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SCHOOL-BOOM CLASSICS. //. 
 
 THE 
 
 ART OF QUESTIONING. 
 
 BY 
 
 JOSHUA G. FITCH, M.A, 
 
 Steacuse, N. Y. :-. 
 
 DAVIS, BARDEEN & CO., PUBLISHERS. 
 
 NEW YORK: BAKER, PRATT & CO. 
 
 Copyright, 1879, by Davis, Babdbkn A Co. 
 
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BY THE SAME AUTHOB: 
 
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/ 
 
 > 
 
 SCHOOL-ROOM CLASSICS. II. 
 
 THE 
 
 ART OF QUESTIONING. 
 
 BY 
 
 :^^ JOSHUA a. "fitch, m.a. 
 
 ■iS Of co«e»?5! 
 Cvo....(«..&iS-^^ 
 
 Vr, '879. /,cf 
 
 Syracuse, N. Y. : 
 
 DAVIS, BARDEEN & CO., PUBLISHERS. 
 
 NEW YORK: BAKER, PRATT & CO. 
 
 Copyright, 1879, by Davis, Babdken & Co. 
 
 -IS--' 
 
 I 
 
The following paper contains the substance of a 
 lecture delivered to training classes established in 
 connection with the British Sunday-School Union. 
 In editing it for this series of educational publica- 
 tions, I have omitter" such portions as pertained ex- 
 clusively to the work of mission Sunday-schools, and 
 were unessential to the continuity and completeness 
 of the work as a valuable manual for public-school 
 teachers. 
 
 C. W. B'ARDEEN. 
 
 c 
 Syracuse, January 22, 1879. 
 
) 
 
THE ART OF QUESTIONING 
 
 I HAVE undertaken to say a few words to you 
 on the "Art of Questioning." It is a subject 
 of great importance to all of you Avho desire to 
 become good teachers ; for, in truth, the success 
 and efficiency of our teaching depend more on 
 the skill and judgment with which we put ques- 
 tions than on any other single circumstance. 
 
 It is very possible for a teacher to be fluent in 
 speech, earnest in manner, happy in his choice 
 of illustration, and to be a very inefficient teach- 
 er, nevertheless. We are often apt to think it 
 enough if we deliver a good lesson, and to forget 
 that, after all, its value depends upon the degree 
 in which it is really received and appropriated 
 by the children. Now, in order to secure that 
 what we teach shall really enter their minds, and 
 be duly fixed and comprehended there, it is 
 above all things necessary that we should be able 
 to use effectively the important instrument of in- 
 struction to which our attention is now to be 
 drawn. 
 
 I have called questioning an art. It is so, in- 
 asmuch as it is a practical matter, and to be 
 learned mainly, not by talking about it, but by 
 
50 ART OF QUESTIOITIKG. 
 
 doing it. We can only become good quePtioners 
 after niucli patient practice ; and, as is ihe case 
 with every other art, proficiency in this one can 
 only be attained by working at it, and education 
 in it only by the teaching of experience. 
 
 But if this were all I should not have ventured 
 to make questioning the subject of an address to 
 you ; for the only advice appropriate in such a 
 case would be, "Go to your classes, work in 
 them, and learn the art of questioning by ques- 
 tioning. ' ' 
 
 The truth is, however, that there is a science 
 of teaching as well as an art ; every rule of prac- 
 tice which is worth anything is based on some 
 principle ; and as it is the business of every 
 good artist to investigate the reasons for the 
 methods he adopts, and to know something of 
 those general laws which it is his business to put 
 to a practical application, so it will, perhaps, be 
 worth our while to dwell for a little on the gen- 
 eral principles which should be kept in view in 
 questioning, and to ascertain not only how a 
 wise teacher should put questions, but why one 
 way is better or worse than another. 
 
 Questions as employed by teachers may be 
 divided into three classes, according to the pur- 
 poses which they may be intended to serve. 
 There is, first, the preliminari/ or expei'imental 
 question, by which an instructor feels his way, 
 sounds the depth of his pupil's previous knowl- 
 edge, and prepares him for tlie reception of what 
 it is designed to teach. 
 
 Then, secondly, there is the question employed 
 
HOW SOCRATES TAUGHT. 51 
 
 in actual instruction, by means of which the 
 thoughts of the learner are exercised, and he is 
 compelled, so to speak, to take a share in giving 
 himself the lesson. 
 
