sentences supply the missing pronoun: (1) Father drove Martha and to school. (2) Let James and carry it. (3) May John and get a paU of water ? (4) They have all gone but . (5) boys are studying Latin. (6) The teacher said giiis must come early to- night. (7) The difference between you and is that you have two study periods a day, while I have none. (8) To did you give it? (9) Who borrowed my slate? . (10) Ralph is older than . (11) do you wish to see? In the following supply the omitted verb : (1) I am more tired than you ; will you let me down on the lounge? (2) Yesterday I on the sofa aU the morning. (3) Is the table yet? (4) Fetch a chair for Mr. Smith, Jane. down, please, sir. (5) the magazine on the table and let it there. (6) The dog came in and down before the table. (7) He has away. (8) He was ing on the bed when I came home. (9) The carpenter has the posts on the ground, where he is to build the fence. Let the work be brought to the recitation, and the 12 SCHOOL DEVICES. sentences read, the class deciding when the correct form is used. Weekly Plan of Language Work for Lower Grammar Grades.— Mowda?/— Letter-writing; drill in naming parts of speech. TztescZa 2/— Written reproduction of some selection; drill in writing plurals and possessives. TFecZuescZa?/— Reading of short poems; practice in talking ; children telling the story of the poem. Thursday — Memory exercise; recitation of quota- tions from authors; principal element of a sentence. Friday — Ee views. Writing Ordinals.— The proper form for writing first, second, third, fourth, etc., is 1st, 2nd, 3rd, 4th, and not 1^', 2".'^, 3":?, 4'.^ ; because 4th is as really fourth as the full word. To show that this is true, let the teacher write on the board 5, and ask the pupils to read it. They will say "Five." In another place write "th," and ask them to pronounce it also. In still another place write " 5th," and ask them to read it. They must say " Fifth." If it be true to write fifth, " 5th;" fifteenth, 15th, we must also write as one word 1st, 2nd, 3rd. Correcting Bad English.— A valuable lesson in grammar can be made by showing to the class the errors which are most commonly made in speaking. Give a sentence containing the word in question, pointing out the error, and write the correct form of the word on the board. Many people say " I done it," for " I did it ;" "I have LANGUAGE. 13 got it," for "I have it;" " He ain't there," for "He isn't there;'" '"I hain't got none," for "I haven't any." The verbs lay and lie are commonly interchanged. After teaching the inflection of these verbs, it will assist the pupil in using them correctly if he be made to see that lay must have an object, expressed or understood, and that lie has not. Now, if he bo taught to consider in using the words whether an object is expressed or understood, he will soon come to use these verbs properly, and will readily see that such a sentence as "The boat lays at her moorings" is wrong, for the reason that the boat cannot lay anything. Other improper usages of words will occur to the teacher to be used in this connection. For Beginners in Composition. — For composi- tion work with small pupils select simple topics, and such as are sure to be familiar to them. The follow- ing questions are suggested which they may answer in the form of a narrative : At what time did you start for school ? What did you bring with you ? Who came with you ? In what did you carry your books ? Tell what you can about the books. What did you see on your way ? Whom did you meet ? What did you say to them, and what replies did thoy make ? Whom did you find in the school-house ? What did you do after you canae into the school- room ? 14 SCHOOL DEVICES. To such questions as the following, as extended answers as possible should be required : What is found inside an apple when it is cut open ? What is the material of a little girFs apron ? Of what are shoes made ? Who makes the leather, and from what is it made ? What covers the outside of a tree, and what is its usual color ? Of what are baskets made ? Describe the different parts of an apple. Tell all you can about the colors of flowers. How many holidays are there in a year ? Name them. Mention the different things that grow in your garden. What animals like to eat apples ? What do animals eat besides apples ? Word-developing.— Say to the class, "There is a man standing on a small island in the middle of a lake. How will he get to the shore ?" Some wUl answer, " He will swim;" others, "He will row over in a boat." Ask them to describe the manner of row- ing, and let a figure of an oar be drawn on the board. Write " oars," " rowed," " swim," upon the board. "K the man stops rowing, what will happen to the boat ?" "It wUl float," "It will drift." Ask for the fuU meaning of "float" and "drift, "and write them on the board. "What will happen if the boat gets into the rapids?" "Upset," will be answered. This may bo continued until a sufficient number of words have been developed. Let each word be correctly spelled and pronounced, and accui^ately defined. Let each LANGUAGE. 15 pupil in turn form a sentence v/ith one or more of these words in it, and write it on the board. Finally, tell the class to write out the whole story which has been outlined, and bring it to be read at the next recitation. An Easy Exercise in Composition. — Havinp: spoken to a class about the senses and what they tell us, direct the class to write out what their senses tell them about the following "tilings : an cqjple, a knife, a lead-pencil, a bottle of ink, a flower, a clock, a piece of chalk, a box, a piece of charcoal, etc. Compositions from Pictures.— If pupils are asked to bring to school all the pictures they can get from books and papers, the teacher will thus obtain much good material for composition work. Take the pictures, trim them close to the edge of the engrav- ing so as to cut off all reading, then paste them upon pieces of pasteboard, and they are in condition for long wear. Distribute them to pupils and ask them to write what they can about the picture. When a pupil has written about a picture, let him write his name upon the back of it, so that it may not be given him a second time. Plan for Oral Composition.— Carry to the class some entertaining book — either a story or a description of travel — and have a page or two read by one of the class. The book is to be closed at this point and another asked to tell what has been read. The rest may correct any errors either in language or in the statement of what has been read. When a sufficient 16 SCHOOL DEVICES. araount has been produced, ask all the members of the class to write out what they have heard and bring it in the next day. After some practice in this kind of work, they may be allowed to take the main points of the story or description and add any thoughts of their own which are appropriate to the subject. Debating Exercises.— Select some subject within the capacity of the pupils, and appoint a number to debate it. If the number be six, assign three to the affirmative and three to the negative side. Let a jury of scholars be chosen, who, when all the arguments are presented, shall decide for the one side or the other. It will be well to have the arguments pre- sented in alternate order; first, one upon the affirma- tive side, foUowed by one upon the negative. Select subjects that are of practical importance and of general interest, and in regard to which the pupils can readily gain information either by inquiry or read- ing. Language-drill in Every Lesson.— Make every lesson a drill in language. Whatever be the topic, correct all errors in grammar and pronunciation. En- courage your pupils to choose carefully and wisely the form in which they state either questions or answers. Wise guidance in this direction will bear rich fruit in later years. Letter-writing.— In connection with the work in gi-ammar and rhetoric, Fee that your pupils have plenty of practice in writing letters. Probably in no branch are pupils found so deficient, on leaving school, LANGUAGE. 17 as in this. Have frequent exercises in writing busi- ness letters, and in these see that the following points are observed: (a) They should be brief and to the point, {h) They should contain nothmg but matter relating to the business in question. (c) Nothing should be written in such a manner as to allow a I chance of misunderstanding, (d) The date, name, and ;i:ldress of the writer should be plainly written. In ordinary letters of friendship, while it is absurd to give rules, it is of advantage to bring out the points given below. Pupils frequently have the erroneous idea that an unusual and formal style must be used in letter- writing, thus destroying the simplicity and nat- uralness of their productions. 1. Letters should be written in a conversational style, and this can be obtained by writing just as one would speak to another, face to face. 2. Unless the letter is to a very intimate friend, the writer should say but little of himself. 3. Let it be remembered that in writing a letter one is placing in black and white that which may stand for years. Care should therefore be exercised that nothing be written which one might afterwards regret. Matter for Letters.— 1. Write a letter to a class- mate who left school a week ago, relating whatever of interest has occurred in school for a few days past. 2. Write a letter to a friend describing how you won in one of your games. 3. Write a letter to a friend inviting her to a game of tennis or croquet to-morrow afternoon. 4. Write a letter in the third person inviting Mrs. Kate Wildey to dinner. 2 18 SCHOOL DEVICIsS. 5. Write a letter to your mother, supposing her to be away from home for a week. 6. Write a letter to a friend regretting that you were unable to drive over to see him last Saturday. Forms of Business Letters.— Give your pupils such forms of letters as one would use in many differ ent kinds of business. Such, for instance, as the fol lowing to a publishing house : Providence, R I., Dec. 5, 1885. Houghton, MiflOin & Co. Gentlemen, — Enclosed find four dollars ($4), for which please send the Atlantic Monthly for one year to my address. Yours truly, J. L. Parsons. Papers Written from Recitation Notes. — Not only should the pupil be required to reproduce from material placed before him or related by the teacher, but he should be required to take notes in the recitation and elaborate them, reading them the next day in class as called upon. If the pupil is studying science, let him write out a full report of experiments made by himself or by the teacher. These may be il- lustrated by drawings of the apparatus used. It will be well to allow illustrations in any of the composi- tions if the writer is capable of producing them. For such work unruled paper should be used. Equivalent Forms of Expression.— As a drill in language, ask your class to change a given expression into one containing the same idea, but set forth in dif- ferent language. Ask them to express dry, matter-of- LANGUAGE. 19 fact prose in a lively, poetic form ; and, in general, let them take any sentence and express it in a different way. Give them newspaper-cuttings to express in a clearer, more incisive manner. They will thus get in the hahit of choosing the form of speech which will most accurately express the meaning desired. Device for Use of Capitals. — Let the pupils of the grammar grades copy in their note-books this condensed plan of the i-ules for the use of capitals : e4- (Qiie^ly, / 'tz-a-^t-e. ■ manners, graceful ) Clovely ). 2. She has a < pretty > dress. ( elegant 3 24 SCHOOL DEVICES. i some ') 3. He is < somewhat >■ better, ( much ) f fearfully ) 4. The weather is -^ terribly > cold. ( unusually ) «. She looks very \ l^^- 6. Almost I -^^y^iy (-«■>' -™y- ^•"'^"IreSly ("ioebook. 8.Thestarslook|bri|ht.^ 9. This is l^o^ifeasUy H'* *™ '''"'^- 10. Mine is not j ^ \ good as his. f magnificent ] 11. It is a j^Pjl^did Ij^^^ t beautiful J 12. Her dress looks | ^^^ Order of Criticism.— The following order of criti- cism for written work may be used by teachers and by students in deciding upon the merits and defects of compositions. It will be seen that the first point to be noticed in any given article is the thought, taken as a ivhole. It will be apparent that this is of more conse- quence than the spelling and the use of capitals. While these points are important, the student should be made to feel that in this work he must have a clear LANQUAQR ^5 conception of the thought before beginning to write, and that this will be first taken into consideration by the teacher. Other points follow in the order of im- portance. I. The thought. II. Order of thought. III. Expression, or use of language. 1. Use of words. 2. Style. 3. Grouping of sentences. 4. Capital letters. 5. Spelhng. 6. General appearance. Frequently it is profitable to collect all the essays, assign them to different mombers of the class, asking each to read the essay and write a criticism upon it. If the criticism is unduly severe and captious, hand both essay and criticism to another student who will give a just estimate of both. Plan for Rapid Correction of Compositions. — Where a large number of impromptu comi)Ositions, or reproductions from memory, are handed in every few days, and it is found difficult to go over each one carefully, it is well to use the following plan. Select at random eight or ten of the papers and cori-ect them, noting carefully the characteristic errors. Bring these before the class and make clear your corrections. These corrections will probablj' apply to a Inrge part of the papers. At the next writing of compositions, take eight or ten papers belonging to other pupils and 26 SCHOOL DEVICES. continue in this way until each pupil's work has passed under your eye. To Fold and File Essays.— Essays should be folded lengthwise and placed in a pile so that the cen- tre of the page, where the fold comes, shall he upon the right hand. Then let the name be written across the top, and a rubber band placed about them. Any desired essay can be quickly found by running over the bunch with the right hand, each essay being raised entire, as there are no edges of leaves on the right side. In obliging pupils to follow this plan, the teacher trains them to file papers as business men do. Assigning a Subject for a Composition.— Often a subject may be invested with interest and given a strong start by some such introduction as the following: " The subject I wish to assign for the next comj)osition is about a wonderful instrument. In all the range of inventions since the world began, not one can be compared with this. The more you think of it and study it, the more strongly will you be impressed with the great skill of the inventor, and the more plainly wiU you see the many marvellous uses to which it is adapted, and how much has depended on it during all time. The subject is— (the teacher here writes upon the blackboard) The Human Hand. Character Sketches.— Select from fiction or travels a few sketches of character and read these to the class for illustrations. As soon as the class has a clear idea of what is meant by a character sketch, say that for the next composition you shall expect LANGUAGE. g7 from each a character sketch. They are not to name the person, but may take any character they \ know. Of course, the teacher will use time enough in reading the character sketches, and in speaking of them, to show the class that in their first attempts they should select some person whose characteristics are strongly marked. Illustrative Syntax.— Instead of giving pupils false syntax to correct, vary the work by writing on the board as many of the rules of syntax as you wish to give for a lesson, and ask the pupils to write sentences to illustrate these. If, for instance, the rules given in- clude these, " Two or more singular subjects connected by or or nor require a singular verb, " ' ' Two or more singular subjects connected by and require a plural verb," the pupil should write on his slate such sen- tences as the following: "Neither gold nor silver was found in the mine," "Either John or Henry is going," "Mary and Susan are going," "The sun and the moon were visible. " A Talk on Language.— To break the monotony of the usual work and at the same time to increase the knowledge of the pupils, give a short talk on language, such as a teacher gave one morning. He said: "Now, if you will give mo your attention for a few moments, we will talk over some of the mistakes that people are apt to make in conversation. For instance, I heard one of the scholars say to another, as I came into the schoolroom, 'I'll go a little u'ays with you.' He probably meant that he would go a little icay, or a short distance, with his companion. I also heard one 28 SCHOOL DEVICES. of the girls say to another, 'He don't know.' Will any one tell me the full form of 'don't?' Several voices, 'Do not.' Very well, 'He do not know' docs not sound correct. What should have been said? 'He doesiVt know.' "I frequently hear one pupil say to another, 'It's time we went.' JVent denotes past time. What is the proper thing to say? ' Ifs time to go,^ or, better, ' It is time we should go.' " The teacher continued to show in the same way the incorrectness of such exiDressions as, This is the longest (referring to two) ; I feel badhj; Read the last two verses ; Quite a number ; I ivoidd as leave go ; Where have you been to % He ain^t got none. A Grammar Lesson.— Many incorrect forms of speech are here given which should be brought to the attention of the pupils, and the proper corrections made. Let the pupils make a memorandum of the corrections in their note-book : A number of knives and forks u-ere taken. He told John and /, when a person acts Uke that, they ought to be punished. He said it was him. Everybody has a right to their opinion. These kind of apples are not sweet. I am goitag to lay down. She set down on the chair. He would have tvent. She dot^e right. Tlioy hadti't ought to. I have got one. I says. He re- peated it again. He took it off of the line. He or his son have gone. I don't know but irhat I shall do it. She seldom ever went out. He has lots of pictures. The two first verses. He is the largest of the two. He enjoys poor health. Was you speaking ? Not as I know of. Have you shook the carpet ? They have LANGUAGE. 29 hrohe the stick. I see him two days ago. Give me them grapes. If I ivas rich, I avouIcI go. Seldom or ever. He is known through the United States. Two pair of gloves. I should think that John was the oldest. This house to let. The stick is twelve foot long. He is living at Boston. Such another man. They covered it over. A new 2Mir of shoes. Com- bined together. Almost no money. Somewheres in the country. I had rather go. A coujile of pounds. I am short in comparison to you. The meat was all eaten iq). I fell on the floor. He is averse to it. That aMt. Nobody else saw him. The other one. They mutually agreed. Down on hmi. They were all droivnded. I caUed to price your goods. His actions admit of no apology. He left his books to home. Device for Building Up Conjugation of the Verb. — If the pupil can be made to see the principle by which the various tenses of the verb are built up, he will be able to apply it readily in forming the re- quired part of any verb. If the verb " love" is taken, begin with the present, and show that the simple form of the verb (love) is found in all the persons except the second and third persons singular, which add "st" and "s" respectively. Next show that in the past or imperfect tense the past participle (loved) is used in aU the forms but the second person singular, which adds to this " st." Tell the class that the sign of the future is " shall " or " wiU;" but when "shall " is used for the first per- son, ' ' will " must be used for the second and third persons; and when "will" is used for the first person, "shall" must occui' in the second and third. 30 SCHOOL DEVICES. Then make it understood that the perfect, pluper- fect, and future-perfect tenses end with the past parti- ciple; and that the sign of the perfect is "have," as, "I have loved," etc. ; that the sign of the pluperfect is "had," and that of the future perfect is "shall have" or " will have;" but that when "shall have" is used in the first person, the forms of " will have" must occur in the second and third, and that when "will have" is used in the first person, ' ' shall have" must occur in the second and third. State that the signs of the potential mood are "may," "can," "must," for the present; "might," " could," " would," "should," for the past, to be used with the simple verb "love;" as, "I may love," or "I might love ;" and that have added to the signs of the present give the perfect, and to the signs of the past give the pluperfect; as, " may have," "might have." Show them that if is the sign of the subjvmctive mood, to be used in the present with the simple verb "love," and in the past with the past participle, and that the second and thml persons singular do not add " st" and "s." The infinitive mood should be made clear to the class as introduced by the preposition ' ' to. " After finishing the active voice, and explaining that this represents the subject of the verb as acting, show that the passive voice is formed by placing after the required tense of the verb "to be" the past parti- ciple of the verb to be made passive, and explain what the word passive means. The pupils should practise writing out different verbs on slate or paper, following these rules. In using these suggestions, the teacher will give one LANGUAGE. 31 tense at a time, letting that grow before the class by- writing the foi-ms upon the board, and insisting upon their thorough committal to memory before the next tense is written out. Each day review all the tenses previously built up, and drill upon the signs of each tense. To test a class's knowledge of the way in which the passive voice is built up, du*ect pupils to write out the passive voice of some verb not met with in all the persons of the passive, as, for instance, the verb eat. The Infinitive Mood.— In teaching the use and government of the infinitive give such a sentence as, "We strive to save," in which is given an example of a finite verb and one not finite, or infinite. Show that a verb which agrees with its subject is a limited verb, and one which has no subject, as save, is unlimited. Show that finite and infinite are the same as limited and unlimited. In this way the pupils will understand what is meant by a finite verb and an infinitive. Show that in parsing an infinitive as governed by the prepo- sition to, it is regarded in the light of a noun. Shall and Will.