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To the memory of the great law-giver in art, Francois Delsarte, 
 to my fellow-teachers, and to my well-beloved pupils this lit- 
 tle book is respectfully dedicated. 
 
PBEFACE. 
 
 A great volume unfolding the philosophy of Delsarte 
 in elaborate detail could not fail to interest the general 
 reader and be of value to the student in any depart- 
 ment of art ; but the special demand of the present 
 time is a brief compendium which may be used as a 
 manual and drill-book by the masses who study elocu- 
 tion. 
 
 In this work, preparatory to what follows, exercises 
 are given for imparting suppleness and strength to the 
 organs used in expression. The fundamental princi- 
 ples of art-delineation, according to the great teacher, 
 are then presented ; his admirable charts are shown and 
 reduced to practical utility by examples for illustration 
 and use in voice and action. To thoroughly under- 
 stand the Delsarte philosophy is in itself a valuable 
 acquisition in knowledge ; to make it applicable until 
 rules and restrictions are forgotten and action is but an 
 automatic means of communicating thought and feel- 
 ing, is a liberal education in art. This treatise was pre- 
 pared chapter by chapter to meet the wants of pupils, 
 and has been successfully used in mannscript for four 
 years. It may be studied alone or in connection with 
 any treatise on elocution. 
 
 The theoretical part of the book may not interest 
 the mere surface-pupil of elocution, or it may be dim*- 
 
cult for him to master ; but whoever pursues the study 
 with due care and patience, will be amply rewarded 
 for. the labor thus expended. The teacher is requested 
 to consider that this work is only suggestive. Pupils 
 should be questioned at every step, and required to give 
 examples not found in the book. 
 
 If there is any failure to make the Delsarte philoso- 
 phy of practical benefit, it is the fault of those who do 
 not understand it fully, or who have only a pretended 
 knowledge, and not of the system itself. To properly 
 understand the laws of expression cannot stifle the in- 
 spiration of genius or menace the liberty of art. We 
 may master rules, but we must not let them master us. 
 Though governed by rules, we have perfect freedom 
 only when oblivious to them. 
 
 Throughout the length and breadth of the land Del- 
 sarte's influence is felt, and the interest will increase 
 until every intelligent instructor of elocution in America 
 is imbued with the sublime teachings. In the hope of 
 hastening that glorious day, this book is written. 
 
CONTENTS. 
 
 PAGE 
 
 Sketch of the Life of Francois Delsarte. 9 
 
 Chapter I. Introductory Exercises 13 
 
 Chapter II. Definitions, Nature of Man, Ee- 
 
 * ciprocal Eelations 21 
 
 Chapter III. Essential Trinity ...24 
 
 Chapter IV. Dynamic Trinity 26 
 
 Chapter V. Organs of the Mental System 30 
 
 Chapter VI. Organs of the Moral System 32 
 
 Chapter VII. Thermometers 33 
 
 Chapter VIII. Charts 34 
 
 Chart I. Essential Trinity in Man 36 
 
 II. Attributes and Faculties 39 
 
 III. Motion 39 
 
 Chapter IX. Gesture 40 
 
 Chapter X. General Laws applied to Special 
 
 Organs 42 
 
 Chart IV. Attitudes of Base 43 
 
 V. The Hand 46 
 
 VI. Attitudes of the Hand 49 
 
 VII. Head and Shoulders 52 
 
 VIII. The Eye 53 
 
 IX. The Eye and Brow 55 
 
 X. The Mouth 57 
 
 XI. The Nose 59 
 
 XII. Color 62 
 
 Vocal Elocution 64 
 
 (vii) 
 
A PRACTICAL 
 
 DELSARTE PRIMER. 
 
 MRS. ANNA RANDALL-DIEHL, 
 
 ZSTBW YOBK. 
 
 AUTHOR OF ELOCUTIONARY STUDIES, READING AND ELOCUTION, CHOICE READ- 
 INGS, POPULAR READINGS, TWO THOUSAND WORDS NOT IN 
 WEBSTER'S DICTIONARY, ETC., ETC. 
 
 
 
 SYKACTTSE, N. Y. I 
 
 C. W. BARDEEN, PUBLISHER. 
 
 1890. 
 
 Copyright, 1890, by C. W. Bardeen. 
 
TNH-> r 7 
 
FRANCOIS DELSARTE. 
 
 The most vivid imagination could scarcely picture so 
 sad, so wonderful a life. 
 
 He first saw the light at the little town of Solesmes 
 in the north of France. 
 
 His father was a physician and an inventor; his 
 mother a woman of rare culture for that time and place. 
 
 When Delsarte was six years of age his father died, 
 leaving the little family a legacy of poverty. 
 
 To Paris journeyed the mother with her two sons, 
 where for a time she furnished them with food and 
 shelter by teaching modern languages. 
 
 But want, anxiety and toil soon ended her life, and 
 at the age of ten years Delsarte found himself depend- 
 ing upon his unaided efforts for the maintenance of 
 his brother and himself. 
 
 Then all too soon the little brother died, and was 
 laid away in Pere la Chaise; and the boy was alone. 
 
 One cold day in December the poor child fell fainting 
 in the snow. He was found by a kind-hearted rag- 
 picker who nursed him back to life and kept the little 
 waif in his employ. 
 
 Two years a rag-picker in the streets of Paris! But 
 during that time he listened to many bands of musicians 
 and learned the songs of wandering minstrels. 
 (9) 
 
10 INTRODUCTION. 
 
 One summer afternoon the National Guards were 
 playing in the garden of the Tuilleries, and Delsarte 
 wishing to remember the airs which struck his fancy 
 traced them out with a stick upon the ground, using a 
 system of musical notation which he had invented for 
 the purpose. The method was crude enough, but it 
 sufficed his needs. While the boy was humming over 
 the tunes so strangely written a musician chanced to pass 
 that way. 
 
 It was Pere Bambini. "What are you doing?" he 
 asked the ragged urchin. 
 
 "Trying to sing the music I have written," was the 
 reply. 
 
 "Who taught you these strange characters?" 
 
 "No one. I thought them out myself, that I may 
 remember how to sing the airs I like." 
 
 Bambini was amazed; he drew from the child the 
 story of his life, and in the end the rag-picker became 
 the adopted son of the great musician. 
 
 At last the boy's ambition was realized; he was a 
 pupil at the Conservatoire, and would one day become 
 a great singer. 
 
 But alas! at the end of one happy year the generous 
 patron died, and Delsarte was again thrown into poverty. 
 
 Obstacles, however, could not daunt the heroic soul. 
 What were hunger, cold and rags! In spite of them all 
 he determined not to abandon the idea of a musical 
 career, and after studying the leading roles of the 
 operas of the day he had the temerity to apply to the 
 director of the Grand Opera House for a position. His 
 garments were threadbare, but he gained a hearing. 
 He sang; and an engagement was immediately offered 
 
LIFE OF DELSAETE. 11 
 
 him for three years, at one hundred francs a month — a 
 fortune to the hungry youth. 
 
 At twenty-one years of age the young singer was 
 rapidly growing in favor and fortune. Even the daugh- 
 ter of the manager of the Grand Opera considered her- 
 self honored in accepting his hand in marriage, and 
 there seemed no barrier in the way to the pinnacle of 
 fame. 
 
 But Delsarte was the child of vicissitudes and he was 
 doomed to another disappointment. After a few years 
 of marvelous success as a public singer his voice failed; 
 he left the stage and became a private teacher of singing. 
 
 Convinced that the artificial methods of vocal train- 
 ing pursued at the Conservatoire were seriously at fault, 
 he set about to discover a system of voice-building which 
 should be natural and therefore not harmful. 
 
 In this he succeeded; he not only recovered his own 
 voice, but had eminent success with his pupils. 
 
 He also believed that there were fixed laws which 
 govern expression, and he rested not until he had found 
 them out. 
 
 He studied anatomy that he might know the use of 
 every muscle, he familiarized himself with the great 
 works of art in the galleries, he found living models in 
 the men and women about him. 
 
 He devised his famous charts for teaching expression, 
 and in time developed the system of philosophy which 
 bears his name. 
 
 Sculptors, painters, orators, actors and singers came 
 to him as pupils. Kings and Princes honored him with 
 their friendship, and learned societies conferred titles 
 and decorations upon him. 
 
12 INTKODUCTION. 
 
 America is under a debt of obligation to Mr. James 
 Steele Mackaye, the famous play-wright and actor, who 
 studied with Delsarte in Paris, and who first made him 
 known to this country. 
 
 Mr. Mackaye has had a limited number of pupils, and 
 his professional engagements have thus far prevented 
 his preparing a great treatise upon the Delsarte system, 
 for which he is probably better prepared than any other 
 living person. 
 
 The great master would have made America his home 
 had he lived to carry out his intentions. 
 
 He died suddenly of hypertrophy of the heart in 
 1871. His wife and two daughters still reside in Paris. 
 AtftfA Raotall-Diehl. 
 
 i 
 
PART I —Tie Delsarte Philosophy, with ApDlications. 
 
 CHAPTER I. 
 
 Introductory Exercises of Organs used in 
 Expression. 
 
 There are usually two difficulties to overcome in train- 
 ing the voice and action: Rigidity and weakness. "We 
 must first free the organs of expression from bondage, 
 then strengthen them by proper exercise. They will 
 then become our willing and most obedient servants. 
 
 It is not intended that the study of this chapter shall 
 be concluded before the next is begun. The exercises 
 should be most industriously practiced during all the 
 time given to that part of the book preceding the charts. 
 
 The lessons are only suggestive; they might be mul- 
 tiplied almost indefinitely. The skillful teacher, as 
 well as the apt pupil, will make additions as the study 
 is pursued. 
 
 Fingers. 
 Exercise I. Pin elbows to side; or, if sitting, rest 
 them upon a table; spread the fingers wide apart and 
 move them back and forth as vigorously as possible: 
 (a) Right hand; (b) left hand; (c) both hands. 
 Exercise II. Shut hand tightly, open and throw 
 fingers wide apart with an effort as if to lengthen them. 
 (13) 
 
14 THE DELSARTE PHILOSOPHY. 
 
 (a) Right hand five times, counting aloud; (b) left 
 hand five times, counting aloud; (c) both hands five 
 times, counting aloud. 
 
 Hands. 
 
 Exercise III. Hand limp. Shake it upon the wrist 
 as vigorously as possible. The fingers will not be dis- 
 cernable; the hand will seem to be only a lump of flesh: 
 
 (a) Right hand; (b) left hand; (c) both hands. 
 
 Exercise IV. Pin elbows to sides, back of the hand 
 up. Throw the hand forward and downward; then 
 upward and backward as far as possible. Count five 
 downward strokes: 
 
 (a) Right hand; (b) left hand; (c) both hands. 
 
 Arms. 
 
 Exercise V. Extend arm in horizontal position, 
 describing a right angle with the breast; let it fall and 
 become limp. Swing arm directly forward and back- 
 ward by shoulder impulse: 
 
 (a) Right arm; (b) left arm; (c) both arms. Be care- 
 ful that the arms are perfectly parallel in movement. 
 
 Exercise VI. Let the arm swing from shoulder with 
 will-power removed. It seems to be simply fastened on 
 the body at the shoulder. Let some person give it a 
 violent push forward, like pushing a swing, so that the 
 impulse shall send it as far up and out as possible. 
 Then, to carry out the figure of the swing, "let the old 
 cat die; " in other words, let it continue moving back- 
 ward and forward until, gradually, its force is spent, 
 and it comes to rest. This is a very valuable exercise, 
 as it is easier to exert will-power than to be free from it; 
 
INTRODUCTORY EXERCISES. 15 
 
 but the practice must be continued until the absolute 
 power to use and to withdraw force is attained: 
 
 (a) Right arm five times; (b) left arm five times; (c) 
 both arms five times. 
 
 Exercise VII. Extend arm horizontally at right 
 side. Take out will-power; it falls by force of gravity: 
 
 (a) Right arm five times; (b) left arm five times; (c) 
 both arms five times. 
 
 Exercise VIII. (Double Fling.) Throw out the arm 
 with a quick movement, so that a jerk at the elbow and 
 wrist is plainly felt: 
 
 (a) Right arm five times; (b) left arm five times; (c) 
 both arms five times. 
 
 Toes. 
 
 Exercise IX. Weight upon one foot, the other ad- 
 vanced and set up on heel. Spread toes of advanced 
 foot apart; throw backward and forward as much as 
 possible, similar to first finger exercises: 
 
 (a) Right foot five times; (b) left foot five times; (c) 
 both feet five times. 
 
 Exercise X. Stretch and contract the toes as much 
 as possible: 
 
 (a) Right foot, counting ten; (b) left foot, counting 
 ten; (c) both feet, counting ten. 
 
 Exercise XI. Rise slowly and evenly upon the toes; 
 fall slowly and evenly back, counting ten. 
 
 Exercise XII. Stand upon toes; count ten. 
 
 Exercise XIII. Walk upon tip-toe. 
 
 Exercise XIV. Run on tip-toe rapidly. 
 
 Feet. 
 Exercise XV. Stand upon one foot, holding the 
 other limp; shake it vigorously upon the ankle. 
 
16 THE DELSARTE PHILOSOPHY. 
 
 (a) Right foot; (b) left foot; (c) sit; shake both feet 
 vigorously upon the ankles. 
 
 Exercise XVI. Stand upon one foot; lift the other 
 from the floor and bend it upward and downward as 
 much as possible, with an effort as if to increase its 
 length : 
 
 (a) Right foot, counting ten; (b) left foot, counting 
 ten; (c) sit and practice with both feet. 
 
 Legs. 
 
 Exercise XVII. Stand upon one leg, hold the other 
 limp and swing it back and forth from the hip as far 
 outward and upward as possible: 
 
 (a) Right leg, counting ten; (b) left leg, counting ten; 
 (c) sit on a table and swing both legs; (d) let the legs 
 be moved by an impulse given as in the " swing " exer- 
 cise of the arms, until force is expended. 
 
 Exercise XVIII. Rest on one leg, extend the other; 
 remove will-power; let it drop by force of gravity: 
 
 (a) Right leg five times; (b) left leg five times; (c) 
 sit, extend both legs; remove will-power; let them fall. 
 
 Exercise XIX. (Double Fling. ) Throw out a leg so 
 violently that a jerk at the knee and ankle is distinctly 
 felt: 
 
 (a) Right leg five times; (b) left leg five times; (c) 
 sit and double-fling both at once. 
 
 Walking. 
 
 Exercise XX. Head and trunk erect, shoulders 
 down. Walk in a straight line with long steps in even 
 time. 
 
 Exercise XXI. Walk on toes, throwing out each 
 leg by turn in double fling, long strides. 
 
INTEODUCTOEY EXEECISES. 17 
 
 Revolving Movement. 
 
 Exeecise XXII. Stand upon one foot and revolve 
 the other about it: (a) Right foot, ten times; (b) left 
 foot, ten times; (c) alternate feet, ten times. 
 Kneeling. 
 
 Exeecise XXIII. Bend one knee with the foot 
 squarely placed upon the floor; bend the other knee 
 upon the floor with the lower part of the leg extending 
 backward, foot erect on toes. Spring to standing 
 position: 
 
 (a) Right knee, ten times; (b) left knee, ten times; 
 
 (c) right and left knees, alternating five times each; 
 
 (d) kneel upon knees and rise five times. 
 
 Equilibeium. 
 
 Exeecise XXIV. Stand, heels near together, toes 
 apart, weight equally upon feet; count five. 
 
 Exeecise XXV. Retain position, throw weight upon 
 one foot, the other free with knee relaxed and slightly 
 bent: 
 
 (a) Right foot, count five; (b) left foot, count five; 
 (c) alternate feet, count five on each. 
 
 Exeecise XXVI. Weight upon retired foot, the 
 other advanced. Trunk thrown backward holding 
 equilibrium upon point of toes: 
 
 (a) Right foot, count five; (b) left foot, count five; 
 (c) alternate feet, count five. 
 
 Exeecise XXVII. Weight upon advanced foot, keep- 
 ing equilibrium upon point of toes of retired foot; trunk 
 thrown forward: 
 
 (a) Right foot, count five; (b) left foot, count five; 
 (c) alternate feet, count five. 
 
18 THE DELSARTE PHILOSOPHY. 
 
 Exercise XXVIII. Go through the above exercises 
 in succession, counting five on each. 
 Waist Movements. 
 
 Exercise XXIX. Bend upper part of body from 
 waist line as far forward and downward as possible. 
 
 Exercise XXX. Bend as far backward as possible. 
 
 Exercise XXXI. Rotate trunk to right at waist line. 
 
 Exercise XXXII. Eotate trunk to left at waist line. 
 
 Exercise XXXIII. Lean far to one side, standing 
 firmly with equal weight on feet; resume position: 
 
 (a) Eight side, five times; (b) left side, five times; (c) 
 alternate sides, five times. 
 
 Head. 
 
 Exercise XXXIV. Drop head forward, will-power 
 removed. 
 
 Exercise XXXV. Drop head backward, will-power 
 removed. 
 
 Exercise XXXVI. Drop head to right, will-power 
 removed. 
 
 Exercise XXXVII. Drop head to left, will-power 
 removed. 
 
 Exercise XXXVIII. Eotate head, will-power re- 
 moved. 
 
 Face. 
 
 Exercise XXXIX. Eaise the brow as if in laughter 
 •or great surprise, making wrinkles across the forehead, 
 five times. 
 
 Exercise XL. Depress brow, and contract at the 
 summit of the nose as if in frowning ill-nature. 
 
 Exercise XLI. Slight sadness; increase in intensity 
 aintil grief is shown in deep furrows at the sides of the 
 mouth, with quivering chin. 
 
INTRODUCTORY EXERCISES. 19 
 
 Exercise XLII. Smile as in satisfaction; pass on to 
 joy, mirth, with pantomime of laughter. Let the pupil 
 invent exercises of all kinds for giving flexibility and 
 power to the organs of expression. 
 
 Exercise XLIII. Let the eyelids drop as if in sleep; 
 then open wide as if in surprise. 
 
 Exercise XLIV. Drop the jaw as if dislocated; set 
 it firmly as if great strength were to be expended, 
 physically or mentally. 
 
 Stage-Falls. 
 
 The secret of the stage-fall is to withdraw the will- 
 power, make the body limp and unresisting, and in 
 falling to strike certain pivotal points which are so 
 cushioned with flesh, or in some other manner so con- 
 structed, that no injury can be sustained. The suc- 
 cession is followed so rapidly that the various stages 
 are not noticed. 
 
 Side- Fall. — The side-fall is probably the easiest for 
 the novice to practice. It is taken thus: 
 
 Exercise XLV. Withdraw will-power; fall to side 
 striking the following pivots in succession: (a) side of 
 calf, (b) middle of upper limb, (c) thigh, (d) shoulder, 
 (e) head. 
 
 Front-Fall — Weight on advanced foot, knee bent; 
 retired leg straight. 
 
 Exercise XLYI. Withdraw will-power; fall for- 
 ward: (a) upon bent knee, (b) strike palms of both 
 hands or extended arms, (c) straighten bent leg and 
 extend whole body as the chin, for the pivotal part of 
 the face, strikes the floor. 
 
20 THE DELSARTE PHILOSOPHY. 
 
 Bach- Fall. — Advanced leg straight and far advanced, 
 as if slipping from foundation; retired leg with knee 
 bent as low as possible. 
 
 Exercise XLVII. (a) Sit, (I) lie upon the back, 
 striking first the shoulders and lastly back of head; 
 straighten the bent leg as this is done. 
 
 Other directions may doubtless be given, but these 
 methods are used by many actors at the present time. 
 
CHAPTER II. 
 
 Definitions — Nature of Man — Reciprocal 
 Relations. 
 
 The Delsarte method is the study of human expres- 
 sion and of the laws which govern it. Its philosophy 
 is based upon the triune nature of man and the recip- 
 rocal relations of body, mind, and soul. 
 
 A trinity is the union of three things necessarily co- 
 existent in time, co-penetrative in space, cooperative in 
 motion. The trinity in man consists of the physiologic 
 element, which pertains to function; the psychologic, 
 which pertains to essence; and the physiognomic, 
 which pertains to form. The physiologic trinity con- 
 sists of the visceral function, which sustains; the nerv- 
 ous, which feels; and the circulatory, which impels. 
 Here man gradually Je-comes; that is, here being comes 
 to him according to the assimilation of things mental, 
 moral and physical. This is the unconscious side of 
 being. 
 
 The Side of Character, 
 
 The psychologic trinity consists of the vital essence, 
 the sensitive principle of being, that which feels; the 
 mental, the reflective principle of being, that which 
 thinks; and the moral, the affective principle of being, 
 that which loves and hates. Here man learns to know, 
 by the developed perception, of the inward world of 
 (21) 
 
22 THE DELSARTE PHILOSOPHY. 
 
 principle. This is the conscious or impressible side of 
 being. 
 
 The Side of Knowledge. 
 
 The physiognomic trinity consists of the upper and 
 lower limbs, which are the vital agents of expression; the 
 head, which is the mental agent; and the torso, which 
 is the moral agent of expression. This is the operative 
 side of being. Here man acts according to his con- 
 scious knowledge and unconscious character. 
 The Side of Action-. 
 
 In the system of interdependence the vital physiolo- 
 gic essence is sustained in its manifestations by the 
 visceral physiologic function; the mental psychologic 
 essence, by the nervous physiologic function; and the 
 moral physiognomic essence, by the circulatory physi- 
 ologic function. 
 
 We speak of the man of brains, the man of heart, 
 and the man of action. In the brute creation we find 
 those animals that are developed broadly depend upon 
 their strength, those that are narrow, upon subtlety and 
 perception. Great power and subtlety united are indi- 
 cated by those who have great breadth in the back part 
 of the head and narrowness in front. 
 
 ' ( He who seeks to conquer by his own vital energies 
 fights alone, perhaps against the world; but he who 
 seeks to conquer by truth, as his intellect directs and 
 his heart prompts, has not only the whole world to back 
 him, but God and the angels to fight his battles." 
 
 The vice of the vital nature leads to bestiality in 
 every form; it dominates unchecked in gluttony, and 
 its end is idiocy. The vice of the mental nature is 
 
RECIPROCAL RELATIONS. 2$ 
 
 avarice, both corporal and spiritual, and its end mad- 
 ness. The vice of the moral nature is fanaticism. The- 
 subject becomes, if the vital element is in control, an 
 unrelenting persecutor; if the mental, a reckless prose- 
 lyter or intolerant bigot; if the moral, an ecstatic 
 devotee. 
 
 The limits of this work restrict the author to the spe- 
 cial subject considered, but attention should be called 
 to the fact that the trinity may be traced throughout all 
 nature, and that the idea of a triune entity has been 
 recognized by the peoples of all countries and during 
 all times. 
 
 The ancients call three the generative number. The 
 Hindus say that God creates all things by number,, 
 weight, and measure, with arithmetical and geometri- 
 cal precision. 
 
 This work is intended to be suggestive, and the 
 pupils should at this point, if they have not already 
 done so, be led to give examples of ternary combina- 
 tions, as: 
 
 Time: present, past, future. 
 
 Space: length, breadth, thickess; 
 
 Kingdoms of nature: animal, vegetable, and min- 
 eral, etc. 
 
CHAPTER III. 
 
 Essential Trinity as Found in the Vital Organs 
 — Geometric Forms. 
 
 ■*• Thought is the source of all that is," says the Kdbala. Thought is 
 that from which everything springs, and to which in its last 
 analysis it can be reduced." — Evans. 
 