 Thirdly, there is the question of examination, 
 by which a teacher tests his own work, after he 
 has given a lesson, and ascertains whether it has 
 been soundly and thoroughly learned. If we 
 carefully attend to this distinction we shall un- 
 derstand the meaning of the saying of a very 
 eminent teacher, who used to say of the inter- 
 rogative method, that by it he first questioned 
 the knowledge into the minds of the children, 
 and then questioned it out of them again. 
 
 Perhaps I can best illustrate the nature of what 
 I have called preliminary or experimental ques- 
 tioning, by referring for a moment to the history 
 of a very celebrated man — an Athenian philoso- 
 pher — who lived more than two thousand years 
 ago, but whose name and influence survive even 
 in this age. 
 
 Socrates had the reputation of being a very 
 great teacher, yet he never lectured nor preached. 
 He had not even a code of doctrine or of opinion 
 to promulgate. But he lived in the midst of a 
 keen, cultivated, yet somewhat opinionated peo- 
 ple, and he made it his business to question 
 them as to the grounds of their opinions ; and to 
 put searching and rigid inquiries to them on 
 points which they thought they thoroughly un- 
 derstood. He believed that the great impedi- 
 ment to true knowledge was the possession of 
 fancied or unreal knowledge, and that the first 
 
52 ART OF QUESTIONING. 
 
 business of a philosopher was, not to teach, but 
 to prepare the mind of the pupil for the recep- 
 tion of truth, by proving to him his own ignor- 
 ance. This kind of mental purification he con- 
 sidered a good preparation for teaching ; hence 
 he often challenged a sophist, or a flippant and 
 self-confident learner, with a question as to the 
 meaning of some familiar word ; he would re- 
 ceive the answer, then repeat it, and put some 
 other question intended to bring out the different 
 senses in which the word might be applied. It 
 not unfrequently appeared that the definition was 
 either too wide, and included too much, or too 
 narrow, and comprehended too little. The re- 
 spondent would then ask leave to retract his form- 
 er definition and to amend it ; and when this was 
 done the questioner would quietly proceed to 
 cross-examine his pupil on the subject, applying 
 the amended definition to special cases, until an- 
 swers were given inconsistent with each other, 
 and with the previous reply. Now, as Socrates 
 never lost sight of the main point, and had a re- 
 markable power of chaining his hearers to the 
 question in hand, and forbidding all discursive- 
 ness, the end of the exercise often was, that the 
 pupil, after vain efforts to extricate himself, ad- 
 mitted that he could give no satisfactory answer 
 to the question which at first sepmed so easy. 
 
 I will give you a translation from one. of Pla- 
 to's dialogues, in which this peculiar method is 
 illustrated. There was one of the disciples of 
 Socrates, named Meno, who had been thus 
 probed and interrogated until he felt a somewhat 
 
AN^ ILLUSTRATION. 53 
 
 uncomfortable conviction that lie was not so 
 wise as he had thought, and who complained to 
 the philosopher of what he called the merely 
 negative character of his instruction. 
 
 " Why, Socrates," said he, " you remind me 
 of that broad sea-fish called the torpedo, wdiich 
 produces a numbness in the person who ap- 
 proaches and touches it. For, in truth, I seem 
 benumbed both in mind and mouth, and know 
 not what to reply to you, and yet I have often 
 spoken on this subject with great fluency and 
 success. ' ' 
 
 In reply Socrates says little, but calls to him 
 Meno's attendant, a young slave boy, and begins 
 to question him. 
 
 " My boy, do you know wdiat figure this is ?" 
 (drawing a square upon the ground with a 
 stick. ) 
 
 " O yes. It is a square." 
 
 " What do you notice about these lines ?" 
 (tracing them.) 
 
 " That all four are equal." 
 
 " Could there be another space like this, only 
 larger or less ?" 
 
 "Certainly." 
 
 " Suppose this line (pointing to one of the 
 sides) is two feet long, how many feet will there 
 be in the whole ?" 
 
 "Twice two." 
 
 " How^ many is that?" 
 
 "Four." 
 
 " Will it be possible to have another space 
 twice this size ?" 
 