— In the first person will expresses an intention or a promise, as, "I wiU go." meaning I intend or promise to go. Will should not be used as a question with the first person ; as, "Will I come?" Will in the second person may be used as a com- mand, or simply to foretell what will occur; as, " Yor will come with me." "You will do nothing of tlK* kind." As a question, ivill in the second person asks the intention of the person ; as, " Will you do it? " Will in the third person declares or foretells; as, "He will be here." 32 SCHOOL DEVICES. Shall in the first person declares or foretells, with no reference to v/ish; as, ''I shall be present." As a question, shall in the first person makes an in- quiry, or asks direction; as, "Shall I find you there?" " Shall I go?" that is, decide for me. Shall in the second person expresses authority, and therefore promises, commands, or threatens. Examples of Correct Usage. — Expressing future action : I shall ride to the city to-morrow. Expressing determination: You shall go. Consulting the judg- ment of another: Shall I go with him? Inquiry con- cerning another's intention : At what price shall you sell? Inquiry concerning another's desire : Will you have an orange? Inquiry conceriung futui-e action: "Will he go with us? Let the following blanks be fiUed with shall or will. I leave for Boston next week. I have my own way. You be pvmished. They reach here at noon. I put coal on the fire? 1 write to your brother? he come with ns? How I solve this problem? you have more coffee? you write your name here? At what place you buy it? Where you be to-morrow ? we have a good time? we see you this evening? When you begin? you have a few of them? If he goes, you? What you do about it? your father punish you? Pupils — please write their names. We do it. They - — - find it hard. he be permitted to go? I be in time? When we finish our work? Matter for a Talk on Words.— Use the follow- ing material for a talk on words, taking up a few words at a lesson. LANGUAGE. 33 The subject is capable of being expanded to a greater extent than we have space to show here, but the teacher, with this material to start with, can select other words and carry the subject of derivation to a greater length. In connection with this show your class how words are built up by prefixes and suffixes, and explain the meaning which these give to words. Curfew. From French words meaning cover up your fire. A bell was formerly rung at eight o'clock, when people were expected to retire. Tariff. From Tarifa, a Moorish fortress in Southern Spain, from which position the Moors used to levy taxes on passing ships for the merchandise wliich they transported. God's Acre. A burial-ground, referring to the idea of the harvest which the Deity will garner at the resurrection of the dead. Tantalize. From "Tantalus," who was doomed to be contimially in sight of water but not allowed to touch it. Pastor. From the Latin word, meaning a shepherd. Lunacy. From Luna, the moon, a word kindred with moonshine, or folly. Cambric. From Camhraij, a place where this kind of cloth was first made. Trivial. From Latin words meaning three roads. That is, such talk as one hears on the corners of streets. Sincere. From Latin words meaning ivithout icax; that is, furniture whose defects were not concealed by filling with wax. Atonement. At-one-nxQxii, showing the united rela- tion of God and man. 3 34 SCHOOL DEVICES. Good-bye. " God be wi' ye." Topsy-turvy. " Topside t'other way." Sierra. Saw-like. Referring to the jagged appear- ance of the tops of these mountains. Misery. From miser, a word meaning wretched. Methodist. A name appUed to tlie founders of the sect who were methodical in their devotions. Paper. From the Egyj)tian papyrus, which was used for writing purposes. Dahlia. From Dahl, a Swede who first cultivated the yjlant. Stentorian. From Stentor, a loud-voiced Homeric orator. Surname. From words denoting a name in addition. Surnames.— The subject of surnames affords mate- rial for an interesting talk on words. Explain to your class that at one time it was customary for people to have but one name ; finally, a common word was used to designate a particular clan or family. Sbow how certain names may have arisen from marked peculiarities in those to whom they wei*e ap- plied, as Longfellow, Blackman, Reed (Red), Brown, White, and Gray. When such characteristic names were used up, new names were sought from various sources, — from animals, as WoKe, Lyons; and from natural objects, as Stone, Sand; from adjectives, as Strong, Swift, Wise, Rich. Point out the fact that the Scotch Mac, and the Welsh Ap, and the Norman Fitz, mean the son of; thus, MacDongal means the son of Dougal, or Douglass; Fitzbugh, the son of Hugh. QEOGBAPEY. 35 CHAPTER II. GEOGRAPHY. Order of Topics for the Study of the Grand Divisions of the Earth How to Mould Map-drawing A Normal Lesson Production Map Zigzag Journeys Trac- ing A Guessing Exercise Geography a Means of Culture Suggestive Model for an Examination in Geog- ~ raphy. Order of Topics for the Study of the Grand Divisions of the Earth. 1. Striking characteristics. 2. Brief history. 3. Position, etc. ri. Highlands. 4 Surface \ ^- Lowlands. 4. tourtace. < 3 p^^flig [ 4. Progressive map. 5. Drainage. 6. Pohtical divisions. C 1. Border water. 7. Natural divisions. < 2. Projections. ( 3. Isthmuses. !' 1. Causes. 2. Peculiarities. 3. Healthfulness. ( 1. Vegetable. 9. Life. < 2. Animal. 3. Human. 36 SCHOOL DEVICES. 10. Productions. 11. Exports. 12. Imports 13. Prominent cities. 14. Journeys. 15. Comparisons. Outline for North America by the use of moulding-board, wall-map, and drawing. 1. Position. — Use the globe for this. 2. General Form. — Let pupil show this by drawing outline on the board. o q.„„ S Comparative. 6. biZE. ^ Absolute. 4. General Boundaries, 5. Outline, Coast Points, and Islands.— Use the moulding-board for this. As the different points on the coast are moulded, speak of any peculiarity per- taining to them, as points dangerous to seamen, etc. Discuss the waters surrounding a peninsula before taking up the peninsula itself, as Florida and the sur- rounding waters. Let the pupils draw outline on slates as the outline is placed on the board, 6. Surface. r 1. Atlantic Highlands, I 2. Pacific Highlands, (a) General relief. \ 3. Central plain. I 4. Height of land. 15. Slopes. (N., S., E., and V/.) After moulding the outline, build up 'the genei-al relief as given by the pupils. (6) Separate each mountain system and plateau dis- tinctly. Separate the system into ranges and peaks. GBOGRAPHT. 37 See that pupils can pronounce and spell all names. Speak of the scenery, productions, etc., of individual portions. Have pupils draw profile outlines from east to west, and north to south. 7. Drainage. — Speak of the circulation from the ocean back again to the ocean. Show the water-sheds upon the moulding-board. Separate the rivers into systems. Mould the principal rivers and lakes. Bring out interesting points, such as Niagara, Yosemite, etc. 8. Soil. — From the surface aiid drainage lead the class to infer the character of the soil. Bring out con- trasts, such as the barrenness of Labrador and the fertility of the Mississippi Valley. ! Northern. Central. Southern. Lead the pupU to infer the climate from the position, after explaining the influence of elevation, proximity to oceans, slope, etc. * 10. Plants, Animals, Minerals, etc. — Use the three belts given above. Many of the points may be inferred from the surface, soil, and climate. 11. Political Divisions, People, etc.- Take only the large divisions. Make the people of the countries real by pictures, stories, and articles belonging to them. 12. Cities. — Name, locate, and describe some of the most important cities. Take imaginary journeys from one city to another, and let pupils desci'ibe surface, soU, climate, productions, and people of the country through which they pass. Illustrate these journeys on the moulding-board. Points of history may be brought up incidentally. Have a complete map of 38 SCHOOL DEVICES. North America drawn for review. Use tlie same plan for a state or country. Eead chapter xii., "Fitch's Lectures on Teaching." How to Mould.— There are many teachers who, having read of moulding as an aid in the study of geography, would like to try it in their schools, yet do not know how to make the trial. The directions given below will afford a good basis to begin upon, and from the px-actice of these suggestions the teacher will gain sufficient experience to pursue moulding in his classes. Let a board five feet long and four feet wide be made by taking five lengths out from a board one foot wide and half an inch thick. Place these side by side and fasten them to batten placed beneath. Around the edges of this board nail strips half an inch thick, and one inch and a half wide. The moulding will thus project above the board one inch. This may be placed on a table or desk, and slightly inclined. Place in this about a half bushel of moist loam,*— not too moist, as it would then stick to the fingers, but with moisture sufficient to render it capable of retaining any shape to which it may be moulded. Take for the first trial South America, as this pre- sents an easy outline. An outline may be drawn and the loam filled in between the lines, or, better still, let the outline be formed as the work progresses. The pupils should do the work with such assistance as is necessary froin the teacher. Have a wall-map in sight of the subject in hand, also the relief-maps to be found in many of the geographies. Let mountains and rivers, lakes and plains, be represented by the OEOGIIAPHY. 39 appropriate elevation, level, or depression in the loam. Kindle additional enthusiasm by asking one pupil to bring some saltpetre ; another, Cayenne pepper ; others, coffee, berries, wool, pieces of iron, gold and silver foil, or paper, cotton, leather, tobacco-leaf, glass, to represent diamonds, spices, etc. Let the pupils place these in their proper localities upon the moulded con- tinent, and South America will become real to them. Map-drawing.— Have frequent map-drawing from memory, using no construction lines. Let it be done quickly and do not be too precise in your require- ments. A pupil who can draw quickly the outline of a country or a State, no matter if not perfectly true, and can locate cities, rivers, etc. , has gained a knowl- edge of geography that "will outlast his school exam- inations. A Normal Lesson.— The following lesson in geog- raphy is one given at a normal school, and is intro- duced here on account of its eminent adaptibility to other parts of geography. The average age of the class to which it was given was eleven years. State Work— Texas. General plan. Name and history. Boundaries. Coast-line, j gg^^ ^^^ Draw a map of the State. Mould it. Surface \ direction of slope. Guiiace. I Mountains, plateaus. Rivers. Soil. 40 SCHOOL DEVICES. f Temperature. Climate. < Humidity. ( Healtlifuiness. Productions. Occupations. ( Capital. Cities. ■< Metropolis. ( Oldest city, etc. Pictures and interesting facts to illustrate any part of the work. In a previous lesson the class had compared the the State, in size, with New England, the Middle States, etc., and had learned some of the important facts of its history, with mention of Generals Scott and Taylor. One pupil was directed to give the boun- daries from a wall-map, and the drill was as follows: As the pupil pointed, the class named the boundary ; another pupil named State, and class told which boun- dary it formed. Then a pupil was called upon to close his eyes and bound; class did the same. The bays, capes, and coast-line were treated in a similar way. Pupils were sent to the board who drew rapidly, with- out construction-lines, the outline of the State from a wall-map. The teacher pointed and traced parts on the wall-map ; pupils traced the same on the outline. The teacher had moulded the State, and three or four came to the table and told all they could in regard to the surface as exhibited by the moulding. The class was led to see that there were three kinds of surface. The terms " prairie" and " staked plains" were given, and the reason for the name " staked plains." There was a drill on the surface as follows : One child foimd a lowland on the map, another the same on the mould- ing; one a prairie on the map, another the same on QEOORAPUY. 41 the moulding. Some found and traced the three kinds of surface, while others found the same upon the ' moulded State. The Guadaloupe Mountains were de- scribed from the map and from the moulding, and wei;e drawn in outline upon the board. The class determined the direction and length of rivers by the slope. The important rivers were found on the map, traced in the moulding, and drawn upon the board. Pupils described rivers from the map and moulding with closed eyes. Soil. — Teacher : You remember the pictures shown you of the swamps of Louisiana; what kind of soil did you find there ? Class : Rich soil. Teacher (passing to Texas soil, near Louisiana): what kind of soil do j^ou think there is here ? Class determine that it is rich. They were then led to infer the kind of soil on the prairie by being told that wheat gi'ows there; and that of the "staked plains" by being told that cactuses grow there. " How many of you have cactuses at home ?" the teacher asked. By asking a few questions as to the care of these, she prepared a basis for an inference as to the humidity of the climate of the ' ' staked plains. " By their knowledge of the climate of Louisiana, the climate of the swamps and low portions of Texas was developed. The class was led to infer that the prairies are not as moist as the swamps, and that in these parts of the State the climate is warm and healthful. From what had been said about the cactuses, they were led to infer that the climate of the plains is dry and hot. The pupils then traced on the moulding 42 SCnOOL DEVICES. the parts of the State that are healthful, moist, very moist, dry, etc. Teacher pointed to various parts; children told the climate of those parts. Teacher asked, "In what direction must one go to find the climate more moist ? — to find it drier ?— to find it unhealthfid ?" One pupil was asked to recount all that had been said about the climate. Another sup- plied what was ouiitted. Productions. — The class was led to infer that nearly the same productions would be found in the swampy regions of Texas as in the same portions of Louisiana. One named the productions, while another placed the articles in the proper localities. Pictures of trees, sugar-cane, etc., were shown. In the same way the productions of the prairies and staked plains were taken up. Pictures of the cactus, aloe, and century -plant were shown. There were small pictures of Texan ponies, cattle, and sheep, which the pupils placed on the moulding in the proper places. The lesson ended with prodvictions. At the next lesson a rapid review would be taken. It can readily be seen that occupations would be in- ferred from the statement of productions. While the lesson was going forward all new matter was written upon the board under appropriate headings, as Rivers, Productions, etc. Mark in the lesson the use of icall-map, hlachhoard, moulding, — how the true relative importance of each is carefully observed. Production Map. — In many schools there are no opportunities for teaching the productions of a country by placing these upon the moulded country. A sub- OEOORAPIlT. 43 stitute for this may be arranged in this way : Upon a large sheet of manila-paper let the pupils draw an out- line of the countiy the class is studying. An outline in blue color with water-lines around is quite effective. Paste upon the map the products of the country in their proper localities. Hice, logwood, tobacco-leaf, wheat, oats, gold and silver leaf, cotton, wool, — in fact, nearly every product can be easily fastened to the paper with a little glue. Puj^ils will gladly bring all the products if asked to do so. The production map can be used to give variety and freshness to the subject in schools that use the moulding-board. Zigzag Journeys. — For special work in geography give topics such as the following: Make a zigzag journey from New York to St. Louis, stopping at five cities, and spending one day in each. Have the pupils tell what could be seen in each. In order to do this, they are obliged to read up on these cities. Other topics of this sort will suggest themselves. Tracing. — It adds interest and forms a new way of impressing the facts of geographj- to let pupils trace in the air with the finger the general direction of rivers and mountain chains, the outlines of continents, lakes, etc., and at each new position of the finger tell what portion of country or what city is to be found there. A Guessing Exercise. — An occasional exercise like the following will stimulate interest and add en- joyment to the geography hoiu\ The teacher, or a member of the class, having in mind a city, begins to locate it according to the model herewith given. As 44 SCHOOL DEVICES. soon as any one thinks he is able to name the city cor- rectly, let him raise his hand and state what city he thinks it is. The pupils may prepare at their seats papers similar to the model. Supposing the city in mind to be Liverpool, the paper would read : The city I am thinking of is north of the Equator, west of the Ui'al Mountains. It is on an island. It is a city of Great Britain. It is near the mouth of a river. It is a great commercial city. It is south of the Cheviot Hills. Steamships make it the end of their route. It is noted for its docks. Peninsulas, rivers, capes, lakes, seas, mountains, volcanoes, islands, states, even countries, can be used in this way. Geography a Means of Culture.-Geography may be made a means of bi'oadening the mind by studying the subject, as far as possible, as one would in making an actual ti-ip through the different coun tries. In order to do this, the teacher must make him- seK familiar, by outside reading, with the appearance of the country, its inhabitants, social manners, govern- ment, educational advancement, customs, traditions, early history, etc. The more vividly and interestingly these subjects are brought before the pupils, the greater will be their interest in what is presented, and the firmer their remembrance of it. We give hei^e- with a list of topics which may be brought up in con- nection with the study of any country: 1. Name of country. 2. Relative size as compared with some one of the United States, which may be taken as a standard. 8, Productions. GEOQRAPHT. 45 3. Position. ( Customs, manners, social life, traditions, 4. People. ■< education, early history, appearance, ( vigor, form of government, etc. 5. Climate. Under this head mention the cause of the climate, and how affected by position and surface. 6. Mountains. 7. Lakes and rivers. f (a) Mineral. If gold or silver is found, give a description of the way in which these are niined. Likewise of lead, salt, diamonds, copi^er, etc. (6) Vegetable. (c) Animals. Show pictures of all these, if possible. Bring out the surface of the country by the mould- ing-table. If the school is supplied with encyclopedias, urge pupils to read all that is given on the several topics. If the school is not provided with encyclopsedias, get up some sort of a literary entertainment, and pur- chase one of the numerous sets that are now sold at low rates. It will be a source of great profit and en- tertainment to the pupils. Suggestive Model for an Examination in Geography. — In making a voyage from London to Rome, what countries would you pass ? What large cities near the coast? What large rivers flow into the waters along your course ? Mention the cities of Europe that are near mountain- ranges. Through what States would a line drawn from New 46 8CU00L DEVICES. York City to Chicago pass ? What large cities would be near this hne ? Mention the rivers which the hne would cross. Describe the water -shed of the Mississippi and the rivers which drain it. Why is the climate of Oregon warmer than that of Minnesota ? What waters wash the shores of North America ? Mention the largest rivers of Europe, Asia, Africa, North and South i^merica. Describe a journey from your present position, selecting your own destination. Why is the Great Salt Lake salt, and Lake Erie fresh ? 8PELLTNQ. 47 CHAPTER III. SPELLING. Phrase- spelling A Pupil's Spelling-book Avoid Con- trasting a Misspelled Word vvitli the Correct Form Have Spelling Lessons AVritten Idea as Necessary as Form A Test outside the Spelling-book A Suggestion Sketches of Objects for Use in Spelling Division of Work Two Classes of Words Spelling and Pronun- ciation by Copying Accuracy in Spelling An Occa- sional Drill in Spelling Difficult or Perplexing Words. Phrase-spelling.— Let there be occasional exer- cises in phrase-spelling by the classes in Physics, Physiology, History of the United States, Civil Gov- ernment, Rhetoric, and other subjects, as many of the words used in such studies are not often found in the usual spelHng lessons. Let the class go to the boards, and each one write his name at the top of the space allotted to his use. The teacher may then select fiom the text-book phrases, words, and sentences, reading one of these to each pupil at the board. Continue around the class till each one has written several. After these have been written, let the class take seats and ci'iticise the spelling. A part of a paragraph from Higginson's " History of the United States" is re- produced here to show more clearly the plan. * ' During this time of delay a committee had 48 SCHOOL DEVICES. been appointed to draw up a declaration of inde- pendence, to be used if necessary, . , . The Declara- tion was written by Thomas Jefferson, though a few verbal changes were made by Adams and Franklin, which may still be seen, in their hand-writing, on the original document. There was a long discussion in the Congi-ess, and tlie Declaration was debated and criticised, word by word, and sometimes very severely attacked. During this attack John Adams was its chief defender; while Jefferson, who had written it, did not say a word. " In this extract the first pupil could be directed to write the sentence, "A commit- tee had been appointed;" another, "To dra^v up a declaration of independence." Toothers could be as- signed, " If necessary," "The Declaration was written by Thomas Jefferson," "A few verbal changes were made by Adams and Franklin," "The original docu- meiit," "There was a long discussion in Congress," " The Declaration was debated and criticised," " Some- times very severely attacked," "John Adams was its chief defender." A Pupil's Spelling-book.— It may be found ad- visible to allow students in spelling to make a spelling- book of the words they acquire from each lesson. Ten minutes may be taken each day in which to write these words in a blank-book, — each one writing the words which he has learned. The words should be written in a column, and the meaning of each may be placed opposite it. Avoid Contrasting a Misspelled Word with the Correct Form. — A misspelled word should never SPELLING. 49 be wi-itten on the board, even to show that it is wrong. The tendency will be to confuse the pnpil, and cause him to forget which is the correct and which is the in- correct way to spell the word. Have Spelling Lessons Written.— Spelling les- sons should be xcritten, as far as i^racticable. The advantage of tliis is that the pupil learns to spell the words as he will use them. The words should be given out slowly, else in his hurry the pupil will form a habit of bad writing, and so lose in one branch while he gains in another. A special elTort should be made to create a pride in having neatly written exercises. Idea as Necessary as Form.— It is important that the pupil know the moaning of the word spelled. The form can make but little impression on his mind, if he does not associate with it the meaning con- veyed, A Test outside the Spelling-book.— Lay aside foi" a day the monotonous spei ling-book, which con- tains a large j)ercentage of words with which the pupil's mind should not be burdened, and try an exer- cise like the following: Let the pupils take their slates and write their own names in fuU. Write the teacher's surname. Write the name of the county in which they live. Tell where Scotchmen come from. Tell how old a boy is who was born in 1879. Write the names of four winter amusements, of four summer amusements. 