 Nervous Trinity. 
 The seat of the nervous trinity is the brain. From. 
 this telegraphic centre dispatches are sent to all parts 
 of the body. The organs employed are the cerebrum, 
 or large brain, which is the seat of voluntary or con- 
 scious thought, the throne of the reasoning faculties 
 and of the will; the cerebellum, or small brain, which 
 presides over the coordination of voluntary movement; 
 and the medulla oblongata, the upper cranial portion of 
 the spinal cord, which controls respiration, coordinates 
 the muscles used in articulate speech, is the source of 
 innervation for the heart, and the seat of facial expres- 
 sion. The medulla oblongata is sometimes called the 
 seat of life, the organ of vitality. 
 
 Circulatory Trinity. 
 The seat of the circulatory trinity is the heart. The 
 organs employed are the arteries, which convey the 
 blood from the heart to all parts of the body; the veins, 
 which receive the blood from the capillaries and return 
 it to the heart; and respiration, which introduces air 
 (24) 
 
ESSENTIAL TRINITY. 25 
 
 into the lungs, purifies the blood, and supplies nutritive 
 activity. 
 
 Visceral Trinity. 
 The seat of visceral trinity is the abdomen. The 
 organs employed are the kidneys, intestines, and organs 
 of generation. 
 
 Geometric Forms. 
 
 The geometric forms found in the physiognomic man 
 are the lineal, as shown in the limbs; the spherical, as 
 seen in the head; and the cylindrical, as fouud in the 
 torso. 
 
 Conditions and Expressions. 
 
 Psychologic conditions are manifested by physiogno- 
 mic positions. Grief has a bowed figure; courage is 
 erect, with broadened chest; frenzy is explosive in all 
 its movements. 
 
 This subject should be elaborated by the pupils. 
 What is the expression of hope, wonder, admiration, 
 curiosity, affection, melancholy, fear, shame, despair, 
 remorse, etc. ? Let pupils describe in words; but better 
 yet, let them assume the expressions. With the younger 
 pupils it is an amusing and useful exercise to let them, 
 one by one, act whatever emotion they choose, calling 
 upon the class to say what the pupil is endeavoring to- 
 represent. 
 
CHAPTER IV. 
 
 Dynamic Trinity — Composition of the Body — 
 Organs of Vital Expression. 
 
 Dynamic Trinity. 
 
 The organs employed in the outward expression of 
 mental states are the limbs, which are vital; the head, 
 which is mental; and the torso, which is moral. 
 
 The bones are the vital agents, they sustain the frame- 
 work of the body; the skin is the mental, through it we 
 gain knowledge by touch; the flesh is the moral agent, 
 it gives shape and character to the body. 
 
 Analysis of the Vital Agents. 
 
 The thigh, with the hip as its base, is the vital por- 
 tion of the leg; it sustains; it is the seat of strength, of 
 power. Shylock, gloating over the ojDportunity for 
 revenge, says: "Now, infidel, I have thee on the hip;" 
 
 and Samson said: " I will be avenged of you and he 
 
 smote them hip and thigh with a great slaughter." 
 Judges: xv., 7, 8. 
 
 The feet are mental. They are types of the under- 
 standing; they guide, they lead, they direct. Progress 
 in knowledge is represented by steps. The knee is the 
 moral agent; it is used in expressing submission, vener- 
 ation, reverence, worship. " Everyjknee shall bow." 
 
 The shoulder is the vital agent; it sustains. " The 
 government shall be upon his shoulders." We speak 
 (26) 
 
DYNAMIC TRINITY. 27 
 
 of putting the shoulder to the wheel. Men carry trunks 
 and heavy burdens upon their shoulders. 
 
 The hand is the intellectual agent. "Do you grasp 
 the idea " is a typical expression. 
 
 The elbow represents the moral. In the normal posi- 
 tion it expresses calmness, repose, sympathy, deference. 
 The elbows pinned to the sides, shows constraint, un- 
 easiness, humility, lack of confidence; placed akimbo, 
 boorishness, impertinence, sauciness, indifference. 
 
 The upper arm represents the vital, the hand the 
 mental, and the forearm the moral. The statue of 
 Hercules shows the arm resting upon a pillar, indicat- 
 ing physical repose. Jesus took the little ones in His 
 arms; the moral part of the arm, the forearm, was 
 used because he took them to His heart. He did not 
 command them (vital), or direct them (mental); He 
 showed his love (moral) for them. The Oriental shep- 
 herd gathers his lambs to his bosom by closing his arms 
 about them. Christ is call the Great Shepherd. The 
 mother folds her child in her arms to express her love, 
 and to shield it from danger. 
 
 The wrist turned outward, vital, expresses energy; 
 turned inward, mental, concealment, collected force; 
 normal, moral, repose, equilibrium. 
 
 The palm of the hand is vital, the back moral, the 
 side mental. 
 
 The thumb is vital; it is the indicator of the will. 
 In weakness, imbecility, timidity, insincerity, it droops 
 inward. It is the index sign of life, always lying 
 straightened against the hand in death. The thumb 
 thrust into the side of the interlocutor shows a lack of 
 
28 THE DELSARTE PHILOSOPHY. 
 
 refinement. Hackett, the great j)ersonator of Falstafl:, 
 gave this gesture when saying: 
 
 " Reason, you rogues, reason, thinkest thou 
 I'll endanger my soul gratis? 
 You stand upon your honor? Why 
 It is as much as I can do to keep the 
 Terms of my honor precise." 
 Biting the thumb at a person is an old method of 
 challenge. In "Komeo and Juliet" we find it used to 
 bring about a quarrel between the Montagues and 
 Capulets. " Do you bite your thumb at me, sir?" 
 The fingers are the intellectual agents of the hand, and 
 are constantly used to typify ideas. 
 
 To illustrate condensation we close the hand. When 
 speaking of a granulated object, we seem to test it by 
 rubbing the thumb and index finger together; if it is 
 carneous, we seem to touch it with the thumb and middle 
 finger; if fluid, delicate, impressionable, we express the 
 idea with the third finger; if pulverable, we seem to 
 touch it with the little finger. The body of the hand, 
 palm and back, represents the moral. "Who shall 
 ascend unto the hill of the Lord ? He that hath clean 
 hands." 
 
 Throwing the Kiss. 
 Kissing fingers is vital; it indicates love, inten- 
 sity; kissing tips of fingers is mental, simply an act of 
 politeness; kissing second joint is moral, it shows re- 
 spect, profound regard. 
 
 Shaking Hands. 
 Vital, strong, iron-like grasp, with vigorous move- 
 ment of arms up and down or from side to side; mental, 
 touching the hand coldly, no feeling; moral, responsive 
 
DYNAMIC TRINITY. 29 
 
 pressure, cordial greeting. It is amusing to see two 
 persons of decidedly opposite temperment and feeling 
 undertake to shake hands. It is not pleasant to grasp 
 a hand with warmth and find no response, or to have a 
 person to whom you are perfectly indifferent propel 
 your arm like a pump-handle in action. 
 
CHAPTER V. 
 
 Organs of the Mental System. 
 
 Zones oe the Head. 
 
 The occipital zone is the vital; the temporal zone is 
 the mental; and the parietal zone is the moral. 
 
 Zones of the Face. 
 
 The chin is vital, the forehead mental, and the buccal, 
 which includes the nose and the cheek, is moral. 
 
 The kiss upon the lips is vital, love; upon the brow 
 mental, respect; upon the cheek moral, kindness. 
 
 Physiognomy. 
 
 The face is the mirror of the soul, and in it our 
 thoughts are chiselled. 
 
 Poor King Duncan was not skilled in reading physiog- 
 nomy when he said: "There's no art to find the mind's 
 construction in the face." Could he have seen through 
 the face into the traitorous heart, he would not have 
 said of the Thane of Cawdor: " He was a gentleman on 
 whom I built an absolute trust," and would not have 
 fallen into the snare of the murderous Macbeth. 
 
 The white of the eye is vital; it is shown much in 
 fear, and is almost covered in cunning and mirth. The 
 pupil is mental; the iris moral. The eye is a type of 
 the mental, viz.: "Do you see the truth?" "I see your 
 position." 
 
 (30) 
 
OKGANS OF THE MENTAL SYSTEM. 31 
 
 The bridge of the nose is vital; it sustains. The 
 nostrils are mental; they detect pleasant or disagreeable 
 odors, thus giving warning and advice. God breathed 
 into man's nostrils, and the intellectual as well as vital 
 life began. 
 
 The tip of the nose is moral; it expresses feeling, 
 hatred, scorn, contempt, pleasure. Jealousy says: 
 "You need not turn up your nose at me." 
 
 " She turned up lier nose, 
 That pure Grecian feature, as much as to say: 
 ' How absurd that any sane man should suppose 
 That a lady would go to a ball in the clothes, 
 No matter how fair, that she wears everyday. ' 
 So I ventured again: ' Wear your crimson brocade.' 
 [Second Turn Up of Nose.'] 
 ' That's too dark by a shade.' " — Nothing to Wear. 
 The internal ear, which is the terminal expansion of the 
 auditory nerve, is vital; the external ear, which is the 
 deploying agent for collecting vibrations, is mental; 
 and the middle ear or drum, which conveys the vibra- 
 tions to the inner ear, is moral. 
 
CHAPTER VI. 
 
 Orgaxs of the Moral System. 
 
 The abdominal organs represent the vital, the tho- 
 racic the mental, and the epigastric the moral. 
 
 Attitudes of the Chest. 
 
 The vital is positive, active, convex; greatly dilated, 
 it is the sign of vigor, energy, power. The mental is 
 negative, passive, concave; greatly hollowed, it is the 
 sign of weakness, suffering. The chest drawn in, with 
 shoulders high, indicates rapture, sublimity, ecstasy. 
 The moral is the normal position; it expresses moderate 
 emotion of sympathy, confidence, love. 
 Vertebral Zokes. 
 
 The lumbar region answers to the vital; the cervical 
 to the mental; and the dorsal to the moral. The ver- 
 tical column forms the keys of the sympathetic human 
 instrument, and from it proceed the nervous flexi. 
 
 (32) 
 
CHAPTER VII. 
 
 Thermometers. 
 
 The larynx is the thermometer of sensitive life. It 
 is very impressionable, and sound and inflections are in 
 perfect unison with the emotion experienced. 
 
 The wrist is the thermometer of organic physical life. 
 It is the directing instrument of the fore-arm and the 
 hand. With the extensor muscles in use it shows tim- 
 idity, lack of confidence; with the flexor muscles in 
 action it indicates power, strength. 
 
 The shoulder is the thermometer of passional life. 
 Every sensation, agreeable or painful, is expressed in 
 raising the shoulders. With joy, admiration, hope, the 
 shoulders are slowly and evenly lifted; with doubt, dis- 
 trust, aversion, there is a decided shrug. It is said that 
 a man does not elevate his shoulders when telling a lie. 
 
 The elbow is the thermometer of relative life. Turned 
 outward it indicates strength, audacity, arrogance, 
 domination, activity; inward it indicates fear, subordin- 
 ation, impotence, humility. Modest people make only 
 a slightly outward movement; the humble person makes 
 the inward; and the vacillating person thrusts his elbows 
 backward and forward, thus indicating uncertainty, 
 change. 
 
 The eyebrow is the thermometer of the mind. The 
 elevated brow means the open door; the mind opens to 
 let in the light or allow it to escape. The lowered brow 
 signifies retention, repulsion, contention; it is the 
 closed door. 
 
 The thumb is the thermometer of the will. It is 
 thrown outward to represent strength and power; 
 thrown inward it indicates imbecility, physical or moral 
 weakness. (33) 
 
CHAPTER VIII. 
 
 Charts. 
 
 The vital, mental and moral principles of being are 
 considered as genus. 
 
 In preparing the charts the Roman character I. repre- 
 sents the vital; II. the mental; and III. the moral. 
 
 Red is the color of the blood, and life is in the blood; 
 it represents the vital, and is the symbol of strength and 
 power in God and man. Blue is cold, calculating, 
 transparent; it represents the mental. Yellow is the 
 color of flame; it is moral, and is the emblem of a soul 
 set on fire by love. 
 
 In the charts, genus is shown in the transversal 
 columns. The vital is considered the base; the mental 
 the summit; and the moral as the connecting link of 
 the vital and the mental, and for this reason placed be- 
 tween the two. 
 
 Conditions produced by the reciprocal relations of 
 body, mind and soul constitute species. Each form of 
 organism becomes triple by borrowing the form of two 
 others. 
 
 The Arabic figure 1 represents the vital; 2 the men- 
 tal; and 3, the moral. The colors are the same as in 
 genus. 
 
 Species are shown in the vertical column. The vital 
 is placed at the left, the mental at the right, and the 
 moral between the two. 
 
 (34) 
 
CHAETS. 3& 
 
 It may seem unnecessary to give precise directions for 
 making the charts; but the author has found by exper- 
 ience in teaching that they are fixed more firmly in the 
 mind by following a uniform order of construction. 
 
 Draw a square figure and divide it into nine equal 
 squares. At the left extend the upper and lower 
 horizontal lines of the large square half the width of 
 one of the small squares, and connect with a vertical 
 line. Outside of this line and parallel to this line write 
 Genus. At the top extend the new vertical line and 
 the right vertical line of the large square half the width 
 of the small squares, and connect with a horizontal line. 
 Over this line write Species. In the space at the left 
 opposite the lower line of squares write I. ; opposite the 
 upper II. ; and the middle III. Over the vertical column 
 of squares at the left write 1, over the right 2, and over 
 the middle 3. Carry out the characters representing 
 Genus by writing in the upper right hand corner of 
 each of the lower line of squares I. ; in the upper line II. ; 
 and in the middle III. Bring down from the top the 
 Arabic figure over each vertical line, place it before the 
 Eoman character in each square and connect with a 
 hyphen. We have now, applying the words represent- 
 ed by the characters in the lower line of squares, read- 
 ing from left to right, vito-vital, moro- vital, and mento- 
 vital. In the upper line of squares we have vito-mental, 
 moro-mental, and mento-mental. In the middle line 
 of squares we have vito-moral, moro-moral, and mento- 
 moral. 
 
 Following a diagonal line from bottom to top and 
 left to right we find the most expressive forms, the max- 
 imum of the vital being the vito-vital; the mental, 
 
36 
 
 THE DELSAKTE PHILOSOPHY. 
 
 the mento-mental; and the moral, the moro-moral. 
 When the appropriate colors are used there is an added 
 interest. 
 
 Chaet I. 
 Essential Trinity in Man. 
 
 Species. 
 
 13 2 
 
 II. 
 III. 
 I. 
 
 1— II. 
 
 Vito-mental. 
 
 3— II. 
 
 Moro-mental. 
 
 2— II. 
 
 Mento-mental. 
 
 l— hi. 
 
 Vito-moral. 
 
 3— III. 
 
 Moro-moral. 
 
 2— III. 
 
 Mento-moral. 
 
 1— I. 
 
 Vito-vital. 
 
 3—1. 
 
 Moro-vital. 
 
 2—1. 
 
 Mento- vital. 
 
 Evolution of Species. 
 
 The vital essence acted upon by the vital produces 
 i;he vito-vital, 1-1. 
 
 The vital acted upon by the mental produces the 
 mento-vital, 2-1. 
 
 The vital acted upon by the moral produces the 
 moro-vital, 3-1. 
 
 The mental acted upon by the mental produces the 
 mento-mental, 2-II. 
 
CHARTS. 37 
 
 The mental acted upon by the moral produces the- 
 moro-mental, 3-II. 
 
 The mental acted upon by the vital produces the- 
 vito-mental, l-II. 
 
 The moral acted upon by the moral produces the- 
 moro-moral, 3-III. 
 
 The moral acted upon by the mental produces the- 
 mento-moral, 2-IIL 
 
 The moral acted upon by the vital produces the 
 vito-moral, l-III. 
 
 Chart II. 
 Attributes and Faculties. 
 
 Species. 
 
 13 8 
 
 Wisdom— II. 
 
 1— II. 
 
 Judgment. 
 
 3-II. 
 
 Conscience. 
 
 B— II. 
 
 Induction. 
 
 Love— HI. 
 
 l-III. 
 
 Sentiment. 
 
 3-III. 
 
 Reverence. 
 
 2— III. 
 
 Intuition. 
 
 Power.— I. 
 
 1— I. 
 
 Sensation. 
 
 3-1. 
 
 Sympathy. 
 
 2—1. 
 
 Instinct. 
 
 The vital principle of being expresses the attribute 
 of power; the mental wisdom; the moral love. This is in 
 
38 THE DELS ARTE PHILOSOPHY. 
 
 accordance with the old Rabbinical lore, which taught 
 that the first three sephiroth comprise the triune entity, 
 or the verbalized spirit of God, consisting of self-con- 
 sciousness (the vital), wisdom (the mental), and love 
 (the moral). 
 
 The essential attributes of being, in reciprocal rela- 
 tions, give us special faculties. 
 
 Power or Vital Expression. 
 
 Vito-vital. — Sensation is the lowest and purest form 
 of animal life. 
 
 Moro-vital. — Sympathy is the lowest element in the 
 moral nature. 
 
 The highest approach to affection a brute can make 
 is sympathy. 
 
 Mento-vital. — Instinct is the wisdom of the animal or 
 vital nature. It is an inward impulse. 
 
 Wisdom or Intellectual Expression. 
 
 Mento-mental. - — Induction is the highest form of 
 reasoning. 
 
 Moro-mental. — Conscience is the moral nature acting 
 on the mental; it is the moral quality in the mind. 
 Conscience is not an infallible rule of conduct, be- 
 cause it is in a measure the result of education. A 
 heathen mother in order to satisfy her conscience may 
 offer up her child to appease an angry god. 
 
 Vito-mental. — Judgment is the lowest form of intel- 
 lectuality. 
 
 Love or Moral Expression. 
 
 Moro-moral. — Reverence is the highest form of love. 
 God is love. Reverence for God is the measure of 
 
CHAETS. 39 
 
 greatness in a man. The essence of love is the annihi- 
 lation of egoism; it is pure altruism. 
 
 Mento-moral. — Intuition is the wisdom of the heart, 
 inward teaching. (Mark the difference between in- 
 stinct and inward impulse, and intuition and inward 
 teaching. ) 
 
 Vito-moral. — Sentiment is the vital, acting through 
 the heart. 
 
 Chaet III. 
 Motion. 
 
 Species. 
 
 13 3 
 
 
 l-II. 
 
 3— II. 
 
 2— II. 
 
 II. 
 
 Eccentro- 
 
 accentric. 
 
 Concentro- 
 
 accentrie. 
 
 Accentro- 
 
 accenti'ic. 
 
 
 1— III. 
 
 3— III. 
 
 2— III. 
 
 III. 
 
 Eccentro- 
 
 concentric . 
 
 Concentro- 
 
 concentric. 
 
 Accentro- 
 
 concentric. 
 
 
 1— I. 
 
 3-1. 
 
 3-1. 
 
 I. 
 
 Eccentro- 
 
 eccentric. 
 
 Concentro- 
 
 eceentric. 
 
 Accentro- 
 
 eccentric. 
 
CHAPTER IX. 
 
 Gesture. 
 
 Every mental state lias its outward expression,, and 
 every movement which reveals the thought, whether by 
 hand or foot, the upturned eye, the scornful lip or the 
 dilated nostril, is a gesture; even tones and inflections 
 are gestures of the voice. The vital organization trans- 
 lates itself by means of outward or eccentric (from a 
 centre) movement. Fear and terror dilate the eye, send 
 a tremor through the frame, quicken the breath, and in 
 the lower animals, and sometimes in man, cause the 
 hair to stand on end. Says the ghost in "Hamlet: " 
 "I could a tale unfold whose lightest word 
 
 Would harrow up thy soul, freeze thy young blood, 
 
 Make thy two eyes, like stars, start from their spheres, 
 
 Thy knotted and combined locks to part, 
 
 And each particular hair to stand on end, 
 
 Like quills upon the fretful porcupine." 
 
 Says Macbeth, when contemplating the murder of 
 King Duncan: 
 
 " If good, why do I yield to that suggestion, 
 Whose horrid image doth unfix my hair 
 And make my seated heart knock at my ribs, 
 Against the use of nature." 
 The mental speaks through inward or accentric 
 (toward a centre) movements. A state of reflection 
 or introspection usually causes a person to lower the 
 head, close or partly close the eyes, as if to shut out the 
 (40) 
 
GESTUKE. 41 
 
 external world, fold the arms and draw himself within 
 a narrow compass. It is well-nigh impossible to collect 
 and concentrate the thoughts when engaged in eccen- 
 tric movements. Imagine Hamlet pronouncing the 
 soliloquy "To be or not to be" with eccentric action! 
 In the mento-mental state a person may be entirely ob- 
 livious to what passes around him. 
 
 The moral expresses itself by concentric (with or 
 around a centre) movements. In an unimpassioned 
 state of mind the gestures are all moderate, neither in- 
 tensely outward nor inward in direction. 
 
 Power is expressed by movements from a centre. 
 Wisdom is expressed by movements toward a centre. 
 Love is expressed by movements with or around a centre. 
 
 Power gives opposition in gesture, showing strength. 
 Wisdom gives precision, representing the exact thought, 
 economy, no more gestures than necessary to express 
 the thought. Love gives sincerity, expresses what one 
 feels, consistency, harmony of gesture and of thought. 
 
 Recapitulation of Offices, Agents, States, Motion. 
 
 Attributes. Offices. Agents. States. Motion. 
 
 Wisdom. Guides. Nerves. Mental. Accentric. 
 
 Love. Impels. Circulation. Moral. Concentric. 
 
 Power. Sustains. Viscera. Vital. Eccentric. 
 
OHAPTEE X. 
 
 General Laws Applied to Special Organs. 
 
 1. Weight on both feet, placed near together (con- 
 centro-centric). The attitude of humility, where one 
 seems to occupy less space in order to give room to an- 
 other; respect, deference, inferior before superior. 
 
 2. Weight on one foot, the other slightly advanced 
 and relaxed (concentro-accentric). The attitude of re- 
 flection. 
 
 3. Poise forward, weight on advanced foot, the other 
 slightly relaxed (eccentro-eccentric). The attitude of 
 vehemence, expectation, earnest giving, emotions of a 
 passional nature. 
 
 4. Weight on retired foot, with leg bent at the knee, 
 the other leg far advanced and lifeless (accentro-accen- 
 tric). This is a sign of weakness which follows vehe- 
 mence. 
 
 5. Both feet in a straight line, weight upon one foot, 
 the other slightly relaxed (concentro-eccentric). It is 
 a passive attitude, preparatory to all oblique steps. It is 
 passive or transitive, and ends all the angles formed by 
 walking. 
 
 6. Weight upon left foot, right describes arc of a 
 circle drawn backward as head and torso are inclined in 
 bowing (accentro-eccentric). Attitude of ceremony, 
 introduction. 
 
 (42) 
 
LAWS FOE BASE. 
 
 43 
 
 7. Weight on both feet, which are wide apart (eccen- 
 tro-concentric). Attitude of physical weakness, that of 
 an old man, or a little child, or an intoxicated person. 
 If a man lives more in his vital nature, his position will 
 tend to wideness; as soon as he subordinates the vital to 
 the moral his position will become narrower. He has 
 the greatest moral power over himself who can balance 
 on the smallest space. 
 
 Chart IV. 
 Attitudes of Base. 
 
 Species. 
 
 
 13 3 
 
 
 
 1— II. 
 
 3-II. 
 
 8— II. 
 
 
 
 Strong position 
 
 Weight on retir- 
 
 One foot far ad- 
 
 
 
 on retired foot, 
 
 ed foot, advanced 
 
 vanced, knee 
 
 
 II. 
 
 lofty thought, de- 
 
 knee bent; reflec- 
 
 straight, weight on 
 
 
 
 fiance, concentrat- 
 
 tion, easy position. 
 
 retired foot, knee 
 
 
 
 ed energy. 
 
 that the mind may 
 be lost in thought. 
 
 bent; slipping from 
 base, fainting, ter- 
 ror. 
 