54 ART OF QUESTIONING. 
 
 "Yes." 
 
 " How many square feet will it contain ?" 
 
 "Eight." 
 
 " Then how long will the sides of such a space 
 be?" 
 
 " It is plain, Socrates, that it will be twice the 
 length !" 
 
 " You see, Meno, that I teach this boy noth- 
 ing, I only question him. And he thinks he 
 knows the right answer to my question ; but 
 does he know ?" 
 
 " Certainly not." replied Meno. 
 
 " Let us return to him again." 
 
 ' ' My boy, you say that from a line of four 
 feet long there will be produced a space of eight 
 square feet ; is it so ?" 
 
 " Yes, Socrates, I think so." 
 
 " Let us try, then." (He prolongs the line 
 to double the length.) 
 
 " Is this the line you mean ?" 
 
 " Certainly." (He completes the square.) 
 
 " How large is become the whole space ?" 
 
 " Why it is four times as large." 
 
 " How many feet does it contain ?" 
 
 "Sixteen." 
 
 " How many ought double the square to con- 
 tain ?" 
 
 "Eight." 
 
 After a few more questions the kd suggests 
 that the line should be three feet long, since 
 four feet are too much. 
 
 " If, then, it be three feet, we will add the 
 half of the first line to it, shall we ?" 
 
FIRST DEVELOP INTEREST. 55 
 
 * ' Yes. ' ' (He draws the whole square on a 
 hne of three feet.) 
 
 " Now, if the first square we drew contained 
 twice two feet, and the second four times four 
 feet, how many does the last contain ?" 
 
 " Three times three, Socrates." 
 
 " And how many ought it to contain ?" 
 
 " Only eight, or one less than nine." 
 
 " Well, now, since this is not the line on 
 which to draw the square we wanted, tell me 
 how long it should be ?" 
 
 " Indeed, sir, I don't know." 
 
 " Now observe, Me no, what has happened to 
 this boy ; you see he did not know at first, 
 neither does he yet know. Bat he then an- 
 swered boldly, because he fancied he knew ; now 
 he is quite at a loss, and though he is still as ig- 
 norant as before, he does not think he knows. ' ' 
 
 Meno replies, " What you say is quite true, 
 Socrates." 
 
 " Is he not, then, in a better state now in re- 
 spect to the matter of which he was ignorant ?" 
 
 ' * Most assuredly he is. ' ' 
 
 " In causing him to be thus at a loss, and be- 
 numbing him like a torpedo, have we done him 
 any harm ?" 
 
 " None, certainly." 
 
 " We have at least made some progress to- 
 ward finding out his true position. For now, 
 knowing nothing, he is more likely to inquire 
 and search for himself. ' ' 
 
 Now I think those of us who are practical-school 
 teachers can draw a practical hint or two from 
 
56 ART OF QUESTIONING. 
 
 this anecdote. If we want to prepare the mind 
 to receive instruction, it is worth while first to find 
 out what is known already, and what foundation 
 or substratum of knowledge there is on which to 
 build ; to clear away misapprehensions and ob- 
 structions from the mind on which we Avish to 
 operate ; and to excite curiosity and interest on 
 the part of the learners as to the subject which 
 it is intended to teach. For " curiosity," as 
 Archbishop Whately says, " is the parent of at- 
 tention ; and a teacher has no more right to ex- 
 pect success in teaching those who have no curi- 
 osity to learn, than a husbandman has who sows 
 a field without ploughing it." 
 
 It is chiefly by questions judiciously put to a 
 child before you give him a lesson, that you will 
 be able to kindle this curiosity, to make him feel 
 the need of your instruction, and bring his in- 
 tellect into a wakeful and teachable condition. 
 Whatever you may have to give in the way of 
 new knowledge will then have a far better chance 
 of being understood. For you may take it as a 
 rule in teaching, that the mind always refuses to 
 receive — certainly to retain — any isolated knowl- 
 edge. We remember only those facts and prin- 
 ciples which link themselves wnth what we knew 
 before, or with what we hope to know, or are 
 likely to want hereafter. Try, therefore, to es- 
 tablish, in every case, a logical connection be- 
 tween what you teach and what your pupils knew 
 before. Make your new information a sort of 
 development of the old, the expansion of some 
 germ of thought or inquiry which lay hid in the 
 
ALL KN^OWLEDGE RELATED. 57 
 
 child's mind before. Seek to brin^ to light 
 what your pupil already possesses, and you will 
 then always see your way more clearly to a prop- 
 er adaptation of your teaching to his needs. 
 