4 50 SCHOOL DEVICES. Tell how many days in this month. Mention what we plant to get potatoes. Give a definition of a druggist. Name six pieces of furniture. Name six kinds of tools. Write the names of the seven days. Name the year, month, and the day of the month. Write a verse from memory. A Suggestion.— A child learns best how to spell a word when he wishes to use it, and the wise teacher will constantly create that want. When a word is written in black or white, it stamps itself much more firmly upon the mind than when merely committed to memory. In writing, the hand forms the word, and the child will long remember just liotv he formed it, and its appearance on the board or slate. Sketches of Objects for Use in Spelling.— In primary spelling work, the teacher may make rough sketches of different objects on the board, and ask the class to write the names of these upon their slates. If any do not know the spelling of a particular word, write it on the board. After this the pupils may be asked to tell what they can about the.'^e objects, and a short description of each may be written on the board and copied on the slates. The sketches may be of a number of objects that are connected, and about which a short story can be made. This will give the class practice in invention. It will not take much skUl on the part of the teacher to make these sketches, even if his knowledge of drawing is limited. SPELLING. 51 Division of Work.— A certain teacher uses this plan with his spelUng class. The pupils are sent to the board and divided into two divisions, one of which writes the words upon the board and the other the definitions. At the next recitation the order may be reversed. Those writing definitions receive a drill in composition, as they use their own language in giving the meanings of the words. To prevent copying at the boards, divide the class into three divisions, and give each division a word in turn ; mingle the divisions, so that no two pupils hav- ing the same word shall stand side by side. Two Classes of Words.— The spelling-book should not be used to the exclusion of all other sources. Two classes of words should be recognized,— those whose meaning is familiar through daily use, and those par- tially familiar because frequently heard. Others may be left until the pupil comes to them in his widenmg sphere of reading. The spelling of the first class of words may be taught either in the form of sentences or disconnectedly. The second should only be brought up in connection with sentence-making. Spelling and Punctuation by Copying.— The classes in the first and second reader may copy all their reading lessons. By this means they will grad- ually become familiar with the spelling of words com- monly used, as well as the use of marks of punctua- tion. When the second class has finished the first half of the book, a spelling lesson may be assigned from words found in each day's lesson. In correcting work it will be found advantageous, both to the teacher and 52 SCHOOL DEVICES. pupils, for the slips to be exchanged and the errors noted by the pupils themselves. From the fact that they are correcting one another's work, they wOl look more carefully for mistakes and pay more marked at- tention to their cori-ection. Accuracy in Spelling.— Teach pupils that they must never write a word Avhcn they are uncertain of the way in which it should be spelled. Have a dic- tionary in the school-room and encourage pupils to consult it constantly — not only for the spelling and pronunciation of words, but also for their meaning. An Occasional Drill in Spelling. -Take a little time once a month or more frequently, in which to driU on lists of words such as the following. Repeat each list until the pupils are thoroughly familiar with them : Poniard. Privilege. Judgment. Separate. Ethereal. Knowledge. Business. Ecstasy. Rhetoric. Scintillate. Excellent. Surgeon. Allege. Supersede. Ancient Exhilarate. Ventilate. Autumn. Mignonette. Alcohol. Dairy. Neutral. Brilliant. Health. Isthmus. Marriage. Oyster. Difficult or Perplexing Words.— The following words are introduced to show devices by which the spelling of many words may be remembered : Committee. The spelling will be easily remem- bered from its having three double letters, SPELLING. 63 Mediterranean, Aqueduct. Bilious. Receive. Perceive. Conceive. Retrieve. Relieve. Achieve. Secretary, Double-?', because derived from terra, meaning earth. Aq, not acq, because from aqua, meaning water. One Z, because connected with bile. When e and i occur as diphthongs in a word, e comes before the i if the diphthong is preceded by c; otherwise the i precedes e. e after the r because formed from secret. 54 SCHOOL DEVICES. CHAPTER IV. READING. Suggestions on Reading A Primaiy Reading Lesson Teaching Time of Day Device for Teaching a New Word Suggesting for Words Other Points on Read- ing To Create Sentiment agamst Poor Reading Drill for Expression To Drill upon Words often Mispro- nounced Pronunciation of Words Alilie in Form but Differing in Accent. Suggestions on Reading.— In the first place, do not make the lessons long — do a little, and do that thoroughly. Insist that the reading shall be natural, — as the pupil would talk were he telling the same thing to another. Occasionally read over the lesson to the class, and give such exj^ression as shaU bring out the full meaning. Show the class by individual para- graphs how the meaning is brought out more clearly in this way. Let all new words be defined before the reading begins. The scholar cannot read properly if he does not know the meaning of some of the words. These new words may be written out on the board with the meaning of each. After their meaning has been learned, have members of the class make up sen- tences with these words in them"; this will fix the moaning in their minds. Call on some one in the READma. 55 class to give the chief points in the preceding lesson, or let the whole class write a review of it. Ask some one to read a sentence in the lesson, then with closed book tell clearly and fully what he has jvist read. Full answers should be required, that the habit of thoroughness may be cultivated. Do not correct mis- pronunciation while the pupil is reading. You will thus destroy the sense of his reading. A Primary Reading Lesson. — The following is essentially an object lesson to be given to little people just learning to read : It is best that there be not more than eight or ten in the class. If there are more who are to begin reading, divide the whole number into two or more divisions. Take some familiar object, as a box. Talk a few mo- ments about the box, holding it so that all can see it. Then draw an outline picture of it upon the board and wi'ite under it the word box, telling the class that this word b-o-x is the name of the object you are holding. When pupils have become familiar with the appear- ance of the word and its spelling, show them that the object has been expressed in three ways, — by the box you are holding, by the picture, and by the word. They will then get the notion that a word is a sign of an idea. Next take a book, and foUow the same plan. When the two words are written on the board, point in turn to each till the class becomes familiar with the objects as expressed in the word. Place the box on the book and ask, "Where is the box ?" On the hook. As the class give this answer, write the word on between the words already on the board, and the class will be able to read and imderstand the sen- 56 SCHOOL DEVICES. tence, "A box on a book." Add other words to the sentence in the same way, and let the children copy the words and the pictures on their slates. Teaching Time of Day. — A little time can be taken at the close of the reading lessons for this pur- pose. Make a clock-dial out of pasteboard and pieces of tin, or, what is better, procure an old clock; then liractise telling the exact hours — that is, minute hand at twelve, while the hour hand is changed from hour to hour. Next, let hour hand remain at twelve, and drill upon the time past the hour; as, five, ten, or fif- teen minutes past to half past. Tlien would come five, ton, fiteen, etc., minutes to half past the other hours. Last, teach to tell the number of minutes to any given hour. Device for Teaching a New Word. — (a) Select some sentence containing the word, and write this upon the blackboard. Indicate the correct pronunciation of the word by diacritic marks, then have the class read the sentence. (6) Question about the letters in the word. What letters are silent ? What letters are not silent ? Are there any letters doubled ? (c) Let the class copy the word in other sentences, the teacher taking care that the word is correctly used. {d) Drill upon writing the word in dictated sen- tences until class know its form thoroughly. Suggesting for Words.— An excellent plan to prepare pupils for a new reading lesson is to select the READING. 57 neTv words and suggest for them. Below we give a part of a reading lesson from one of the school readers, and a list of words new or unfamiliar to the pupils on taking up the lesson. After the list of words, are the suggestions for them. The words are written upon the board as soon as got from the pupils, and drill is put upon these words before beginning to read the lesson. Only a Few Dkops. "The most interesting event of our family history during my tenth year was the purchase of a cow. My father had a patch of land about a mile from our house, and he thought that the best use he could turn it to would be to pasture a cow. How many comforts and little luxuries that cow provided us with ! — milk, and butter, and sometimes even a cheese. Next to Cuff, our faithful house dog, the cow became the pet of the family. 2. " And who is going to drive the cow to pasture, father ?" I asked, as he put her into the yard on the tirst evening after her arrival. " You, Kobert," he replied ; and his answer gave me no little sense of my own importance. Here I was with a charge laid on me, — an im]iortant duty which I was to dis- charge every day, and which for some time I did discharge with pleasure and alacrity." Interesting Discharge Inquiries Arrival, Alacrity Event Purchase Importance Harry's mother held two letters in her hand. She read one carelessly, and then cast it aside ; but as she read the other one, her eyes brightened and she looked pleased. What kind of a letter was the second one ? Interesting. It told her that her sister and two boys 58 SCHOOL DEVICES. were coming to visit licr. Hariy's mother went to the kitchen to prepare for the visit. Name a few articles you think she cooked. Can we hve without cake, pies, and puddings ? Why do we eat them ? What do we call unnecessary articles that we like ? Luxuries. Mrs. Howe, Harry's mother, Avanted a number of articles from the cellar, for which she sent Harry, How do you think he obeyed ? Because he obeyed quickly, with what did he obey ? Quickness, or alac- rity. She found there were not enough raisins in the house. What do you think Harry had to do ? Go to the store to buy some. What word means buy ? Pur- chase. Harry lived on a farm and had duties to perform each day ; so when he asked his father if he might go to the train to meet his cousins, what do you think his father said ? What word means done, or finished? Discharged. The next afternoon, if you had been near the station, you would have seen Harry. What was he doing there? Waiting for his cousins. To do what? What word means come? Arrive. Because he was waiting for them to arrive, we say he was waiting for their ? Arrival. The visitors stayed a month. They went riding, boating, and on picnics; and all had a very good time. . . . Why do people read histories and books about the olden times ? What one word means things that hap- pen ? Events. Do these books give all the events of those times ? Wliich ones ? The most important. Instead of say- ing, they are important events, we may say, they are events of importance. Other Points on Reading.— 1, Insist that the les- son shall bo read by each ]pupil as he would talk if he were saying the same thing. 2. Take a few moments at the close of each lesson to make plain that which might prove to be an obstacle in the advance lesson. From time to time read over the advance lesson to the class, using the proper expression. 3. By questions and answers, make plain all new words. Form new sentences, using these words. 4. Let class criticise as each pupil pronounces. Teacher notes mispronounced words not noticed by the class, and requires them to be corrected for tbe next lesson. 5. Let a part of each lesson be ^\T^tten on the board or upon slates. Give a list of words which are to be used in original sentences, and insist that these sentences be well written, and that they have some meaning. 6. Let the review lesson be read each day. Do not call upon pupils in any set order, but promiscuously. Question thoroughly as to the meaning of the sentences read. If the sentence i-eads as follows : ' ' Charles and Henry went to the meadow beyond the wood, this morning, to pick strawberries," do not ask such ques- tions as, "What did Charles and Henry do? For what purpose did they go to the meadow ? Where is the meadow ?" etc. ; but ask for all the ideas contained in the sentence. That the pupils may be able to do this, begin with short sentences, and proceed to those 60 SCHOOL DEVtCm. longer and more involved, as the pupils acquire readi- ness in seizing the whole thought. 7. Before reading the advanced lesson the pupil should be able to pronounce all of the words, and also understand the thought conveyed in each sentence. He will then be able to read with expression. Do not correct a pupil while reading, unless he mispronounces, or reads with such expression as to lose the meaning of the text. 8. Have occasional exercises in reading at sight. 9. Occasionally read a short poem, and show the class how language may gain force and beauty from its poetic form. 10. If your pupils are of sufficient age, have selec- tions read from the newspapers, and explained. Let all the places in these selections be fixed, geographi- cally, by looking them up on the map. 11. It is better to have the idea of the sentence brought out with the proper expression, and to correct mispronunciation afterwards. Read short stories or bits of travel or history to the class, and ask pupils to repeat them, giving all the ideas. Do not follow any one plan continuously, but give variety to your work from day to day. To Create Sentiment against Poor Reading. — For advanced classes select something not pre- viously read; for instance, "The Legend of Sleepy Hollow." Have but one copy, and ask each member of the class to read a portion. The interest of the class in the story, and the unwillingness to lose any part of it, will secure expressive and distinct reading. BEADING. 61 Drill for Expression.— Copy upon the board some short extract which the class has not seen, and call upon pupils, one by one, to read it. Let there be no criticism till all have read. For Drill upon Words often Mispronounced. — Take as many of the following words as you deem best for one exercise, write them upon the board, and in an opposite column write the correct pronunciation. Allow sufficient time for each pupil to become ac- quainted with the proper pronunciation— a half -day at least— after which erase the column giving the pronun- ciation, and test the pupil's ability to pronounce cor- rectly each word of the list : Used. Dishonest. Museum. Lyceum. Precedent. Allopathic. Homoeopathic. Allopathy. Homoeopathy. Soughing. Obligatory. Combatant. Indisputable. Apparatus. Covetous. Iodine. Bromine. Prelude. Exquisite. Itinerant. Jugular. Sagacious. Carmine. Impetus. Ai'chitect. Bitumen. Condemning. Enervate. Process. Juliet. Greasy. Interesting. AUies. Quinine. Vehement. Aggrandize. Gallows. Finance. Mischievous. Suffice. Khedive. Condolence. Leisure. Extant. Pi'ecedence. Fatigue. Bronchitis. Stolid. Telegraphy. Photography, Carbine. Bombast. Inquiry. Albumen. 62 SCHOOL DEVICES. Patron. Confidant. Pall Mall. Mirage. • Abdomen. Livelong. Franchise. Nasal. Association, Arab. Pronunciation. Pleiades. Cognomen. Bellows. Italian. Sacrifice. Bade. Acclimated. Extol. Franchise. Lamentable. Exemplary. Pronunciation of Words Alike in Form but Differing in Accent. — Let pupils write sentences, using the words given below, fii-st as nouns, then as verbs, and then read the sentences written, pronounc- ing the noun or verb, as the case may be, correctly : Nouns. Verbs. Sur'vey, Survey'. Per'fume, Perfume'. Ac'cent, Accent'. Proj'ect, Project'. Des'ert, Desert'. Reb'el, Rebel', overthrow, Overthrow'. Ab'stract, Abstract'. Con'vert, Convert'. Per'mit, Permit'. Ex'port, Export'. Sus'pect, Suspect'. Con'tract, Contract'. Pro'test, Protest'. A similar plan can be used with those words in which the accent of the adjective differs from the verb. Then, those forms in which the accent of the noun and the verb are the same should not be over- looked. ABITHMETia 63 CHAPTER V. ABITHMETia Begin Number with Objects Principles First A Sim- ple Piece of Apparatus for Teaching Primary Number Scheme for Teaching the First Three Orders of Units Numeration Device for Drill with Decades Counting by 2's, 3's, etc. For Oral Practice in Adding and Sub- tracting Borrowing One from the Next Column A Form of Drill by Diagrams Rapid Addition For Busy Teachers Device for Detecting Incon-ect Answers in Addition Dc\'ice for Teaching Multiplication Drill in Rapid Adding, Subtracting, Multiplying, and Di- viding Teach Long Division before Short Division Of Value in Greatest Common Divisor and Least Com- mon Multiple. Teach Beginners Fractions by Using Dollars and Cents Diagram for Teaching Fractions Chart for Teaching Fractions Multiplication of Fractions Incorrect Reading of Certain Fractions An Aid in Learning to Read Decimals Development Lesson in Mul- tiplication of Decimals Oral Drill in Compound Num- bers Drill for Percentage Give frequently Examples in Words instead of Figures Aids in Interest Num- ber of the Mouth Form for Partial Payments To Insure Thorough Understanding of Cube Root. Begin Number with Objects.— A child's first in- struction in arithmetic should b3 by means of objects. At this period the concrete is more real to him, and easier to compreheiid, than the abstract, To give him 64 SCHOOL DEVICES. an idea of number, use objects. He will understand more readily whatyffc means, if five apples are placed before him, than by simply saying "Five." By means of objects, addition and subtraction will be compre- hended with but little effort. A frame with small balls upon wires is convenient, but not necessary, as books, pencils, pens, etc., will convey the idea of num- ber equally well. Principles First.— In teacliing arithmetic, or in fact any branch, do not place too nmch imi^ortance upon an exact mcmoiizing of the rules. Let princi- ples be sought, and rules deduced from these. En- courage pupils to invent rules of their own, which will serve the same purpose as those given in the book. Make an effort to secure original investigation by members of the class. There should be no reference to the answer while a pupil is working an example ; therefore, after a ques- tion is stated upon the board, let the books be laid aside. Read ch, x., Fitch's " Lectures on Teaching. A Simple Piece of Apparatus for Teaching Primary Number. — Have a wii-e stretched behind the desk and on it string spools. Teach counting by 2's, 3's, 4's, etc. Subtraction-tables can be built up by using the spools, and also the lower tables of multiplica- tion. Scheme for Teaching the First Three Or- ders of Units.— First Step. As a basis, children should have been tauglit numbers from one to ten ob- jectively, and should be able to count to a hundred. ABixJiMETIC. 65 Let the teacher write the figures 1, 2, 3, 4, 5, 6, % , 8, 9 on the blackboard m a cohimn, and ask children to read each figure, naming some object after it ; for instance, 1 chair, 3 desks, 3 pencils, 4 erasers, etc. When the child sees clearly that 2 desks means two objects of the same kind, and 3 pencils three objects of the same kind, the teacher may ask how many ones there are in 2, in 3, in 4, etc. When the pupil comprehends that 4 ones are meant by 4, and five ones by 5, etc., the teacher will tell the child that instead of saying that there are two ones in 2, we may use a word which means the same as one, and say there are two units in two. Then let the teacher question as follows: How many units in this number? (pointing to 3.) How many in this? (j^oiriting to 4, and so on to each.) Some one show me a number that has as many units in it as I hold up fingers (holding up, two, three, five, eight, etc., fingers). What does unit mean? Ans. One. What is a unit? Alls. A one. Yes, or we may say, "A unit is one, or a single thing." You may tell me what a unit is? Ans. A unit is one, or a single thing. Now, class, give me close attention before going to seats, as I have a hard question for you, and I want every httle boy and girl to hold up his hand ready to answer my question. Wliat is the largest number of units that can be written down or expressed by one figure? Ans. Nine units. 66 SCHOOL DEVICES. Let the above be regarded as the first step in the scheme. It will probably take several days to cover this first step, as there should be a great deal of drill upon each point, and a i-eview of the previous day's lesson, before taking up anything in advance. Second Step.— For the next step the teacher has several bundles of splints, eacli bundle containing ten splints. If the teacher is unable to obtain splints, small straight twigs of uniform size may be cut and tied up m bundles. The teacher now passes bundles to several children, asking how many units there are in each bundle. Ans. Ten units. Now, instead of saying here are ten units, we may say of this bundle that it is 1 ten. (This point is an arbitrary one, and the most direct and logical Avay is to tell it at once to the class. ) The teacher now gives a different number of bundles to different children, and asks : What have you? Ans. Two bundles. What may you say instead of bundles? Ans. Tens. What have you? tell me again. Ans. I have 3 tens. The teacher drills in this way with the others who were given bundles. Teacher (holding up one bundle). What is here? Ans. 1 ten. How many units? Ans. 10 units. Who can write 1 ten on the board in figures? ARITHMETIC. 67 (Holding up two bundles.) What do I hold up? Ans. 2 tens. How many units? A71S. 20 units. You may write 2 tens upon the board. The teacher continues in this way till 9 tens is reached. The teacher now holds 2 bundles in one hand and tliree units in the other, and, asking what is in each hand, then puts the bundles and splints in one hand, asking. What is here? Ans. 2 tens and 3 units. Or how many units? Ans. 23 units. * Please write it upon the board. Now, holding up bundles and units in different com- binations, children are asked to write upon the board the number of tens and units. Continue in a similar manner till cliildren are thoroughly familiar with numbers to 99. Third Step. — Begin this step by review of foregoing matter in some such way as, Who can write upon the board a number containing tens and units? Read the figure which tells the number of units. Tlie figure which tells the number of tens. The teacher will now have ready several large bun- dles containing ten of the smaller bundles. Handing one of them to a child, How many tens have you in your bundle? Ans. 10 tens. How many units are there in 10 tens? Ans. 100 units. 