 
 
 1— III. 
 
 3— III. 
 
 3— III. 
 
 a 
 
 
 Even weight. 
 
 Normal position. 
 
 One foot advan- 
 
 GJ 
 
 
 centre of gravity 
 
 even weight, heels 
 
 ced, equal weight, 
 
 
 
 wide to preserve 
 
 near together, knee knees straight; hes- 
 
 
 III. 
 
 equilibrium: 
 
 straight; unimpas-jitation, doubt, in- 
 
 
 
 weakness with con- 
 
 sioned state, humil- d e c i s i o n. What 
 
 
 
 stant effort to keep 
 
 ity. next ? Offensive or 
 
 
 
 balance, intoxica- 
 
 [defensive. 
 
 
 
 tion, boorishness. 
 
 
 
 1— I. 
 
 3-1. 
 
 3-1. 
 
 
 
 Feet wide apart, 
 
 Feet in diagonal 
 
 Weight on left 
 
 
 
 weight on advan-.line, weight upon 
 
 foot, right de- 
 
 
 
 ced foot, balance o n e foot; transi- 
 
 scribes arc of cir- 
 
 
 I. 
 
 kept by raising on tory, ordinary 
 
 cle as head and 
 
 
 
 toes of retired foot: walking. 
 
 torso are inclined: 
 
 
 
 great vehemence, j 
 
 ceremony, i n t r o - 
 duction. 
 
44 THE DELSARTE PHILOSOPHY. 
 
 8. Both feet on a line, one straight, the other slant- 
 ing, weight about equal (accentro-concentric). It is 
 the attitude of menace, jealousy, hesitation, mental 
 debate. 
 
 9. Weight on one foot, the other advanced almost 
 straight (eccentro-accentric). The attitude of lofty 
 and noble thought, egotism, conceit, antagonism, con- 
 scious power, concentrated energy. 
 
 Examples for Practice with Voice and Feet. 
 
 2— II. I faint, I fall, my feet no longer perform their office 
 [Back-fall]. 
 3 — II. To be or not to be. 
 
 1 — II. {Lofty thought.) And thou, O silent mountain, sole and 
 bare. — Hymn to Mt. Blanc. 
 
 {Defiance). But I defy him, let him come, Rediger. 
 Leah, is it you ? [Head and attitude indicate scorn.'] Yes. — Leah 
 the Forsaken. 
 3 — III. I would rather be a peasant with her baby at her breast. 
 
 — Boyal Princess. 
 And slowly lifting up his kingly head, 
 He to a learned clerk beside him said, 
 1 'What mean those words? " The clerk made answer meet, 
 "He has put down the mighty from their seat 
 And has exalted them of low degree." — Robert of Sicily. 
 2— III. I know not what to do. 
 
 I will take action at once. No, I cannot bear the respon 
 sibility. 
 1 — III. {Boorishness). Wot's that you're readin'? A novel — 
 
 well bless my skin ! 
 You a man grown and bearded, an' histen such stuff as that in. 
 
 — Luke. 
 1— I. Will ye give it up to slaves? 
 
 Will ye look for greener graves? 
 
 Hope ye mercy still? — Warren's Address. 
 
LAWS FOR THE HAND. 45 
 
 2 — I. And so I'm going on the stage [with low stage courtesy] 
 
 to star in western cities. — Tom's Little Star. 
 Sir Harcourt, Lady Gay Spanker; Mr. Dazzle, Mr. Hamilton, 
 Lady Gay Spanker. — London Assurance. 
 3 — I. [As if starting for a walk]. I will walk to the station. 
 
 Position and Direction of the Hand. 
 
 Supine (palm upward) describing inverted curve U; 
 confidence, happiness, well being. 
 
 Prone (palm downward) describing direct curve fj; 
 dominion, power, security, silence. 
 
 Hand supine, describing curve opening at right or 
 left ) ( ; delicacy, fineness. 
 
 Spiral movement from right to left, hand edgewise; 
 victory. 
 
 The nine positions of the hand may be illustrated by 
 a cube. [For cuts see "Delsarte System of Oratory/' 
 pages 95 and 474.] 
 
 1. Front of block. Palm in front and turned in- 
 wardly =limit; palm held up and turned inwardly = 
 mystery, divine mystery, unexplained thought; palm 
 downward and turned inwardly=intentional mystery, 
 arrogant affirmation; palm turned downward horizon- 
 tally = retaining; palm lifted upward horizontally = con- 
 templation, self-study. 
 
 2. Back of block. Palm down and outward = affirm- 
 ation; palm up and outward = revealing. 
 
 3. Top of block. Palm down = protect, suppress, 
 repress, subdue, quell. 
 
 4. Bottom of block. Palm upwards support, accept, 
 maintain, sustain, present, receive. 
 
 5. Right side of block. Palm vertical and turned to 
 left = define. 
 
46 THE DELSARTE PHILOSOPHY. 
 
 6. Left side of block. Palm vertical and turned to 
 right = re ject, keep off. 
 
 Chart V. 
 
 The Hand. 
 
 Species. 
 
 1— II, 
 
 Fingers closed 
 
 3— II. 
 
 Hand shut calm- 
 
 3-II. 
 
 Hand close shut: 
 like claws; convul- ly ; controlled mental or physical 
 ' o n s , summary force. conflict, concentra- 
 
 vengeance. tion of force. 
 
 1— III. 
 
 3— III. 
 
 Fingers separat- Hand supine or 
 ed, thumb normal ;prone: neutral 
 approbation, e x - state of mind, 
 pausion. 
 
 Fingers spread to 
 fullest extent; ex- 
 asperation, terror. 
 
 3—1. 
 
 Fingers slightly 
 parted; animated 
 attention or inten- 
 tion. 
 
 2— III. 
 
 Thumb drooping 
 n w a r d ; prostra- 
 tion, insensibility, 
 death. 
 
 Fingers closed to 
 second joint; exe- 
 cration, cursing. 
 
 Offices of the Hakd.* 
 
 1. To Eeveal. — Hand open wide, palm upward as if 
 to show all it contains. 
 
 2. To Conceal. — Close fingers, bringing palm upward 
 and toward the body as if hiding object from sight. 
 
 * Not necessarily given in this order. Let pupils find other offices of the 
 hands, if possible. 
 
LAWS FOR THE HAND. 47 
 
 3. To Support. — Hand flat, palm upward as if weight 
 rested upon it. 
 
 4. To Hold. — Fingers closed as if retaining object 
 shut in the hand. 
 
 5. To Grasp. — Hand side-wise, fingers closed in palm, 
 thumb closed over fingers. 
 
 6. To Protect. — Hand open, palm downward as if to 
 hover over object. 
 
 7. To Attack. — Palm downward, fingers clutching 
 or hand closed tightly and lifted as if to strike a violent 
 blow. 
 
 8. To Detect. — Fingers pass over object to ascertain 
 shape, size, etc., touch surface to test whether hard or 
 soft, smooth or rough, etc. ; index finger placed in liquid 
 to test whether hot or cold, thick or thin (as to consis- 
 tency), etc. 
 
 9. To Accept. — Hand extended supine with open 
 palm. 
 
 10. To Reject. — Back of hand upward, movement as 
 if to push away a rejected thing. 
 
 11. To Gather. — Draw hand toward person, fingers 
 lightly close while so doing. 
 
 12. To Inquire. — Hands groping stretched outward, 
 palm downward as if blind. 
 
 13. To Caress. — Hand stretched outward, palm down- 
 ward, stroking movement. 
 
 14. To Limit. — Index finger straight, others slightly 
 curved, hand moves up and down, palm inward. 
 
 15. To Indicate. — Palm inward, point with index 
 finger toward object if it be near or small; point with 
 whole hand edgewise toward a very large or a remote 
 object. 
 
48 THE DELSAKTE PHILOSOPHY. 
 
 16. To Affirm. — Open palm, downward motion. 
 
 17. To Deny. — Palm downward; strike downward or 
 from side outward. 
 
 18. To Warn. — Eaised as if forbidding, moving back- 
 ward and forward upon the wrist, palm outward; more 
 intense warning with command not to approach indi- 
 cated by moving up and down, upon wrist; simple 
 warning, middle finger and thumb closed, index finger 
 moving up and down; very delicate warning, three 
 fingers and thumb lightly closed, little finger extended 
 and shaken slightly. 
 
 19. To Shape. — A movement as if molding a pliable 
 object. 
 
 20. To Obliterate. — Both hands open, palm upward, 
 strong downward and outward movement. 
 
 21. To Cover. — Hand spread, palm downward, fingers 
 curved as if to shield or hide from sight. 
 
 22. To Ward. — Hand moving outward, palm outward, 
 as if to keep back. 
 
 Examples por Practice. 
 
 2— II. Curfew shall not ring to-night. [Said to herself, not to 
 the sexton.] 
 
 I hate him for he is a Christian. — Merchant of Venice. 
 8 — II. I know my power. 
 1 — II. Just let me get home with a good grip in his hair 
 
 And I'll be blest if he have a whole bone in his skin. 
 
 — Lost Heir. 
 3— III. I accept. 
 2 — III. When you want a great song for your Italy free 
 
 Let none look at me. — Mother and Poet. 
 1 — III. Oh, come, my white-crowned hero, come! 
 Oh come, and I will be your bride. 
 
 — Sioux Chief's Daughter. 
 
LAWS FOE THE HEAD. 
 
 49 
 
 1 — I. There's one cried — murder. — Macbeth. 
 
 8 — I. O yes, tell me more, I am all attention. 
 
 2—1. Cursed, thrice may you be ever more. 
 
 — Leah, the FwsaJcen. 
 
 Let pupils add examples to those given in every ex- 
 ercise, giving names of authors. Let them if possible 
 give the examples in the book in their proper connec- 
 tions, reciting what comes before and after. 
 
 Gesture is a running commentary on speech. One 
 must feel mental sensation in the arms, must have a 
 gense of life thrilling to the tips of the fingers. 
 Chart VI. 
 
 Attitudes of the Head, 
 
 Species. 
 
 3 
 
 1— II. 
 
 3— II. 
 
 8— II. 
 
 Lowered, in-! Lowered, in- Lowered, in- 
 clined from object, clined forward; re- dined toward ob- 
 yet looking toward flection, sadness, i e c t ; veneration, 
 it; stratagem, jeal- grief, dejection. j faith in object 
 onsy, envy, sus- loved, adoration, 
 
 picion. 
 
 l-III. 
 
 3— III. 
 
 
 2— III. 
 
 Turned from ob- Erect between; Turned toward 
 ject laterally; dis-the shoulders; pas- object laterally; af- 
 trust. love from the sive, neutral, calm fection, love from 
 senses. repose. jthe soul. 
 
 _!_ 
 
 l— i. 
 
 3-1. 
 
 8—1. 
 
 Loftily t u r n e di Inclined back- Thrown back lat 
 from object; pride. ! ward ; passional, erally toward ob 
 noble or base, vehement state. ject; abandon, con 
 scorn. tidence, 
 
50 the delsarte philosophy. 
 
 Examples for Practice with Head and Voice. 
 2 — II. Thou knowest best! 
 
 My sins as scarlet are. Let me go hence, 
 And in some cloister school of penitence, 
 Across those stones that pave the way to heaven 
 Walk barefoot, till my guilty soul be shriven! 
 
 — Robert of Sicily. 
 3 — II. [Reflection.] Let me touch my harp now while I wait. 
 
 — Princess. 
 [Sadness.'] We've no one left to lead us now, 
 
 The sullen soldiers said. — Bay Billy. 
 1 — II. These, then, my Lord of Leicester, are the charms 
 Which no man with impunity can view, 
 IN ear which no woman dare attempt to stand. 
 
 — Mary Stuart. 
 3— III. She stood like fixed, impassive fortitude. 
 
 — Sioux Chief's Daughter. 
 2 — III. When married in the spring, 
 Dear Tom, let's live so quiet! 
 Let's have our pleasant little place, 
 Our books, a friend or two; 
 No noise, no crowd, but just your face 
 For me, and mine for you. 
 Won't that be nice? — Tom's Little Star. 
 1 — III. Yon Cassius has a lean and hungry look. 
 
 — Julius Cmsar. 
 1 — II. From this time, such I account thy love. — Lady Macbeth. 
 2—1. "Ma Willina sol wooda sta in socha framas zees." Ah, 
 appropriat! But could I hope zat you were true to zose lines, my 
 Senator? Well? — Countess in the Bodge Club. 
 3—1. Hail! holy light! 
 
 Inflections of the Head with Examples for 
 Practice. 
 
 1. Forward movement, ending with elevated chin: 
 interrogation, hope, desire; I hope so; Do you think 
 so? 
 
LAWS FOR THE HEAD AND SHOULDERS. 51 
 
 2. Forward movement, ending with chin lowered: 
 doubt, resignation; I am perfectly resigned. 
 
 3. A nod of the head and forward movement: acquies- 
 cence; Yes, I agree with you perfectly in the matter. 
 
 4. Quick nod and brusque movement forward: 
 menace; 
 
 I'll have my bond, I will not hear thee speak, 
 
 I'll have my bond, and therefore speak no more. — Shylock. 
 
 5. Head thrown back: exaltation; 
 
 1 see the star. — Child and the Star. — Dickens. 
 
 6. Movement directly backward: the menace of a 
 weak man; Perhaps he thinks I have forgotten, but Fll 
 pay him back. [The threat never will be executed.] 
 
 7. Eotary movement from one shoulder to the other: 
 impatience, regret, physical weakness; 0, I have no 
 patience with anything of that sort. 
 
 O, death is all mystery. Out past its gateway of silence 
 What waiteth no mortal can tell, but contently I vision 
 A valley of rests whither tortured hearts never are carried. 
 
 — Fuhia. 
 
 8. Eotary movement, ending opposite the interlocu- 
 tor: negation with distrust; No, you could not make me 
 believe that. 
 
 Examples eor Practice, Head and Shoulders.. 
 2 — II. Dead! one of them shot by the sea in the east, 
 
 And one of them shot in the west by the sea; 
 
 Dead! both my boys !— Mother and Poet. 
 3 — II. I looked at John's old garments worn, 
 
 I thought of all that John had borne 
 
 Of poverty, and work and care 
 
 Which I though willing could not share! 
 
 Of seven hungry mouths to feed, 
 
 Of seven little children's need, 
 
 And then of this. Which? 
 
•52 
 
 THE DELSAKTE PHILOSOPHY. 
 
 Chart VII. 
 Head and Shoulders. 
 
 Species. 
 
 1— II. 
 
 Shoulders lifted 
 high, with head 
 sunken between; 
 hate, revenge, vi- 
 tal laughter. 
 
 Lifted moderate- 
 ly; happiness, joy. 
 
 1— I. 
 
 Lifted high, head 
 
 Drooping slight- 
 ly; pity, sympathy. 
 
 Normal position: 
 unimpassioned 
 state of feeling. 
 
 3— II. 
 
 Very drooping: 
 depression, dejec- 
 tion, overwhelm- 
 ing grief. 
 
 Depressed a c ■ 
 cording to feeling; 
 gentle sorrow. 
 
 3-1. 
 
 2—1. 
 
 Lifted, with hoi; 
 
 Lifted, thrown 
 thrown back; sidewise back from low chest; physical 
 amazement, rap-object; distrust, pain, 
 ture, great explo- scorn, 
 sion. 
 
 1 — II. " Curse on him," quoth false Sextus; 
 
 "Will not the villain drown? " — Horatias at the Bridge. 
 I With laughter. ] Just our rapture to enhance 
 
 Let the English rake the bay, 
 Gnash their teeth and glare askance 
 As they cannonade away. — Serve Kiel. 
 3— III. I stood on the bridge at midnight, 
 
 As the clocks were striking the hour. — The Bridge. 
 2— III. O dear, dear Jeannie Morrison 
 
 Since we were sundered young, 
 I've never seen your face nor heard 
 
LAWS FOR THE EYE. 
 
 5& 
 
 The music of your tongue. 
 But I could hug all wretchedness 
 
 And happy could I dee, 
 Did I but ken your heart still dreams 
 
 O' bygone days and me! — Jeannie Morrison. 
 1— III. When I look from my window at night 
 And the welkin above is all white — 
 
 All throbbing and panting with stars — 
 Among them majestic is standing 
 Sandalphon, the angel, expanding 
 
 His pinions in nebulous bars. — Sandalphon. 
 
 Chart VIII. 
 
 The Eye. 
 
 Species. 
 
 Head lowered Pupil lowered 1 Head lowered 
 and turned f r o in midway between toward object, 
 object, yet gazing sides; introspec- with gaze down- 
 upon it; scrutiniz-tion, reflection. 'cast; diffidence, 
 ing with distrust. "modesty. 
 
 1— II. 
 
 3— II. 
 
 3— II. 
 
 I— III. 3— III. 2— III. 
 
 Turned from ob- Pupil midway be-! Gaze directed to- 
 ject, but on leveltween the sides:!ward object and 
 with it; mystic at- neutral, calm, nor-|on level with it; 
 tention to object; mal. simple interest, 
 
 or idea. 
 
 1— I. 
 
 Head raised and 
 turned from ob 
 ject, as gaze is di- 
 rected toward it; 'or idea, 
 lofty pride, scorn. | 
 
 Simple upward; 
 unimpassined a t - 
 tention to object 
 
 Raised and turn- 
 ed toward object. 
 
-54 THE DELSARTE PHILOSOPHY. 
 
 1. — I. " She is won! we are gone, over bank, bush and scaur! 
 They'll have fleet steeds that follow!" quoth Young 
 Lochinvar. — Lochinvar. 
 
 2—1. Dying at last! 
 
 Mother! dear mother! with meek, tearful eye, 
 Farewell! and God bless you forever and aye. 
 Dying at last! Wounded! 
 
 3 — I. I scorn forgiveness, haughty man ! 
 You've wounded me before the clan, 
 And naught but blood shall wipe away 
 The shame I have endured to-day. — Maclaine's Child. 
 
 Examples for Practice with Eye and Voice. 
 
 2 — II. And blushed as she gave it, looking down 
 On her feet so bare, and her tattered gown. 
 
 — Maud Midler. 
 3 — II. If it were done when 'tis done, then 'twere well 
 
 It were done quickly. — Macbeth. 
 1 — II. [Irony.] You meant no harm! O no, you are all inno- 
 cence. — Shakespeare. 
 
 3 — III. I had a hat— it was not all a hat — 
 
 Part of the brim was gone — yet still I wore it on. 
 
 — The Old Hat. 
 2 — III. It was late in the autumn of '40 ; 
 
 "We had come from our far Eastern home 
 Just in season to build us a cabin, 
 Ere the cold of the winter should come. 
 
 — Whistling in Heaven. 
 
 1 — III. Oh, how much I have thought of that last fond meet 
 ing 
 In the greenwood's silent shade. 
 
 — Mystic Remembrance. 
 1 — I. Ye may keep your gold, I scorn it!— Sty Michael's. 
 3 — I. I heed not if my rippling skiff 
 
 Float swift or slow from cliff to cliff; 
 
LAWS FOR THE EYE ANT) BROW. 
 
 With dreamful eyes my spirit lies 
 Under the walls of Paradise. —Drifting. 
 
 % — I. Ye ice-falls! ye that from your dizzy heights 
 Adown enormous ravines steeply slope — 
 Torents, methinks, that heard a mighty voice, 
 And stopped at once amid their maddest plunge! 
 Motionless torrents! silent cataracts! 
 Who made } r ou glorious as the gates of heaven 
 Beneath the keen full moon? — Hymn to Mt. Blanc. 
 
 55 
 
 Chart IX. 
 The Eye and Brow. 
 
 
 
 
 
 
 
 13 3 
 
 
 II. 
 
 III. 
 I. 
 
 1— II. 
 
 Eye open, with 
 flattened brow; 
 firmness, stern res- 
 olution. 
 
 3— II. 
 
 Eye partly closed, 
 brow very much 
 lowered; bad hu- 
 mor. 
 
 8— II. 
 
 Brow lowered, 
 eye nearly closed; 
 contention of 
 mind, concentra- 
 tion of thought, ef- 
 fort of memory. 
 
 1 
 
 
 
 1— III. 
 
 Wide open with 
 blank look; stupor 
 from fear, idiocy. 
 
 3— III. 
 
 Normal position 
 of brow and eye: 
 calm state of mind. 
 
 3— III. 
 
 Partly closed; 
 grief. 
 
 
 1— I. 
 
 Open to full ex- 
 tent, eyeballs pro- 
 truding; astonish- 
 ment, pride. 
 
 3-1. 
 
 Partly closed; 
 disdain. 
 
 3—1. 
 
 Nearly closed; 
 scorn mingled with 
 hate. 
 
56 the delsarte philosophy. 
 
 Examples for Practice with Eye, Brow and 
 
 Voice. 
 2 — II. Once upon a midnight dreary, 
 
 While I pondered, weak and weary.— The Raven. 
 3 — II. Then a-knitting his black brows with anger, 
 He tumbled the poor slip below; 
 " An'," says he, " P'r'aps to-morrow'll change you; 
 If it don't, back to England you go." — The Stowaicay. 
 1— II. Get out the dogs; I'm well to-night, 
 And young again and sound, 
 I'll have a run once more before they put me under 
 ground. — Death of the Owd Squire. 
 3 — III. Sitting here by the brookside 
 
 Away from fashion and strife, 
 List'ning to purling water 
 And hum of insect life, 
 A gentle calm steals o'er me, 
 
 The hush of my soul's repose, 
 As I'd fain shut out forever 
 All thought of the wide world's woes. 
 2 — III. Ah! my heart it has e'er been so — 
 
 Cold clouds shading life's sunniest glow, 
 Warm hopes drowned in the cold waves' flow. 
 
 1— III. "It was not the echoes," said the goblin. Gabriel 
 Grub was paralyzed and would make no reply. 
 " What do you do here on Christmas eve ?" 
 [With staring, motionless eyes.'] "I came to dig a 
 grave, sir," stammered Gabriel Grub.— Gabriel Grub. 
 
 1 — I. [Scorn.] What! you have brought me berries red? 
 What! you have brought your bride a wreath? 
 
 — Sioux Chief. 
 
 3—1. Thou slave, thou wretch, thou coward! 
 Thou wear a lion's hide? — King John. 
 
 2 — I. I hate him, for he is a Christian! — Shylock. 
 
laws for the mouth. 57 
 
 The Mouth. 
 The lower jaw is vital; the upper lip is mental; the 
 lower lip is moral. 
 
 Chart X. 
 The Mouth. 
 
 Species. 
 
 ners depressed" apart, corners of 
 horror, disappro- mouth depressed: 
 val. grief, disappoint- 
 
 ment. 
 
 1— II. 
 
 Lips apart, cor- 
 
 a— ii. 
 
 Lips slightly 
 
 Lips parted wide; 
 astonishment. 
 
 2— II. 
 
 Lips closely shut, 
 corners depressed; 
 contention of 
 mind. 
 
 Lips slightly part- 
 ed; abandon, ex 
 pectancy,suspense, 
 
 1— I. 
 
 3-1. 
 
 Lips closely shut: 
 firmness. 
 
 2—1. 
 
 Lips wide apart, I Lips slight 1 y i. Lips shut,corners 
 corners raised; hi- apart, corners ofp a is ed; approval, 
 larity, laughter. ithe mouth raised; approbation. 
 I pleasure. 
 
 Examples for Practice with Mouth and Voice. 
 
 2 — II. Brutus. — Tell us the manner of it, gentle Casca. 
 