 I said at the outset that there were two other 
 purposes which might be served by questioning, 
 besides this primary one which I have just de- 
 scribed. It may serve the purpose of actual in- 
 struction in the course of giving a lesson, and it 
 may also be the means of examining and testing 
 the pupils after the lesson is finished. Some 
 teachers seem to think that this last is the only 
 use of questioning ; but, in truth, it is as a means 
 of deepening and fixing truth upon the mind that 
 it possesses the highest value. Hence, every fact 
 you teach, before you proceed to another, ought 
 generally to be made the subject of interrogation. 
 
 I will suppose that most of the instruction 
 which you are in the habit of giving in a Sunday- 
 school is connected with Scripture reading les- 
 sons. The usual plan is to let a certain portion 
 of the word of God be read, verse by verse, in 
 turns by the children of the class, then to cause 
 the books to be closed, and then to proceed to 
 question on the lesson. Now, in my own classes 
 in a Sunday-school, I have generally found that 
 the mere mechanical difficulty of reading, and 
 the fact that so much of the phraseology of the 
 Bible is unfamiliar and antiquated, were sufficient 
 to prevent the lesson from being understood by 
 all the children. So, if I reserve my questions 
 until the end, it has often happened that many 
 important truths of the lesson proved to have 
 
58 ART OF QUESTIONING. 
 
 been overlooked by the children, and tlie result 
 of the questioning has been most unsatisfactory. 
 To remedy this the best plan seems to be, to put 
 brief, pointed questions during the reading, to 
 take care that no ditiicult or peculiar words pass 
 unexplained, and constantly to arrest the atten- 
 tion of the class, when it flags, by inquiries ad- 
 dressed to individual members of it. You will 
 also find it a good plan, especially with the 
 younger children, after the whole lesson has been 
 read twice or thrice by the class, to read a short 
 passage yourself, generally two or three verses, 
 in a slow, distinct manner, with as much expres- 
 sion as possible, and then question thoroughly 
 upon the passage, exhausting its meaning before 
 you go on to the next. When this has been 
 done with each successive portion of the lesson 
 the books may be closed, and the whole recapit- 
 ulated by way of examination. You will find 
 this plan answer a double purpose ; it will improve 
 the reading of the class, by giving to it a model 
 clearness and expression, and it will enable you 
 to question systematically on every fact you teach 
 as soon as you have taught it. By thus making 
 sure of your ground as you proceed, you will 
 become entitled to expect answers to your reca- 
 pitulatory, or examination questions ; and this is 
 a point of great importance, for nothing discour- 
 ages and depresses a teacher more, or sooner de- 
 stroys the interest of the children in a lesson, 
 than the asking of questions which they cannot 
 answer. 
 
 Thus the advantage of questioning on each 
 
DO NOT RELY ON CONCERT EXERCISES. 59 
 
 portion of a lesson, rigidly and carefully, as it is 
 learned, is, that you then have a right to demand 
 full answers to all your testing questions when 
 the lesson is concluded. You will, of course, ^o 
 over the ground a second time much more rapidly 
 than at first ; but it is always desirable to cover 
 the whole area of your subject in recapitulation, 
 and to put questions at the end to every child in 
 your class. 
 
 I have only one other observation to make as 
 to the distinction to be kept in view between the 
 questioning of instruction, and the questioning of 
 examination. In the former it is often wise to 
 use the simultaneous method, and to address 
 your questions to the whole class. This kind of 
 collective exercise gives vigor and life to a lesson, 
 and the sympathy which is always generated by 
 numbers helps to strengthen and fix the impres- 
 sion you wish to convey. But you must never 
 be satisfied with simultaneous answ^ers ; they 
 should invariably be followed up by individual 
 questioning, or they will prove very misleading. 
 It may seem a paradoxical assertion, but it is 
 nevertheless true, that a group of children may 
 appear intelligent, w^hile the separate members of 
 the group are careless, ignorant, or only half in- 
 terested. AVithout intending to deceive, chil- 
 dren soon learn to catch the key-note of a word 
 or a sentence from their fellows, and to practise 
 many little artifices by which knowledge and at- 
 tention are simulated, and by which a very slight 
 degree of interest may be mistaken by their 
 teacher for sound and thoughtful work. So, 
 