68 SCHOOL DEVICES. Who can write 100 units on the board? Taking another bundle, the teacher asks, How many units in this bundle? Ans. 100 units. (Putting the two bundles together.) How many units in these? Ans. 200 units. Who can write 200 units on the board ? Same for 300 units. And now, if children have been thoroughly taught, such abstract questions as, "Who can write 400 units on the board? 500 units?" etc., may be asked. The rather difficult point of leading children to recog- nize the number of tens in 100 units, 200 units, etc., now follows. But if the bundles of 100 each, and the numbers 100, 200, etc., are used in close relation, the difficulty is easily overcome. Let the teacher now put in one pile on the desk 1 bundle of 100 units (10 bundles of ten each), 2 bundles of ten each, and five splints, and then ask class how many units there are on the table. See that pupils recognize there are 1 hundred, 2 tens, and 5 units. Who can write a number on the board that shall ex- press as many splints as are here on the table? Child writes 125. Teacher now points to the lai'ge bundle, asking child to show what figure of the nmnberon the board means so many. Pointing to the 2 bundles of 10 each, teacher asks for the figure that I'epresents these ; then lor the figure that represents these (the five single splints). Drill with other numbers, as 156, 224, etc. Point to the place in which we find units written. ARITHMETIC. 69 Pupil points to the first place. In what place do we find the tens? Arts. In the second place. Where, thinking of the units? Here the child will hkely say next to the units, and must be led to see that he should say to the left of units. In what place is the hundreds written? Ans. In the third place. Where, thiiikingof the tens? Ans. To the left. Who can tell me what is written in each place? Ans. Units is written in first place, etc. Who can tell where units, tens, and hundreds are written? Ans. Units is written in the first place, tens is writ- ten in the second place, or to the left of units, and hundreds is written in the third place, or to the left of tens. The teacher should be in no hurry to get to thou- sands. Let there be drill upon the above again and again, varying as much as possible, so that the whole knowledge in these steps sinks deep into the child's mind, and is thoroughly assimilated. When that tune comes, little trouble will be found in teaching what remains of Numeration. Numeration. — When a pupil is able to read any number composed of three figures, there is nothing to hinder his taking up numbers of two, three, or more periods. Let the teacher write on the board a number like the following, being careful to separate the periods 70 SCHOOL DEVICES. a little more than would be necessary afterward : 1G7, 286, 534. Now, put a book over any two of the groups, and let the scholar read the figures of the uncovered group. The teacher may now state that when num- bei-s have more than three figures, they are divided into groups of three figures each, beginning at the right hand. The name given to the second gi'oup is thousands (teacher writes thousands obliquely above that period) ; the name given to the third group is milhons (teacher writes millions above that group). Let the teacher next place a book over the first and second periods, and direct the pupil to read what is uncovered, and call the name of the group as soon as he reads the number. Moving the book along, the pupil is asked to read the second period and call the name above it. Then pass to the units period. Prac- tise now without the book. Next take numbers like these: 20,445, 4,262,676, 54,443,666. When able to read these without the name of the period written above, pass to numbers of four periods. It will be seen that when the pupil is ready to take the fourth period, nothing is necessary except to give him the name of that period. While learning to read, some numbers should be given him to write. Device for Drill with Decades.— Write upon a sheet of manila-paper, with a small carael's-hair brush and common writing-ink, the numbers from Oto 109 in the following order: ARITHMETIC t 71 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 This table can be made the basis of much useful drill in classes of different grades. It is intended that the work shall be oral. Let 1 be added to the numbers of each decade ; as, 1 and are 1, 1 and 10 ai'e 11, 1 and 20 are 21, and so on through the first decade. In like manner, add 1 to all the other decades. Then add 2, then 3, and aU the numbers to 9, to each decade. In reciting, give to each pupil a decade. When in adding 2, the 9th decade is reached, viz., adding 2 to 8, the class may be Jisked what right- hand figure is given when 2 is added to 8. They reply, "Naught or zero." Here there is an inference for them that 2 and 8 give as a right-hand figure. So 2 and 9 give 1 as a right-hand figure. Then 3 and 7 give 0, 3 and 8 give 1, 3 and 9 give 2, as right-hand figures. The plan can now be readily seen. The value of the drill is the facility it gives in add- ing. Many persons who find no difficulty in telling instantly that 17 and 6 are 23, or that 18 and 7 are 25, have to halt a little and tliink twice to be sure that 77 and 6 are 83, or that 68 and 7 are 75. Now a pupil, in 72 SCHOOL DEVICES. the drill here suggested, goes through, in the decade of 7 and 6, the following: 7 and 6 are 13, 17 and 6 are 23, 27 and 6 are 33, 37 and 6 are 43, 47 and 6 are 53, 57 and 6 are 63, 67 and 6 are 73, 77 and 6 are 83, 87 and 6 are 93, 97 and 6 are 103, 107 and 6 are 113. In doing this, he learns so thoroughly that 7 and 6 in all combina- tions gives 3 as a right-hand figure, that when he adds a column of figures he will not hesitate and falter in his work when the sum progresses through the forties, fifties, sixties, etc. The decades can then be taken in reverse order, add- ing any number less than 10 to the 10th decade first, then to the 9th, and so on. It is only requisite to say that the use of the decadal table in subtraction is as necessary and varied as it is in addition. Counting by 2's, 3's, etc.— Variety of drill in addition is often secured by asking pupils to start with some number and count by 2's, 3's, etc. For instance, the chUd takes 1 as a basis, and counts by 2's as fol- lows: 1, 3, 5, 7, 9, 11, etc. Then starting from 2, he gives 2, 4, 6, 8, 10, etc., carrying the counting as far as the teacher deems best, which ought sometimes, in the case of larger numbers, to go to 100. It will be seen that all the numbers below the one by which the counting is done are taken as a basis in order to make all the combinations. In counting by 5's, we should have 1, 2, 3, 4, and 5, each as a starting- point. The above device, as will be readily recognized, is substantially the same as the Decades given else- ! ARITHMETIC. 1^ where, except that in the Decades the pupil is aided by what the eye sees upon the chart. For Oral Practice in Adding and Subtracting 3, 7, 1 1 .—Take the number 3, add it to 1, and succes- sively to the sums up to 50. Thus, 1, 4, 7, 10, 13, etc. So with sevens : 1, 8, 15, 22, etc. Then take some large number, as 70 or 100, and go rapidly backwards, taking away three every time, or seven, or eleven. Borrowing One from the Next Column.— Primary scholars frequently find it difficult to under- stand the reason of "borrowing one from the next column" in subtracting one mnnber from another. The illustration given below will enable the teacher to make it clear to them. Suppose it is required to sub- tract 125 from 412. Have a number of one-dollar bills, ten-cent pieces, and pennies. Tell the class that the pennies will be called units, the ten-cent pieces tens, and the one-dollar bills hundreds. The question then becomes this: from four bills, one ten-cent piece, and two pennies take one bill, two ten-ceiit pieces, and five pennies. Ask the one having the four bills, one ten-cent piece, and two pennies to give you five pennies. As that will be found impossible, exchange the ten-cent piece for ten pennies. The pupil will then have twelve, and ou giving the five will see that seven are left. Then ask for two ten-cent pieces, and as the pupil will have none, exchange one of the one-dollar bills for ten ten-cent pieces. On giving up two of them, eight will be left. After this ask for one ono-doUar bill which, taken from the three bills left, will leave two. The 74 SCHOOL DEVICES. child will thus see that there are left two one-dollar bills, eight ten-cent pieces, and seven pennies, or 287. Another Plan — Write an example on the board in this way : 744 = 6 hundreds + 13 tens + 14 367 = 3 " -I- G " -1- 7 377 3 7 7 Explain that 744 is equivalent to 6 hundred, 13 tens, and 14. In the same way, explain that 3G7 is equiva- lent to 3 hundreds, 6 tens, and 7. Next show that 7 cannot be taken from 4, so we borrow one of the tens from the 40. 7 tens cannot be taken from 3 tens, so we borrow 1 hundred, or 10 tens, which, with the 3 tens, makes 13 tens; giving for the whole G hundreds, 13 tons, and 14. Follow the same plan with the other number, and complete the subtraction. A Form of Drill by Diagrams.— Draw upon the board the accompanying diagrams with colored cray- 2 11 3 18 6 1 4 IL ons. The teacher may point to different nmnbers, and the pupil states the result, having used the number in the centre of the diagram by adding, subtracting, or Arithmetic. 75 multiplying as previously directed. The centre num- ber is changed as soon as the combination becomes familiar. As seat- work, the pupil may be directed to begin with some figure and write upon his slate the results, going round the diagram towards the right or the left. If there is danger of copying from each other, one lino of pupils can be directed to go round to the right, and another to the left. Rapid Addition.— Special prominence should be given to the combinations of numbei'S that form ten ; as, 9 and 1, 8 and 2, 7 and 3, 6 and 4, etc. Again, the pupil should be taught to combine rapidly small num- bers into larger numbers, that when placed together will form ten ; as, 1, 2, 4, and 3. The pupil should say simply, seven and three are ten. In adding a column of this sort, 3, 3, 4, 6, 4, 1, 2, 3, 4, 7, 1, 2, the pupil should say "ten, twenty, thirty, forty." Of course ordinary columns will not always be divisible into tens, but the principle holds good — that when the eye can be trained to see large numbers m the combina- tion of small ones as quickly as the individual small numbers can be pronounced, there will be a great sav- ing of time. For Busy Teachers— Drill in Fundaniental Rules. — A teacher can save much time and labor by the use of a chart in the arithmetic class. Take a wide piece of paper and across the top write the letters of the alphabet. Under these write any numbers that may be desired. If the class is learning to add numbers, all that the teacher need say is, "Add F, D, and G." Or, if the class is in subtraction, multi- 76 SCHOOL DEVICES. plication, or division, "From L take S," "Multiply H by J, "etc. Fractions can be written instead of wliole numbers. Dollars and cents can also be used. Device for Detecting Incorrect Answers in Addition. — When pupils have added the numbers given, draw a line under the result and direct them to add the numbers again, including the answer. If the work is cori-ect, the last result will be double the first. Pupils will thus prove their own work, and the teacher can see at a glance whether the work is cor- rect or not, thus saving much time. Device for Teaching Multiplication.— Have a number of lines composed of dots or small disks, mak- ing the dots or disks of each line with chalk of a different color. To teach the multiplication of two by three, for instance, show that the sign of multiplica- tion (x) means times. Direct pupil to point off three yellow dots, then three red dots, — How many in all? How many are three taken twice ? How many are two times three ? Let the work then be wi-itten thus: 2x3=6: Drill in Rapid Adding, Subtracting, Multiply- ing, and Dividing. — As a general exercise for the whole school, just after the session opens in the morn- ing, or in the three or four minutes that sometimes remain before the time for closing, an example of this sort may be given: Let the pupils take their slates and add to 20 the number 4, subtract 10, multiply by 30, add 80, divide by 5, add 1, multiply by 9, take ARITHMETIC. 77 away 699. What is left ? Of course, the question can be varied in any way, the object being simply to induce I'apidity and exactness of work. If there is not sufficient time for using slates, let the teaclipr give something like the following, requii'ing pupils to solve mentally, keeping up with the exercise as stated : Multiply 4 by 6, add 10, add 6, divide by 2, multiply by 5, subtract 9, subtract 8, subtract 3, divide by A. Raise hands all "who have an answer. "What is yours ? yours ? yours ? etc. Those who gave IGO gave the correct answer. Such exercises can be varied, sometimes making them so simple that very young students in arith- metic can follow them, and again so difficult that only the most proficient in school are able to state the correct result. Teach Long Division before Short Division, as short division is seldom used, and after it is taught, it lessens in no way the difiiculty of teaching long division. On the other hand, when a pupil has learned long division, the teacher has but to mention short division, show how an example is worked, and the pupil takes it without putting further time upon it. In long division, the form is the difficult thing. We. give below a series of examples each representing a step. The arbitrary matters about long division must be told. See that the pupil has thorough famili- arity with each step before going to the next. To secure this famiharity, the teacher will have to supply other examples similar to each step. 78 SCHOOL DEVICES. 2)426(213 4 3)693(231 6 4)448(112 4)8084(2021 4 8 4 4 8 8 8 8 4 4 2)496(248 3)6343(2114 4 6 9 3 8 3 16 4 16 3 12 12 ARITHMETIC. 6)672(112 6 7)791(113 7 7 9 6 7 13 21 13 21 8)834(103 8 5)905(181 5 2 40 40 34 S 24 5 9)189(21 18 9)1890(210 18 9 9 9 9 11)242(23 32 11)2420(220 22 22 22 22 22 79 80 SCHOOL DEVICES. 12)384(32 36 25)575(23 50 24 24 75 75 25)3275(131 25 77 75 25 25 Do a great deal of work with divisors containing but two figures. A way to pass to divisors of three or more figures will now readily suggest itself. Of Value in G. C. D. and L. C. M.— Any num- ber is divisible by three, if the sum of its digits is di- visible by three. Any number is divisible by four if it end with two or more ciphers, or if the niunber expressed by its two right hand digits is divisible by four. Any number is divisible by eight if the number expressed by its three right-hand figures is divisible by eight. Any number is divisible by seven, eleven, or thir- teen, if the units' period and the thousands' period are the same. Diagrams for Teaching Fractions.— Probably no portion of the arithemetic gives more trouble to ABITHMETIC. 81 scholars than fractions. This difficulty may be les- sened to a considerable extent by the use of diagrams. For instance, addition and subtraction may be taught in this way : i i 1 X 4 By these diagrams the pupil will at once see that l+l = i,— that i+i=f,— that i = f— that i + i + J -= 1. He will readily see that ? — :l=i, — that 1— 1=:}. Other diagi-ams of a like nature can be easily invented. I3 aaultiphcation a figure of this sort may be used : * i i i 1 1 IT 1 '9 h 1 1 1 -5 1 9 * i i III 82 SCHOOL DEVICES. The pupil will readily see that i of i = ^,— that I of 1 = 1, -that i of i = h Other diagrams will readily occur to the teacher. In division the following figure, divided into fifths and tenths, will show that | is contained 11 times in i. 1 iV The following diagram will show that f is contained twice in f. Chart for Teaching Fractions.— Addition and subtraction of fractions can be taught to advantage by taking small circles of different colored papers, and dividing them into halves, quarters, etc. After cutting them into the divisions required, paste them upon a sheet of manilla paper as shown in the dia- gram. If, for example, the pupil is required to add f to f, by taking circles that are divided into fourths, it will be plain to him that the result is f , which he will also see is equivalent to l^. ARITHMETIC. 83 ^^ ^^ ^Ih ^57 ^57 ^57 ^[^ ^[^ (9^ (9^ (9^ 84 SCHOOL DEVICES. If it is desired to subtract | from a whole niiinber, then by taking a circle which is divided into eighths, the pupil will see at a glance that f remain. Multiplication cf Fractions.— Let each of the pupils be provided with narrow slips of paper. Sup- pose it is required to multiply i by f . Direct the pupils to divide one of these slips into four equal parts. They will then see what is meant by \. They should then be directed to divide one of these fourths into three equal pieces, and take two of them. The class are then asked how many times they can take two such pieces from the original paper. It will be apparent to them that it would be six times, and that in taking these two pieces out once they take a sixth part of the whole, or that f of J is \. Incorrect Reading of Certain Fractions.— Many teachers and pupils read the fraction ^U, one one-lmndredth ; the fraction y| o, two one-Jnmdredths ; and in the same way -x'U, too, etc. The incorrectness of this may be shown by writing the fraction x^o twice on the board, and in another place the fraction tutj- Pointing to theiirst two, the teacher may ask, "What are these?" The pupils must logically say "Two one- hundredths." When the teacher points to the other fraction, the class must answer "Two-hundredths." An Aid in Learning to Read Decimals.— Often n class finds difficulty in remembering the names of tiie places in decimal notation. Confusion is hkely to arise when the number of decimal places is four, five, six, or seven. For instance, the decimal .42606 will Aritemetig. 85 often be read ten-thousandths, instead of hundred- thousandths. The difficulty comes from the pupil being unable to tell at once whether the fifth place is ten-thousandths or hundred-thousandths. A drill upon the following scheme would prevent this. Write this upon the board : 8 Then ask what is the third place, the sixth place, the ninth place. The pupil in replying thousandths, miUionths, bil- lionths, associates in his mind the order third, sixth, ninth place, with the guiding names, thousandths, million ths, billionths. Let the teacher continue his progress by threes thi'ough the places of notation, by asking next what the name of the first place is, what the fom-th, what the seventh. After this let the scholar discover that the hundredths, himdred-thou- sandths, and hundred-millionths places are related to the second i^lace in progression by three. When the pupil sees these relations, question upon the name of the places by calling their numbers until complete mastery is obtained. Development Lesson in Multiplication of Decimals. Teacher. Since we fii'st express, read, add, and sub- 86 SCHOOL DEVICES. tract decimal fractions as integers, bow shall we mul- tiply a decimal fraction by a decimal fraction? Pupil. As integers. T. Multiply, then, one hundred twenty -five thou- sandths by five-tenths. .125 .5 625 .T. "What have you multiplied? P. 125. T. How does 125 compare in value with .125? P. 125 is one thousand times as great as .125. T. How, then, does your product compare with the true product? P. It is one thousand times as great. T. How do you find the true product? P. By dividing 625 by 1,000. T. How do you do this? P. By pointing off three places from the right of the product. .125 T. Do this, and read the result? -^ P. Six hundi-ed twenty -five thousandths. .625 T. By what have you multiplied? P. By 5. T. By what were you required to multiply? P. By .5. T. How does 5 compare in value with .5? P. 5 is ten times as great as .5. T. How, then, does the product .625 compare in value with the true product? ARITHMETIC. 87 P. It is ten times as great. T. How do you find the true product? P. By dividing .0:35 by 10. -125 T. Do this, and read the result. P. Six hundred twenty-five ten thousandths. .0625 Solve several examples in the same way, and then lead the class to infer the rule. « Drill for Percentage.— In order to show how all fractions can he changed into per-cents, draw four per- pendicular lines on the board, and in the first column write a common fraction ; in the next the same value written as hundredths, and in the last the same as per cent. Thus : I. Fraction. As hundredths. As per-cents. i 50 hundredths .50 * 33i .33^ Write a number of common fractions and let the pu- pil fill out the other two columns. Give Frequently Examples in Words instead of Figures.— In giving original examples, let them frequently be given in words, not figures. The arith- metical questions which arise in actual life are not in the shape of figures, but we translate them into these from our usual form of speech. Therefore, examples given in the forni of words are much easier to solve, because more natui*al. Aids in I nterest.^An easy way to state fractions of a month, provided the number of days is divisible by 3, is by placing them in the form of tenths, thus : 88 SCHOOL DEVICES. 3 days = .1 month; 6 days = .2; 9 days = .3; 12 days = .4; 15 days = .5; 18 days = .6; 21 days = .7; 24 days = .8; 27 days = .9. Two months and eighteen days woidd be written thus: 2.0 months. It is worth remembering that from any day of any month to the same day of the following month, there are as many days as in the first-mentioned month. Number of the Month.— It is necessai-y for work- ing problems in interest that the pupil be able to tell instantly the number of each month in the year. Too many teachers pass this matter without giving it any attention. A little drill upon the following scheme will make pupils confident of the number, instead of having to count, as many are obliged to do. Write the abbreviations of the months in order upon the board, num.bering them. At once it will be seen that March, the first month of spring, is the third month; that June, the first of the summer months, is the sixth; that September, the first of the autumn months, is the i^inth ; that December-, the first of the winter months, is the twelfth. With these firmly fixed, the number of any other montli is told instantly. For instance, May is the fifth mouth, being immedi- ately before June, the sixth. It is peihaps well to add in this place that it is just as important the pupil should know the number of days in each month. Do not teach that old quatrain "Thirty days hath Sep- tember," etc., for the pupil will rely upon it at first, and is afterwards never able to get rid of it. Every one knows the number of days in February. Then all the other months have thirty-one days except four. All, then, that mod be done is to drill thor- ABITELMETIG. ' 89 oughly that April, June, September, and November are the months having thirty days each. Form for Partial Payments.— Where a number of payments are given, the whole work will be pre- served and the operation made plain to the student if the work is stated as shown below. The dates are all placed one above the other in proper order, with the earliest date at the bottom. Subtract this last date from the next above and place the result below the line. Subtract this last date from the one next above it, and place the number of years, months, etc., below the first number of years and months, and so on for all the dates, connecting each date with its own re- sultmg years, months, and days by a dotted line. At the right may be placed the interest of $1 for the given time, and at the right of the dates may be placed the payments. The annexed work will show what is meant. 