 Casca. — I can as well be hanged as tell the manner of it; 
 it was mere foolery; I did not mark it. I saw Mark Antony- 
 offer him a crown; and, as I told you, he put it by once; but, for 
 all that, to my thinking, he would fain have had it. Then he 
 offered it to him again: then he put it by again; but to my 
 
58 THE DELSARTE PHILOSOPHY. 
 
 thinking, he was very loath to lay his fingers off it. And then 
 he offered it the third time; he put it the third time by; and still 
 as he refused it, the rabblement hooted and clapped their chapped 
 hands, and threw up their sweaty night-caps.— Julius Ccesar. 
 
 3— II. Archie Dean! Archie Dean! 
 
 There's a pain in my heart while I speak ; 
 I wonder if always the thought of your name 
 Will make me so saddened and weak! — Archie Dean. 
 1 — II. Two bodies stark and white, 
 
 With sea-weed in their hair. — The Face Against the Pane. 
 3— III. The lad had got across the border, riding Kentucky 
 Belle; 
 And Kentuck, she was thriving, and fat and hearty and 
 well. — Kentucky Belle. 
 
 . 2— III. Shall she let it ring? No, never! 
 Flash her eyes with sudden light, 
 As she springs and grasps it firmly — 
 " Curfew shall not ring to-night!" 
 
 (1.) 
 1— III. " The other day ? " The sailor's eyes 
 Stood open with a great surprise, — 
 "The other day? The Swan?"— The Gray Swan. 
 
 (2.) 
 Murillo entered, and, amazed, 
 On the mysterious painting gazed; 
 " Whose work is this? "—Painter of Seville. 
 
 1 — I. " Heaven save you, friend, 
 
 You seem to be happy to-day." 
 
 " Oh, yes, fair sirs," [laughter] and the rascal laughed, 
 
 And his voice ran free and glad ; 
 
 " An idle man [laughter] has so much to do [laughter] 
 
 That he never has time to be sad." [laughter] 
 
 —Enchanted Shirt. 
 
 3—1. But thou, O Hope! with eyes so fair, 
 
 What was thy delighted measure ?— Ode on the Passions. 
 
LAWS FOR THE NOSE AND VOICE. 
 
 59 
 
 2 — I. Yet here, Laertes! abroad, abroad, for shame; 
 
 There, my blessing with you. {laying Ms hand on Laertes' 
 head] — Hamlet. 
 
 Ohaet XI. 
 
 The Nose, 
 
 Species. 
 
 13 3 
 
 II. 
 
 III. 
 I. 
 
 1— II. 3— II. 2— II. 
 
 Nostrils dilated,: Nose wrinkled at! Nostrils con- 
 nose wrinkled; fu- side, between theitracte d, nose 
 rious anger, little- eye-brows; aggres- wrinkled between 
 ness of soul. sion. menace. .the eye-brows; ma- 
 lignity, hate. 
 
 1— III. 
 
 Nostrils dilated; 
 excitement, pas- 
 sion, delicate sensi- 
 bility. 
 
 3— III. 
 
 Nostrils in re- 
 pose; calm indif- 
 ference. 
 
 2— III. 
 
 Nostrils con- 
 tracted; insensibil- 
 ity, hardness, 
 cruelty. 
 
 1-1. 
 
 Nostrils dilated 
 and raised; scorn, 
 terror. 
 
 3—1. 8—1. 
 
 Nostrils raised; Nostrils con- 
 sensuousness. tracted and raised; 
 ^ontempt. 
 
 Examples for Practice with Xose and Voice. 
 
 2 — II. If I can catch him once upon the hip 
 I will feed fat the ancient grudge 
 I bear him. — Shylock. 
 3 — II. Began. — Let your study 
 
 Be to content your lord; who hath received you 
 At fortune's alms. — King Lear. 
 
€0 THE DELSARTE PHILOSOPHY. 
 
 1 — II. Why, then, there, there, there! 
 
 A diamond gone! cost me two thousand ducats in 
 Frankfort. — Merchant of Venice. 
 
 3— III. It matters little where I was born 
 
 Or if my parents were rich or poor; 
 Whether they shrank at the cold world's scorn 
 Or walked in the pride of wealth, secure. 
 
 2— III. Pity thee! Soldo! 
 
 But does the robed priest for his pity falter? 
 
 — Parrhasius. 
 
 1 — III. Still sprung from those swift hoofs, thundering south. 
 The dust, like the smoke from the cannon's mouth. 
 — Sheridan's Ride, 
 
 1 — I. To feed your poultry and your hogs! oh, monstrous! 
 And when I stir abroad on great occasions 
 Carry a squeeking tithe-pig to the vicar; 
 Or jolt with higglers' wives the market trot 
 To sell your eggs and butter! 
 
 — Julianna in The Honeymoon. 
 
 3 — I. A pretty piece of flesh, most monstrous fair. 
 
 — With slight contempt. 
 
 2 — I. And I really think it will hardly do, 
 
 As I'm "close communion," to cross with you, 
 You're bound, I know to the realms of bliss, 
 But you must go that way, and I'll go this. 
 
 — No Sects in Heaven. 
 
 Analysis of Robert of Sicily. 
 After this book has been thoroughly mastered,, pupils 
 should have much practice in analyzing and describing 
 the appropriate action in selections which may be 
 chosen.* The following is a specimen: 
 
 *One pupil may give the words and the whole class may give the action in 
 pantomime. 
 
SYNOPSIS OF EXPRESSIONS. 61 
 
 1. De sede, et exaltavit humiles. [should be given as a chant.'] 
 
 2. He has put down the mighty from his seat, 
 And has exalted them of low degree. 
 
 3. Unto priests and people be it known 
 
 There is no power can push me from my throne. 
 
 4. Who's there? 
 
 5. Open, 'tis I, the king! Art thou afraid? 
 
 6. Long live the king! 
 
 7. Who art thou, and why comest thou here? 
 
 8. I am the king, and come to claim my own 
 From an imposter who usurps my throne. 
 
 9. Art thou the king? 
 
 10. I am; I am the king. 
 
 11. Look! and behold in me 
 Robert, your brother, king of Sicily! 
 
 This man, who wears my semblance to your eyes, 
 Is an imposter in a king's disguise. 
 Do you not know me? Does no voice within 
 Answer my cry, and say we are akin? 
 
 12. Let me go hence, 
 
 And in some cloister's school of penitence, 
 Across those stones that pave the way to heaven 
 Walk barefoot, till my guilty soul be shriven! 
 
 13. I am an angel, and thou art the king! [chanted very low.] 
 
 14. And when his courtiers came, they found him there, 
 Kneeling upon the floor, absorbed in silent prayer. 
 
 Synopsis of Expressions and the Muscles by 
 which they are produced. 
 
 Quoted from Duehenne's '•Human Physiognomy. "—Translated by Anna 
 Randall-Diehl, because of its harmony with Delsarte. 
 
 Primordial expressions are produced by the partial 
 contraction of completely expressive muscles, or the 
 continuation of expressive incomplete muscles with 
 those that are expressive complimentaries. 
 
 Complex expressions result from the union of prim- 
 ordials. 
 
62 
 
 THE DELSAETE PHILOSOPHY. 
 
 Chart XII. 
 
 Color. 
 
 Species. 
 
 
 
 1 
 
 3 3 
 
 
 
 1— II. 
 
 3— II. 
 
 2— II. 
 
 
 II. 
 
 Eed in blue = 
 
 Yellow in blue = 
 
 Blue in blue = 
 
 
 
 purple. 
 
 green (dark). 
 
 indigo. 
 
 1 
 
 
 1— HI. 
 
 3— III. 
 
 a— in. 
 
 o 
 
 
 
 
 
 
 III. 
 
 Red in yellow = 
 
 Yellow in yellow 
 
 i Blue in yellow = 
 
 
 
 orange (light). 
 
 = yellow. 
 
 green (light). 
 
 
 
 1— I. 
 
 3-1. 
 
 3-1. 
 
 
 
 Red in red = 
 
 Yellow in red = 
 
 Blue in red = 
 
 
 
 Vermillion. 
 
 orange (dark). 
 
 violet. 
 
 Primordial Expressions. Muscles by ichich they are Produced. 
 
 By partial contraction of ) 
 
 muscles, complementary >• Frontal. 
 
 expressive: Attention. ) 
 
 Eeflection: Orbicular palpebral superior, portion of 
 the sphincter of the eyebrows, contraction moderate. 
 
 Meditation: Same muscle, contraction strong. 
 
 Contention: Same muscle, contraction very strong. 
 
 Dolor: Superciliary. 
 
synopsis of expkessio:n"s. 63 
 
 Aggression (wicked) : Pyramid of the nose 
 By the combined contrac- "] 
 tion of the incomplete- 
 ly expressive and the 
 expressive complement- 
 aries. Weeping (warm 
 
 Common elevator of the 
 ► wing of the nose, the upper 
 lip and the eyebrows. 
 
 Weeping (moderate): Small zygomatic and the eye- 
 brows. 
 
 Joy: Large zygomatic and orbicular palpebral in- 
 ferior; contraction moderate. 
 
 Laughter: Same muscles with eyebrows. 
 
 Joy (false lying smile): Large zygomatic alone.- 
 
 Joy (ferocious): Transverse of the nose and large 
 zygomatic. 
 
 Anger concentrated: Orbicular palpebral superior, 
 masseter, buccinator, square of the chin, lower lip and 
 peaucier. 
 
 Anger, fierce (with rage) : Pyramid of the nose, drop- 
 ping of mandible to maximum. 
 
 Reflection (sad): Orbicular palpebral superior, and 
 triangular of the lips. 
 
 Reflection (agreeable) : Orbicular palpebral surperior, 
 and large zygomatic. 
 
 Ecstasy: Gaze high, united with muscular combina- 
 tion for joy. 
 
 Grief (intense, with tears): Superciliary and small 
 zygomatic. 
 
 Grief (with despair) : Superciliary and triangular of 
 the lips. 
 
 Irony (ironical laugh) : Buccinator and square of the 
 chin. 
 
64 THE DELSAKTE PHILOSOPHY. 
 
 Sadness (dejection): Triangular of the lips, constric- 
 tion of the nostrils and downward look. 
 
 Disdain, disgust: Tuft of the chin, triangular of the 
 lips and eyebrows. 
 
 Doubt: Tuft of the chin, eccentric fibres of the orbi- 
 cular of the lips, whether of the lower half or upper 
 and lower together, and the frontal. 
 
 Scorn: Eyebrows, square of the chin, transverse of 
 the nose, common elevator of the wing of the nose and 
 upper lid. 
 
 Surprise: Frontal, moderate lowering of the under 
 jaw. 
 
 Astonishment: Same muscular combination to the 
 highest degree of contraction. 
 
 Stupefaction: Some muscular combination to moder- 
 ate degree of contraction. 
 
 VOCAL ELOCUTION.* 
 
 VOICE-CULTURE. 
 
 Too much importance cannot be attached to judicious 
 voice-culture. It is encouraging to know that Malibran, 
 who was one of the great singers of the world, began to 
 study with a feeble voice. Her lower tones were harsh, 
 her upper limited and poor in quality, while the mid- 
 dle wanted resonance. She had also a defective ear. 
 Curran, stuttering Jack Ourran, cultivated his voice so 
 industriously that he not only overcame the defect, but 
 was noted for the clearness and perfection of his articu- 
 lation. He practiced before a mirror, and debated 
 
 *The subject is not thus briefly treated because of its lack of importance 
 but because the author has so fully done so in her books, "Reading and 
 Elocution,' 1 and "Choice Reading." 
 
CONCLUDING DIRECTIONS. 65 
 
 questions as if he were in a lyceum. Any voice may be 
 improved by the practice of vocal gymnastics. 
 
 Volume. 
 
 To develop the volume of the voice/lower the larynx, 
 elevate the soft-palate, hollow the tongue, and practice 
 sustained tones. 
 
 Strength. 
 
 To make the voice strong and vigorous, practice ex- 
 plosive exercises properly. Judicious elocutionary 
 practice never injures the voice for speaking or singing, 
 but always makes it a better and more obedient organ. 
 
 To be Heard, Understood and Felt. 
 
 To be heard, project the voice properly; to be under- 
 stood, articulate properly; to be felt, use appropriate 
 tone-color and correct inflection. 
 
 Resonance. 
 
 Vital resonance is in the throat, and is given in the 
 language of hatred, revenge, etc. 
 
 Mental resonance is in the forward part of the face. 
 It is cold, unimpassioned, unfeeling. 
 
 Moral resonance is in the centre of the arch of the 
 roof of the mouth. It is used in the expressing of 
 grand and noble emotion, love, sympathy. 
 
 Prater. 
 
 Prayer in the mental tone seems insincere; in the 
 vital, irreverent and familiar; and in the moral, rever- 
 ent and sincere. 
 
66 the delsaete philosophy. 
 
 Impeessioks Made by the Voice. 
 
 Address people with the mental voice if you wish to 
 be coldly sarcastic, or to command by the will; with the 
 vital if you wish to subjugate, to overcome, to command 
 by physical force; with the moral if you wish to secure 
 co-operation, to express sympathy, to command by love. 
 
 "Recite what you will, but let it move." — M. 
 Coquelin. 
 
C.W. BARDEEN, Publisher, 
 
 4 1 9-425 So. Clinton St., 
 SYRACUSE, N. Y. 
 
 GOLD MEDAL, PARIS, 1889. 
 
 BOOKS ON TEACHING. 
 
 C. W. Bardeen follows a unique line of Publications. He pub- 
 lishes more books directly for the help of teachers than any firm 
 we know of. — Intelligence, Chicago, July 1, 1885. 
 
 C. W. Bardeen, of Syracuse, N. Y., is the most enterprising and 
 progressive publisher of teachers' books in this country, and the re- 
 cent Paris Exposition has given him the Gold Medal. — Educational 
 Oourant, Ky., October, 1889. 
 
 INDEX TO CATALOGUE. 
 
 History and Science of Education. 
 
 2. Cyclopaedia of Education. 
 
 3. Biography of Noted Educators. 
 
 4. Life and Works of Ptstalozzi. 
 
 5. Froebel and the Kindergarten. 
 
 6. The Orbis Pictus of Comenius. 
 
 7. The Five Great English Books. 
 
 8. Books for Young Teachers. 
 
 9. Papers on Educational Topics. 
 
 10. School Boom Classics. 
 Methods in Special Subjects. 
 
 11. Arithmetic by the Grube Method. 
 
 12. Useful Appliances in Arithmetic. 
 
 13. Specialties in Arithmetic. 
 
 14. Helps in Teaching Penmanship. 
 
 15. Helps in Language Teaching. 
 
 16. Exercises in English Syntax. 
 
 17. Helps toward Correct Speech. 
 
 18. Helps in Teaching Literature. 
 
 19. Helps in Teaehing History. 
 
 20. Houghtou's Conspectus of Political 
 Parties. 
 
 21. Instruction in Citizenship. 
 
 22. Music in the School Boom . 
 
 23. Our New Music Book. 
 
 24. Preparation for Examination in 
 Drawing. 
 
 25. Official Question Books. 
 
 26. The Begents' Questions. 
 Becords, Blanks, Apparatus, Etc. 
 
 27. Helps in Begents' Examinations. 
 
 28. School Becords and Beports. 
 
 29. Maps, Charts, and Globes. 
 
 30. Blackboard Material. 
 
 31. Blackboard Appliances. 
 
 32. The School Bulletin Agency. 
 
-THE SCHOOL BULLETIN PUBLICATION 
 
 The Cyclopedia ' of Education. 
 
 This largest and handsomest of our publications is an octavo volume of 
 562 pages, price $3.75. How indispensable it is to the teacher and to the 
 school library may be judged from the following testimonials. 
 
 " It is admirable in every way. The book is worthy of a lower shelf in 
 every teacher's library.— Educational News, June 8, 1889. 
 
 "This handsomely printed book is worth adding to the pedagogical 
 shelf of any reference library."— The Critic, March 23, 1889. 
 
 "An elegant volume, which will find a place in the library of every 
 teacher. The bibliography at the end of the book is the best educational 
 check-list in the country."— .72. Heber Holbrook, in Normal Exponent, May, '89. 
 
 "It is the most ambitious work of the kind yet published in English, 
 and is, therefore, a verv valuable volume for the teacher's library. More- 
 over, its value is increased greatly by the addition of a very extensive Bibli- 
 ography of Pedagogy, both English and foreign."— Pop'r Educator, Mch. '89. 
 
 " This work occupies a distinct and peculiar field, and will be of contin- 
 ual value to the educator. The special aim of the editor, Mr. A. Fletcher, 
 has been to give a clear but concise account of facts and questions belong- 
 ing to educational topics. Here are a few titles which will give some idea 
 of the scope of the work : Pestalozzi, Attendance, Analysis of Sentences, 
 Chemistry, Technical Education, Precocity, Pedagogy, Hamiltonian Method, 
 Hegel, Universal Language, Utilitarianism, University, Kindergarten. Un- 
 der these, and many scores of other topics, there is given a mass of carefully 
 combined information, much of which could not be found elsewhere."— 
 Christian Union, Feb. 22, 1889. 
 
 " A handbook of ready reference on educational subjects of a high plane 
 of scholarship has long been a desideratum in this country, and this work in 
 a large measure supplies this want. It is a handbook of reference on all sub- 
 jects of education— its history, theory, and practice. The list of contributors 
 to the work embraces the leading educational writers of England, including 
 such names as Oscar Browning, J. S. Curwen, Sir Philip Magnus, Arthur 
 Sidgwick, and James Sully. These men are writers of the broadest scholar- 
 ship, capable of thinking deeply on educational subjects, and what they 
 have to say is entitled to the highest confidence of the educational world. 
 The object dilgently kept in view by the writers of this work has been to 
 make it useful to all who take an interest in educational questions, and 
 especially to those engaged in teaching. With this purpose in view the ob- 
 ject has been to present a practical view of educational facts and questions 
 discussed. An exhaustive treatment of the great variety of subjects has 
 not been aimed at, the end sought being to bring their pedagogic features 
 into clear outline. Not the least useful part of the work is a ' Select and 
 Systematic Bibliography of Pedagogy,' occupying some forty pages. The 
 work makes a large octavo volume of 562 pages. The mechanical execu- 
 tion is unusually satisfactory."— Journal of Pedagogy, June, 1889. 
 
 C. AV. BARDEEN, Publisher, Syracuse, N. Y. 
 
THE SCHOOL BULLETIN- PUBLICATIONS. 
 
 Biographies of Noted Educators. 1 
 
 1. Pestalozzi : Ids Aim aiul Work. By Baron De Guimps. Translated by 
 Margaret Cuthbertson Crombie. Cloth, 12mo, pp. 336, $1.50. 
 
 " A teacher knowing nothing of Pestalozzi would be like the lawyer that 
 has never heard of Blackstone. We commend this book strongly as specially 
 adapted to younger students of pedagogy."— Ohio Ed'l Monthly, June, 1889. 
 
 " To those who seek to know how one of the world's greatest reformers 
 planned and executed his work, how this and that grand principle was 
 wrought out, how truth was dissociated from error, this volume will be a 
 delightful treasure. And there are many such who are not content to know 
 the name and nothing more, but seek to understand the man and the motive. 
 To such this book is indispensable."— Educational Courant, July, 1889. 
 
 8. Autobiography of Friedrich Froebel. Translated and annotated by 
 Emilie Michaelis and H. Keatley Moore. Cloth, 12mo, pp. 183, $1.50. 
 
 " He writes so simply and confidentially that no one can fail to under- 
 stand everything in this new translation. It would be of great benefit to 
 American youth for fathers and mothers to read this book for themselves, 
 instead of leaving it entirely to professional teachers."— New York Herald^ 
 Aug. 4, 1889. 
 
 S. A Memoir of Roger Ascham. By Samuel Johnson, LL.D. With an 
 Introduction by James S. Carlisle. Cloth, 16mo, pp. 200, $1.00. 
 
 This volume, formerly published in the " Garnet Series " of the Chau- 
 tauqua Library has been recently transferred to the School Bulletin Publi- 
 cations. 
 
 k. John Amos Comenius, Bishop of the Moravians ; his Life and Educa- 
 tional Works. Cloth, 12mo, pp. 229, $1.00. 
 
 Our recent republication of his famous Orbis Pictus has added interest 
 to the life of the famous reformer. 
 
 5. Essays on Educatiotial Reformers. By R. H. Quick. Cloth, 16mo, 
 pp. 331, $1.50. 
 
 Much the best edition of this famous work, which its vivacious style 
 makes the most interesting of educational histories. 
 
 6. Pedagogical Biography. A series of reprints from Quick's " Educa- 
 tional Reformers," giving the most important sketches separately, in pam- 
 phlet form, at a uniform price of 10 cts. each. There are 7 numbers, as follows: 
 
 I. The Jesuits, Ascham, Montaigne, Ratich, Milton. 
 
 II. John Amos Comenius. III. John Locke. 
 
 IV. Jean Jacques Rousseau. V. John Bernhard Basedow. 
 
 VI. Joseph Jacotot. Nil. John Henry Pestalozzi. 
 
 C. W. BARDEEN, Publisher, Syracuse, N. Y. 
 
THE SCHOOL BULLETIN PUBLICATIONS. 
 
 Life and Works of Pestalozzi. 
 
 1. Pestalozzi : his Aim and Work. By Baron De Gtjimps. Translated 
 by Margaret Cuthbertson Crombie. Cloth, 12mo, pp. 336, $1.50. 
 
 Demands a deep and earnest perusal.— Teachers' 1 Aid, London, Feb. 2 r 
 1889. 
 
 Among the best books that could be added to the teacher's library. — 
 Chautauquan, Oct., 1889. 
 
 It is sufficient to say that the book affords the fullest material for a. 
 knowledge of the life of the great educational reformer. — Literary World, 
 June 22, 1889. 
 
 Should be carefully studied by every teacher.— The Pacific Educational 
 Journal, Aug., 1889. 
 
 The most satisfactory biography of Pestalozzi accessible to English 
 readers.— Wisconsin Journal of Education, Aug., 1889. 
 
 There is not a teacher anywhere who cannot learn something by the 
 perusal of this work.— Science, June 7, 1889. 
 
 The work is a timely reminder how far we have strayed in following the 
 deity of "examination," which should have heen kept in its place as the 
 handmaid of education.— The Schoolmaster, London, Feb. 16, 1889. 
 
 0. Pestalozzi and Pestalozzianism. By R. H. Quick. Paper, 16mo, pp. 
 40, 15cts. 
 
 This is a reprint from Quick's Educational Reformers, and contains the 
 best brief abstract that has ever been written. 
 
 3. The Pestalozzian Series of Arithmetics. Teachers' Manual and First- 
 Year Text-Book for pupils in the first grade. Based upon Pestalozzi's 
 method of teaching Elementary Number. By James H. Hoose. Boards^ 
 16mo, 2 editions. Pupil's Edition, pp. 156, 35 cts. Teacher's Edition, contain- 
 ing the former, with additional matter, pp. 217, 50 cts. 
 
 This is a practical exposition of the Pestalozzian Method, and has met 
 with great success not only in the Cortland Normal School, where it was 
 first developed, but in many other leading schools, as at Gloversville, Baby- 
 lon, etc. It is diametrically opposed to the Grube Method, and good teach- 
 ers should be familiar with both, that they may choose intelligently between 
 them. 
 
 U. Lessons in Number, as given in a Pestalozzian School, Cheam, Surrey, 
 The Master's Manual. By C. Reiner. Cloth, 16mo, pp. 224. $1.50. 
 
 5. Lessons in Form, or, an Introduction to Geometry as given in a Pesta- 
 lozzian School, Cheam, Surrey. By C. Reiner. Cloth, 16mo, pp. 215. $1.50. 
 
 Both 4 and 5 in one volume, $2.00. 
 
 These works were prepared in 1835 under the supervision of Dr. C. Mayo 
 in the first English Pestalozzian school, and have particular value as repre- 
 senting directly the educational methods of the great reformer. 
 