60 AKT OF QUESTIOlsriKG. 
 
 while you will often call for collective answers in 
 order to retain the vivacity and spirit of your 
 lesson, you should always suspect such answers ; 
 and in every case let them be succeeded by indi- 
 vidual appeals to separate children, especially to 
 those who appear the least attentive. Of course 
 the recapitulatory or examination questions, 
 should be entirely individual ; in a small class 
 the questions may well be put to each child in 
 turn, but in a large one they should be given 
 promiscuously ; so that every learner may feel 
 sure that he will be personally challenged, and 
 that the knowledge of the rest will form no 
 cloak for his own ignorance. 
 
 But, leaving for the present all distinctions as 
 to the purposes which questions may at different 
 times be made to serve, let us fix our attention 
 on some points which should be kept in view, as 
 to the language, style, and character of all ques- 
 tions whatever. 
 
 First, then, cultivate great simplicity of lan- 
 guage. Use as few words as possible, and let 
 them be such as are adapted to the age and ca- 
 pacity of the class you are teaching. Remem- 
 ber that questions are not meant to display your 
 own learning or acquirements, but to bring out 
 those of the children. It is a great point in 
 questioning to say as little as possible ; and so to 
 say that little, as to cause the children to say as 
 much as possible. Conduct your lesson in such 
 a way that if a visitor or superintendent be stand- 
 ing by, his attention will be directed, not to you, 
 but to your pupils ; and his admiration excited, 
 
USE SIMPLE LAN^GUAGE. 61 
 
 not by your skill and keenness, but by the 
 amount of mental activity displayed on their 
 part. 
 
 There is an old Latin maxim which, translated, 
 means, " It is the business of art to conceal art. ' ' 
 I suppose this means, that in the case of all the 
 highest and noblest arts their results are spoiled 
 by any needless display of mechanism, or any 
 obtrusive manifestation of the artist's personal 
 gifts. At any rate you may take it for granted, 
 in relation to your art, that the best questioning 
 is that which attracts least attention to the ques- 
 tioner, and makes the learners seem to be the 
 most important parties concerned. You will do 
 well, therefore, to practise yourselves in using 
 great plainness of speech, and in constructing 
 questions in the fewest possible words. 
 
 Connected with this is another hint of impor- 
 tance : Do not tell much in your questions. 
 Never, if you can help it, communicate a fact in 
 your question. Contrive to educe every fact 
 from the class. It is better to pause for a mo- 
 ment, and to put one or two subordinate ques- 
 tions, with a view to bring out the truth you are 
 seeking, than to tell anything which the children 
 could tell you. A good teacher never conveys 
 information in the form of a question. If he 
 tells his class something, he is not long before he 
 makes his class tell him the same thing again ; 
 but his question never assumes the same form, or 
 employs the same phraseology as his previous 
 statement ; for if it does, the form of the ques- 
 tion really suggests the answer, and the exercise 
 
62 ART OF QUESTIONING. 
 
 fails to challenge the judgment and memory of 
 the children as it ought to do. I may, for in- 
 stance, want to bring out the fact that Jerusalem 
 is the chief city in the Holy Land. Now sup- 
 pose I do it thus : " What is the chief city in 
 the Holy Land?" "Jerusalem." "In what 
 country is Jerusalem the chief city ?" " The 
 Holy Land. ' ' Here each question carries with it 
 the answer to the other, and the consequence is 
 that they test little or nothing, and serve scarcely 
 any useful purpose. 
 
 For this reason it is always important, in ques- 
 tioning on a passage of Scripture, to avoid using 
 the words of Scripture ; otherwise we may 
 greatly deceive ourselves as to the real extent of 
 knowledge possessed by the class. I will sup- 
 pose, for example, that you are giving a lesson 
 on the meaning of the Christian injunction, 
 " Thou shalt love thy neighbor as thyself," and 
 that the class has first been questioned as to the 
 meaning of it, and proved unable to give a full 
 and satisfactory explanation of the scope and 
 meaning of these memorable words. The para- 
 ble of the good Samaritan has been chosen as an 
 illustrative reading lesson. It has been read twice 
 or thrice by the class in turn, and then the teach- 
 er takes the first verse and reads it slowly to the 
 class : 
 
 "^ certain man went doum from Jerusalem 
 to Jericho, and fell among thiet^es, which 
 stripped him of his raiment, and ivoiinded him^ 
 and departed, leaving him half dead.^^ Luke 
 10 : 30. 
 