1878—10—23 1876— 2—3 I 25. 1873— 4— 5 $200. 1872— 1— 1 $100. 1868 6— 5 3— 6-26.... 214^. 1— 3- 4....075|. 2— 9— 27.... 1691. 2— 8-21.... 163i. To Insure Thorough Understanding of Cube Root. — In teaching cube root by blocks— and in this connection it is well to remind teachers that in this subject blocks should be used if possible, as in no other way can the work be made equally clear — send 90 SCHOOL DEVICES. the pupil to the board to extract the cube root of a number, and, when he has found the root, direct him to explain, illustrating each step with the blocks as he proceeds. Be sure that the pupil handles the blocks as he explams. In tliis way it is possible to see if he is familiar with each step of the work. Read chapter xi. Fitch's " Lectiu-es on Teaching." PERSONAL SUGGESTIONS. 91 CHAPTER VI. PERSONAL SVGGE8T10N8. Preparation of "Work Criticism The Language of the Teacher Points Relative to Recitations Creating Doubt On Explanation Using a New Word Questioning A Mistake Often Unrecognized A Cau- tion Expostulation Don 'ts. Preparation of Work.— A cei^tain amount of preparation for each lesson is an absolute necessity. The general plan and arrangement of the subject must be made beforehand, in order to gain the full value of the lesson, for there is not time to decide on the spur of the moment the most important parts, or how they shall be presented. In every recitation, the two principal points to which tlie attention should be directed are the calling-up of that previously learned (review), and the impai"ting of new knowledge (advance work). In doing this, the teacher will find it most profitable to take up that part of the review most intimately connected with the advance work, thus leading the pupil on logically from one truth to another. In a thoughtful prepara- tion of a subject, these questions naturally arise: 92 SCHOOL DEVIOm. What portion of the review work leads most easily into the advance work? What parts of the advance work slaall be brought into the greatest prominence? What questions shall be asked, and how comprehensive an answer required? In what way and to what extent may the blackboard be used? What amount of time shall be devoted to each division of the work? Many minor points can also be introduced, which will in- crease the interest in the subject and make the recita- tions spirited. Without such a preparation, all efforts in teaching will be rambling and, in great part, point- less. Eead the chapter, The Practice or Art of Education, in Payne's "Lectures on Education." Criticism. — The folloAving points of criticism are introduced to aid teachers in criticising their own or others' work. It must prove of benefit to a teacher to ask himself, seriously, "Have I zeal and anima- tion in my manner of conducting a recitation ? Have I sympathy and interest in those who are under my cai-e? Is my plan logical and my matter correct?" I. Manner. 1. Animation. 2. Variety. 3. Expression of sympathy and interest. II. Teaching. 1. Correctness of matter taught. 2. Thoroughness. 3. Emphasis on important points. 4. Rapidity. 5. Conciseness. 6. Variety, frequency, and emphasis in drill. PERSONAL SUGGESTIONS. 93 in. Order. 1. Attention gained and maintained. 2. Prompt and cheerful obedience. 3. Quietness, steadiness, and interest with which scholars work. The Language of the Teacher.— It is of the greatest importance that one who is to give instruc- tion should make such use of language as will con- vey the exact meaning intended, without a jiossibility of misconception. The unwise choice of a word often acts like a misplaced switch at a railroad centre, — the thinker is thrown off on the wrong track. It is no defence for the teacher to say that his powers of ex- pression are not good ; it makes him only a confessedly poor teacher, since the essential difference between good and poor teaching is the ability, or inability, to make ideas clear to the mind of the pupil. By the careless use of words, ideas wholly different from those intended to be conveyed, may become fixed in the scholar's mind, that will never be eradicated. Precision can he acquired by the dihgent study of synonymes, and by a constant effort on the part of the teacher to make his words express the exact idea in- tended ; and to do this he must train himself to habits of exact thought. If the thought does not stand out, sharply defined, in one's own mmd, it is idle to exi^ect it to be clearly seen by others. Points Relative to Recitations.— There is far too. mucli machine work in the way some teachers "hear a lesson." It is not enough that one should listen to that which has been prepared, assign an advance 94 SCHOOL DEVICES. lesson, and then dismiss the class. When a recita- tion is regarded by the teacher in this hght, the pupils will naturally and surely come to regard the lesson as a task ; and when this occurs, interest will fail. There are a number of points that shoidd be con- sidered in eveiy recitation : 1. The pui^iis' powers of observation should be brought into prominence. 2. They should bo taught to reason out that which is dif- ficult. 3. They shoidd be taught to recall that which has been prepared before, bearing upon the same subject. 4. An easy, graceful mode of expressing ideas should be cultivated. 5. The pupils should be aided as much as possible in acquiring confidence and an easy manner of reciting. G. The teacher must give some positive knowledge, supplementary to that con- tained in the lesson. Text-books should be used merely as suggestions for lessons. Other points to be considered are these : The hearing of the lesson, m order to see how much of it the pupil comprehends. Explaining that which the pupil is not able to comprehend. Drilhng on the review to fix in mind that which has already been learned. The assignment of the next lesson. Some time should be spent in looking over the advance lesson, and in suggesting ways by which the pupils can avoid difficulties and arrive at the correct results most easily ; but in doing this, do not give too much help. The teacher's province is to direct and suggest ways and means. Creating Doubt.— In calling the attention of pu- pils to a mispronounced word, give the correct pro- nvmciation and stop there. Do not say, for instance. PERSONAL SUGGESTIONS. 95 "This word is pronounced franchlz — not franchiz;" for this eventually leads to doubt as to which is cor- rect. There are scores of other ways in which a teacher, unless careful, will destroy the permanency of impressions, by leaving in the mmd some accomj)ani- ment that at last will simply create doubt. On Explanation.— In explaining a fact to a pupil, it is important that the teacher be first thoroughly familiar with it himself. He cannot make a point clearer to another than it is to his own mind. He should also consider the ability of the pupils before him. With some it is necessary to use much more careful explanation than with others; therefore, to reach the intelligence of all, make the idea simple, clear, and to the point. The teacher, however, should not use such language as will imply that ho regards Mmself talking to inferior intellects. Acts of conde- scension on the part of the teacher will surely be re- sented, as they should be. A figurative illustration should be used only when it makes the thought clearer; and all novel forms of expression, or odd ways of putting things, shoidd be used with care, as they may hide the thought intended to be conveyed. Using a New Word.— When a teacher uses a new word in his work, he should write that word upon the board, so that its form may come to the eye just after the sound reaches the ear. In this way the student will associate the correct pronunciation with the proper fonn of the word. Questioning. — Particular attention should be 96 SCHOOL DEVICES. given by a teacher to his manner of stating questions. The points to be aimed at are : First, clearness ; — the pupil has a right to demand this. Second, such a statement of the question as will not suggest the an- swer. Third, a question should not be asked in this way: "The Scotch came into the northern part of ?" Ansicer. "England.' Nor thus: "Is it ? or is it ?" The pupil very quickly learns to read the correct answer in the manner or tone of voice used by his instructor. It is hardly necessary to add that good English should be used in the statement of a question. In asking for a definition of the planets, for instance, it is a defect to say, "The planets are what?" Or, in chemistrj', " A molecule is what?" A Mistake Often Unrecognized.— The word Louisiana is mispronounced by many teachers who are usually correct in their pronunciation, by giving to the second syllable, which shoidd have the sound of short i, the sound of long e. The reason for the mistake arises from the spelling given by Webster, to indicate the pronunciation, Loo' e-ze-a'-na, printing the second syllable " e" and placing the secondary accent on the first syllable. Now, if the word is pro- nounced with the secondary accent on the first sylla- ble, the second syllable must have the sound of ob- scure "e," which does not differ materially fi'om the short sound of " i. " A Caution.— Henceforth, see if you cannot pro- nounce the word "recess" properly, putting the aq- cent on the last syllable. PERSONAL SUGGESTIONS. 97 Expostulation. — You talked in a high key all day. There was something unpleasant in your work, and you did not knovs^ what it was. What is spoken un- pleasantly is heard unpleasantly, and your pupils felt there was something grating, something unpleasant, in their teacher's work. They could not tell, perhaps, what it was, but, nevertheless, they felt that something was not what it ought to be. It was the high tone of voice that you persisted in using, which has become so fixed a habit with you that you can scarcely break it. Your voice has become rasping, thin, and hard. It wdl take weeks, perhaps months, of persistent ef- fort before you can overcome the habit and keep your voice where it belongs, in low, smooth tones. Don 'ts.— Don't be afraid to say. "I don't know, "or, if necessary, "I was mistaken." If an error has been made, it is both more manly and more pi'ofitable to ac- knowledge it. You are setting a bad example and lowering yourself in the estimation of your pupils if you persist in maintaining that which you see is false. Teachers are too loath to confess ignorance on any sub- ject that may be brought up by the pupils. A teacher cannot be expected to be informed on all subjects, and it is better to admit that you do not know than to give, at a venture, a reply that may be misleading. Don't get into the way of using the index finger in gesture, as many teachers do. It is neither graceful nor forceful. When a pupU has given an incorrect answer, do not shake the head and say No, no, but quietly ask the question of another. In your illustrations and talks, quote nothing, 7 98 SCHOOL DEVICES. through temptation to say something amusing, that does not fit accurately and logically your topic. Don't talk over school matters with every one you meet. They will perhaps talk to you about former teachers, and your part of the conversation may be misconstrued and enlarged upon. A teacher must be discreet. Especially do not make complaints. Do not criticise your predecessor's work, or the condition in which you find the school. He probably left friends, and of these you will thus make enemies. Speak kindly of those who were before you, or do not speak of them at all. If it is necessary to make complaints, let them be made to the proper school officers. Your school will be more successful if it is the subject of but little comment. Do not say, when hearing a recitation, "Go on, " Go ahead," " Proceed," etc. It is far better to set an example of courtesy to your pupils by saying, ' ' Con- tinue, Mary," or "Continue, John." Do not scold. After the novelty has worn off, your sharp speeches will cease to be effective. Moreover, the most forcible language is that which is delivered calmly and dispassionately. Gentlemanly and lady- like bearing toward pupils on the part of teachers is almost sure to win a like return. Treat your pupils as equals.— Nothing will bring them up to your own level as quickly as this. Make your pupils self-respectful by showing respect to them. Don't worry. Make a vigorous effort to throw aside all care when school closes. Eemember that nothing is to be gained, but much lost, by carrying through the twenty -four hours the burdens that should come PEE80NAL SUGGESTIONS. 99 only during school hours. If the teacher can enter the schoolroom fresh each morning, the battle is half won at the beginning. Don't be more ready to criticise than to commend. Factious criticism will cause pupils to think that noth- iiig they can do will he just right in the teacher's eyes, and they will soon cease trying to excel. A few words of commendation wiU often prove a great incentive to effort. Do not make any sudden or radical change in your manner of conducting a recitation, or in the discijDline of your school. If you have decided to make a change, do it gradually. Do not get into the habit of making apologies. Be careful that the occasion does not arise where an apol- ogy by the teacher is needed. It is natural that a teacher, dealing with minds less informed than his own, should gradually come to feel above the general level of humanity. Don't allow yourself to become conceited by reason of your sur- roundings. 100 SCHOOL DEVICES, CHAPTER VII. SCHOOLROOM SUGGESTIONS. Beginning School Putting Back A Few Suggestions Upon Discipline Punishments A Problem Tardi- ness Rest Periods Ventihition Lighting School Gymnastics Information To Give an Idea how to Compare Dull Recitations Alternating Stud- ies Quiet Periods Division of Class Plan for Get- ting Answers from each Pupil of a Large Class A School Diary Time Given for Questioning Original Exam- ples and Illustrations Repetition Necessity of Re- views Graphic Examinations The Value of an Object Error-box Quotations Questioning Pupils to Keep a Note-book Bulletin-board Reporting Exer- cises A Test of Quick Observation Debating Club Schoolroom Decoration Suggestions About Recep- tions Closing Exercises. Beginning School. — Be at the schoolroom eai'ly. On the morning of the first day be the first one there, and, m general, the teacher should be present when the room is opened. A spirit of lawlessness is apt to arise among pupils left without restraint, which may ex- tend beyond the opening of the session. Begin promptly. Scholars cannot be expected to be prompt in their attendance if the teacher does not set SCHOOLROOM SUGGESTIONS. 101 the example. Care in having all things move by "clock-work" is not lost in its general effect on a school. Say but little when opening your school. Especially do not lay down a great number of rules— these can be made as occasion demands. Do not boast of what you can do, or of what you intend to do. Children are keen to detect boastfulness and to discredit those who make use of it. Take the names as the classes are called. This will save much confusion and loss of time. If, however, the teacher desires all the names at the opening of the session, blank slips should be distributed, on which the pupil may write his name and the classes he jDroposes to enter. Set all the pupils to work as soon as possible. Idle- ness is the precursor of mischief, and this on the first day means continual trouble. If the classes cannot be formed at once, give those who are waiting some re- view work, or tell them a short story and ask them to write it out on their slates or on paper. Make out an Order of Exercises for your own use be- fore opening the school. Even though it be your first term in the school, you can find out from the pupils or school officers what classes are to be formed. You can thus intelligently organize the school. Show no sign of indecision. Pupils are quick to no- tice this, and make their estimate of jour character accordingly. Hesitation is confessed weakness. On the second day have a permanent Order of Exer- cises made out and posted. Uncertainty in regard to the time of their recitations demoralizes the pupils and delays tlie actual commencement of work. 102 SCHOOL DEVICES. Putting Back.— It is a mistake to put cliUdren back in their studies. It has a disheartening effect, and it can easily be seen at what a disadvantage a child is placed who has lost interest in a study. There is no necessity for putting back. The fundamental prin- ciples of any study can be taught in one place as well as in another. If a child in percentage stmnbles over his fractions, give him extra help and make that subject clear to hun. If your pupils in an advanced grade cannot write a simple sentence correctly, put them into rhetoric and take up sontence-wi'iting. If they are in the Fourth Reader when they should be in the Second, don't discourage them by putting them back into the Second Reader, but get some simple story- books or bright story-papers and let the reading les- son be from those. The best " putting back" is when the pupil himself perceives his deficiency and feels the need of simpler work ; but the teacher should ex- ercise tact in bringing about this condition of mind. A Few Suggestions Upon Discipline.— It is hard to write it, but cases of truancy, fighting, vul- garity, profanity, and stealing do occur in many schools. In cases of truancy, communicate with the parents at once ; reason with the pupil, and as a last resort call on the truant officer or constable. For untruthfulness, let the pupil feel what it is to have others lose confidence in him. Often it will be well to let him realize this loss of confidence a long time. In cases of fighting, keep the pupil in at recesses, giving him his recess after the others ; oblige him to come into the schoolroom as soon as he como::! upon 8CH00LB00M SUGGESTIONS. 103 the ground, morning and noon, and keep him after school until others have gone home. For profanity and vulgarity, separate the pupil en- tirely from others, and suspend for second offence. Steahng may be pretty effectually dealt with by sus- pension, apology, and restoration of the stolen article. Impertinence and disrespect to the teacher, providing the teacher has not brought it on, should be apologized for in presence of those before whom the act was com- mitted. Punishments.— The nearer you can reduce punish- ments to a minimum the better. Occasions sometimes arise, however, when some foiTn of punishment seems necessary ; but in inflicting this be careful not to in- jure the pupil's self-respect. Personal indignities or torture should never be used, and any form of ridicule should be used sparingly. The pupil should never be made to feel that he is punished by his teacher through any vindictive feeling. Threats of punishment should not be made. Act i)romptly when occasion demands, but do not talk about v»diat you ivill do. It seems hardly necessary to add that study should never be used as a means of punishment. A Problem. — Many teachers have found that the root of all evil in teaching is whispering, and it is a problem with most teachers how to suppress it. A word or two of communication that arises from mere forgetfulness should not be looked upon as a se- rious evil ; but wilful whispering is a demorahzing factor in a school and shoidd be suppressed at once. Some teachers have found that caUing for a report at the close 104 SCHOOL DEVICES. of the session from those who have broken the rule has the effect of diminishing the annoyance. It is wise to meet the matter squarely. Show the pupils that dis- order of any kind hinders the progress of the school ; that whispering is a disorder, and that whispering in the presence of others is a rudeness that would not be tolerated in their homes, and that good manners are as essential in the schoolroom as elsewhere. Much of the necessity for communication can be avoided by al- lowing a moment or two at the opening of the session for each one to obtain any article that has been for- gotten. Do not be continually talking upon this sub- ject to the school. Disorder of any kind is usually attributable to but few. Treat these privately. The eifect on them and on yom* school will be better for such a course. Tardiness. — Much confusion and annoyance re- sult from the late entrance of a few pupils at the morning or afternoon opening. From the numerous plans for securing xjrompt attendance given below, the teacher may find something that will suit his case. (a) In the first place, the teacher should never be late himself. He should be present some time before the opening, and give to each one coming in a pleasant greeting. (b) In cold weather be sure that the voova is warm enough, at least fifteen minutes before the opening. Don't compel the pupils to be late in order to find a warm room. (c) For five or ten minutes after roll-call some teachers have an object lesson in science, bringhig in objects upon which to talk to the scholars, as leaves SGHOOLnOOM SUGGESTIONS. 105 or grasses, rocks, mosses, etc. If this is made attrac- tive, the pupils will try not to miss it, ! {d) Tickets may be given small pupils for each day's punctual attendance — a certain number of these tick- ets entitling the possessor to an earlier dismissal on Friday afternoon, (e) Pupils may be kept after school the same length of time they lost at the opening of the session. Have the last bell rung five minutes before the open- ing of school, that sufficient warning may be given. Some teachers have a portion of space reserved on a blackboard near the entrance door on which is writ- ten the word "Tardiness." Pupils coming in late are required to write their names beneath this word, together with the time of entrance, as 9 :10, 9 :15, etc. , and make up the time at the close of the session. They erase their names before leaving. Other teachers require pupils entering late to write their names on a card or slip of paper, with the time of entrance, and leave it at the desk. Report of these cards is made to the i^ai'ents at the end of the month. Another plan is to grant a holiday to the whole school on the first Monday of each mouth, provided there has been no instance of tardiness during the pre- ceding month. Under such circumstances each pupil is unwilling to be the one to deprive all the others of a holiday. Pupils who are thoroughly interested in school-work will seldom be late, but there are always some who appear five or ten minutes after the opening of the session. A special effort must be made to bring these in on time ; for the intei-ruption of late entrances de- moralizes the school at the start. It may be that 106 SCHOOL DEVICES. pupils come late to avoid the dulness of tlie opening exercises. A long roll-call, and the reading of Scriptui-e not readily understood by youthful minds, may be of this nature. Make the morning exercises so bright and cheerful that to miss them will be felt a loss. Let the Scriptui-e readmg be short but appropriate; and let it be preceded and followed by music, if possible. Do away with the roll-call, and mark absences in your register while the pupils are studying. Some teachers have a "Tardy Fi-iday." On that day all who have not been tardy during the term up to that time are dismissed an hour earlier than the others. All who have been tardy are required to re- main. Another device for securing punctuality is to spend the first fifteen minutes at the opening of the session in talking about something that is transpiring in the world at the time. The teacher asks a question in re- gard to some notable public event ; if no one can an- swer it, the question is repeated the next morning, and a lively curiosity is excited. The pupils ask parents and friends, who in turn become interested, and the question is discussed in the family circle. Soon the answers begin to come in ; clippings from papers and books are brought and the question is discussed. In this way, th& first few moments are made so interest- ing that no one wishes to lose them. Teachers may find it advantageous to make personal visits to the parents in regard to the matter. If the co-operation of the parents can be secured, there will be very little tardiness. Yet another way to secure punctuality is to read for a few moments each morning a few pages in a con- SCHOOLUOOM SUGGESTIONS. 