 C. W. BARDEEN, Publisher, Syracuse, N. Y» 
 
THE SCHOOL BULLETIN PUBLICATIONS. 
 
 Froebel and the Kindergarten. 
 
 1. Autobiography of Friedrich Froebel. Translated and annotated by 
 Emily Michaelis and H. Keatly Moore. Cloth, i2mo, pp. 183. $1.50. 
 
 Useful and interesting * * * among the best that could be added to 
 the teacher's library.— The Chautauquan, Oct., 1889. 
 
 There is no better introduction to the Kindergarten.— }Visconsin Journal 
 of Education, Sept., 1889. 
 
 It is a book which can be trusted to make its own way.— The Independent, 
 Oct. 10, 1889. 
 
 These two books [Froebel and Pestalozzi] recently from the press of the 
 enterprising and discriminating house of C. W. Bardeen, are the last and not 
 the least important contribution to American pedagogical literature. The 
 professional library is incomplete without them.— Canada School Journal, 
 Sept., 1889. 
 
 2. Child and Child-Nature. Contributions to the understanding of 
 Froebel's Educational Theories. By the Baroness Marenholtz-Buelow. 
 Cloth, 12mo, pp. 207. $1.50. 
 
 It is a fit companion to the Autobiography and the two are published in 
 the same style— a capital idea— and a royal pair of volumes they make.— 
 Educational Courant, Oct., 1889. 
 
 Its design is to illustrate the theory and philosophy of Froebel's system. 
 It does this so clearly and pleasingly as to give no excuse for criticism. * * 
 * * The volume is one profitable for every mother, as well as every teacher 
 of children.-^ Chicago Interocean, Sept. 14, 1889. 
 
 8. The First Three Tears of Childhood. By B. Perez, with an Intro- 
 duction by Prof. Sully. Cloth, 12mo, pp. 294. $1.50. 
 
 The eminent English psychologist, Prof. Sully says that Perez combines 
 in a very happy and unusual way the different qualifications of a good ob- 
 server of Children, and that he has given us the fullest account yet pub- 
 lished of the facts of child-life. * * * The typography of the work is 
 excellent, and in external appearance the book is by far the handsomest 
 American edition issued.— Journal of Pedagogy, April, 1889. 
 
 U. The Kindergarten System. Principles of Froebel's System, and their 
 bearing on the Education of Women. Also Remarks on the Higher Educa- 
 tion of Women. By Emily Shtrreff-. Cloth, 12mo, pp. 200. $1.00. 
 
 5. Essays on the Kindergarten. Being a selection of Lectures read be- 
 fore the London Froebel Society. Cloth, 12mo, pp. 175. $1.00. » / 
 
 6. Primary Helps. A Kindergarten Manual for Public School Teachers. 
 £vo, boards, pp. 58, with 15 full page plates. 75 cts. 
 
 7. The New Education, Edited by W. N. Hailmakn. Vols. V and VI, 
 the last published. Each 8vo, cloth, pp. 146. $2.00. 
 
 8. The New Education.. By Prof. J. M. D. Meikeljohn. Paper, 16mo, 
 pp. 35. 15 cts. i 
 
 C. W. BARDEEN, Publisher, Syracuse, N. Y. 
 
THE SCHOOL BULLETIN * TJBLICATIONS. 
 
 The Orbis Pictus of Comenius. 
 
 This beautiful volume, (Cloth, 
 8vo, large paper, top-edge gilt, 
 others uncut, pp. 197, $3.00) is a 
 reprint of the English edition of 
 1727, but with reproduction of the 
 151 copper-cut illustrations of the 
 original edition of 1658. A copy 
 of the rare original commands 
 a hundred dollars, and this re- 
 print must be considered the 
 most important contribution to 
 pedagogical literature yet made. 
 It was not only the first book 
 of object lessons, but the first 
 text-book in general use, and in- 
 deed, as the Encyclopedia Bri- 
 tannica states, "the first chil- 
 dren's picture-book." 
 
 EXTRACTS FROM CRITICISMS. 
 
 The book is a beautiful piece of work, and in every way superior to* 
 most of the f ac similes we have so far been presented with. — N". Y. World r 
 
 C. W. Bardeen, of Syracuse, has placed lovers of quaint old books un- 
 der obligation to him.— 2V. Y. Sun. 
 
 We welcome this resurrection of the Orbis Pictus Sensualum Pictus r 
 which has lain too long in suspended amination. This master-piece of Com- 
 enius, the prince of European educators in the 17th century, was th& 
 greatest boon ever conferred on the little ones in primary schools.— Nation. 
 
 Comenius's latest editor and publisher has therefore given us both a 
 curiosity and a wholesome bit of ancient instruction in his handsome re- 
 print of this pioneer work.— Critic. 
 
 The old wood illustrations are reproduced with absolute fidelity by a, 
 photographic process, and as the text follows closely letter by letter the old 
 text, the book is substantially a copy of the rare original. — Literary World. 
 
 It would be impossible to find an educational work which would exer- 
 cise a stronger fascination upon the minds of the young.— Am. Book-maker. 
 
 The reproduction gives an excellent idea of the work and makes a most 
 interesting volume for reference, especially as an illustration of the customs, 
 manners, beliefs, and arts of the 17th century.— Independent. 
 
 Every educational library must have a copy of the book, if it wishes to. 
 lay any claim whatever to completeness, and as the edition is limited, orders 
 should be sent early. "We say right here that twenty-five dollars will not 
 take our copy unless we are sure we can replace it.— Educational Courant. 
 
 * C. W. BARDEEN, Publisher, Syracuse, N, Y. 
 
THE SCHOOL BULLETIN PUBLICATIONS. 
 
 The Five Great English Books. 
 
 The recognition of Teaching as a Science was much earlier in England 
 than in this country, and the five books which are there recognized as stan- 
 dards, have probably no equals in soundness and scope. Hence they are 
 usually the first books adopted by Reading Circles, and are indispensable to 
 the library of an intelligent teacher. These are: 
 
 1. Essays on Educational Beformers. By Robert Henry Quick. Cloth, 
 16mo, pp. 330. Price $1.50. 
 
 This is altogether the best History of Education. " With the suggestion 
 that study should be made interesting," writes Principal Morgan, of the Rhode 
 Island State Normal School, " we most heartily agree. How this may be 
 done, the attentive reader will be helped in learning by the study of this 
 admirable book." 
 
 9. The First Three Years of Childhood. By B. Perez. With an intro- 
 duction by Prof. James Sully. Cloth, 12mo, pp. 294. Price $1.50. 
 
 This is incomparably the best psychology for primary teachers, and 
 forms the proper Basis for pedagogical knowledge. The Journal of Pedagogy 
 says (April, 18S9): "Some of the greatest questions relating to primary edu- 
 cation can only be solved by an accurate observation and correct interpre- 
 tation of the infant mind, and as the author of this volume combines the 
 proper qualifications for the work with ample opportunity, his observations 
 and deductions are entitled to the highest confidence." 
 
 S. Lectures on Vie Science and Art of Education. By Joseph Payne. 
 Cloth, 16mo, pp. 3S4. Price, $1.00. 
 
 The student is now ready to take up the Science of Education, which is 
 nowhere else so brilliantly and effectively presented. The lectures are sin- 
 gularly fascinating, and the full analysis and indexes in this edition make it 
 easy to collate and compare all that the author has uttered upon any topic 
 
 h. The Philosophy of Education, or the Principles and Practice of Teaching. 
 By Thom/ ' Tate. Cloth, 16mo, pp. 440. Price $1.50. 
 
 This gives the application of the Science to the Art of Teaching, and is 
 without a rival in its clear presentation and abundant illustrations. The 
 author is not content with giving directions. He shows by specimens of 
 class-work just what may be done and should be done. 
 
 5. Introductory Text-Book to School Education, Method and School Man- 
 agement. By John Gill. Cloth, lGmo, pp. 27G. Price $1.00. 
 
 This supplements the work of all the rest by practical directions as to 
 School Management. Of the five this has had a sale equal to that of all the 
 rest combined. The teacher's greatest difficulty, his surest discomfiture if 
 he fails, is in the discipline and management of his school. That this man- 
 ual has proved of inestimable help is proved by the fact that the present 
 English edition is the 44th thousand printed. 
 
 C. W. BARDEEN, Publisher, Syracuse, N. Y. 
 
THE SCHOOL BULLETIN PUBLICATIONS. 
 
 Books for Young Teachers. 
 
 1. Common School Law for Common School Teachers. A digest of the 
 provisions of statute and common law as to the relations of the Teacher to 
 the Pupil, the Parent, and the District. With 500 reference's to legal decis- 
 ions in 28 different States. 14th edition, wholly re-written, with references 
 to the Code of 1888. By C. W. Eardeen. 16mo, cloth, pp. 120. Price 75 cts. 
 
 The reason why the teacher should make this his first purchase is that 
 without a knowledge of his duties and his rights under the law he may fail 
 either in securing a school, in managing it, or in drawing the pay for his ser- 
 vices. The statute provisions are remarkably simple and uniform. The de- 
 cisions of the Courts, except upon two points, here fully discussed, follow 
 certain defined precedents. An hour to each of the eleven chapters of this 
 little book will make the teacher master of any legal difficulties that may 
 arise, while ignorance of it puts him at the mercy of a rebellious pupil, tan 
 exacting parent, or a dishonest trustee. 
 
 %. Hand-Book for Young Teachers. By H. B. Buckham, late principal of 
 the State Normal School at Buffalo. Cloth, 16mo, pp. 152. Price 75 cts. 
 
 It anticipates all the difficulties likely to be encountered, and gives the 
 beginner the counsel of an older friend. 
 
 S. The School Boom Guide, embodying the instruction given by the author 
 at Teachers' Institutes in New York and other States^and especially in- 
 tended to assist Public School Teachers in the Practical Work of the School- 
 Room. By E. V. DeGraff. Thirteenth edition, with many additions and 
 corrections. 16mo, cloth, pp. 398. Price $1.50. 
 
 As distinguished from others of the modern standards, this is a book of 
 Methods instead of theories. It tells the teacher just what to do and how to 
 do it ; and it has proved more practically helpful in the school-room than 
 any other book ever issued. 
 
 k. A Quiz-Book on the Theory and Practice of Teaching. By A. P. 
 Southwick:, author of the "Dime Question Books." 12mo, pp. 220. Price $1.00. 
 
 This is one of the six books recommended by the State Department for 
 study in preparation for State Certificates. The others are Hoose's Methods 
 ($1.00), Hughes's Mistakes (50 cts.), Fitch's Lectures ($1.00), Page's Theory and 
 Practice ($1.25), and Swett's Methods ($1.25). We will send the six post-paid 
 for $5.00. 
 
 5. Mistakes in Teaching. By James L. Hughes. American edition, with 
 contents and index. Cloth, 16mo, pp. 135. Price 50 cts. 
 
 More than 15,000 have been used in the county institutes of Iowa, and 
 elsewhere superintendents often choose this book for their less thoughtful 
 teachers, assured that its pungent style and chatty treatment will arrest 
 attention and produce good results. 
 
 6 How to Secure and Retain Attention. By James L. Hughes. 16mo, 
 cloth, pp. 97. Price 50 cts. 
 
 This touches attractively and helpfully upon the first serious difficulty 
 the teacher encounters. No young teacher should neglect these hints. 
 
 7. Primary Helps. A Kindergarten Manual for Public School Teachers. 
 By W. N. Haxlmann. 8vo, boards, pp. 58, with 15 full-page plates. Price 75 cts. 
 
 In these days, no primary teacher can afford to be ignorant of " The New 
 Education," and this is perhaps the only volume that makes kindergarten 
 principles practically available in public schooLs. 
 
 8. Dims Question Book, No. 4, Theory and Practice of Teaching. 16mo, 
 paper, pp. 40. Price 10 cts. By A. P. Southwick. 
 
 & A capital preparation for examination. ( 
 
 C. W. BARDEEN, Publisher, Syracuse, N. Y. 
 
-THE SCHOOL BULLETIN PUBLICATIONS.- 
 
 Papers on Educational Topics. 
 
 1. Some Facts about our Public Schools. A plea for the Township Sys- 
 tem. By C. W. Bardeen. 8vo, pp. 32. 25 cts. 
 
 8. Educational Journalism. Historical and Descriptive, with a list of 
 Journals now Published. By C. W. Bardeen. 8vo, pp. 30. 25 cts. 
 
 S. Teaching as a Business for Men. By C. W. Bardeen. 8vo, pp. 20. 
 25 cts. 
 
 A. The Teacher's Commercial Value. By C. W. Bardeen. 8vo, pp. 20. 
 ^5 cts. 
 
 Intelligence, Chicago, says of the two last : " If the reader wants two 
 spicy and sensible essays by the keenest educational writer of the day, he 
 will find in the above what he wants." 
 
 5. National Education in Italy, Germany, England, and Wales. By Prof. 
 C. W. Bennett. 8vo, pp. 28. 15 cts. 
 
 6. Modern Languages in Education. By Prof. Geo. F. Comfort. 16mo. 
 pp. 40. 25 cts. Cloth, 50 cts. 
 
 7. Politics and Schools. By Sidney G. Cooke. 8vo, pp. 23. 25 cts, 
 
 8. Limits of Oral Teaching. By John W. Dickinson, 8vo, pp. 8. 15 cts. 
 
 9. Latin in High Schools. By H. P. Emerson. 8vo, pp. 9. 25 cts. 
 
 10. Natural Science in the Public Schools. By Wm. T. Harris. 16mo t 
 pp. 40. 15 cts. 
 
 11. Powers and Duties of School Officers. By A. P. Marble. 16mo, pp. 
 27. 15 cts. 
 
 13. Sex in Mind and Education. By Prof. H. Maudsley. 16mo, pp. 42. 
 15 cts. 
 
 13. The New Education. By Prof J. M. D. Meiklejohn. 16mo, pp. 35. 
 15 cts. 
 
 lh. Education as a Department of Government. By Warner Miller. 
 8vo, pp. 12. 15 cts. 
 
 15. Aspects of Industrial Education. By H. H. Straight. 8vo, pp. 12. 
 15 cts. 
 
 16 University Degrees. What they Mean, what they Indicate, and How 
 to Use them. By Flavel S. Thomas. 16mo, pp, 40. 15 cts. 
 
 C. W. BARDEEN, Publisher, Syracuse, N. Y, 
 
THE SCHOOL B ULLETIN PUBLICATIONS. 
 
 The School Room Classics. 
 
 Under the above title we have published a series of Monographs upon 
 Education, as follows, all 16mo, in paper, at 15 cts. each. 
 
 1. Unconscious Tuition. By Bishop Huntington. Pp. 45. 
 
 " There is probably nothing finer in the whole range of educational lit- 
 erature." — Ohio Educational Monthly. 
 
 "It cannot be read without a wholesome self -weighing, and a yearning 
 which develops true character."— The Schoolmaster, Chicago 
 
 2. The Art of Questioning. By J. G. Fitch. Pp. 36. 
 
 "Mr. Fitch is happily inside his subject, and as clear as a belL "—Chrte 
 tian Begister. 
 
 S. The Philosophy of School Discipline. By John Kennedy. Pp. 23. 
 
 "Clear and logical, and goes down to the very foundation."— Utica 
 Herald. 
 
 h. The Art of Securing Attention. By J. G. Fttch. Pp. 43. 
 
 " Perhaps I overestimate Fitch's works, but I fail to find in the state- 
 ment of any other educational writer a juster comprehension of the needs 
 and difficulties of both teacher and pupil, or more common sense put into 
 neater, clearer style."— The Student, Philadelphia. 
 
 5. Learning and Health. By B. W. Richardson. Pp. 39. 
 
 " A timely topic ably treated." — N. E. Journal of Education. 
 
 " Certainly worth many times its weight in gold."— Eclectic Teacher. 
 
 6. The Neio Education. By J. M. W. Meiklejohn. Pp. 35. 
 
 " Absolutely the best summary we have seen of the doctrines of Frcebel 
 in their present development. "-N. Y, School Journal. 
 
 7. A Small Tractate of Education. By John Milton. Pp. 26. 
 
 " Far more important in the literature of the subject than the treatise 
 of Locke." — Encyclopaedia Brittanica. 
 
 8. T7ie School Work-Shop. By Baroness von Marenholz-Buelo-w, trans- 
 lated by Miss Blow. Pp. 27. 
 
 "In this treatise the kindergarten view of Industrial Education receives 
 its best exemplification."— N. E. Journal of Education. 
 
 9. Sex in Mind and in. Education. By Henrt Maudsley. Pp. 42. 
 
 " A masterly treatment of a delicate subject."— N. E. Journal of Edu- 
 cation. 
 
 10. Education as Vietced by Thinkers. Pp. 47. 
 
 This contains 95 classified quotations from leading authorities of everj 
 time and country, and will be of use to every writer and speaker. 
 
 11. How to Teach Natural Science in Public Schools. By Wm. T. Harris. 
 Pp. 40. 
 
 Since this was first published in 1871 for the schools of St. Louis, it has 
 been regarded a3 the standard authority upon the subject, and this edition, 
 revised by the author, was prepared by the request of the Committee on 
 Physics-Teaching in 1887 of the National Association. 
 
 C. W. BAEDEEN, Publisher, Syracuse, N. Y. 
 
TEE SCHOOL BULLETIN PUBLICATIONS. 
 
 Arithmetic by the Grube Method. 
 
 1. First Steps among Figures. A drill book in the Fundamental Rules 
 of Arithmetic. By Levi N. Beeee. Cloth, lCmo, 3 editions. Pupils'' Edi- 
 tion, pp. 140, 45 cts. Oral Edition, pp. 139, 50 cts. Teachers' 1 Edition, includ- 
 ing all in both the others, with additional parallel matter, Index, and Key, 
 pp. 326, $1.00. 
 
 These books give the only practical exposition of the Grube Method, now 
 generally admitted to produce the best results with beginners. It has been 
 used ten years in the primary schools of such cities as Norwich, Conn., and 
 Auburn, N. Y., and for many years every student in the Albany State Normal 
 School has been directed to purchase a copy to take with him for his subse- 
 quent use in teaching. 
 
 From a multitude of testimonials we copy the following : 
 
 "We are still successfully using Beebe's First Steps. It has many admi- 
 rable qualities."— Svpft N. L. Bishop, Norwich, Conn. 
 
 " I think it especially excellent for a system of graded schools, where 
 uniformity of teaching is essential. It develops in practical shape an idea 
 that I have long sustained as to the proper method of teaching arithmetic." 
 Sxip't B. B. Snow, Auburn, N. Y. 
 
 M I have recommended Beebe's First Steps as the best work in primary 
 arithmetic. . . . The book is received with much favor, and is very helpful 
 to me in my work. "— Prof. A. N. Hasted, State Normal ScJwol, Albany, N. Y. 
 
 " I am much pleased with the book, and wish every primary teacher to 
 have a copy.' 1 — Sup't J. M. Frost, Hudson, N. Y. 
 
 "By vote of the Board of Education a copy of the Teachers' Edition 
 was placed on the desk of every primary teacher in the city.— Sup't Edward 
 Smith, Syracuse, N. Y. 
 
 "I consider Beebe's First Steps the best work of the kind that I have 
 ever seen, and I take every opportunity to recommend it."— Mary L. Sutliff, 
 Haiku, Maui, Hawaian Islands, Feb. 9, 1888. 
 
 2 The Pestalozzian Series of Arithmetics. Teachers' Manual and First- 
 Year Text-Book for pupils in the first grade. Based upon Pestalozzi's 
 method of teaching Elementary Number. By James H. Hoose. Boards, 
 16mo, 2 editions. Pupils'' Edition, pp. 150, 35 cts. Teacher's Edition, contain- 
 ing the former, with additional matter, pp. 217, 50 cts. 
 
 This is a practical exposition of the Pestalozzian Method, and has met with 
 great success not only in the Cortland Normal School, where it was first 
 developed, but in many other leading schools, as at Gloversville, Babylon, 
 etc. It is diametrically opposed to the Grube Method, and good teachers 
 Should be familiar with both, that they may choose intelligently between 
 them. 
 
 S. Lessons in Number, as given in a Pestalozzian School, Cheam Surrey. 
 The Master's Manual By C. Reiner. lCmo, pp. 224. $1.50. 
 
 This work was prepared in 1835 under the supervision of Dr. C Mayo in 
 the first English Pestalozzian school, and has particular value as represent- -" 
 ing directly the educational methods of the great reformer. 
 
 C. W. BARDEEX, Publisher, Syracuse, N. Y. 
 
THE SCHOOL BULLETIN PUBLICATIONS. , 
 
 Useful Appliances in Arithmetic. 
 
 1. The Word Method in Number. A series of 45 Cards, on which are 
 printed all the possible Combinations of Two Figures. In box. By H. R. 
 Sanford, Institute Canductor. Size 334 x 6 inches. Price 50 cts. 
 
 These cards need only to be seen, as the principle is familiar and ao- 
 •eepted. The type, in written figures, is large enough to be seen across the 
 room, and the combination on one side is given in reversed order on the 
 other, so that as the teacher holds the card before him he knows the figures 
 presented to the class. The pupil is taught to look upon the combination 
 4-J-9 as itself 13, not as "4 and 9 are 13," just as he looks upon DOG as an 
 •entire word, not as D-O-G. Success is certain if new combinations are in- 
 troduced only after those already given are thoroughly learned. Reviews 
 should be constant. 
 
 2. A Fractional Apparatus. By W. W. Davis. A box of eight wooden 
 balls, three and one-half inches in diameter, seven of which are sawn into 
 2, 3, 4, G, 8, 9, and 12 parts respectively, while the eighth is left a sphera 
 Price $4.00. 
 
 With this apparatus every principle and rule can be developed, and the 
 pupils can be led to deduce rules for themselves. 
 
 Many other expedients are resorted to, but they are all objectionable. 
 Suppose a teacher takes a stick and breaks it in the middle, will the pupil 
 perceive two halves of a stick or two sticks? In teaching fractions object- 
 ively, that should be taken for unity from which if a part is taken unity is 
 destroyed. This is not the case with a stick or cube. Apples are objection- 
 able for three reasons ; first because they cannot always be obtained ; sec- 
 ond because they are perishable ; and third, because the attention of the 
 pupils is diverted by a desire to know whether they are sweet or sour, etc. 
 2?or can the teacher readily saw wooden balls into divisions even enough for 
 the purpose designed, the charm of this method being the exact presentation 
 to the pupil's eye of the fact illustrated. 
 
 8. A Manual of Suggestions for Teaching Fractions especially designed 
 for accompanying the above apparatus. By W. W. Davis. Paper, 12mo, 
 pp. 43. 25 cts. 
 
 This accompanying manual gives probably the best arrangement of the 
 subject into sixty lessons ever made, with practical suggestions which all 
 teachers will find valuable. 
 
 h. Cube Boot Blocks, carried to Three Places. In box. $1.00. 
 
 Our blocks are unusually large, the inner cube being two inches, and the 
 additions each one-half inch wide. 
 
 5. Numeral Frame, with 100 balls, $1.25 ; with 144 balls, $1.50. 
 
 "Initiate children to arithmetic by means of the ball f rime alone, there' 
 by making their elementary instruction a simple and natuial extension of 
 their own daily observation," says Laurie, in his standard book on Primary 
 Instruction (p. 112), and as he leaves the subject of arithmetic, he adds this 
 note (p. 117), as if in fear he had not been sufficiently emphatic : 
 
 " The teaching of arithmetic should be begun earlier than is customary, 
 &m<d always with the ball-frame." 
 
 C. W. BiLRDEEN, Publisher, Syracuse, N. Y. 
 
THE SCHOOL BULLETIN PUBLICATIONS. 
 
 Specialties in Arithmetic. 
 