DO NOT SUGGEST THE AN'SWER. 63 
 
 Some teachers would proceed to question thus: 
 
 Who is this parable about ? A certain man. 
 Where did he go from ? Jerusalem. Where 
 to ? Jericho. What sort of people did he fall 
 among ? Thieves. What did they do with his 
 raiment ? Stripped him of it. What did they 
 do with the man himself ? Wounded him. In 
 what state did they leave him ? Half dead. 
 
 Observe here that the teacher has covered the 
 whole area of the narrative, and proposed a ques- 
 tion on every fact ; so far he has done well. 
 But it is to be noticed that every question was 
 proposed as nearly as possible in the words of 
 the book, and required for its answer one (gen- 
 erally hut one) of those words. Now it is very 
 easy for a boy or girl, while the echoes of the 
 Bible narrative just read still linger in the ear, to 
 answer every such question by rote merely, with 
 scarcely any effort of memory, and no effort of 
 thought whatever. It is very possible to fill up 
 the one remaining word of such elliptical sen- 
 tences as those which have just been used as 
 questions, without having any perception at all 
 of the meaning of the sentence as a whole. 
 
 So, if you desire to secure a thorough under- 
 standing of the sacred narrative, it will be nec- 
 essary to propose questions constructed on a 
 different model, avoiding the use of the exact 
 phraseology of Scripture, and requiring for an- 
 swers other words than those contained in the 
 narrative. 
 
 Let us go over the same subject again, first 
 
64 ART OF questioki:n^g. 
 
 introducing it by one or two preliminary ques- 
 tions ; for example : 
 
 "Who used these words ? 
 
 To whom were they spoken ? 
 
 Why were they uttered ? 
 
 Repeat the question which the lawyer asked. 
 
 What is the parable about ? (Various an- 
 swers.) One says, A man tvho went on a journey. 
 What do you call a man who goes on a journey ? 
 A traveller. In what country was the man trav- 
 elling ? Judca. Let us trace his route on the 
 map. 
 
 In what direction was he travelling ? East- 
 ward, Through what kind of country ? (Here 
 the teacher's own information should supply a 
 fact or two about its physical features.) What 
 should you sujjpose from the lesson was the state 
 of the country at that time ? Thinly peopled ; 
 road unfrequented^ etc. How do you know 
 this ? Because he fell among thieves. Give an- 
 other expression for " fell among." Happened 
 to meet with. Another word for "thieves." 
 Robbers. How did the robbers treat this travel- 
 ler ? They stripped him of his raiment. What 
 does the word raiment mean ? Clothes. Be- 
 sides robbing him of his clothes, what else did 
 they do ? Wounded him. Explain that word. 
 
 Injured him ; hurt him very much, etc. How 
 do you know from the text that he was much 
 hurt ? They left him half dead. They almost 
 killed him. 
 
 Now observe here that the aim has been two- 
 
ANSWERS SHOULD BE SENTENCES. 65 
 
 fold. First, not to suggest the answer by the 
 form of the question. Hence another sort of 
 language has been adopted, and the children liave 
 therefore beea made to interpret the biblical lan- 
 guage into that of ordinary life. Secondly, not 
 to be satisfied with single words as answers, es- 
 pecially with the particular word which is con- 
 tained in the narrative itself, but always to trans- 
 late it into one more familiar. Children can of- 
 ten give the w^ord which suffices to answer their 
 teacher's inquiry, and are yet ignorant of the 
 whole statement of which that word forms a 
 part. After going over verses like these in de- 
 tail, I should recommend varying the form of the 
 question, thus : 
 
 " Now what have we learned in this verse V 
 *' That there was a traveller going from the 
 chief city of Judea to another town near the 
 Jordan, on the northeast." 
 