107 tinued story. By the last-named device, two things will be gained, —attendance may be secured, and a taste for good reading cultivated in the i>upi]. After all, the most efficient plan to pi-event or di- minish tardiness is to arouse the pride of the scholars in making the school successful, and this will prove a great factor for good in many other directions. In graded schools competition can be aroused between different rooms, each trying to have the best record in punctuality and attendance. Rest Periods. — When your pupUs appear tired and dull, throw open the windows and have a breath- ing exercise. Good work cannot be done in a school- room where the air is impure from insufficient venti- lation. Teachers are inclined to overlook the physical welfare of their pui:)ils. They should never forget that to have a sound mind, one must have a sound body in which it may dwell. The seeds of disease are far too often implanted in the bodies of delicate pupils by the over-heated and impure air of the schoolroom. In these exercises gi-eat care should be taken never to in- hale or exhale suddenly. Nor should the pupils prac- tise holding the breath for any considei'able length of time. 1. Place the hands on the hips ; draw a long breath ; expel the air slowly. Eepeat twice. 2. Draw in a long breath. Send the hands straight up in the air ; bring them back to the shoulders. Expel slowly. Ee- peat twice. 3. Draw a long breath. Draw the body backward from the waist ; bring it back again. Ex- pel slowly. Eepeat twice. 4. Draw a long breath. Bend the body forward from the waist ; return to an 108 SCHOOL DEVICES. erect position and expel the breath slowly. Repeat twice. 5. Draw a long breath ; bend the body to the right ; return to an erect position. Expel the breath slowly. Repeat twice. 6. The same, bending the body to the left. 7. Draw in a long breath ; stretch out the arms horizontally ; return to the shoulders. Expel slowly. Repeat twice. Let these exercises occur at the middle of a session, or whenever there seems to be a need of them. Do not let them degenerate into disorder ; if any persist in making play of it, let them take their fresh air out- side the schoolroom. Ventilation. — Have a board fitted to slide between vertical cleats fastened to the window-casings, a few inches from the sash. Tliis device gives an upward inflection to the cold air as it enters, causing it to be- come gradually diffused throughout the room, with- out being felt as a draught by the pupils. If ventilation must be sought by opening the windows, do not open those on the windward side, as this would cause a di'aught directly upon the pupils, and would not prove as beneficial in freeing the room of impure au* as though the opposite windows were opened, when the air in the room would gently pass out to join the cur- rent outside. If possible, the air should be admitted to the schooh'oom near the floor and allowed to pass out at the ceiling, but the air admitted should be warm, or rendered warm before it is breathed. To do this in many buildings containing but one room, is a simple matter. Let tlie air be admitted through an opening directly beneath the stove. This may be brought about by having a wooden flue leading from an open- SCHOOLROOM SUGGESTIONS. 109 ing in the foundation wall to the opening beneath the stove, which may be closed at either end by a shding- door, when the draught is too strong. The air as it enters will thus be warmed. Openings should also be made in the ceiling to allow the impure air to pass out. Many teachers have narrow strips of boards made the same length as the width of the window. These are placed under the lower sash, when an air-passage is formed between the upper and lower sash, and m such a way as to avoid a direct draught. As a last suggestion, remember that the lassitude and lack of interest so often noticed in schoolrooms is due, in a great measure, to the impure state of the air. The present success of a school and the future health of pupils depend in no small degree upon the kind of air they breathe in the schoolroom. Lighting. — The light in a schoolroom should al- ways enter the room at the sides or in the rear: pupils should not sit facing a window. If there is such an abomination in your room, place a dark curtain over it. When it is necessary to use gas or lamps, the same care should be used. Never allow the hght to shine directly in the faces of the pupils. The walls of a schoolroom should not be so white as to reflect a daz- zling light into the eyes. If this is the case, they may be cheaply tinted drab or fawn color. ScFnool Gymnastics.— A few moments spent each day in brisk and orderly gymnastic work will be found to pay, both in driving away weariness and dulness, and also in the development of the growing bodies of 110 SCHOOL DEVICES. the pupils. It is particularly important that these ex- ercises be conducted according to some definite plan •which experience has found best for accomplishing the purposes desired. Much more precision and interest will be attained if music can be provided to accompany the exercise. If a piano or organ is not practicable, a drum beaten in time will be found a good substitute. Many of the scholars, through a feeling of awkward- ness, will ask to be excused. This trouble may be obviated by commencing with exercises for the hands and arms, which can be practised while sitting. After a little, all will be ready for the standing exei'cises. If dumb-beUs cannot be obtained, small bits of wood, four inches long and an inch in diameter, should be grasped tightly in the hands. If possible use dumb- bells, as even their slight weight requires a certain bracing of the body which calls into action nearly all the muscles. Do not allow any exercises except such as are known to be beneficial, for ill-advised action of the muscles or overtaxing does more harm than good. The following exercises will be found practical and easy of accomplishment : For the Hands, Wrists, and Arms. — 1. Open and shut the hands vigorously ten times; then a pause, marked by the music, followed by the same exercise twice repeated. 2. Place the hands palms downward on the desk, raise them from the wrist only, ten times; pause, marked as before, and two repetitions. 3. Elbows resting on the desk, hands turned on the sides. Eaise the hands as high as possible ten times; pause, and repeat twice. SGHOOLBOOM 8UGGESTI0W8. Ill 4. Arms held out straiglit before the body, bring the hands to the shoulders ten times ; pause, and repeat. For the Chest and Back.—l. Let the hands meet over the head, both pahns forward ; bring them down in the same plane to the side of the body, holding the shoulders rigidly back ; repeat ten times. 2. Raise the arms up over the head, bend the body till the hands nearly touch the feet, bring the body to an erect position again with the arms raised as be- fore, and repeat five times ; pause, and repeat once. 3. Grasping the dumb-bells, or sticks, raise the hands as far as possible above the head, and return to the shoulders ten times; keeping the head thrown back, so that the eyes are gazing directly at the ceiling. For the Loiver Limbs. — 1. Standing erect with the hands upon the hips, raise the whole body on tip-toe ten times ; pause, and repeat once. 2. Standing erect with the hands upon the hips, lower the body by bending the knees and then imme- diately rise to an erect position again ; repeat five times, pause, and repeat once. 3. StaTiding erect with the hands upon the hips, bend the body side wise to the right in the form of a bow, then to the left in the same manner; repeat ten times, pause, and repeat twice. The teacher should use his own judgment as to the amoimt of these exercises which will be profitable for his pupils to take. If the pupils are very young, or not accustomed to exercising, a few motions of each kind only should be taken at first, gradually increasing the amount. It is much better to take cifeiv of each than to spend the whole time on one or two motions, as it is important that all the muscles of the body be brought 112 SCHOOL DEVICES. into action, to produce a harmonious development. Plenty of fresli air sjiould be allowed in the room dur- ing this exercise. Have the room cool and the chil- dren will not become heated and made liable to receive a cold. Insist strongly that all stand erect and keep the shoulders back, that the lungs may have a chance to expand. Information. — Once a week the teacher may take a half-hour to question the school upon points of gen- eral information. When the questions can be answered by any one of the pupils, let the answers be obtained in this way; when all are in ignorance of the answer, the teacher should give the information, enlarging on topics of the most concern. In this way the pupils will be interested and will also secure much valuable knowledge. Questions will readily occur to the teacher —a few only bemg given below : 1. What is the source of alcohol? How does it de- range the action of the bodily functions? (Teacher should enlarge upon the destructive effect upon the brain, stomach, heart, kidneys, and the ii'ill-poimr of the user.) 2. Does the U. S. receive any income from the Ter- ritory of Alaska, and what is the form of government there? 3. What State, or Territory, produces the greatest amount of gold next to California? What other States produce gold? Hoav is gold mined? 4. To what extent has the central portion of Africa been explored, and by whom? 5. What is the difference between our own form of SCHOOLROOM SUGGESTIONS. 113 government and that of other countries, as England, G-ermany, etc.? 6. How old must a man be before ho can be a Sena- tor, a Representative, or President of the United States? To Give an Idea How to Compare.— To culti- vate the habit of close observation, let the teacher take two pieces of money (a penny and a dime will answei*), aild, holding them up before the class, ask the pupils to tell wherein they are alike. They will say that they are both round, metals, engraved, coins, etc. Write all these answers on one part of the board. Then ask the pupils to mention the points wherein they differ. They will say that they differ in size, thickness, color, in the characters engraved on them; that they are made of different metals ; that their edges differ, etc. Write these answers upon another part of the board. Then ask for a word that wiU express the points in which they are similar. They will soon hit upon the word "Likenesses," and upon "Differences" for the points in which the coins are dissimilar. Such a device may be used with great profit in be- ginning Botany, and in any other study where com- parison is a basis of procedm'e. Read ch. iv., part i., sec. vi., Tate's "Philosophy of Education." Dull Recitations. — It is the most difficult thing in the world for the average teacher to see when his class is tired, and when he has tired it. Time and time again sucli^ thing happens, but still he goes on— still he continues to tire his class. Yet all the while he is conscious there is a di-ag. But the drag occurs day 114 SCHOOL DEVICES. after day. "How should he avoid it," does one ask? Stop, the moment the recitation begins to drag. If the time allotted is thirty five minutes and the lesson begins to di'ag after twenty-five, stoj) at once, and dismiss the class. What would be the result? In the first place, the teacher would gain in power and fresh- ness for his class, and upon himself the result would be that he would make a preparation which would last through the time and sustain the interest of his class. Alternating Studies. -Do not attempt to hear daily recitations in everything, if your school is a large one, but alternate the studies of the more advanced pupils. Quiet Periods. — In some schools this plan would have a good effect. The teacher finding there is noise and restlessness, stops work, and says, "Now let us take ten minutes of hard study. We must have the room perfectly quiet. Let me see how many can keep steadily and quietly studying for the ten minutes." If the effect is not dissipated by the teacher, the influence of such a period will be felt in the quiet on-going of school. Division of Class. — It is sometimes convenient to divide a class into two, three, four, or more sections. There are several ways in which to accomplish this quickly and impartially. 1. Let the class number as they are seated ; a division may then be made of odd and even numbers. 3. Call off promiscuous numbers and keep account of them on paper. SCHOOLROOM SUGGESTIONS. 115 The device of assigning a number to each pupil may be made to furnish a separate example for each mem- ber of the class. Suppose, for instance, the class is working in notation and numeration, the teacher may say, "Put down your own number, prefix to it two ciphers and a six, and annex a nine, two ciphers, and your own number; point off and be ready to read." No. 18 would then read 6,001,890,018. No 11 would have an entirely different number— 6,001,190,011— and likewise the rest. The same device can be used m fractions, compound numbers, percentage, etc. Plan for Getting Answers from each Pupil of a Large Class. — Where classes are large, and it is desired that all take part in the recitation, adopt the following plan: Give out a certain number of ques- tions, and ask all the members of the class to write them on slates or paper. Let each one then write the answers below the several questions. Call upon some one to read the first question and its answer. If cor- rect, ask all who have a similar answer to i-aise hands. If incorrect, call for correction. Go through the whole list of questions in this way. A School Diary.— The teacher, having procured a suitable blank -book, may allow the school to vote for a secretary each week, who will write up each day the events of that day. To give the secretary some importance, a small badge may be provided. Time Given for Questioning.— Have a certain time in your recitation work when the pupils can ask 116 SCHOOL DEVICES. questions on the day's lesson, or on any of the work gone over, which may stiU be troubling them. Original Examples and Illustrations. — Let pupils bring in original examples in each subject as they pass along. These may be distributed among the members of the class for solution, to be reported on the following day. Repetition.— A gr6at part of the benefit of some teachers' work is lost through lack of repetition. This occurs most often in teaching small children Ideas can only be firmly implanted in their minds by con- tinual repetifeon. The same is true, though perhaps to a less extent, with the majority of older pupils. To secure the best results, review ; and after this review. Necessity of Reviews.— In order to fix the facts acquired firmly in the mind, frequent reviews are in- valuable. Sometimes a written reproduction of past work should be demanded, and sometimes an oral re- production. The teacher may make a brief restate- ment of the chief points in the work after the scholars have finished. It is also important that each recitation shovild begin with a short review of the one preceding it. It will occasionally be found well to divide the class into two parts, and allow a pupil on one side to question any one upon the other side, but on the condi- tion that the one putting the question shall be fully able to answer the question liimself. It is also of value to set apart a time when each one may ask any ques- SCHOOLROOM SU0GESTI0N8. 117 tion that has puzzled him in his work; but indiscrim- inater- questionings should not he allowed. In reviews, write your questions on blank cards, and let the student write his answers on the board, and encourage the class to criticise what is wrong. When there is a large amount of instruction, both oral and written reviews are a necessity. Pujiils should rise and read their written reproductions, or recite the same orally ; they should follow an orderly plan and a logical outline. In order that they may do this, the teacher must first have done it. The pupil takes his cue from his instructor, hence the teacher's lesson should be carefully wrought out. Read sec. xv., ch. iv., Tate's "Philosophy of Education." Graphic Examinations. — In holding an examina- tion of this sort, ask only such questions as can be answered by figures on the board. For instance, in physiology, a great nimiber of questions on the struc- ture of the heart can be answered by a drawing of that organ upon the board. Questions in geography can be answered by maps, drawn on the boards, showing cities, mountains, rivers, capes, etc. In almost aU studies, questions can be asked, admitting graphic answei'S upon the board. Such nn examination is sure to be a thorough test of familiarity with the subject. The Value of an Object.— Many teachers will keep referring to the size of a brick, and yet never think to bring one into the schoolroom. Fetch one to school with you, and direct pupils to measure it. A bird in the hand will teach a child more about or- nithology than a dozen in the bush. 118 SCHOOL DEVICES. Error-box. — Have a box at the desk, and ask the pupils to write out, and place in this all the errors they have noticed in the language which has been used in school during the day. Let each paper be signed by the one writing it. The box may be opened each night before school is dismissed, or at the beginning of school the next day, and the papers read by the teacher, who should ask for hands to be raised for corrections. Quotations. — To develop a taste for literature, take a few moments after the morning exercises, in which the pupils may repeat quotations from various authors. Questioning.— It is of great importance in asking questions of pupils that a logical order be followed. Each question ought to prepare the way for that which follows, and lead to it. Many teachers make a failure because their questions ai-e so worded that the pupil does not see what is meant by them. Others fall into the error of suggesting too much in asking a question. How much benefit can come from such an interroga- tion as this, "You would regard this as an important battle, would you not?" When pupils have become accustomed to the tone and manner of their teacher, unless he is on his guard, they will infer what the answer is from his very tone of voice. To show what is meant by a logical order in ques- tioning, we subjoin a few questions for giving a class an idea of a clause. Practical men are usually diligent. What kind of men are diligent? What word modifies the subject? SCHOOLROOM SUGGESTIONS. 119 In what other form can this sentence be placed with- out changing the sense? Men tvho are practical are usually diligent. What kind of men are dihgent? What word does ivlio are practical modify? To what word in the first form is ivho are practical equivalent. What kind of a modifier is it ? In the clause icho are practical, what is the subject? To whom does ivlio refer ? To what class of pronouns does ii'lio belong? What kind of a clause is this? What is its predicate? To whom does practical refer? What word in the clause dioes practical modify? Read ch. vi., Fitch's " Lectures on Teaching," Pupils to Keep a Note-book.— Advise pupils in the higher classes to keep a note-book and write in it lists of words, commonly misspelled or mispronounced, correctly spelled and pronounced, together with the new words they meet in their reading, with their cor- rect spelling and meaning. The book will thus become a record of the pupil's progress. Bulletin-board. —Have a bulletin-board in the schoolroom or in the hall of the building, on which may be posted notices. Newspaper clippings of stories, news, or humorous anecdotes may be pasted on the board, which will prove a source of interest, quiet amusement, and profit to the pupils. A brief sum- mary of each day's news could be thus posted and the pupUs questioned upon this. Reporting Exercise. — A profitable exercise may be made by asking the pujDUs to make notes of any- 120 SCHOOL DEVICES. thing of interest which falls under their observation and tell it, in their own words, to the class. Make it a vol- untary exercise, and allow it to occupy but a few moments. Encourage the pupils to carry note-books in which they may make notes of things suitable to report. In this way the habit of observation will be cultivated. A Test of Quick Observation.— Try the plan of placing an object before the class, and, after it has been in view for a moment, remove it from sight, and call for an accurate description of it. Begin with simple objects and gradually substitute those which are more difficult. Debating Club.— Where the boys of a school are of sufficient age, it will be a great advantage to them to have a debating society, conducted according to the usual parliamentary I'ules governing such bodies. It is a great loss to boys to pass from school to the duties of life, and not be able, for example, to make, or put, a motion properly. Besides famiharity in the manner of conducting such meetings, the boys would be learning something useful, and acquiring the habit of independent thought— the great object of teaching. The teacher should help organize the club, and should preside at the first few meetings, till the members be- come accustomed to the rules of procedure. Then they should elect one of their own number to preside. A few topics suitable for discussion by young people are given below : Resolved, That the right to vote should be extended to woman. SCHOOLROOM SUGGESTIONS. 121 Resolved, That government aid to education defeats the end sought. Resolved, That the right to vote should be denied those who cannot read and wi'ite. Schoolroom Decoration. —It is not possible for teachers, ordinarily, to go to any great length in the matter of schoolroom decoration, but every one can make an effort in that direction, and the effort will be amply repaid. Every evidence of refinement and taste which can be shown in the room will have a refining influence on the manners of the pupils. If the room is bare, cheerless, and dirty, as too many are, the effect is plainly seen, and an opposite effect is likewise plain- ly seen if the room is clean, bright, and tastefully ar- ranged with pictures, flowers, and a few bright colors scattered about. Good pictures can be procured so cheaply now that there is but little excuse for bare walls. A few cents invested in dye would transform the cheerless white curtains into warm, bright colors. A little effort would transform the dirty and rusty stove into a respectable article of furniture. Teach your pupils to manifest the same neatness in the schoolroom that they would in their own homes. If you can interest the pupils in making the room pleas- ant and keeping it clean and orderly, you will have gained a gi'eat advantage both in the matter of disci- pline, and in the development of a regard for beauty on the part of the scholars. During a large part of the year plants can be kept in the room and nothing makes it more homelike or pleasant. Have shelves arranged at some of the sunny windows, and ask each pupil to bring a plant. 