 1. Intermediate Problem* in Arithmetic for Junior Classes ; containing 
 more than 4000 problems in Fractions, Reduction, and. Decimals. By Emma 
 A. Welch. Cloth, 16mo, pp. 172. Price 75 cts. Key to Part II, pp. 30, 50 cts. 
 
 In Syracuse and many other large schools, this takes the place of the 
 small arithmetics in common use, forming with any larger or " practical " 
 arithmetic a complete two-book series. The results obtained are in every 
 instance far above those reached by the ordinary text-book. For city and 
 graded schools no other collection of problems will compare with these in 
 practical value and satisfactory results. 
 
 2. A Work in Number for Junior Classes in Graded Schools. By Martha 
 Rob. Cloth, 16mo, pp. 116. Price 50 cts. 
 
 This is similar to the above, and was prepared expressly for the Cort- 
 land State Normal School. g 
 
 S. The SO Possible Problems in Percentage, embracing a full and exhaust- 
 ive discussion of the Theory of General Percentage, with 100 illustrative ex- 
 amples. By W. H. Bradford. Manilla, 16mo, pp. 34. Price 25 cts. 
 
 h. Latitude and Longitude, and Longitude and Time. Embracing a com- 
 
 Erehensive discussion, with over 100 illustrative questions and examples. 
 ly J. A. Bassett. Manilla, 16mo, pp. 42, Price 25 cts. 
 
 5. lletric Tables and Problems: a comprehensive drill in the Metric 
 System, with 175 Problems and Answers. By Oscar Granger. Manilla, 16 
 mo, pp. 23. 25 cts. 
 
 6. The International Bate-Line, or Where does the Bay Begin? By 
 Henry Collins. Paper, 16mo, pp. 15. Price 15 cts. 
 
 7. A Manual of Mensuration, for use in Common Schools and Acade- 
 mies. By H. H. Hutton. Boards, 16mo, pp. 150. Price 50 cts. 
 
 These five books treat exhaustively and with abundant illustration those 
 features of arithmetic that are so often the occasion of difficulty. It is . 
 characteristic of good teaching to make the weak places strong, and these 
 books will make pupils surest just where the average pupil is most uncertain. 
 
 8. Algebra for Beginners. By O. S. Michael. Cloth, 16mo, pp. 12& 
 Price, 75 cts. 
 
 A remarkably simple presentation of the subject, that may be used with 
 profit in every beginning class. 
 
 9. Number Lessons, somewhat after the Grub6 Method, giving on one 
 side the combinations of the digits, and on the other an unlimited series of 
 drill-exercises. Heavy card-board, 10x11 inches. Price 10 cts. 
 
 10. Age- Cards, containing 9 columns of figures, to determine a person's 
 age by adding the top numbers of those columns in which the number repre- 
 senting the person's age is found. Heavy card-board, 4x6. Price 10 cts. 
 
 11. The Regents' Questions in Arithmetic, containing the 1293 questions 
 given from 1866 to 1882. Manilla, 16mo, pp. 93, 25 cts. Key, pp. 20, 25 cts. 
 
 g^** The Arithmetic Questions on Slips are no longer published. 
 
 15. Bime Question Book, No. 18, Arithmetic. By Albert P. Southwick. 
 Paper, 16mo, pp. 39. Price 10 cts. , r 
 
 C. W. BARDEEN, Publisher, Syracuse, N. Y. 
 
THE SCHOOL BULLETIN PUBLICATIONS. 
 
 Helps in Teaching Penmanship. 
 
 1. Wells's Improved Practical Methods of Penmanship. Chautauqua Series. 
 Copy Books, Nos. 1, 2, 3, 4. Manilla, 7x8H>, pp. 24, per dozen, $1.20. 
 
 No. 1 presents a series of 24 oval exercises, combining in simple form 
 all of the curve movements employed in writing— and may be used to ad- 
 vantage through two terms. It is designed to teach arm movement, pure 
 and simple. 
 
 No. 2 contains a series of drills in large text hand, by means of which 
 the straight line movement so essential to correct formation is thoroughly 
 mastered ; and introduces the standard capital letter movements systemati- 
 cally grouped and followed by drills on the letters themselves. 
 
 No. 3 is designed through a series of weU arranged exercises to de- 
 velop and apply the sliding or lateral movement in connection with the arm 
 action. The movement acquired by this drill is the essential element in all 
 business or current hand writing, giving both freedom and smoothness to 
 the text. This number introduces the forms of all small letters and capitals, 
 with a complete drill on the numerals. 
 
 No. 4 gives an attractive series of extended capital movement drills, 
 together with useful combinations of the capital letters in connection with 
 words. The special object of this number is to promote freedom and speed 
 in execution ; it also contains a review of all the letters. 
 
 In the Syracuse schools, where the method has been in use since 1879, 
 numbers 1, 2 and 4 are each used two terms, and No. 3, four terms. 
 
 In a testimonial dated June 26, 1889, Sup't Blodgett and every one of the 
 20 principals of public schools in Syracuse unite in saying : 
 
 " This branch, which ten years ago was considered so difficult to handle 
 and so generally barren of good results has become one of the most popular 
 and helpful adjuncts of our school work. 
 
 " A fundamental principle of this system is in the substitution of the arm 
 movements for those of the fingers for all purposes of writing, by means of 
 which the youngest scholars may secure a freedom and strength in the 
 character of their penmanship much in advance of anything hitherto shown. 
 
 " We take the term examination papers as the only true test of a schol- 
 ar's advancement in penmanship, and as measured by this severe standard 
 the results uniformly obtained are not only highly satisfactory, but are in 
 many instances a revelation as to the possibilities in teaching business writ- 
 ing to children in the public schools. 
 
 "We are satisfied that this plan of teaching as introduced and carried 
 on in our city schools here is entirely feasible, and that under like conditions 
 equally good results may be obtained anywhere." 
 
 S. A Lesson on Arm Movement in Writing. By Chas. E. Weixs. Paper, 
 8vo, pp. 32, illustrated, 25 cts. 
 
 This is an exposition of the principles and practice of the above 3ystem. 
 
 S. Penmanship in Public Schools. By J. L. Bukritt. 12mo, pp. 62, and 
 chart. 60 cts. 
 
 h. The Writing Portfolio. By C. J. Bkown. Nos. 1-5, each 25 cts. 
 
 C. W. BARDEEN, Publisher, Syracuse, N, Yi^ 
 
THE SCHOOL BULLETIN PUBLICATIONS. 
 
 Helps in Language Teaching. 
 
 1. Normal Language Lessons : being the instruction in Grammar given 
 at the Cortland State Normal School. By Prof. S. J. Sornberger. 16mo, 
 boards, pp. 81. 50 cts. 
 
 Whatever text-book the teacher uses, or if he uses no text-book at all, 
 he will find this manual of great assistance. Its classification is simple, its 
 definitions are careful, its tabular analyses are complete, and its reference by 
 page to all the best authors makes it invaluable. 
 
 2. Exercises in English Syntax. By A. G. Bugbee. 16mo, leatherette, 
 pp. 87. 35 cts. 
 
 This differs from other handbooks of sentences for class-drill in that it 
 does not print wrong sentences to be corrected,— a practice now generally 
 condemned, because incorrect forms should never be put before the child's 
 eye.— but leaves blanks in the sentence to be filled by the pupil from a 
 choice of expressions given 2 thus calling in the most effective way to right 
 usage and its reasons. It is of especial assistance in preparation for Re- 
 gents' examinations, which always include much work of this kind. Send 
 for special circular with specimen sentences, and recommendations. 
 
 3. The Regents' 1 Questions in Grammar, from the beginning to June, 
 1882. By Daniel J. Pratt, Assistant Secretary. 16mo, manilla, pp. 109. 
 25 cts. 
 
 This unequalled series of questions is recognized throughout the country 
 as the best drill-book ever made, and the only satisfactory preparation for 
 examination. 
 
 An edition of these Questions, with complete answers, and references to the 
 grammars of Brown, Murray, Greene, Clark, Kerl, Quackenbos, Weld & 
 Quackenbos, Hart, Fowler, Swinton, Reed & Kellogg, and Whitney, will be 
 sent post-paid to any address on receipt of One DoUar. It contains 198 
 pages, and is handsomely bound in cloth. 
 
 U. Dime Question Book No. 1U, Grammar. By Albert P. Southwick. 
 16mo, paper, pp. 35. 10 cts. 
 
 This is one of the best books in a deservedly popular series, giving full 
 answers to every question, with notes, queries, etc. Conductor John Ken- 
 nedy says: "The bad question book fosters cram; the good one suggests 
 study. Mr. Southwick's system is good. It is happy and nourishing. I 
 hope you may sell a million of them." 
 
 5. The. Diacritical Speller. A practical course of exercises in Spelling 
 and Pronunciation. By C. E. Bales. 8vo, boards, pp. 68. 50 cts. 
 
 This work is novel even in a field so thoroughly worked as spelling. Its 
 striking features are conciseness and simplicity. The pupil is not drilled 
 upon what all pupils know, but only upon what most pupils fail in. The 
 coUections of words are made with great skhU, and the pupil who uses this 
 book is not likely to say Toosday or Reuler. The selection of test-words is 
 particularly happy, and the exercises in synonyms will afford material for 
 many a spare ten minutes.— California Teacher. 
 
 6. An Aid to English Grammar ; designed principally for Teachers. 
 By Asher P. Starkweather. 16mo, boards, pp. 230. 75 cts. 
 
 This is a grammar aid book on a whoUy original plan. It is simply a 
 coUection of words which are used as two or more parts of speech, with 
 illustrative sentences to show their correct use.— School Herald, Chicago. 
 
 C. W. BAEDEEN, Publisher, Syracuse, N. Y. 
 
THE SCHOOL BULLETIN PUBLICATION'S. 
 
 Exercises in English Syntax. 
 
 By A. G. Bugbee. Leatherette, 16mo, pp. 87. 35 ots. 
 
 This differs from other handbooks of sentences for class-drill, in that it 
 does not print wrong sentences to be corrected— a practice now generally- 
 condemned because a wrong form should never be put before the child'* 
 eye— but leaves blanks in the sentence to be filled by the pupil from a choice 
 of expressions given, thus in the most effective way calling attention to 
 right usage and its reasons. Thus : 
 
 1. " His wealth and — bid adieu to each other." Use him or he. 
 
 2. '" art most in fault." Use thou or thee. 
 
 3. ... and were chosen." Use her or she, and he or him. 
 
 4. " — do you think was there ? " Use who or whom. 
 
 No book we have ever published has met a readier or more hearty re- 
 ception. From the many good words that have come to us, we select the 
 following : 
 
 "I am thoroughly pleased with Bugbee's Exercises in English Syntax. 
 Having used for some years a ms. work of my own of similar character, I 
 would be pleased to lay it aside for better and more convenient form. 
 Please give me your introductory rates."— H. E. Chambebs, principal No. 12^ 
 New Orleans, and editor of Progressive Teacher. 
 
 "It is not intended to take the place of a grammar but to become a 
 valuable auxiliary to it. The value of the book is apparent at a glance."— 
 Commonwealth, Boston. 
 
 " The advantages of this plan are so apparent that not a word of com- 
 mendation need be spoken."— Carolina Teacher. 
 
 "A useful and sensible manual, and all the better for being free from 
 ambitious novelties. "—Independent. 
 
 " Nothing else so excellent in its way has come to our notice, and we 
 think its use will do much to train children to correct habits of speech. It 
 is based on good sound doctrine."— Educational Courant, LouisviUe, Ky. 
 
 " Teachers are weU nigh as anxious for exercises in English syntax as 
 they were before the crusade against teaching that subject. It would be 
 difficult to desire the work essayed better done than in this monograph. It 
 aids the teacher in all of the standard work of the class ; it suggests scorea 
 of things that the teacher wonders why he has not tried for himself. 
 America is to be congratulated upon having such an array of ingenious men 
 in the school-room, and publishers like Mr. Bardeen, who knows how to 
 find them and how to use them."— N. E. Journal of Education. 
 
 C. W. BARDEEN, Publisher, Syracuse, N. Y. 
 
THE SCHOOL BULLETIN PUBLICATIONS. 
 
 Helps in Teaching History. 
 
 1. A Thousand Questions in American History. 16mo, cloth, pp. 247. 
 Price $1.00. 
 
 This work has been prepared by an eminent teacher for use in his own 
 school— one of the largest in the State. It shows rare breadth of view and 
 discrimination, dealing not merely with events but with causes, and with the 
 side-issues that have so much to do with determining the destiny of a nation. 
 
 2. Helps in Fixing the Facts of American History. By Henry C. Nor- 
 tham. 16mo, cloth, pp. 298. Price $1.00. 
 
 Here all facts are presented in groups. The L — exington. 
 key-word to the Revolution, for instance, is I— ndependence. 
 LIBERTY, as shown in the accompanying table B— urgoyne's Surrender, 
 of Key- Words ; and in like manner the events of E— vacuation. 
 the late civil war are kept chronologically dis- R— etribution. 
 tinct by the key-words SLAVES FREED. Chart T— reason. 
 No. 1 indicates by stars the years in each decade T— orktown. 
 from 1492 to 1789, in which the most remarkable events occured, while the 
 colored chart No. 2 arranges the events in twelve groups. 
 
 S. Topics and References in American History, with numerous Search 
 Questions. By Geo. A. Wn.iJA>rs. 16mo, leatherette, pp. 50. 50 cts. 
 
 This is a book of immediate practical value to every teacher. The refer- 
 ences are largely to the lighter and more interesting illustrations of history, 
 of a kind to arouse the thought of pupils by giving vivid conceptions of the 
 -events narrated. By dividing these references among the members of a class, 
 the history recitation may be made the most delightful of the day. 
 
 U. Dime Question Books, No. 5, General History, and No. 6, United States 
 History and Civil Government. By Albert P. South wick. 16mo, paper, pp. 
 37, 32. 10 cts. each. 
 
 5. Outlines and Questions in United States History. By C. B. Tan Wie. 
 16mo, paper, pp. 40, and folding Map. 15 cts. 
 
 The outgrowth of four years' practical work in the school-room with 
 map prepared by a pupil as a suggestive model. 
 
 6. Tablet of American History, with Map of the United States on the 
 back. By Rufus Blaxchard. Heavy paper, mounted on rollers, 3% by 5 
 feet. Price, express paid, §3.00. 
 
 The demand for a colored chart to hang upon the wall and thus catch 
 the often-lifted eye of the pupil, has led to the preparation of this chart by 
 an experienced author. The events of the four centuries are grouped in 
 parallel belts of different colors, and upon the corners and sides are names 
 of the States and Territories, with their etymology, etc., history of political 
 parties, portraits of all the Presidents, Coats ot Arms of all the States, etc. 
 The map is engraved expressly for this chart by Rand & McNally, is colored 
 both by States and by counties, and gives aU the latest railroads, the new ar- 
 rangement of time-lines, showing where the hour changes, etc. 
 
 C. W, BARDEEN, Publisher, Syracuse, N. Y. 
 
THE SCHOOL BULLETIN PUBLICATIONS. 
 
 HoiMofl's Coaspectiis of Political Parties. 
 
 Cloth. Quarto, pp. 100. Price $5.00. 
 
 Do You Know the History of Political Parties ? 
 
 Can You Trace the Growth of the Tory, Whig, Federal, Democratic 
 and Republican parties, with all such temporary off -shoots as the Cliutonian,. 
 Anti-Mason, Nullification, Loco-Foco, Hunker, Barnburner, Free-Soil, Silver- 
 Gray, Anti-Nebraska, and the rest? 
 
 Would You Like to be able to explain these terms to your class in his- 
 tory when you came to them ? 
 
 Would You Appreciate a Colored Chart that made all these parties as- 
 plain as day, so that a glance would show what a week's study would not 
 fix? Then buy HOUGHTON'S CONSPECTUS. 
 
 w3ia<t Xt; C3r±-<cr©@. 
 
 1. A Folded Colored Chart 5 feet long, with the history of all the Political 
 Parties from the adoption of the Constitution to 1880. 
 
 2. A Folded Colored Chart 5 feet long, with the Cabinets of all the Ad- 
 ministrations, and the main political issues involved during the four years. 
 
 3. A Colored Political Chart, double-page, showing the territory con- 
 trolled by the Republican and that by the Democratic party in 1880. 
 
 4. A Colored Chart showing the sources from which Government Rev- 
 enue is derived. 
 
 5. A Colored Chart showing the avenues into which Government Ex- 
 penditure is directed. 
 
 6. Four Colored Charts showing the political proportions of the States in. 
 various relations from 1789 to 1880. 
 
 7. A Colored Map showing the Acquisition of Territory of the United 
 States, and its division among the States and Territories. 
 
 8. A List of all Presidential Candidates. 
 
 9. Platforms of all Political Parties in all the campaigns. 
 
 10. Lists of all the Governors of all the States. 
 
 11. Much other Political Infonnation of various kinds and in convenient 
 form. 
 
 In Sliort. 
 You will find here just the information so often asked and so seldom 
 answered at Teachers' Examinations and in private conversation. It is 
 safe to say that the same amount of study could hardly be expended so 
 profitably in any other direction. For Civil Government and History classes, 
 it is invaluable. 
 
 > The most important features of this book, including the Colored Charts* 
 may also be had in map-form, to be hung upon the wall, at the same price. 
 
 C. W. BAEDEEX, Publisher, Syracuse, N. Y. 
 
THE SCHOOL BULLETIN PUBLICATIONS. 
 
 Helps toward Correct Speech. 
 
 1. Verbal Pitfalls : a manual of 1500 words commonly misused, includ- 
 ing all those the use of which in any sense has been questioned by Dean 
 Axvord, G. W. Moon, Fitzedward Hall, Archbishop Trench, Wm. C. Hodg- 
 son, W. L. Blackley, G. F. Graham, Richard Grant White, M. Scheie de Vere, 
 Wm. Mathews, " Alfred Ayres," and many others. Arranged alphabetically, 
 with 3000 references and quotations, and the ruling of the dictionaries. 
 By C. W. Baedeen. 16mo, cloth, pp. 223. 75 cts. 
 
 Perhaps the happiest feature of the book is its interesting form. Some 
 hundreds of anecdotes have been gathered to illustrate the various points 
 made. These have the advantage not only of making the work entertain- 
 ing, but of fixing the point in the mind as a mere precept could not do. The 
 type indicates at a glance whether the use of a word is (1) indefensible, (2) 
 defensible but objectionable, or (3) thoroughly authorized. 
 
 2. A System of Bhetoiic. By C. W. Baedeen. 12mo, half leather, pp. 
 813. $1.75. 
 
 3. A Shorter Course in, Bhetonc. By C. W. Bj^edeen. 12mo, half leather, 
 pp. 311. §1-00. 
 
 h. Outlines of Sentence Making. By C. W. Baedeen. 12mo, cloth, pp. 
 187- 75 cts. 
 
 5. Practical Phonics. A comprehensive study of Pronunciation, form- 
 ing a complete guide to the study of elementary sounds of the English Lan- 
 guage, and containing 3,000 words of difficult pronunciation, with diacriti- 
 cal marks accoixling to Webster's Dictionary. By E. V. DeGeaff. 16mo, 
 cloth, pp. 103. 75 cts. 
 
 The book before us is the latest, and in many respects the best, of the 
 manuals prepared for this purpose. The directions for teaching elementary 
 sounds are remarkably explicit and simple, and the diacritical marks are 
 fuller than in any other book we know of, the obscure vowels being marked, 
 as well as the accented ones. This manual is not like others of the kind, a 
 simple reference book. It is meant for careful study and drill, and is es- 
 pecially adapted to class use.— New England Journal of Education. 
 
 6. Pocket Pronunciation Book, containing the 3,000 words of difficult 
 pronunciation, with diacritical marks according to Webster's Dictionary. 
 By E. V. De Geatf. 16mo, manilla, pp. 47. 15 cts. 
 
 Every vowel that can possibly be mispronounced is guarded by danger 
 signals which send one back to the phonic chart for instructions. We are 
 glad to notice that the Professor is leading a campaign against the despoil- 
 ers of the vowel u ; he cannot hold communion with an educated man whose 
 third day in the week is " Toosday. "— Northern Christian Advocate. 
 
 7. Studies in Articulation : a study and drill-book in the Alphabetic Ele- 
 ments of the English language. Fifth thousand. By J. H. Hoose. 16mo, 
 cloth, pp. 70. 50 cts. 
 
 This work not only analyzes each sound in the language, but gives as 
 illustrations hundreds of words commonly mispronounced. 
 
 Dr. Hoose 's " Studies in Articulation " is the most useful manual of the 
 kind that I know of. It should be a text-book in every Teachers' Institute. 
 —A. J. Bickoff, formerly Sup't of Schools at Cleveland and at Yonkers. 
 
 S. Hints on Teaching Orthoepy. By Chas. T. Poolee. 16mo, paper, pp. 
 15. 10 cts. 
 
 9. Question Book of Orthography, Orthoepy, and Etymology, with Notes, 
 Queries, etc. By Albeet P. Southwick. 16mo, paper, pp. 40, 10 cts. 
 
 10. Question Book of Beading and Punctuation, with Notes, Queries, etc. 
 By Albeet P. Southwick. 16mo, paper, pp. 38. 10 cts. . . , , , ■?■■ 
 
 C. W. BARDEEJf, Publisher, Syracuse, N. Y. 
 
THE SCIIOOL BULLETIN PUBLICATIONS. 
 
 Helps in Teaching Literature, 
 
 1. A Series of Qyestions in English and American Literature, prepared 
 for class drill and private study by Mabt F. Hendrick, teacher in the State 
 Normal School, Cortland, N. Y. 16mo, boards, pages 100, interleaved. 35cts. 
 
 This edition is especially prepared for taking notes in the literature 
 class, and may be used in connection with any text-book or under any in- 
 struction. 
 
 2. Early English Literature, from the Lay of Beowulf to Edmund Spen- 
 ser. By War. B. Harlow, instructor in the High School, Syracuse, N. Y. 
 16mo, cloth, pp. 1:38. 75 cts. 
 
 This handsome volume gives copious extracts from all leading authors, 
 of sufficient length to afford a fair taste of their style, while its biographical 
 and critical notes give it rare value. 
 
 3. Dime Question Boole No. 2, General Literature, and No. 13, American 
 -Literature. By Albert P. Southwick. 16mo, paper, pp. 35, 39. 10 cts. each. 
 
 These are among the most interesting books in the series, abounding in 
 ^allusion and suggestion, as well as giving full answers to every questioa. 
 They afford a capital driU, and should be used in every class as a prepara- 
 tion for examination. 
 
 h. Hoio to Obtain the Neatest Value from a Book. By the Rev. R. W. 
 Lowrie. 8vo, pp. 12. 25 cts. 
 
 No one can read this essay without pleasure and profit. 
 
 5. T/ie Art of Questioning. By Joshua G. Fitch. 16mo, paper, pp. 36. 
 15 cts. 
 
 Mr. Fitch, one of Her Majesty's inspectors of schools, now recognized as 
 -the ablest of English writers on education, owed his early reputation to this 
 .address, the practical helpfulness of which is everywhere acknowledged. 
 
 6. Tlie Art of Securing Attention. By Joshua G. Fitch. 16mo, paper, 
 pp. 43. 15 cts. 
 
 The Maryland School Journal well says: " It is itself an exemplification 
 of the problem discussed, for the first page fixes the attention so that the 
 reader never wearies, till he comes to the last and then wishes that the end 
 had not come so soon." 
 
 7. The Elocutionist's Annual, comprising new and popular Readings, 
 Recitations, Declamations, Dialogues, Tableaux, etc., etc. Compiled by 
 Mrs. J. W. Shoemaker. Paper, 16mo, pp. 200. 12 Numbers. Price of each, 
 30 cts. 
 
 Though primarily designed for classes in elocution, the character of the 
 selections is so high that any of these volumes may be used with profit in a 
 literature class. 
 