 " Well, and what happened to him ?" 
 *' He was robbed and half killed, and left very 
 weak and helpless. ' ' 
 
 A teacher ought not, in fact, to be satisfied 
 until he can get entire sentences for answers. 
 These sentences will generally be paraphrases of 
 the words used in the lesson, and the materials 
 for making the paraphrases will have been de- 
 veloped in the course of the lesson by demand- 
 ing, in succession, meanings and equivalents for 
 all the principal words. Remember that the 
 mere ability to fill up a parenthetical or elliptical 
 sentence proves nothing, beyond the possession of 
 a little tact and verbal memory. It is worth 
 
66 ART OF QUESTIONING. 
 
 while to turn round sharply on some inattentive 
 member of the class, or upon some one who has 
 just given a mechanical answer, with the ques- 
 tion, " What have we just said ?" " Tell me 
 what we have just learned about such a person ?" 
 Observe that the answer required to such a ques- 
 tion must necessarily be a whole sentence ; it will 
 be impossible to answer it without a real effort 
 of thought and of judgment in the selection of 
 the learner's words, and without an actual ac- 
 quaintance with the fact that has been taught. 
 
 It is of great importance, also, that questions 
 should be definite and unmistakable, and, for 
 the most part, that they admit of but one an- 
 swer. An unskilful teacher puts vague, wide 
 questions, such as, '' What did he do ?" 
 " What did Abraham say ?'* " How did Joseph 
 feel at such a time ?" " What lesson ought we 
 to learn from this ?" questions to which no doubt 
 he sees the right answer, because it is already in 
 his mind ; but which, perhaps, admit of several 
 equally good answers, according to the different 
 points of view from which different minds would 
 look at them. He does not think of this ; he 
 fancies tliat what is so clear to him ought to be 
 equally clear to others ; he forgets that the minds 
 of the children may be moving on other rails, so 
 to speak, even though directed to the same ob- 
 ject. So, when an answer comes which is not 
 the one he expected, even though it is a perfect- 
 ly legitimate one, he rejects it ; while, if any 
 child is fortunate enough to give the precise 
 answer which was in the teacher's mind he is 
 
AVOID VAGUE QUESTIOi^TS. 67 
 
 commended and rewarded, even though he has 
 exerted no more thought on the subject. 
 
 Vague and indefinite questions, I have always 
 observed, produce three different results, accord- 
 ing to the class of children to whom they are ad- 
 dressed. The really thoughtful and sensible boy 
 is simply bewildered by them. He is very anx- 
 ious to be right, but he is not clear as to what 
 answer his teacher expects ; so he is silent, looks 
 puzzled, and is, perhaps, mistaken for a dunce. 
 The bold and confident boy who does not think, 
 when he hears a vague question, answers at ran- 
 dom ; he is not quite sure whether he is right 
 or wrong, but he tries the experiment, and is 
 thus strengthened in a habit of inaccuracy, and 
 encouraged in the mischievous practice of guess- 
 ing. There is a third class of children whom I 
 have noticed, not very keen, but sly and know- 
 ing nevertheless, who watch the teacher's pecu- 
 liarities, know his methods, and soon acquire the 
 knack of observing the structure of his sentences, 
 so as to find out which answer he expects. They 
 do not understand the subject so well, perhaps, 
 as many others, but they understand the teacher 
 better, and can more quickly pronounce the char- 
 acteristic word, or the particular answer he ex- 
 pects. Now I do not hesitate to say, that as far 
 as real education and development of thought are 
 concerned, each of these three classes of children 
 is injured by the habit of vague, wide, and am- 
 biguous questioning which is so common among 
 teachers. 
 
 For similar reasons it is generally necessary to 
 
68 ART OF QUESTIONING. 
 
 abstain from giving questions to wliicli we have 
 no reasonable right to expect an answer. Tech- 
 nical terms, and information children are not 
 likely to possess, ought not to be demanded. 
 Nor should questions be repeated to those who 
 cannot answer. A still more objectionable prac- 
 tice is that of suggesting the first word or two of 
 a sentence, or pronouncing the first syllable of a 
 word which the children do not recollect. All 
 these errors generate a habit of guessing among 
 the scholars, and we should ever bear in mind 
 that there is no one habit more fatal to accurate 
 thinking, or more likely to encourage shallowness 
 and self-deception, than this. It should be dis- 
 countenanced in every possible way ; and the 
 most effective way is to study well the form of 
 our questions, to consider well whether they are 
 quite intelligible and unequivocal to those to 
 whom they are addressed, and to limit them to 
 those points on which we have a right to expect 
 clear and definite answers. 
 