122 SCHOOL DEVICES. Quick-growing vines can be trained about the window casings, and for this purpose perhaps nothing is better than the sweet-jjotato vine. It is only necessary to place a small potato of this variety in a vessel of water when it will begin to grow, and under ordinary circumstances, will increase an inch a day, A great number of these can be arranged about the various Avindows. Let the children take turns in caring for the plants. In all your efforts to beautify the room, avoid every- thing which is out of taste. Cheap colored prints should be shunned. Buy engravings or photographs of pictures that will elevate the taste of the pupils. Some teachers who are not able to secure even a small amount of funds to expend in decoration, cut the large effective wood-engi-avings from Harper'' s Wceldy, and other illustrated papers, and paste these engravings upon pasteboard box-covers, which are thrown aside at every store. Tasteful selection and arrangement of such pictures give the room an air of refinement, and exert an educative influence upon the school. Suggestions about Receptions. — At school re- ceptions it is usually found necessary to have a stage, and this must be of good size, especially if dialogues are to be given. Neither teacher nor school officials should sit upon the stage. Such an exhibition is out of taste. Give special visitors a seat near the stage, but reserve the platform for those who are to take part. The order of proceeding should not be called off by the teacher. Have printed i^rogrammes, if pos- sible, and let each performer go out in his turn with ov/j SCHOOLROOM SUGGESTIONS. 123 ■waiting to be called. In building a platform care should be taken to have it of suflQcient height that those in the rear of the room moy have an unob- structed view. When dialogaies or plays are to be given, a curtain will be found necessary. Have a stout cord stretched tightly across the front of the stage, and from this let the curtain be hung by small rings. It should be divided in the middle— one half sliding each way, and let small cords pass from the last ring in each curtain, at the centre of the stage, to each side of the platform, so that the curtain may be drawn together or apart from the sides of the stage. Closing Exercises. — It is always well to make the closing of a term or year a special occasion, in which the friends of the school may become acquainted with the work done, and an interest created outside the pupils and their parents. This closing exercise will consist partly of a review or examination on the work done ; and, in addition, to give a pleasing variety, some literary work should be presented by the pupils. This need not be of the same character for all, but may vary according to the age and ability of the stu- dent. The most advanced may present something original, either as a discussion of some subject — one speaking in favor and one against it— or as a composi- tion or essay on some timely topic. Good dialogues will always be well received, as will also tableaux. If possible, have music several times during the exercises. This wiU be of interest to visitors, even if it is not elaborate. Use the songs that have been sung in school, during the term. 124 SCHOOL DEVICES. One of the pupils may prepare and read a History of the term, givinpj a brief accomat of all that has oc- curred, together with the work accomi^lished. It is well to have printed programmes, if that is convenient; if not, they may be neatly wi-itten by the scholars. See that visitors are made welcome and courteously shown to seats. Let all such exhibitions be rehearsed again and again. It is only in this way that a successful enter- tainment can be secured. The audience is likely to judge your work by the showing which your pupils make on such occasions. If any one is likely to fail, it is far better to withdraw him till another time, when his part can be more thoroughly committed. OUTSIDE TEE SGEOOLBOOM. 125 CHAPTER VIII. OUTSIDE THE SCHOOLROOM. In Regard to the Parents of Pupils The Noon Recess Teach the ConsteUatious The Judgment of Two is Better than the Judgment of One Another Suggestion for the Noon Intermission A Scrap-box Scrap-hooli. The Parents of Pupils. — The reputation of a school depends, to a great extent, upon the way in which the parents regard it, and their opinion is usu- ally formed by the reports which the children carry home. It is therefore important that nothing be said or done by the teacher which may be misconstrued by the pupils. If it be possible, and it ought to be possi- ble, let each pupil feel that you are truly interested in him. In no other way can you gain such a hold on the pupil, or better arouse the parent's interest in the school. When you meet a parent, if you can honestly do so, do not fail to speak pleasantly of the child. In this way you will gain the good- will o£ the parent, and arouse the self-respect and ambition of the pupi], since he will regard himself as an object of interest to his teacher. Do not fail to invite the parents to visit the school, and when they come make them feel at home, but do not make any change in your usual exercises. Your school is very sure to be successful if you can arouse the parents' interest in your work. 126 SCHOOL DEVICES. The Noon Recess. — In country schools, where the children liv^c at a distance from the school, it is necessary for them to carry a lunch and remain dur- ing the noon hour. In this hour much that is ill-bred, and much that is frequently of a vicious nature, may be learned by them, unless great care be taken to have the hour filled with orderly, harmless amusement. If the teacher also remain during the hour, there is an opportunity to set an example of good-breeding in the manner of eating lunch, and in other ways. Encourage the use of napkins, and a neat appearance and orderly manners. After lunch, music, stories, or interesting games are in order. If the teacher can engage heartily in these, he will gain a firm liold vipon the sympathies of his pupils, and will find his discipline easier in school hours. It may be objected that the necessary work of the school is sufficient tax upon a teacher's strength. But will the teacher not come to the afternoon session in better trim, having occupied the hour thus, than would be possible after enduring the confusion and annoyance of the usual noon intermission ? One rule should be rigidly regarded ; if any pupil is discovered using uuproper language about the schoolroom, he should be removed from school at once. The school- room must be pure and fresh, morally, — this is of far more importance than arithmetic or grammar. Teach the Constellations.— The teacher would add to the interest of his school, and increase the knowledge of his pupils, if on clear evenings he should take them out and teach them the different constella- tions, telhng them at the same time the legends con- i:>ected with each. During the day he could announce OUTSIDE THE SCEOOLEOOM. 127 the constellation that would be seen that evening, and place dots on the board to represent the position of each star in that constella tion . D ots may be m ade la rge to represent the bright stars, and the names of these written out. In this connection, be careful that the names are correctly spelled, and all the words propei'ly pronounced. A mispronunciation taught at this period will, perhaps, be carried through life. A lasting benefit may be secured by such teaching. Some of these boys may become sailors to whom this knowledge will be most necessary. The work of others may compel them to be out of doors at night— on the road, or in the fields, when familiarity with the heavens will be an enduring source of pleasure. Another point to be noticed is the elevation of character that comes when the thoughts are turned up from the dead level of com- mon things to that which is mysterious and grand. The attempt to grasp the immensity of stellar distances can but broaden the mind by the very act. Begin in the latter part of October to teach the con- stellations. Dot upon the board an outline of the Pleiades, and tell in what part of the sky they will be visible at a certain hour. Call attention to the bright- est star in the constellation, Alcyone. It will be found that many a scholar has singled out this little cluster long before hearing of constellations, and has caUed it, improperly, of course, the Little Dipper. Having the Pleiades as a basis, it will be found quite easy to go from this to other groups. Right below the Pleiades, and covering five or six times as much space, will be found, in the shape of a letter V turned on its side, the Hyades, with its bright star Aldebaran. Moving north from each of these constellations, we find Auriga, 128 SCHOOL DEVICES. its bright star Capella, In the west-northwest may be found Lyra, with its bright star Vega, an easy con stellation to outline and to find. Eeturning to the eastern sky, under tlie Hyades, is to be seen that large and beautiful constellation Orion, scattering a star- twilight all about it. Under Auriga in the latter part of November, at nine o'clock, will be found the con- stellation of the Twins, Castor and Pollux forming its bright stars. In January, the Dipper and its pointers can be searched out, and at the same time Polaris, or the pole- star. Cassiopeia is on the opposite side of the pole from the Great Bear, at nearly the same distance. Tliis constellation can be readily recognized from its three or four bright stars, disposed in a line broken into pieces at riglit angles to each other. The teacher should consult a star map, which can be found in any text-book upon Astronomy. If he know nothing of that subject, he can easily gain the little information necessary to direct his pupils in their search for the constellations. "We are urging that only the marked constellations be tauglit, and we complete this topic by naming the rest of these : The Great Dog, the Little Dog, Leo, Virgo, Bootes (the Bear-driver), Hercules, Job's Cofiin. The Judgment of Two is Better than the Judgment of One. — Whenever a teacher has an unusual case of discii^line, it is best to consult the trustees or the parents before taking action. Another Suggestion for the Noon Intermis- sion. — If the teacher own a microscope, much enter- OUTSIDE TEE SCHOOLROOM. 129 tainment can be given pupils on days when the weather is unfit for them to be out of doors. Various small objects viewed under the microscope Avill afford much pleasure and matter for conversation. If the teacher have not mounted slides, he can find enough all about him to exhibit. Parts of insects placed on the shde, grains of pollen dust from different flowers, etc. We add one suggestion not generally known. Cut off a piece of the Deutzia leaf, and also a piece of the calyx of the flower, and place them under the microscope. Beautiful stars of different shapes wUl be seen — six- pointed on the calyx and four-pointed on the leaf. There are two varieties of the Deutzia, the dwarf and the high, each variety possessing stars of different shape. A Scrap-box. — A convenient receptacle for the preservation of newspaper clippings can be made in the following way : Take old envelopes of a uniform size— 3i X 5i inches will be found convenient— square 130 SCHOOL DEVICES. the torn end, and provide a long and narrow box (an envelope box will do, if it is not convenient to have one made hkethe diagram), into which these envelopes wUl fit side by side. Cut from pasteboard a number of pieces the same size as the envelopes, with which to separate them into alphabetical divisions. Into these envelopes, in their own properly lettered divisions, can be placed folded cuttings which it is desired to pi*e- serve. If, for instance, Blaine's " Eulogy on Garfield " has been taken from the columns of a newspaper, it will be placed in an envelope in division "B," and across the upper end of the envelope should be written "Blaine's Eulogy on Garfield." The advantage of such an arrangement, in the saving of time, is a sugges- tion that needs no further word of recommendation. Scrap-book.— Another way to preserve clippings, which may be preferred by some to the scrap-file, is the scrap-book, which may be made an especially valuable book for teachers, and at almost no cost. Take any large-sized volume such as the Congressional Record, and cut out every other leaf, so that when the cuttings are pasted in, the book may be of the original thickness. In this may be placed poetry, stories, bits of travel, natural history — the habits of animals, birds, and fishes. Pieces suitable for decla- mation and reading can also be placed here. Every teacher can readily see the value of such a collection. Articles relating to matters of history and biography- in fact, everything that Avill be available in the teacher's work can be preserved in this way. HISTORY. 131 CHAPTER IX. J HISTORY. Outline of United States History The Value of Geograpliy in Teaching History Plan of Recitation for History Class The Study of History by Preparing Written Papers Dates Administrations of the Presidents Drawing in History Civil Government English Sovereigns. Outline of United States History. [As Used in the Schools of Cambridge, Mass.] I. America Before Columbus, Its Inhabitants. Its Antiquities. II. The principal Discoverers and Explorers of America. 1. Spamsli. ^ Name and describe briefly their most 2. Enghsh. | . , . ,- • "^ , , 3. French, f important discoveries and explor- 4. Dutch. J ations. III. The Permanent Settlements in America. 1. St. Augustine. 9. Connecticut. 2. Port Royal, N. S. 10. Rhode Island. 3. Virginia. 11. Delaware. 4. Quebec. 12. North Carolina. 5. New York. 13. New Jersey 6. Massachusetts. 14. South Carolina. 7. New Hampshire. 15. Pennsylvania. 8. Maryland. 16. Georgia. 132 SCHOOL DEVICES. State -when, and by whom they were settled, and the object of settlement. IV. The Colonial Wars. 1. Wars with the Intlians. 2. Clayborne's Rebellion. 3. Bacon's Rebellion. 4. King William's War. 5. Queen Anne's War. 6. King George's War. State where carried on. 7. French and Indian Wars. C Time, Cause, ■< The Objective Points, ( Treaty of Peace. 8. The American Revolution. (1) Causes. {Navigation Act. Writs of Assistance. C Stamp Act. Unjust Taxation \ Bill of 1767. Boston Massacre. ( Tea Tax. (3) Defensive Measures. (3) Leading Events. ' Sons of Liberty. Colonial Convention. Minute Men. First and Second Conti- nental Congress. 1775. 1776. 1777. ( Skirmishes at Lexington and Concord. } Battle of Bunker Hill. ( Siege of Boston. r Evacuation of Boston. J Declaration of Independence. j Campaign in New York. [ Trenton. {Princeton. Campaign in Pennsylvania, Burgoyue's Invasion. Valley Forge. EI8T0BT. 133 ( Aid from France. 1778, < Evacuation of Philadelphia. ( The British capture Savannah. -.«^n S Naval Exploits. * ' \ Attack on Savannah. t The British Capture Charleston. 1780. \ Arnold's Treason. ( Gates and Camden. ( Green's Campaign in the Carolinas. 1781. I Ravages in Virginia. ( Siege of Yorktown. 1783 \ '^^^^^y 0^ Peace. ■ \ Departure of the British. (4) Depreciation of the Currency. V. The Government. 1. Of the Colonies. \ EoyI*r*' \ pistingiiish be- ( Proprietary. ( tween them. 2. Of the United States. | '^^ g^gSr VI. The United States Under the Constitution. 1. George Washington's Administration. (1) When Inaugurated. Length of Term. r Financial Affairs. Relations with Foreign Pow- ers. (2) Leading Events. ^ UnS StatS'^'*''^^ ""* ^^^ First Cabinet. Discovery of coal. , Gotten gin invented. 134 SCHOOL DEVICES. 2. John Adams's AdTninistration. (1) When Inaugurated. Length of Term, /o^ T r.r.A- 17'^+^ 5 Death of Washington. (2) Leading Events. \ ^^^^^ ^^ Jefferson^ Election. 3. TJiomas Jeffersoti's Administration. (1) When Inaugurated. Length of Term. ( Purchase of Louisiana. (2) Leading Events. < Fulton's Steamboat. ( Aggression of Great Britain. 4. James Madison''s Administration. (1) When Inaugurated. Length of Term. f 1. Cause. I 2. Where carried on. (2) Lead- J War of 1812. -> 3. Imi:)ortant events hy- ing Events. 1 land and sea. [ 4. Treaty of peace. ^ War with Algiers. 5. James Monroe's Administration. (1) When Inaugurated. Length of Term. ' Construction of the Erie Canal. First Steamboat Crosses the Atlantic. (2) Lead- J Acquisition of Florida, ing Events. 1 Missouri Compromise. Monroe Doctrine. ^ Mode of John Qumcy Adams's Election. 6. John Quincy Adamses Administraiion. (1) When Inaugurated. Length of Term. ( Death of John Adams and (2) Leading Events. < Thomas Jefferson. i First Railroad Built. 7. Andreiv Jackson'' s Administration. (1) When Inaugurated. Length of Term. (2) Leading Event. —Nullification. BISTORT. 135 8, Martin Van Bureii's Administration. (1) When Inaugurated. Length of Term. (2) Leading Events. — None of special importance. 9-10. Administrations of William Henry Harrison and John Tyler. (1) When Inaugurated. Length of Terms. , r Death of Harrison. I Rise of Mormonism. (2) Leading Events. -I Annexation of Texas. Beginning of Electric Teleg- [ raphy. 11. James K. Polk's Administration. (1) When Inaugurated. Length of Term. 1. Cause. 2. Important Events. (2) Lead- ing Events. War with Mexico. Taylor's Campaign; Operations in New Mexico and California; Scott's Campaign. 3. Treaty of Peace. Discovery of Gold in California. Wilmot Proviso. 12-13. Administratio7i of Zacliary Taylor and Millard Filmore. (1) When Inaugurated. Length of Terms, ^9^ T oQriiiio- \ Death of Taylor. ^™r;l ^^ -^^^ €'^ <:?, O-y t?, dy ^^ -Z^ ^, i/y ^ ^ ^ ^■' ^^ J^^ ^^ ^y /^/ yp f- After the letters have all been formed, PENMANSHIP AND A'pPABATUS. 177 the teacher should lose no time in bviilding words and sentences. In the latter the capitals can be taught, though work with these is much slower than with small letters. Of course the small letters should he taught first, and such words as man, etc., should be written as soon as the single letters forming the words have been learned. Suggestions. — In order to secure good results in penmanship, the boards should be ruled with six lines, as well as the slates, and the letters formed in pi-oper proportions. The slates should be furnished by the school. Thorough inspection and approval of the work by the teacher are necessary. The children should be incited to take the utmost pains with the work. Let it be understood that no one can wiite who will not do this. Very soon they will come to have a pride in their work. This plan should be used for the first two years. In the third year the slates and boards should be ruled, but with the second and fifth lines omitted. Thorough inspection and approval of all work should be practised throughout the year. It is specially im 13 178 SCHOOL DEVICES. portant that the pupil do not form two styles of writing. In doing this his progress is gi-eatly hin- dered, and much of his previous drill is rendered use- less. In the second year, practice-paper and lead- pencils may be used ; in the third year, pen and ink. For ruhng a blackboard with the six lines used in writing, have the lines painted on the board, or use a frame made of six slats where it is necessary to rule in crayon. A similar frame, on a smaller scale, can be used for ruling slates. Place this on the slate, and draw lines with the pomt of a file or an awl. As a matter of convenience and economy, add a little water from time to time to the ink-wells, as the water in the ink evaporates. If this is not done, the ink will become too thick. Criticism. — In teaching writing, as in many other branches, criticism is invaluable. Occasionally place a word or letter on the board, and ask questions about it. Or take the work of a number of pupils and ask the class to criticise. In this way their attention will be brought sharply to any defects that may exist. Teach pupils to criticise their own work in writing also, and when they discover a fault to work until the fault is overcome. The teacher must pass among his pupQs, continually assisting them in this work of criticism, as their judgments will often be found in- correct. The formation by the learner of the habit of criticism is of the highest value in acquiring a fluent and even handwriting. Constant practice is, of course, necessary ; but to make this the most effective, there should be continual comparison of the incorrect with the correct form. PENMANSHIP AND APPARATUS. 179 Primary Writing. — It is of the utmost iiBportance that the teacher be a good writer before he attempts to teach the subject. If you are not proficient in this matter, persevering practice will make you so. The pupils should work from copies placed upon the board by the teacher, and not from charts, as there is neces- sarily a certain stiffness about these. Do not make the time of practice too long, as the pupils will thus become wearied and so lose interest. A few moments twice a day will produce better results than the same length of time occupied at one sitting. Charts Adapted to One's Need.— Any teacher at all apt at drawing or copying may make for him- self charts to aid in liis work. Stout manilla-paper may be used, and, if necessary, colored crayons. It is a fact recognized by all teachers that no text-book is perfectly adapted to one's work. The teacher, there- fore, who is progressive seeks to supplement the text- book. Charts made by himself will stand in good stead for a part of this supplemental work. Take, for instance, the subject of arithmetic: examples, prob- lems, diagrams for teaching mensuration, are some of the things that may be put upon charts. Then, in his- tory, plans of battles drawn upon a larger scale, make movements and positions more prominent. In physi- ology, in physics, in botany, in astronomy, in book- keeping, there are often found better diagrams in other text-books than there are in the text-books adopted; these, as well as the excellent diagrams in books not accessible to the class, can be drawn upon manilla-paper in the way we have suggested above. It involves too much work, some may object. Yet 180 SCHOOL DEVICES. can it not be said justly that such an outfit ought rightfully to be expected of the teacher? Take the case of a carpenter. What is his outfit? A chest of tools, by no means an inexpensive equipment, and, in ad- dition, fifteen or twenty dollars a year is required to make up the loss from wear and tear. Is anything similar to this required of the average teacher? Has he any right, therefore, to complain of the work in- volved in securing for himself an equal equipment? An Ink-well Filler.— A simple and unequalled ink- well filler is shown in the accompanying figure. A stopper is fitted to an ordinary quart ink-bottle, and throigh this are passed two pieces of glass tubing, easily bent in the manner shown in the figure, by heating PENMANSHIP AND APPABATUS. 181 them in the flame of an alcohol lamp. To the piece of tubing reaching nearly to the bottom of the bottle is attached a piece of quarter-inch rubber tubing, which can be had at any dinig-store. On blowing into the short tube the ink will be forced out through the rub- ber tube, and by pinching the rubber tubing near the end the flow of ink can be stopped at will. If one is careful in pinching the end, not a particle of ink need be dropped, and on this account the filler does its work in a cleanly way. It is only necessary to blow into the short tube but once to start the flow, as the long tube acts as a siphon. To stop the flow of ink, lift the rubber tubing up so that the ink in it will flow back into the bottle. A Wash-bottle for Slates.