 8. The Bible in the Public Schools. Paper, 24mo, 2 vols., pp. 214, 223. 
 50 cts. 
 
 These volumes contain the most important arguments, decisions, and 
 addresses connected with the celebrated contest in Cincinnati, 1869. 
 
 * C. W. BAKDEEN, Publisher, Syracuse, N. Y. 
 
-THE SCHOOL BULLETIN PUBLICATIONS.- 
 
 Our New Music Book. 
 
 .The universal 
 popularity of the 
 Song Budget, the 
 sales of which 
 have probably 
 exceeded that of 
 any other school 
 music-book pub- 
 lished, has made 
 it no easy task to 
 prepare a similar 
 coUection to fol- 
 low it in schools 
 where its songs 
 had become fa~ 
 miliar. The songs 
 here given are a 
 final choice from 
 more than a 
 thousand which 
 had been selected 
 from every avail- 
 able source, but 
 
 especially from actual and pleasing use in the school room. As the list nar- 
 rowed down to seven, five, three, two hundred, it became more and more 
 difficult to reject, and the last twenty were dropped with extreme reluc- 
 tance. But it was thought best to adhere to the limits of the Song Budget* 
 and though this book contains more pages the price will be the same. 
 
 A large portion of the songs have been rearranged expressly for this 
 book. Effort has been make to keep within the compass of children's 
 voices, avoiding the mistake of pitching them too low as well as that of 
 making them too high ; and also to preserve the harmony without making 
 the accompaniment too difficult. The proportion of higher class music is 
 somewhat greater than in the Song Budget, but the advance is no more than 
 corresponds with the more cultivated taste that already appears from in- 
 creasing instruction in the art of singing. The Song Budget was fully up to 
 the school-child's musical taste of fifteen years ago. The Song Century is 
 believed to be quite abreast of the musical taste of to-day. When schools 
 all over the land are familiar with these songs and call for another coUec- 
 tion, it is to be hoped the possibilities of choice will be still wider. 
 
 . To hundreds of teachers who have aided him in making this collection 
 representative of the best music sung in American schools, the compiler re- 
 turns earnest thanks, and hopes they may find reward in the use of this 
 new century of songs. * , 
 
 C. W. BARDEEN, Publisher, Syracuse, N. Y, 
 
THE SCHOOL BULLETIN PUBLICATIONS. 
 
 Prepare for Drawing Examinations. 
 
 By order of the State Superintendent all candidates for Uniform Certi- 
 cates to teach, of the First and Second Grade, must be examined in Drawing. 
 The following publications of the Prang Educational Co. are the only ones 
 that accord with the instruction given at institutes by Dr. John E. French, 
 into whose hands the State Superintendent has confided the charge of this 
 branch of study. 
 
 1. The Uses of Models. A Teacher's Assistant in the use of the Prang 
 Models for Form Study and Drawing in Primary Schools. Illustrated. l6mo, 
 pp. 197, 50 cts. 
 
 It is believed that any teacher, by fully studying and working out the 
 exercises in this Manual in the order given, can become so well acquainted 
 with the methods on which they are based as to be able not only to teach the 
 study of Form and Drawing intelligently in primary schools, but also to use 
 the knowledge acquired through these exercises in the branches of primary 
 Work. 
 
 For the purpose of aiding those who may desire to make themselves ac- 
 quainted with the methods and exercises, we furnish also: 
 
 2. Box of Materials for institute work in Form Study and Drawing. 
 Box 6)^x9 inches. 50 cts. If sent by mail, 05 cts. 
 
 This contains one model each of the 12 principal solids; 4 tablets; 50 
 isticks, blue, red, and yellow, 1 to 5 inches long; 100 press-board tablets, giv- 
 ing all the plane-figures; 16 sheets of colored paper; 12 sheets white paper; 1 
 eraser; 1 ruler; 1 pair scissors. 
 
 We offer also the following: 
 
 5. Prang's Models for Foim Study and Drawing. $1.50. 
 
 This contains hard-wood models of 15 different solids, and 4 press-board 
 tablets of each of 9 different plane figures. It cannot be sent by mail. 
 
 A. Prang's Larger Models. $10.00. 
 
 5. Prang's Drawing Books, Shorter Course, 5 numbers, each 15 cts. 
 
 6. Teachers' Manual for Prang's Slwrter Course. 50 cts 
 
 7. Teachers' Manual for Ungraded Schools. 50 cts. 
 S. Teachers' Manual for Graded Schools. 50 cts. 
 
 IN PENMANSHIP 
 
 we would recommend 
 
 9. How to Teach Penmanship in Public Schools. By J. L. Burritt. Illus- 
 trated, 12mo, pp. 62 and Folding Chart. 60 cts. 
 
 This is the only book we know of written directly to aid the teacher, 
 without reference to advertisment of certain "systems" of penmanship. 
 It may be used with any series of writing books or with no series at all. It 
 treats not only of the principles of penmanship, the relative length and 
 slope of letters, etc., but also of the details of teaching,— the practical ex- 
 pedients to arouse interest and to overcome difficulties. It will be of aid to 
 the most experiedced teachers. 
 
 C. W. BARDEEN, Publisher, Syracuse, N. Y. 
 
THE SCHOOL BULLETIN PUBLICATIO NS. ■ 
 
 Instruction in Citizenship. 
 
 1. Civil Government for Common Schools, prepared as a manual for 
 public instruction in the State of New York. To which are appended the 
 Constitution of the State of New York as amended at the election of 1882, 
 <the Constitution of the United States, and the Declaration of Independence, 
 •etc., etc. By Henry C. Northa:m:. 16mo, cloth, pp. 185. 75 cts. 
 
 Is it that this book was made because the times demanded it, or that the 
 publication of a book which made the teaching of Civil Government practi- 
 cable led to a general desire that it should be taught ? Certain it is that this 
 subject, formerly regarded as a "finishing" branch in the high school, is 
 now found on every teacher's examination-paper, and is commonly taught 
 in district schools. Equally certain is it that in the State of New York this 
 text-book is used more than all others combined. 
 
 2. A Chart of 'Civil Government. By Charles T. Pooler. Sheets 12x18, 
 •5 cts. The same folded, in cl '-i covers, 25 cts. 
 
 Schools using Northar'i'r Civil Government will find this chart of great 
 use, and those not yet ready to introduce a text-book will be able to give no 
 little valuable instruction by the charts alone. Some commissioners have 
 purchased them by the hundred and presented one to every school house in 
 the county. 
 
 S. Handbook for School Teachers and Trustees. A manual of School 
 Law for School Officers, Teachers and Parents in the State of New York. 
 By Herbert Brownell. 16mo, leatherette, pp. 64. 35 cts. 
 
 This is a specification of the general subject, presenting clearly, defi- 
 nitely, and with references, important Questions of School Law. Particular 
 attention is called to the chapters treating of schools under visitation of the 
 Hegents— a topic upon which definite information is often sought for in vain. 
 
 h. Common School Law for Common School Teachers. A digest of the 
 provisions of statute and common law as to the relations of the Teacher to 
 the Pupil, the Parent, and the Distinct. With 500 references to legal decis- 
 ions in 28 different States. 14th edition, wholly re-written, with references 
 to the new Code of 1888. By C. W. Bardeen. 16mo, cloth, pp. 120. 75 cts. 
 
 This has been since 1875 the standard authority upon the teacher's rela- 
 tions, and is frequently quoted in legal decisions. The new edition is much 
 more complete than its predecessors, containing Topical Table of Contents, 
 and a minute Index. 
 
 5. Laws of New York relating to Common Schools, with comments and 
 instructions, and a digest of decisions. 8vo, leather, pp. 867. $4.00. 
 
 This is what is known as " The New Code of 1888," and contains all re- 
 visions of the State school-law to date. 
 
 6. The Powers and Duties of Officers and Teachers. By Albert P. Mar- 
 ble. 16mo, paper, pp. 27. 15 cts. 
 
 A vigorous presentation in Sup't Marble's pungent style of tendencies 
 ■as well as facts. 
 
 7. First Principles of Political Economy. By Joseph Aldeh. 16mo, 
 •cloth, pp. 153. 75 cts. 
 
 Ex-President Andrew D. White says of this book : " It is clear, well 
 .arranged, and the best treatise for the purpose I have ever seen." 
 
 C. W. BAEDEEN, Publisher, Syracuse, N. Y. 
 
THE SCHO OL B ULLETIK PUBLIC A TIONS. 
 
 Music in the School Room. 
 
 1. The Song Budget. A collections of Songs and Music for Educational: 
 Gatherings. By E. V. De Gkafp. Small 4to, paper, pp. 76. 15 cts. 
 
 This book owes its popularity to two causes : 
 
 (1) It gives a great deal for the money. 
 
 (2) The songs are not only numerous (107), but they are the standard favor- 
 ites of the last fifty years. 
 
 This is why the book contains more music that will be used than any other 
 book published. For in all other books that we know of, two thirds of the 
 tunes are written by the compilers, who are of course partial to their own, 
 productions. Sup't De Graff wrote no songs of his own, but gathered those 
 which his long experience as a conductor of teachers' institutes had shown 
 him to be the most generally familiar and pleasing. 
 
 In fact, the success of this book has been due to the fact that only those 
 songs were admitted that have proved to be universal favorites. This in- 
 volved a large original outlay, as much as fifty dollars having been paid for 
 the right to use a single song. But the best were taken wherever they 
 could be found and at whatever cost, and the result is a school singing book, 
 of popularity unexampled. For instance, a single firm in Cleveland, Ohio, 
 J. R. Holcomb & Co., had purchased of us up to Feb. 15, 1888, no less than 
 9730 copies, 4500 within the last six months, besides 2100 of the School Room 
 Chorus. 
 
 2. The School Boom Chorus. A collection of Two Hundred Songs for 
 Public and Private Schools, compiled by E. V. Be Gkafp. Small. 4to, boards* 
 pp. 148. 35 cts. / 
 
 This is an enlarged edition of the Song Budget, with twice the number 
 of songs. The plates of the last edition are so arranged that it is identical 
 with the Song Budget as far as page 68, so that both books can be used to- 
 gether. The Budget and Chorus are particularly adapted for Teachers' Asso- 
 ciations and Institutes. At these prices every meeting of teachers can be sup- 
 plied with one or the other, while the fact that the tunes are standard 
 favorites makes it easy for any audience to join in the singing at sight. 
 
 8. The Diadem, of School Songs: containing Songs and Music for all- 
 grades of Schools, a new system of Instruction in the elements of Music,, 
 and a Manual of Directions for the use of Teachers. By Wm. Tillinghast,. 
 Small, 4to, boards, pp. 160. 50 cts. 
 
 This book, of which Dr. French, the veteran institute-instructor was- 
 associate author, gives an exceedingly simple and practical system of in- 
 struction as well as a valuable collection of songs. 
 
 h. Half a Hundred Songs, for the School Room and Home. By HArrm 
 S. Russell. 16mo. boards, pp. 103. 35 cts. 
 
 These songs are all original, but without music. 
 
 5. The School Vocalist ; containing a thorough system of elementary- 
 instruction in Vocal Music, with Practical Exercises, Songs, Hymns, Chants*. 
 &c, adapted to the use of Schools and Academies. By E. Locke, and S. 
 Noukse. Oblong, boards, pp. 160. Price 50 cts. 
 
 6. The School Melodist. A Song Book for School and Home. By K 
 Locke and S. Nourse. Oblong, boards, pp. 160. Price 50 cts. 
 
 7. The Song Life, for Sunday Schools, etc., illustrating in song the* 
 journey of Christiana and her children to the Celestial City. Small 4to 
 boards, pp. 176. Price 50 cts. 
 
 Nos. 5, 6, and 7 are books that have had their day, but of which we have- 
 a few hundred copies of each on hand. These we will sell at 10 cts. each %. 
 if to go by mail, 6 cts. each extra. They contain much good music. 
 
 C. W. BARDEEN, Publisher, Syracuse, N. Y. 
 
THE SCHOOL BULLETIN PUBLICATIONS. 
 
 Helps in Eegents' Examinations. 
 
 1. Regents' 1 Examination Paper. Six styles. 
 
 For the Eegents' examinations we now prepare five forms of Examina- 
 tion paper, all printed from new plates, and with some changes suggested 
 by the board of Regents. 
 
 PKICES PEB REAM. 
 
 Note.— All the paper weighs fourteen pounds per ream of 480 full sheets 
 of legal cap, but is put up in reams of 480 half sheets, weighing seven pounds. 
 Please specify the letter, in ordering. NO ORDERS PILLED EXCEPT FOR 
 EVEN REAMS. Even schools which have but two or three scholars to try 
 will find it profitable to keep a ream on hand. So much less attention as to 
 the form of the paper is required of the scholar that he can give his undi- 
 vided attention to answering the questions. It is now the practice of many 
 of the best schools to put the scholars intending to try through one complete 
 examination with questions given at a previous time, using this paper, and 
 having all the formalities complied with. This gives the scholars confidence, 
 and precludes the nervousness which is often fatal to success. 
 
 B. All printed, for Arithmetic, Geography, or Grammar $2.25. 
 
 C. All printed and numbered for Spelling 2.50. 
 
 D. 37 sheets Spelling, printed and numbered, 
 
 185 sheets Arithmetic, Geography, Grammar, printed, I 
 258 sheets Arithmetic, Geography, Gram., not printed, | 
 
 480 sheets complete for 37 pupils, J — 2.00. 
 
 The last form is preferred by nine-tenths of the schools, and we recom- 
 mend it as the cheapest and most satisfactory. The sheets printed on the ■■■ 
 back are used only for the last sheet in each exercise, usually the second in 
 Arithmetic and Geography, and the third in Grammar. 
 
 E. The same as D. except that all the sheets in Arithmetic, 
 
 Grammar, and Geography are printed upon the back 2.40. 
 
 F. All printed, for the Advanced Examinations only 2.25. 
 
 G. All imprinted, suitable for any school examinations 1.75. 
 
 SEP 03 When five reams are ordered at one time, the name of the institution 
 ordering will be printed on the back, if desired, without extra charge. 
 
 2. Regents' Examination Cards. A most convenient device for keeping 
 a permanent record of the studies in which each pupil has passed. Manilla, 
 5>£x7 in., per hundred, 50 cts. 
 
 3. Regents'' Examination Record. Half-leather, folio, 9x14 in., in two 
 sizes: a. 72 leaves, for 720 scholars, $2.00; b. 144 leaves, for 1440 scholars, 
 $2.50. 
 
 Instead of loose cards, the Record gives on each page the record of five 
 scholars, and is thus fitted for permanent reference. It is substantially 
 bound, with title-page and alphabetical index. 
 
 C. W. BAJfcDEEN, Publisher, Syracuse, N. Y. 
 
THE SCHOOL BULLETIN PUBLICATIONS. 
 
 School Records and Reports. 
 
 1. The Bulletin Class Register. Designed by Edwahd Smith, Superin- 
 tendent of Schools, Syracuse, N. T. Press-board cover. Three Sizes, (a) 6x7, 
 for terms of twenty weeks; (b) 5x7, for terms of fourteen weeks. When not 
 •otherwise specified this size is always sent. Pp. 48. Each 25 cts. (c), like (6) 
 but with one-half more (72) pages. Each 35 cts. 
 
 This register gives lines on each of 12 pages for 29 names, and by a nar- 
 row leaf 'puts opposite these names blanks for one entry each day for either 
 14 or 20 weeks" as desired, with additional lines for summary, examina- 
 tions, and remarks. Nothing can be more simple, compact, and neat, where 
 it is desired simply to keep a record of attendance, deportment, and class- 
 standing. It is used in nearly two-thirds of the union schools of New York. 
 
 2. The Peabody Class Record, No. 1, with 3 blanks to each scholar each 
 day for a year. Boards 43^x934 pp. 100, $1.00. No. 2, with 5 blanks to each 
 scholar, 8x11, $1.50. Like No. 1, but gives 3 or 5 blanks each day. 
 
 3. Ryan's School Record, 112 blanks to a sheet, per dozen sheets, 50 cts. 
 h. Keller's Monthly Report Card, to be returned with signature of parent 
 
 or guardian, card-board 2^x4, per hundred, $1.00. 
 
 5. Babcock's Excelsior Grading Blanks, manilla, 3x5, with blanks on both 
 sides. Comprising (a) Report Cards; (b) Grade Certificates for each of 9 
 grades; (c) Hi- h School Certificate (double size). Price of (a) and (fc) $1.00 a 
 hundred; of (c) $1.50 a hundred. 
 
 6. Shaw's Scholar's Register, for each "Week, with Abstract for the Term. 
 Paper, 5x7* pp. 16. Per dozen, 50 cts. Each pupil keeps his own record. 
 
 7. Jackson's Class Record Cards. Per set of 90 white and 10 colored 
 cards, with hints, 50 cts. Only imperfect recitations need be marked. 
 
 8. Aids to School Discipline, containing 80 Certificates, 120 Checks, 200 
 Cards, 100 Single and Half Merits. Per box, $1.25. Supplied separately per 
 hundred: Half Merits, 15 cts., Cards, 15cts., Checks, 50 cts., Certificates, 50cts. 
 
 The use of millions of these Aids, with the unqualified approval of teach- 
 ers, parents, and pupils, is assurance that they are doing great good. 
 
 They save time by avoiding the drudgery of Record keeping and Reports. 
 
 They abolish all notions of "partiality" by determining the pupil's 
 standing with mathematical precision. 
 
 They naturally and invariably awaken a lively paternal interest, for the 
 pupil takes home with him the witness of his daily conduct and progress. 
 
 They are neat in design, printed in bright colors. The Certificates are 
 prizes which children will cherish. The Single Merits and Half Merits are 
 printed on heavy card board, the Cards and Checks on heavy paper, and both 
 may be used many times— hence the system is cheap, as well as more at- 
 tractive than any other to young children. 
 
 9. Mottoes for the School-Room. By A. W. Edson, State Agent of Massa- 
 chusetts. Per set of 12 on heavy colored card-board 7x4 inches, printed on 
 both sides, $1.00, post-paid, $1.10. 
 
 These mottoes are •' Never too Late," " Above all, be Useful," "Dare to 
 Say No," " God Bless our School," " Avoid An & er," "Be Good, Do Good," 
 "Think, Sneak, Act the Truth," "Fear to Do Wrong," "Misspent Time is 
 Lost Forever," "Speak the Truth," "Act Well Your Part," " Strive to Ex- 
 cel," "Try, Try Again," "Be Diligent, Prompt, and Useful," "Think Good 
 Thoughts," " Learn to Study," Before Pleasure Comes Duty," "Think 
 First of Others," " Dare to Do Right," " Order is Heaven's First Law," "A 
 Will Makes a Way," "Study to Learn," "Hold Fast to Honor," "God 
 Sees Me." (12) 
 
 C. W. BAEDEEN, Publisher, Syracuse, N. Y. 
 
THE SCHOOL BULLETIN PUBLICATIONS. 
 
 Official Question Books. 
 
 1. The Neiv York State Examination Questions from the beginning to 
 the present date. Cloth, 16mo, pp. 274, 50 cts. 
 
 These annual examinations, only by which can State Certificates be ob- 
 tained in New York, have a reputation all over the country for excellence 
 and comprehensiveness. The subjects are as follows : 
 
 Arithmetic, Grammar, Physics, Geography, 
 
 Book-Keeping, Composition, Chemistry, Civil Government, 
 Algebra, Ehetoric, Geology, Astronomy, 
 
 Geometry, Literature, Botany, Methods, 
 
 Drawing, History, Zoology, School Economy, 
 
 Penmanship, Latin, Physiology, School Law. 
 
 No answers are published, except in the following special volume. 
 
 2. Dime Question Book on Book- Keeping, containing all the questions in 
 that subject given at the first 15 New York Examinations for State Certifi- 
 oates, with full Answers, Solutions, and Forms. Paper, 16mo, pp. 31, 10 cts. 
 
 3. The Uniform Examination Questions. By voluntary adoption of the 
 113 School-Commissioners of the State of New York, certificates are now 
 given only on examinations held under these questions, which are issued 
 sealed from the State Department. All these Questions from the beginning to 
 March 14th, 1889, are now published as follows, and we commend them as 
 worth the attention of all who have to conduct or undergo examinations. 
 
 I. Arithmetic, 317 Questions, 10 cts. II. Key, 10 cts. 
 
 III. Geography, 709 " " IV. " 
 
 V. Grammar, 533 " " VI. " 
 
 VII. U. S. History, 429 " " VIII. " 
 
 IX. Civil Government, 355 " " X. " 
 
 XI. Physiology, 345 " " XII. " 
 
 h. The Civil Service Question Book. Cloth, 16mo, pp. 282, $1.50. 
 
 42,000 places are now filled exclusively by appointments dependent on 
 •examinations. No favoritism is possible. You do not need the influence of 
 Congressman or of politician. You have only to learn when the next ex- 
 amination is held, apply for the necessary papers, present yourself, and 
 answer the questions asked. The appointments are made from those who 
 stand highest, and are open to women as well as to men. All the particu- 
 lars as to these examinations, the places and dates where held, and how to 
 apply, are here given witli 943 specimen questions in Arithmetic, 575 specimen 
 questions in Geography, 400 specimen questions in English Syntax, 100 each 
 in American History and Civil Government, with full treatises on Book-Keep- 
 ing and on Letter-Writing. To prepare for competition for places at $1,000 
 and higher these subjects and these only are required. Any one who can 
 answer the questions here given, to all of which full and complete answers are 
 ■added, is ready to enter the next examination. 
 
 Hon John B. Riley, Chief Examiner, State of New York, July 10, 1888, 
 says : " I am pleased with your Civil Service Question Book. It will not only 
 be of service to those intending to try the Civil Service examinations, but 
 teachers or others who are obliged to prepare questions for examinations in 
 the common English branches will find it a great convenience." 
 
 The V. E. Journal of Education says, Aug. 23, 1888 : " It is rarely that any 
 book can be found with so many valuable and so few unimportant questions." 
 
 5. 3000 Grammar Questions, with Answers. By Henry Kiddle, A. M., 
 formerly Superintendent of Schools, New York City, and now editor of 
 Brown's Grammars. Cloth, 16mo, pp. 220. Price. $1.00. It is a great thing 
 for teachers to be sure they are right, especially on some of the puzzling 
 questions. As an authority Mr. Kiddle is second to no man living, and these 
 answers prepared by him may be regarded as absolutely correct. 
 
 C. W. BARDEEN, Publisher, Syracuse, N. Y. 
 
THE SCHOOL BULLETIN' PUBLICATIONS, 
 
 The Regents' Questions. 
 
 1. The Regents' Questions in Arithmetic, Geography, Grammar and Spell- 
 ing from the first examination in 1866 to June 1882. (No questions of later date 
 toill beprinted.) Being the 11,000 Questions for the preliminary examinations 
 
 - for admission to the University of the State of Not/ 1'ork, prepared by the 
 JRegents of the University, and participated in simultaneously by more than 
 250 academies, forming a basis for the distribution of more than a million of 
 dollars. Complete with Key. Cloth, lGmo, pp. 473. $2.00. 
 
 2. Complete. The same as above but without answers. Pp. 340. $1.00. 
 In the subjects named, no other Question Book can compare with this 
 
 either in completeness, in excellence, or in popularity. By Legislative En- 
 actment no lawyer can be admitted to the bar in the State of New York 
 without passing a Regents' Examination in these subjects. 
 
 3. Separately. The same, each subject by itself, all Manilla, 16mo. 
 Arithmetic, 1293 Questions, pp. 93, 25 cts. Geography, 1987 Questions, pp. 
 