— A wash-bottle may be made by inserting a piece of sponge into the neck of a small bottle as a stopper, leaving part of the sponge without the bottle, which has previously been filled with water. A Substitute for Compasses.— Take a piece of pasteboard or thick paper and make a hole in one end, and m the other end a number of holes at varymg dis- tances. A pin at one end and the point of a lead-pen- cil inserted in one of the holes at the other end com- pletes the substitute. Selecting a Thermometer. — A thermometer should be in every schoolroom, and the temperature kept as near 68° as possible. On windy days, when the cold is searching, the temperature should be 70°. In selecting a thermometer, pick out a half-dozen 182 SCHOOL BEVICM. which vary but little from one another. Find the average temperature of the six, and purchase the one differing the least from this average. You will then be likely to secure an instrument that will indicate ap- proximately correct temperature. It is nearly impos- sible to get a perfectly accurate instrument at a low price. A Cabinet of Productions.— For use in geogra- phy classes collect and arrange in a case, vegetable and mineral products, as cotton, flax, vegetable ivory ^ dif- ferent woods, coffee berries, indigo, rice in the huU, mace, cocliineal, vanilla, cinchona-bark, saltpetre, caoutchouc, gypsum, hemp, iron ore, copper ore, lead ore, graphite, etc. When studying a locality noted for any of these productions, have them before the class. Tracing-stencil.— A stencil that will furnish a large number of copies of objects, words, etc., in out- line dots, for pupils to draw, can be made by tracing the pattern on paper, then with an unthreaded sewing- machine follow the lines. Place this upon the draw- ing-paper and rub powdered crayon over the holes thus formed ; an outline copy in dotted lines will be found underneath, wliich the pupil can trace with pencil. This same plan can be used in numberless ways that will readily occur to the teacher. Slating.— Take fine rotten-stone, lamp-black, alco- hol, and shellac. If this is not practicable, take a pound of glue and dissolve it in five quarts of water, add enough lamp-black to make a good body, together with a small quantity of alcohol. PENMANSHIP AND APPARATUS. 183 The Hectograph.— Few teachers recognize the service which a hectograph may be to them in their work. Examination questions, test problems, etc., suggest the frequent need of such a help. Any one, with but little trouble, can make one for himself, which will last for a long tune, and prove a great saving of time and labor. The usual manner of making is to take two parts of glue and one of glycer- ine. The glue should be dissolved in water. While the glue is stni hot add the glycerine, and boil until it is of the proper consistency. Another plan is to take of glue four parts, glycerine two parts, barium sulphate, finely powdered, one part (one part of kaoline may be used instead), water fif- teen parts. A rectangular tin pan, half an inch deep, will hold the mixture. Aniline ink should be used. Colored Crayons. — These can be made from the white school crayon by boiling in any of the aniline dyes, dissolved in hot water. The crayons should be kept from the sunlight, as they fade in it. 184 SCHOOL DEVICES. CHAPTER XIV. BIBLE READINGS. September — July. Bible Readings.— It comes very near the truth to say that the great body of teachers who are called upon to read some selection of Scripture to their schools each morning have no collection of passages marked out, hut pick up their readings from morning to morniuA in a hurried and desultory way. Observa- tion testifies that in hundreds of cases blunders are made and chapters unsuitable for school use are read. The reading of a chapter in this haphazard way of selecting can be nothing other than indifferent. And herein is an opportunity lost ; for there is great influ- ence and majesty in the Scriptures when read weU and impressively. The passages here arranged for each day and week of the school-year have been carefully selected. Ex- cept in a few instances, where the thought of a chap- ter would be mutilated by giving a part only, the readings are short, as readings from the Bible should be in the schoolroom. The words difficult of pro- nunciation have been noted, and are correctly marked r;-. Iji- the selection in which they occur. BIBLE READINGS. 185 SEPTEMBER. first tateek. Monday. The Gospel of St. John, Ch. I. 1st to 19th verse. The Divinity of Christ. Tuesday. St. John, Ch. I. 19th to 35th verse. John's Testimony of Christ. Bethabara = Beth'ab'a-ra. Wednesday. St. John, Ch, I. 35th verse to end. Andrew and Peter called. Bethsaida = Beth'sa'i-da. Thursday. St. John, Ch. II. 1st to 18th verse. The Marriage in Cana. FRroAY. St. John, Ch. II. 18th verse to end, and Ch. III. 25th verse to end. John testifieth of Christ. second week. Monday. St. John, Ch. IV. 1st to 27th verse. The Samaritan Woman at the Well. 186 SCHOOL DEVICES. Tuesday. St. John, Ch. IV. 27th to 43d verse. Christ's Zeal for God's Glory. Wednesday. St. John, Ch. IV. 43d verse to end, and to 10th verse of Ch. 5. Christ's Healing. Thursday. St. John, Ch. V. 10th to 39th verse. Christ declares Himself to the Jews. Friday. St. John, Ch. V. 39th verse to end, and to 16th verse of Ch. VI. Five Thousand fed with Five Loaves and Two Fishes. third -week. Monday. St. John, Ch. VI. 16th to 41st verse. Christ reproves His Carnal Followers. Tuesday. St. John, Ch. VI. 41st to 66th verse. The Bread of Life. Wednesday. St. John, Ch. VII. 1st to 19th verse. Christ teaches in the Temple. BIBLE READINGS. 187 Thursday. St. John, Ch. VIII. 12th to 31st verse. Christ the Light of the World. Friday. St. John, Ch. VIII. 42d verse to end. Reproving the Unbelieving Jews. rOUBTH ■WEEK. Monday. St. John, Ch. IX. 1st to 26th verse. A Blind Man's Sight i-estored. Tuesday. St. John, Ch. X. 1st to 19th verse. The Good Shepherd. Wednesday. St. John, Ch. X. 19th verse to end. Christ's Unity with the Father Thursday. St. John, Ch. XII. 1st to 9 th verse, and 23d to 37th verse. Anointing Jesus' Feet, and the Father testifieth of Christ. Spikenard = Spik'nard. Friday. St. John, Ch. XII. 37th verse to end. Unbelief of the Jews. Esaias = E-za'yas. 188 SCHOOL DEVICEB. OCTOBER. FiBST "w:ekk. Monday. St. John, Ch. XIII. 1st to 18th verse. Christ teaches Humility. Tuesday. St. John, Ch. XIII. 18th to 36th verse. Christ foretells His Betrayal. Wednesday. St. John, Ch. XIV. 1st to 15th verse. Promise of the Comforter. Thursday, St. John, Ch. XIV. 15th verse to end. Promise of the Comforter. Friday. St. John, Ch. XV. 18th verse to the 8th verse of Ch. XVI. Persecution of Disciples foretold. second \^^eek. Monday. St. John, Ch. XVII. entire. Christ prays lor His Disciples. BIBLE READINGS. 189 Tuesday. St. John, Ch. XVni. 1st to 25th verse. Judas Betrays Christ. Malchus = Mal'kus. Caiphas = Ca'ya-fas. Wednesday. St. John, Ch. XVIII. 28th verse to end. Jesus accused before Pilate. Thursday. St. John, Ch. XIX. 1st to 25th verse. Crucifixion of Christ. Gabbatha = Gablba-tha. Golgotha = Gol'go-tha. Friday. St. John, Ch. XIX. 25th verse to end. Burial of Christ. Cleophas = Cle'o-phas. Magdelene = Mag'da-le'ne. Aramathea = Ar-a-ma-the'a. thibd "week. Monday. St. John, Ch. XX. 1st to 19th verse. Mary Magdalene comes to the Sepulchre. Tuesday. St. John, Ch. XX. 19th verse to end. Christ appears to His Disciples, 190 SCHOOL DEVICES. Wednesday. St. John, Ch. XXI. 1st to 15th verse. Miraculous Draught of Fishes. Thuksday. St. J®kn, Ch. XXI. 15th verse to end. Christ's Charge to Peter. Friday. Acts, Ch. IX. 1st to 10th verse. Saul's Conversion. foubth week. Monday, Acts, Ch. IX. 10th to 23d verse. Paul preaches at Damascus. Tuesday. Acts, Ch. IX. 23d to 32d verse. The Jews lie in Wait for Paul. Wednesday. Acts, Ch. XII. 1st to 20th verse. An Angel liberates Peter. Thursday. Acts, Ch. XITI. 43d verse to end. Paul and Barnabas persecuted. BIBLE READINGS. 191 Friday. Acts, Ch. XVI. 9th to 35th verse. Paiil converteth Lydia. Paul and Silas im- prisoned. NOVEMBER. first "week. Monday. Acts, Ch. XVI. 25th verse to end, Paul and Silas released from Prison. Tuesday. Acts, Ch. XVII. 1st to 16th verse. Paul preached at Thessalonica and Berea. Wednesday. Acts, Ch. XVII. 16th to 34th verse. Paul's Discourse on Mars Hill. Thursday. Acts, Ch. XIX. 21st verse to end. The Uproar at Ephesus. Friday. Acts, Ch. XX. 16th verse to end. Paul's Charge to the Elders of Ephesus. second -week. Monday. Acts, Ch. XXI. 15th to 37th verse. Paul's Apprehension in the Temple. 192 SCHOOL DEVICES. Tuesday. Acts, Ch. XXI. 37tli to 22d in XXII. Paul's Address to the Jews. Wednesday. Acts, Ch. XXII. 23d to 12th in XXIII. Paul pleads his Cause. Thursday. Acts, Ch. XXIII. 12th verse to end. Paul sent to Fehx. Lysias = Lish'i-as. Antipatris = An-tip'a-tns. Cilicia = Si-lish'i-a. Friday. Acts, Ch. XXIV. entire. Paul's Defence before Felix. Porcius = P6r'shi-us. thikd ■week. Monday. Acts, Ch. XXV. 1st to 13th verse. Paul appeals unto Caesar. Tuesday. Acts, Ch. XXV. 13th verse to end. Festus declares Paul Innocent. Bernice = Ber-nfce. BIBLE EEABINQ8. 193 Wednesday. Acts, Ch, XXVI. entire. Paul before Agrippa. Thursday. Acts, Ch. XXVII. 1st to 27tli verse. Paul's Voyage. Aristarchus = Ar'is-tar'kus. i Thessalonica = Thes'sa lo-ni'ca. Pamphylia = Pam phyl'i a. Lycia = Lish'i-a. Cnidus = Ni'dus. Lasea = La-se'a. Friday. Acts, Ch. XXVII. 27th verse to end. Paul's Shipwreck, poukth "week. Monday. Acts, Ch. XXVEII. 1st to 17th verse. Paul arrives at Eome. Melita = Mel'i ta. Rhegium = Rhe'gi-um (re'-). Puteoli = Pu-te o-ll. Appii = Ap'pi-i. Tuesday. Acts, Ch. XXVIII. 17th verse to end. Paul commends his Calling to the Romans. Esaias = E-za'yas. 13 194 8GE00L DEVTGE8. Wednesday. 1 Corintliians, Ch. II. entire. Christ the only Foundation. Thursday. 1 Corinthians, Ch. XIII. entire. Excellence of Charity. Friday, 1 Corinthians, Ch. XV. 1st to 24th verse. Of Christ's Eesurrection. fifth week. Monday. Ephesians, Ch, VI. 1st to 19th verse. Christ's Armor, Tuesday. Revelation, Ch. IV. entire. The Throne seen by John, Wednesday. Revelation, Ch. V. entire. The Sealed Book. Thursday. Revelation, Ch. VI. entire. The Opening of the Seals. Friday. Revelation, Ch. VII. 1st to 4th verse, and 9th to end. Number of the Sealed, BIBLE READINGS. 195 DECEMBER. first \v"eek. Monday. Eevelation, Ch. VIII. entire. Seventh Seal opened. Tuesday. Revelation, Ch. XX. entire. The Last Judgment. Wednesday. Revelation, Ch. XXII. 1st to 15th verse. The State of the Redeemed. Thursday. Psalms, LXXII. 1st to 20th verse. The Kingdom of Messiah. Friday. Psalms, XV. and XVI. Resurrection of the Messiah. second week. Monday. Isaiah, Ch. XXV. entire. Blessings of the Gospel. Tuesday. Isaiah, Ch. XL. 13th verse to end. Omnipotence of God, 196 SCHOOL DEVICES. Wednesday. Isaiah, Ch. XLI. 1st to 15th verse. God's Providence toward His Church. Thursday. Isaiah, ch. XLIII. 14th verse to end. The Destruction of Babylon. Friday. Isaiah, Ch. LI. 4th to 17th verse. The Church to trust in Christ. third -week. Monday. Isaiah, Ch. LII. entire. Prophecy of Christ. Tuesday. Isaiah, Ch. LIII. entire. Triumph of the Redeemer. Wednesday. Isaiah, Ch. LIV. 11th verse to end. Gracious Promise to the Church. Thursday. Isaiah, Ch. LV. entire. Exhortation to Faith and Repentance. BIBLE BEADINGS. 197 Friday. Isaiah, Ch. LXI. entire. Office of Christ. fourth "week. Monday. Isaiah, Ch. LXIII. 1st to 15th verse and 17th verse to end. Christ shows His Power to save. Tuesday. St. Luke, Ch. III. 1st to 19th verse. John's Testimony of Christ. Pontius = P6n'shi-us. Iturea = It'u-re'a. Trachonitis = Trak'o-ni'tis. Lysanias = Ly-sa'ni as. Abilene = Ab'i-le'ne. • Caiaphas = Ca'ya-fas. Wednesday. St. Luke, Ch. 11. 8th to 21st verse. Good Tidings brought to the Shepherds. Thursday. St. Matthew, Ch, II. entire. The Wise Men worship Christ. Friday. St. Matthew, Ch. III. entire. Preaching of John the Baptist. 198 SCHOOL DEVIGEB. JANUARY. FIKST -VSTEEK. Monday, St. Matthew, Cli. IV. 1st to 18th verse. Christ is tempted. Tuesday. St. Matthew, Ch. IV. 18th verse to 13th of Ch. V. Chi-ist begins His Ministry. Wednesday. St. Matthew, Ch. V. 13th to 27th verse. Part of Sermon on the Mount. Thursday. St. Matthew, Ch. V. 33d verse to end. Charity enjoined. Friday. St. Matthew, Ch. VI. 1st to 19th verse. Hypocrisy denounced. SECOND T?^rEEK. Monday. St. Matthew, Ch. VI. 19th verse to end. Contentment enjoined. Tuesday. St. Matthew, Ch. VII. 1st to 15th verse. Faithful Prayer enjoined. BIBLE READINGS. 199 Wednesday. St. Matthew, Ch. VII. 15th verse to end. Caution against False Teachers. Thursday. St. Matthew, Ch. VIII. 1st to 18th verse. Christ heals many that are Sick. Friday. St. Matthew, Ch. VIII. 18th verse to end. Christ stills a Tempest. Gergesenes = Ger'ge-senes. THIRD -WEEK. Monday. St. Matthew, Ch. IX. 1st to 18th verse. Christ cm-es the Palsy, Tuesday. St. Matthew, Ch. IX. 18th verso to end. The Euler's Daughter raised. Wednesday. St. Matthew, Ch. X. 1st to 16th verse. The Apostles sent forth. Thursday. St. Matthew, Ch. X. 16th verse to end. Christ instructs His Apostles. 200 SCHOOL DEVICES. Friday. St. Matthew, Ch. XI. 1st to 16th verse. John's Message to Christ. foubth "week. Monday. St. Matthew, Ch. XI. 16th verse to end. Chorazin and Bethsaida denounced. Chorazin = Ko-ra'zin. Bethsaida = Beth'sa'i-da. Tuesday. St. Matthew, Ch. XII. 1st to 14th verse. Christ Lord of the Sabbath. Wednesday. St. Matthew, Ch. XII. 14th to 38th verse. Christ vindicates His Ministry. Beelzebub — Be-el'ze-bub. Thursday. St. Matthew, Ch. XII. 46th verse to 10th verse ol Ch. XIII. Parable of the Sower. Friday. St. Matthew, Ch. XIII. 10th to 24th verse. Explanation of the Parable. BIBLE READINGS. 20J I FEBRUARY. first ■week. Monday St. Matthew, Ch. XIII. 24tli to 36th verse. Parables representing the Kingdom of Heaven. Tuesday. St. M atthew, Ch. XIII. 36th to 47th verse. Parables representing the Kingdom of Heaven. Wednesday. St. Matthew, Ch. XIII. 47th verse to end. The Gahleans despise Christ. Thursday. St. Matthew, Ch. XIV. 1st to 22d verse. John the Baptist beheaded. ' Friday. St. Matthew, Ch. XIV. 22d verse to end. Christ walks upon the Sea. second week. Monday. St. Matthew, Ch. XV. 21st verse to end. Christ heals Great Multitudes. 202 SCHOOL DEVICES. Tuesday. St. Matthew, Ch. XVI. 1st to 13th verse. The Pharisees require a Sign. Wednesday. St. Matthew, Ch. XVI. 13th verse to end. Chi-ist foretells His Death. Thursday. St. Matthew, Ch. XVII. 1st to 14th verse. The Transfiguration of Christ. Friday. St. Matthew, Ch. XVII. 14th verse to end. The Tribute Money. thibd "week. Monday. St. Matthew, Ch. XVIII. 1st to 21st verse. Himiihty taught. Tuesday. St. Matthew, Ch. XVIII. 21st verse to end. The Unforgiving Servant. Wednesday. St. Matthew, Ch. XIX. 13th verse to end. How to obtain Everlastinc: Life. BIBLE READINGS. 203 Thursday. St. Matthew, Ch. XX. 1st to 17th verse. Laborers in the Vineyard. Friday. St. Matthew, Ch. XX. 17th verse to end. The Disciples taught to be Lowly. pochth ■week. Monday. St. Matthew, Ch. XXI. 12th to 28th verse. Buyers and Sellers driven out of the Temple. Tuesday. St. Matthew, Ch. XXI. 33d verse to end. The Wicked Husbandmen. Wednesday. St. Matthew, Ch. XXII. 1st to 23d verse. Parable of the Marriage Feast. Thursday. St. Matthew, Ch. XXII. 34th verse to 13th verse of Ch. XXIII. Hypocrisy denounced. Friday. St. Matthew, Ch. XXIII. 13th to 27th verse. The Pharisees denounced. 204 SCHOOL DEVICES. MARCH. pikst ^^teek. Monday, St. Matthew, Ch. XXIII. 27th verse to end. Pharisees denounced. Barachias = Bar'a-chi'as. Tuesday, St. Matthew, Ch. XXIV. 1st to 15th verse, and 23d to 32d. Destruction of the Temple foretold. Wednesday. St. Matthew, Ch. XXIV. 32d verse to end. The Sign of Christ's Coming. Thursday. St. Matthew, Ch. XXV. 1st to 14th verse. Parable of the Ten Virgins. Friday. St. Matthew, Ch. XXV. 14th to 31st verse. Parable of the Talents. second 'wteek. Monday. St. Matthew, Ch. XXV. 31st verse to end. Of the Last Judgment. BIBLE BEADING8. 205 Tuesday. St. Matthew, Ch. XXVI. 1st to 20tn verse. The Eulers conspire against Christ. Wednesday. St. Matthew, Ch. XXVI. 20th to 36th verse. The Passover. Thursday. St. Matthew, Ch. XXVI. $6th to 57th verse. Judas betrays Christ. Friday. St. Matthew, Ch. XXVI. 57th verse to end. Christ accused before Caiaphas. Caiaphas = Ca'ya-fas. thibd "week. Monday. St. Matthew, Ch. XXVII. 1st to 27th verse. Christ dehvered bound to Pilate. Pontius = Pon'shi-us. Tuesday. St. Matthew, Ch. XXVII. 27th to 45th verse. Christ crucified. Cyrene = Cy-re'ne. Golgotha = Gol'go-tha. 206 SCHOOL DEVICES. Wednesday. St. Matthew, Ch. XXVII. 45th verse to end. The Burial of Christ. Sabachthani = Sa'bak-tha'nl. Magdalene = Mag'da-le'ne. Thursday. St. Matthew, Ch. XXVIII. entire. The Resurrection. Friday. Jeremiah, Ch. XVII. 9th verse to end. The Sabbath to be hallowed. fourth "vsteek. Monday. Genesis, Ch. I. 1st to 20th verse. The Creation. Tuesday. Genesis, Ch. I. 20th verse to end. The Creation continued. Wednesday. Genesis, Ch. II. 1st to 18th verse. The First Sabbath and the Garden of Eden. Pison = Pf son. Havilah- = Hav'i-lah. Bdellium = Del'yum. Onyx = O'nyx. Hiddekel = Hid'de-kel. BIBLE BEADING8. 207 Thursday. Genesis, Ch. VI. 5th verse to end. The Cause of the Flood. Friday. Genesis, Ch. VII. 11th verse to end. . The Flood. fifth week. Monday. Genesis. Ch. VIII. 1st to 15th verse. The Waters assuage. Tuesday. Genesis, Ch. XXXVII. 5th to 23d verse. Joseph's Two Dreams. Wednesday. Genesis, Ch. XXXVII. 23d verse to end. Joseph sold as a Slave, Thursday. Deuteronomy, Ch. XXXIV. entire. Moses views the Promised Land. FRroAY. Joshua, Ch. I. 1st to 12th verse. Joshua succeeds Moses. 208 SCHOOL DEVICES. APRIL. piBST week:. Monday. Psalms I. and II. Happiness of the Godly. The Kingdom of Christ. Tuesday. Psalm V. David's Prayer for Guidance. Wednesday. Psalm VIII. God's Love to Man. Thursday. Psalm XVIII. 1st to 22d verse. Thanksgiving for Blessings. Friday. Psalm XIX. Excellency of God's Laws. second week. Monday. Psalms XXIII. and XXIV. The Sovereignty of God. Tuesday. Psalm XXV. Prayer for Help in AJSiction. BIBLE BEABINQ8. 209 Wednesday. Psalm XXVII. David's Faith in GocVs Protection. Thursday, Psalm XXXIII. God's Goodness. Friday. Psalm XXXIV. They are Blessed who trust in God. third "week. Monday. Job, Ch. XXVII. entire. The Excellency of Wisdom. Tuesday. Job, Ch. XXXVII. 1st to 24th verse. God to be feared for His Great Works. Wednesday. Job, Ch. XXXVIII. 1st to 28th, omittmg 8th verse. God convinceth Job of Ignorance. Thursday. 1 Samuel, Ch. XVII. 1st to 12th verse. Goliath defies Israel. Shochoh = Sh5'koh. Ephes-dammim = E'phes-dam'mim. Philistines = Phi-lis'tines. 14 210 SCHOOL DEVICES. Friday. 1 Samuel, Ch. XVII. 12th to 32d verse. David comes to Camp. Ephrathite = Eph'rath-ite. Abinadab = A-bin'a-dab. FOURTH w:eek. Monday. 1 Samuel, Ch. XVII. 32d to 55th, omitting 52d and 53d. David kills Goliath. Tuesday. 1 Samuel, Ch. XVII. 55th to 17th verse of Ch. XVIII. Jonathan loves David. Wednesday. 1 Samuel, Ch. XIX. 1st to 13th verse. David escapes from Saul. Thursday. 1 Samuel, Ch. XX. 1st to 24th verse. Jonathan's Covenant with David. Naioth = Na'yoth. Friday. 1 Samuel, Ch. XX. 24th verse to end, omitting last clause of 30th verse. Saul seeks to kill Jonathan. BIBLE READINGS. 211 MAY. first week. Monday. 2 Samuel, Ch. I. 1st to 13th verse. Tidings of Saul's Death. Amalekites = Am'a-lek-Ites. Tuesday. 2 Samuel, Ch. I. 13th verse to end, David's Lamentation for Saul and Jonathan. Askelon = As'ke-lon. Wednesday. 2 Samuel, Ch. XXII. 1st to 23d verse. David's Thanksgiving for Deliverance. Thursday. 1 Chronicles, Ch. XXVII. 1st to 11th verse. David's Charge to Solomon. Friday. 2 Chronicles, Ch. II. entu-e. The Building of the Temple. second "week. Monday. 2 Chronicles, Ch. VI. 12th to 28th and 36th to end, Solomon's Prayer at the Dedication. 212 SCHOOL DEVICES. Tuesday. 1 Kings, Ch. X. 1st to 24th verse. The Queen of Sheba's Visit. Wednesday. 1 Kings, Ch. XVII. entire. Elijah fed by Ravens. Tishbite = Tish'blte. Cherith = Ke'rith. Zarephath = Zar'e-phath. Thursday. Proverbs, Ch. II. entire. Of the Excellency of Wisdom. Friday. Proverbs, Ch. III. 13th verse to end. Benefits of Wisdom. thibd "wieek. Monday. Proverbs, Ch. IV. 1st to 19th verse. Obedience exhorted. Tuesday. Proverbs, Ch. VI. 1st to 23d verse. Things Hateful to God. Wednesday. Proverbs, Ch. VIII. 1st to 21st and 32d to end- The Invitation of Wisdom. BIBLE REABmaS. 213 Thursday. Ecclesiastes, Ch. I. entire. All Things below are Vain. Friday. Ecclesiastes, Ch. II. 1st to 18th verse. Vanity of Human Courses. fourth "week. Monday. Ecclesiastes, Ch. Ill entire. Changes in Man's Life. Tuesday. Ecclesiastes, Ch. IX. 1st to 7th and 11th to end. Like Things happen to Good and Bad. Wednesday. Ecclesiastes, Ch. XL omitting 5th verse. Death to be remembered in Life. Thursday. Ecclesiastes, Ch. XII. entire. The Creator to be remembered in Youth. Friday. Psalm XXXVII. 1st to 23d verse. The Happy State of the Godly. 214 SCHOOL DEVIOFA fifth "week. Monday. Psalm XXXVII. 23d verse to end. The Happy State of the Godly. Tuesday. Psalm XL. entire. Benefit of Trusting in God. Wednesday. Psalm XLVI. entire. Confidence of the Church in God. Thursday. Psalm LI. entire. David's Prayer for Forgiveness. Friday. Psalm LXV. entire. Infinite Power and Goodness of God, JUNE. first week. Monday. Psahn XC. A Prayer of Moses. Tuesday. Psalm CHI. entire. Exhortation to Bless God. BIBLE READINGS. Sl5 Wednesday. Daniel, Ch. III. 1st to 19th verse. Nebuchadnezzar sets np an Image. Shadrach = Shti'drach. Meshach = i\Ie'shak. Abed-nego = A-bed'ne-go. Thursday. Daniel, Ch. III. 19th verse to end. Cast into the Fiery Furnace. Friday. Daniel, Ch. IV. 1st to 19th verse. Nebuchadnezzar's Dream. Belshazzar = Bel-shaz'zar. second tveek. Monday. Daniel, Ch. IV. 19th verse to end. Daniel interprets the Dream. Tuesday. Daniel, Ch. V. 1st to 17th verse. Belshazzar's Impious Feast. Wednesday. Daniel, Ch. V. 17th verse to end. The Handwriting on the WaU. Thursday. Daniel, Ch. VI. 1st to 18th verse. Daniel cast into a Den of Lions. Darius = Da-ri'us. 216 SCHOOL DEVICES. Friday. Daniel, Ch. VI. 18th verse to end. Daniel rescued. third week. Monday. Daniel, Ch. VII, Ist to I5th verse. The Vision of the Four Beasts. Tuesday. Daniel, Ch. VII. 15th verse to end, Daniel's Vision of God's Kingdom. Wednesday, Daniel, Ch. IX. 1st to 20th verse. Daniel's Confession and Prayer. Thursday. Daniel, Ch. IX. 20th verse to end. Of the Seventy Weeks. Friday. Daniel, Ch. X. entire. The Glorious Vision Seen, Hiddekel = Hid'de-kel. fourth week. Monday. Daniel, Ch. XII. entire. Final Deliverance. BIBLE READINGS. 217 Tuesday. Psalm CXVI. entire. The Psalmist praises God. Wednesday. Psalm CXVIII. entire. Exhortation to praise God for His Mercies. Thursday. Psalms OXX., CXXI., CXXIII., and CXXV. Trust in God. Friday. Psalms CXXXVII. and CXXXVIII. Of the Captivity, and Truth of God's Word. JULY. first •week. • Monday. Proverbs, Ch. XX. 1st to 23d verse. Moral Excellencies and their Opposites. Tuesday. Proverbs, Ch. XXII. entire. Moral Excellencies and their Opposites. Wednesday. Proverbs. Ch. XXIV. entire. Moral Excellencies and their Opposites. ARE YOU A SUBSCRIBER? The School Journal. Weekly, 50 numbers a year. $2.50 per year. Amos M. Kellogg, Jerome Allen and P'rancis W. Parker, edi- tors. The oldest and most widely circulated weekly edu- cational journal in the United States. It contains practical articles from prominent educators in all parts uf the coun- try. 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