 70, 25 cts. Grammar, 2976 Questions, pp. 109, 25 cts. Spelling, 4800 Words,, 
 pp. 61, 25 cts. Keys to Arithmetic, Geography, and Grammar, each 25 cts. 
 
 h. The Dime Question Books, with full answers, notes, queries, etc. Papers, 
 pp. about 40. By A. P. Southwick. Each 10 cts. 
 
 Elementary Series. Advanced Series* 
 
 3. Physiology. 1. Physics. 
 
 4. Theory and Practice. 2. General Literature, 
 6. U. S. History and Civil Gov't. 5. General History. 
 
 10. Algebra. 7. Astronomy. 
 
 13. American Literature. 8. Mythology. 
 
 14. Grammar. 9. Rhetoric. 
 
 15. Orthography and Etymology. 11. Botany. 
 
 18. Arithmetic. 12. Zoology. 
 
 19. Physical and Political Geog. 16. Chemistry. 
 
 20. Reading and Punctuation. 17. Geology. 
 
 These 10 in one book. Cloth, $1.00. These 10 in one look. Cloth, $1.00. 
 
 Extra Volumes, 21. Temperance Physiology, 22. Book-Keeping, 23. Let- 
 ter-Writing, each 10 cts. 
 
 The immense sale of the Regents' Questions in Arithmetic, Geography, 
 Grammar, and Spelling has led to frequent inquiry for the questions in the 
 Advanced Examinations. As it is notpeimitted to reprint these, we have had 
 prepared this series, by which the teacher need purchase books only on the 
 subjects upon which special help is needed. Frequently a $1.50 book is 
 bought for the sake of a few questions in a single study. Here, the studies 
 may be taken up one at a time, a special advantage in New York, since appli- 
 cants for' State Certificates may noio present themselves for examination in only 
 part of the subjects, and receive partial Certificates to be exchanged for fidl Cer- 
 tificates when all the branches have been passed. The same plan is very gener- 
 ally pursued by county superintendents and commissioners who are encour- 
 aging their teachers to prepare themselves for higher certificates. 
 
 5. Quizzism. Quirks and Quibbles from Queer Quarters. Being a Melange 
 of questions in Literature, Science, History, Biography, Mythology, Philolo- 
 gy, Geography, etc. By A. P. Southwick. Cloth, 16mo, pp. 55. 25 cts. 
 The same with Key, $1.00. 
 
 A stimulus for home study, and invaluable for school or teachers 9, 
 gatherings. 
 
 6. A Quiz-Book on the Theory and Practice of Teaching. By A. P. 
 Southwick. Cloth, 12mo, pp. 220. Price $1.00. 
 
 This is one of the six books recommended by the State Department for 
 study in preparation for State Certificates. 
 
 C. W. BAKDEEX, Publisher, Syracuse, N. Y. 
 
THE SCHOOL BULLETIN PUBLICATIONS.- 
 
 Blackboard Appliances. 
 
 1. Erasers— -When you 
 have got a good black- 
 board be sure and get 
 good material to use on 
 it. Much depends on the 
 Erasers used. The Carpet 
 Eraser, once almost uni- 
 versally used, has been 
 rejected ; the hard twine 
 glazes and wears off the slated surface. Tacks carelessly driven, and points 
 projecting into the erasive material, have ruined or defaced many black- 
 boards. Such tacks are not found until they have done some damage. 
 Besides, Carpet Erasers, or any other with fiat surface, merely brush the 
 crayon down to the crayon-ledge, and thence to the floor, whence it is con- 
 stantly rising and permeating the air of the school-room. For this reason 
 Dustless Erasers are now almost universally used, their peculiarity being 
 that they are composed of ridges of felt with spaces between into which 
 the crayon-dust falls and where it remains until shaken out, outside the 
 school-room. The latest and decidedly the best is the Star, which has all 
 the advantages claimed for other dustless erasers, with a peculiar cleansing 
 power due to the manner in which the material is attached. Cheney's Bust- 
 less Erasers are similar. Either of the above we furnish at 15 cts. each by 
 mail or $1.00 a dozen by express. The School Bulletin Erasers are made of 
 the closest and best felt and are 
 wonderfully durable, though 
 some consider them too hard. 
 Price 15 cts. each, $1.50 a 
 dozen. 
 
 2. Crayon.— Ordinary White 
 Crayon we furnish at 15 cts. a 
 box ; special rates on large or- 
 ders. Colored Crayon, 75 cts. a 
 box. Most schools having good 
 blackboards use a harder, dust- 
 less crayon. The Alpha has 
 had a large sale. We furnish 
 it Hard (H) or Medium (M) at 
 75 cts. a box. Similar but bet- 
 ter is the National, which we 
 sell at 50 cts. We hardly dare 
 give the price of the Olmstead 
 Dustless, which is $3.00 a gross. 
 Yet some schools use it and 
 think it pays. 
 
 3. Blackboard Stencils,— The 
 uses of the blackboard may be 
 greatly multiplied by the use of 
 stencils, which any teacher can 
 use to put designs on the board 
 equal to those by a skilled ar- 
 tist. We have 18 maps, 24x36 
 inches, at 10 cts. each ; a set of 
 Physiology Charts for $1.00; 
 Rolls of Honor at 10 cts., and 
 more than 300 miscellaneous 
 pictures at 5 cts. each. Send 
 stamp for full catalogue. Every 
 teacher should use them. 
 
 9 C. W. BARDEEN, Publisher, Syracuse, N. Y^ 
 
School Bulletin Teachers' Agency. 
 
 Whether this Agency is trustworthy may be judged from the fact that 
 it has fUled the f oUowing two hundred principalships in New York normal, 
 high, and village schools, and academies, besides several times as many sub- 
 ordinate positions. The numbers in parenthesis show how many times we 
 have filled the place. 
 
 Adams, Alexander, Altona, Amenia Sem., Amsterdam Ac, Andes, And- 
 over, Apulia, Auburn [2, $1,200 and $2,000], Ausable Forks, Baldwinsville [2], 
 Bayyille, Belfast, Brasher Falls, Brookfield, Cambridge, Canandaigua, 
 [Union School, $1,700, Academy, $2,000], Canastota, Canoga, Castile, Cayuga, 
 Champlain, Chatham, Chenango Forks, Chittenango [2], Cicero, Cincinnatus 
 Ac. [2], Clayyille, Coeymans, Collins Centre [3], Colton, Community Ac, 
 Cooper's Plains [2], Crown Point, DeRuyter, Dolgeville [2], Dresden, De- 
 posit, Dundee, Dunkirk, East Bloomfield, East Springfield Ac [4], East Syra- 
 cuse, Easton, Elmira [3], Elmont, Fairfield Sem., Fair Haven, Fayetteville* 
 Friendship Ac, Geddes, Ghent, Gilbertsville Ac, Granville, Great Neck, 
 Greenville Ac, Hammondsport, Henrietta [2], Heuvelton, Homer, Hudson, 
 Ilion, Islip, Ives Sem. [2], Jamesville, Jasper, Keeseville, Kyserike, Lafay- 
 ette, Lawrence ville Ac. [2], Little Falls, Little Neck, Locke, Lockport, Lodi, 
 Lysander [2], Mr Gr aw ville, Manlius, Manlius Station, Mannsville, Margaret- 
 ville, Maryland, May ville [2], Middletown, Mohawk, Mooers [3], Moravia, 
 Morrisville, Naples, Newark [2], New Berlin, New Paltz, Nichols, North- 
 port [2], Ogdensburgh, Onondaga Valley, Ovid, Owego, Painted Post [2], 
 Palmer Falls, Palmyra, Phoenix, Pompey Ac. [2], Port Jervis [2], Port Hen- 
 ry, Potsdam Normal [$2,800], Poughkeepsie [2], Pulaski [2, Union and 
 Academy'], Rensselaerville A.C [2], Richfield Springs [2], Rome [2], St. Johns- 
 ville [2], Salamanca, Salem, Sandy Creek [2], Saratoga Springs [5, 3 at $1,000 
 and 2 at $1,300], Sauquoit Ac, Savannah, Sidney, Silver Creek, Smithville, 
 So. Edmeston, So. New Berlin, Spencertown, Stamford, Syracuse [3], Ticon- 
 deroga [2], Tonawanda, Trumansburgh, Tully, Unadilla, Union [2], Wad- 
 dington, Walden, Walworth Ac, Warrensburgh, Warsaw, Washingtonville, 
 Waterford [2], Watertown [High], Wellsburgh [2], West Troy, Westbury Sta- 
 tion [2], Westfield, Westport, Whitehall, Whitestown, Whitney's Point [2], 
 Williamstown, Yates Ac To anyone acquainted with them the rank of 
 these schools is even more significant than the number of them. 
 
 Among positions in other States may be mentioned : 
 
 Fok Men : Vt., Supt. Norwich University ; Principals at Fairfax and 
 Poultney ; C't., Principal at Rowaytown ; N. J., Supt. [$3500], and Principal 
 [$2500] High School, Jersey City, Principals at Weehawken, New Provi- 
 dence and Paterson, Assistant at East Orange ; Pa., Principals at Oil City [2], 
 Halstead, Hawley, Youngsville, Tobyhanna Mills [2], Sciences at Mansfield 
 Normal; W. C, Assistant, Niles City, Fla., Principal, Appalachicola ; Ala., 
 Methods, Florence State Normal [$1500] ; La., 2 Assistants at New Orleans ; 
 Ark., Assistant at Searcy; III., Principal Tuscola, Modern Languages at 
 Lake Forest ; Ind., President and Music at Coats College, Classics at Prince- 
 ton; Mich., Principal, Michigamme; Ks., Principal, Leavenworth [$2000]; 
 Sup't, Abilene; Neb., Math. Peru Normal, High School, Lincoln; Dak., Supt., 
 Yankton [$1500] ; Colo., Principal,Ouray ; Wash., Mathematics at Spokane Falls, 
 etc. For Women: B. I., Providence Normal [$600]; Ct., South Norwalk 
 [$650 and $700], Rowayton, Stamford, Hartford, Thomsonville ; N.J., East 
 Orange [2 at $600], Paterson; Pa., Youngsville, Hawley, Oil City, [$630], 
 Tidioute ; N. C, Charlotte, Henderson ; S. C, Laurens. Pickens; Ala., Flor- 
 ence Normal [$900], College [$600], Marion Normal, Eufaula, Birmingham 
 [$800]; Texas, Rockdale; Ky., Hardinsburg, Shelbyville ; O., Youngstown 
 [$700] ; Mich., Ishpenning [$700], Iron Mountain [4], Pequamming ; la., Des 
 Moines [$1500], Marshalltown [$600 and $1000] ; Mo., Bolivar; Colo., Fort 
 CoUins [$700], Ouray [2 at $750], Colorado Springs [$810]; Minn., Moorhead 
 Normal [$1200], St. Peter [$600 and $750] ; Dak., Great Forks [$850]; Cal., 
 Napa [$900], San Jose ; Wash., Tacoma [$700], etc. 
 
 j[f you want a better position, why not apply to this Agency? 
 
 C. W. BARDEEjS, Manager, Syracuse, N. Y. 
 
THE SCHOOL BULLETIN PUBLICATIONS. 
 
 Maps, Charts and Globes. 
 
 1. Jo7in3ton' l s Wall Maps. These are of three sizes, 27x33 inches, costing 
 $2.50 each; 40x48, costing $5.00 each; and 63x72, costing $10.00 each. 
 
 The Common School Series includes (a) Hemispheres, (b) North America, 
 (c) South America, (d) United States, (e) Europe, (/) Asia, (g) Africa. Others 
 sometimes substituted or added are (h) "World, Mercator's Projection, (i) 
 Eastern Hemiphere, (k) Western Hemisphere. 
 
 We can furnish also in the 40x48 size: (I) England, (m) France, (ri) Italy, 
 (o) Spain, (p) Central America, (?) Orbis Veteribus Notus, (r) Italia Antiqua, 
 (s) Grascia Antiqua, (t) Asia Minor, (u) Orbis Romanus, (w) De Bello Gallico, 
 (a?) Canaan and Palestine, (y) Bible Countries, (z) United States, historical, 
 showing at a glance when and whence each portion of its territory was de- 
 rived—a very valuable map in history classes. 
 
 All these maps are engraved on copper, and printed in permanent oil 
 colors. All are cloth-mounted, on rollers. Spring rollers are added at an 
 extra cost of $1.00, $1.50, and $2.50 respectively. 
 
 We offer a special consignment of T. Ruddiman Johnston's maps 40x48, 
 in sets only, including Hemispheres, North America, South America, United 
 States, political, United States, historical, Europe, Asia, and Africa, 8 maps, 
 regular price $40.00, at $15.00 per set. They were prepared for a firm in the 
 west who have been obliged to discontinue the business, and were sent to 
 us by the Johnston Co. with instruction to close them out at once. Hence 
 the unparallelled price, which applies only to this 100 sets. 
 
 3. Bulletin Map of the United States. Paper, on rollers, 3^x5 ft., with 
 Blanchard's chart of the United States History upon the back. $3.00. 
 
 This is colored both by States and by Counties and gives correctly the 
 new time lines. 
 
 U. Map of New York State, colored both by Counties and by Towns, 
 2f£x3 ft. on rollers. Paper, $1.00; Cloth, $2.00. 
 
 5. Ada??is's Large Map of New York State, 61x66 inches. Cloth, on rollers, 
 $10.00; on spring rollers, $12.00. We are now the sole proprietors of this 
 latest and best map, and can hereafter fill all orders promptly. 
 
 6. Dissected Map of New York, sawn into Counties. 75 cts. 
 
 7. Dissected Map of the United States, sawn into States. 75 cts. 
 
 8. Chart of Life Series of Physiology Charts, 23x27 inches, four in num- 
 ber, including one to show the effects of alcohol on the system. These show 
 every organ, life-size and in place. Per set, $10.00; on spring rollers, $12.50. 
 
 9. EckharVs Anatomical Charts, consisting of 12 double plates, with 
 more than 100 distinct and separate figures. Per set, $15.00. 
 
 10. Reading Charts of all kinds. Appleton's, $12.50; Monroe's Complete, 
 $10.00; Monroe's Abridged, $6.00, etc. 
 
 The School Bulletin Globe. While we keep a dozen styles always in stock, 
 we recommend this especially because: 1. It is 12 or 6 inches in diameter. 2. 
 It has a low and heavy Bronzed Iron Frame. Its axis is adjustable. 4. 
 It shows an entire Hemisphere. 5. Its Meridian is movable. 6. Its map is 
 Johnston's. 7. It is shipped to any address at Fifteen Dollars for a 12-inch 
 or Five Dollars for 6-inch size. 8. Every Globe is guaranteed to be abso- 
 lutely TERFECT. (14) 
 
 C. W. BARDEEN, Publisher, Syracuse, N. Y. 
 
THE SCHOOL BULLETIN PUBLICATION'S. 
 
 Blackboard Slating. 
 
 No feature of the school-room is of more vital importance to the health 
 of scholars and teachers than the Blackboard. If it be gray or greasy the 
 amount of chalk used fills the air with dust which produces catarrhal and 
 bronchial difficulties, and yet makes so faint a mark that the children's 
 eyes are permanently injured. Choice should be made among the following 
 materials. 
 
 1. Solid Slate. This is durable, but costs from 30 to 50 cts. a square foot, 
 is noisy, not black enough in color, and unhealthf ul because there is com- 
 monly used upon it the softest crayon. Where solid slate is already in, we 
 recommend the Slate Pencil Crayon, as the only preventive of serious disease. 
 
 But it is better to put either upon the plastered wall, or upon the wall 
 covered with manilla paper, or upon wooden boards, one of the following 
 preparations. 
 
 2. Agalite Slating. This may be sent by mail, and usually gives fair satis- 
 faction. Price, post-paid, for box to cover 400 feet, one coat, $6.00; 200 feet, 
 $3.25; 100 feet, $1.75; 50 feet, $1.00. We furnish the Black Diamond or Sili- 
 cate Slating at the same price, but it can be sent only by express. 
 
 3. Slate Pencil Slating. This remarkable preparation does away alto- 
 gether with chalk-dust, having sufficient grit to take a distinct mark from a 
 slate-pencil. Soft crayon should never be used upon it, unless it is first rubbed 
 down to smoother surface. It is a pure alcohol slating, and therefore dura- 
 ble. Price per gallon, covering 600 ft., one coat, $10.00; quarts, $2.75; pints 
 $1.50. 
 
 h. Hornstone Slating. This is new, and altogether the best in the 
 market, making a really stone surface which is yet absolutely black. There 
 is no waste of chalk, even with soft crayon, while the National H produces 
 a beautiful clear mark. It contains no oil or grease, and grows harder with 
 age. It is put on with a paint-brush, and adheres to any material, so that it 
 may be put on walls, boards, paper, or any other smooth surface. Price 
 $8.00 per gallon, covering 200 feet with two coats, or 100 feet with four coats, 
 
 The application of two coats is recommended for old or imperfect 
 boards, where the surface is not firm enough to make it worth while to put 
 on a first-class surface. It makes the cheapest of all durable slatings, and 
 is put on readily by any one, 
 
 But for new boards, and old boards with good foundations, we recom- 
 mend the two additional coats, with a final rubbing down with pumice- 
 stone. This gives a blackboard never yet equalled. 
 
 Sup't Smith, of Syracuse, says: "Your Hornstone Slating is now in use 
 in four of our buildings, and I have no hesitation in saying that it is superior 
 to solid slate or to any other blackboard surface I ever saw."— Principal 
 Miner, of Skaneateles, says: " Its very smooth surface saves crayon and les- 
 sens the amount of chalk-dust in the room I do not hesitate to say that 
 
 it is the best board I ever used." After a year's trial in Kochester it was 
 adopted for universal use in the public schools, even the solid slate boards 
 being covered with it. Large circular with full directions sent on applica- 
 tion. Do not give orders for blackboards till you have seen this slating. 
 
 C. W. BARDEEN, Publisher, Syracuse, N. Y. 
 
TEE SCHOOL BULLETIN PUBLICATIONS. 
 
 Meiklejokn (J, M. D.) The New Education. 16mo, pp. 35 15 
 
 Maps* for tlie Wall. New York State, 2^x3 feet. Paper, §1.00. Cloth 2 00 
 
 The Same. 63x74 inches, cloth 10 00 
 
 United States, colored by States and counties, 3^x5 feet, with Chart. ... 3 00 
 
 j Hemispheres, N. Am., S. Am., Europe, Asia, Africa, U. S. Political, U. S. 
 
 Historical, (Johnston's) 40x48, cioth, each 5 00 
 
 Dissected M aps. United States sawn into States 75 
 
 The same, New York State sawn into Counties 7§ 
 
 Michael (O. S.) Algebra for Beginners. Cloth, 16mo, pp. 120 75 
 
 Miller (Warner.) Education as a Dep't of Government. Paper, 8vo, pp.12. 15 
 
 Mills (C. D. B.) The Tree of Mythology. Cloth, 8vo, Pp.281 3 00 
 
 Milton (John) A Small Tractate of Education. Paper, 16mo, pp. 28 15 
 
 Mottoes for the School Room. Per set of 24, 12 cards, 7x14......... 1 00 
 
 Natural History of the State of New York. 26 volumes 4to. 
 
 jBeports on the Cabinet of Natural History 35 volumes, 8vo, and 4to. 
 
 Write for information as to the above. 
 
 New York Stale Examination Questions. Cloth, 18mo, pp. 256 50 
 
 The Questions in Boole-Keeping, with Answers. Paper, 16mo, pp . 31 10 
 
 Northam (Henry C.) Civil Government. Cloth, 16mo, pp. 185 75 
 
 Fixing the Facts of American History. Cloth, 12mo, pp. 300 75 
 
 Conversational Lessons Leadin g to Geography, loino, pp. 39 25 
 
 Northend (Chas.) Memory Selections. Three series. Each 25 
 
 Northrop (B. G.) High Schools. Paper,8vo, pp. 26 25 
 
 Northrup (A. J.) Camps and Tramps in the- Adirondaclts. 16mo, pp. 302. 
 
 Paper, 50 cents ; in Cloth 1 25 
 
 Number Lessons. On card-board, 7x11, after the Grube Method 10 
 
 Papers on School Issues of the Day. 8 numbers, each 15 
 
 Payne (Joseph.) Lectures on the Art of Education. Cloth, 16mo, pp. 281.. 1 00 
 
 Pardon (Emma L.) Oral Instruction in Geography. Paper, 16mo, pp. 29 15 
 
 Payne (W. H.) A Short History of Education. Cloth, 16mo, pp. 105.... 50 
 
 Pedagogical Biography. 16mo, paper, each 15 
 
 I. The Jesuits, Ascham, Montaigne, Katich, Milton. 
 
 II. John Amos Comenius. III. John Locke. 
 
 IV. Jean Jacques Kousseau. V. John Bernard Basedow. 
 
 VI. Joseph Jacotot. VII. John Henry Pestalozzi. 
 
 Perez (B.) The First Three Years of Childhood. With an introduction by 
 
 Prof. Sully. Cloth, 12mo, pp. 294 .; 1 50 
 
 Periodicals. The School Bulletin. Monthly, 16 pp., 10x14. Per year 100 
 
 Bound Vols. I-XIV. Cloth, 200pp., each*. 2 00 
 
 The School Room. Bound volumes I-V. Each 1 50 
 
 Phillips (Phiiip.) Song Life. Oblong, boards, pp. 176 50 
 
 Pooler (Chas. T.) . Chart of Civil Government. Cloth 25 
 
 The Same, in sheets 12x18. per hundred 5 00 
 
 Hints on Teach ing Orthoepy. Paper, 12mo, pp. 15 10 
 
 Postage-Stamp Phofogra;p?i8. Taken from photograph of any size. Per 100. 1 50 
 Quick (R. H.) Essays on Educational Reformers. Cloth, 12mo, pp., 331 ... . 1 50 
 
 * Regents' Examination Paper. Six styles. Per ream, SI .75 to 2 50 
 
 Regents' Examination Record. Cards, per hundred 50 
 
 The same on sheets 5 to page, 72 pages for 720 scholars, bound, ..... .... 2 50 
 
 The same on sheet 5 to page, 144 pages for 1440 scholars, bound 3 00 
 
 Regents' Examination Syllabus, in U. S. History. Paper, per dozen,.. 50 
 Regents' Questions. To June, 1882. (No later are printed). Eleven Editions. 
 
 1. Complete with Key. The Regents' Questions from the first exam- 
 ination in 1888. Cloth, 16mo, pp. 476. 2 00 
 
 2. Complete, The same as the above but without the answers. Pp. 333. 1 00 
 
 3. Arithmetic. The 1,293 questions in Arithmetic. Pp.93 25 
 
 4. Key to A rithmetic, Answers to the above. Manilla, 16mo, pp. 20. . .. 25 
 
 5. Thousand Regents' Questions in Arithmetic. Card-board 100 
 
 6. Geography. The 1,987 questions in Geography. Pp.70 25 
 
 7. Key to Geography. Answers to the above. Manilla, l6mo, pp. 36. . . . 25 
 
 8. Grammar. The 2.976 questions in Grammar. Manilla, 16mo, pp. 109 25 
 
 9. Grammar and Key. Cloth, 16mo, pp. 198 1 00 
 
 11. Key to Gra mmar. Manilla, 16mo, pp. 88 25 
 
 10. Spelling. The 4,800 words given in Spelling. Manilla, 16mo, pp. 61. 25 
 
 Richardson (B. W.) Learning and Health, Paper. 16mo. pp. 39 15 
 
 Roe (Martha.) A WorJc in Number. Cloth, 12mo, pp. 160 50 
 
 Roget (P.M.) Thesaurus of English Words and Phrases. CI., 12mo, pp. 800 2 00 
 
 Rvan (G. W.) School Record, 56 blanks on each of 14 sheets..... 50 
 
 Sanford (H. R.) The Word Method in Number. Per tjjxlif© cards.. 50 
 

 
 
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