 There is a class of questions which hardly de- 
 serve the name, and which are, in fact, fictitious 
 or apparent, but not true questions. I mean 
 those which simply require the answer " Yes" 
 or " No." Nineteen such questions out of 
 twenty carry their own answers in them ; for it 
 is almost impossible to propose one without re- 
 vealing, by the tone and inflexion of the voice, 
 t^ie kind of answer you expect. For example : 
 "Is it right to honor our parents?" "Did 
 Abraham show much faith when he offered up 
 his son?" "Do you think the author of the 
 
AVOID LEADIN^G QUESTIONS. 69 
 
 Psalms was a good man ?" " Were the Phari- 
 sees really lovers of truth?" Questions like 
 these elicit no thought whatever ; there are but 
 two possible answers to each of them, and of 
 these I am sure to show, by my manner of put- 
 ting the question, which one I expect. Such 
 questions should, therefore, as a general rule, be 
 avoided, as they seldom serve any useful purpose, 
 either in teaching or examining. For every 
 question, it must be remembered, ought to re- 
 quire an ellort to answer it ; it may be an effort 
 of memory, or an effort of imagination, or an 
 effort of judgment, or an effort of perception ; it 
 may be a considerable effort or it may be a slight 
 one ; but it must be an effort ; and a question 
 which challenges no mental exertion whatever, 
 and does not make the learner think, is worth 
 nothing. Hence, however such simple affirma- 
 tive and negative replies may look like work, 
 they may coexist with utter stagnation of mind 
 on the part of the scholars, and with complete 
 ignorance of what we are attempting to teach. 
 
 So much for the lanffuage of questioning. But 
 it is worth Avhile to give a passing notice to the 
 order and arrangement which should always char- 
 acterize a series of questions. They should, In 
 fact, always follow one another in systematic or- 
 der ; each should seem to grow out of the an- 
 swer which preceded it, and should have a clear 
 logical connection with it. Much of the force 
 and value of the interrogative method is lost in a 
 loose, unconnected, random set of inquiries, how- 
 ever well they may be worded, or however skil- 
 
70 ART OF QUESTIONIl^G. 
 
 fully each separate question may be designed to 
 elicit the thought and knowledge of the learners. 
 If the entire impression left on the mind of the 
 learner is to be an effective one, all that he has 
 learned on a given subject ought to be coherent 
 and connected. We cannot secure this without 
 acquiring a habit of continuous and orderly ques- 
 tioning, so that each effort of thought made by 
 the scholar shall be duly connected with the 
 former, and preparatory to the next. There will 
 thus be a unity and entireness in the teaching, 
 and what is taught will then have a reasonable 
 chance of a permanent place in the memory. 
 For we must ever remember that whatever is 
 learned confusedly is remembered confusedly, 
 and that all effective teaching must be charac- 
 terized by system and continuity. Hence, in 
 proposing questions, it is very necessary to keep 
 in view the importance of linking them together, 
 of making each new answer the solution of some 
 difficulty, which the former answer suggested 
 but did not explain, and of arranging all ques- 
 tions in the exact order in which the subject 
 would naturally develop itseif in the mind of a 
 logical and systematic thinker. 
 
 A very good example of this peculiar merit in 
 questioning may be found in the Proiestant Epis- 
 copal Church Catechism, especially in its latter 
 section. I do not, of course, enter here on any 
 controversy respecting the subject-matter of this 
 catechism ; but the arrangement of the ques- 
 tions will certainly repay an attentive examina- 
 tion. Look at that portion which relates to the 
 
IMPORTA]S"CE OF ARRAN"GEMEKT. 71 
 
 sacraments. It will be found that each answer 
 serves to suggest the next question, and that the 
 whole body of answers, in the order in which 
 they stand, furnish a systematic code of doctrine 
 on the subject to which the catechism refers, 
 with every fact in precisely its right place. The 
 excellence of the method adopted here will be 
 best understood by contrasting it with many 
 popular modern works in a catechetical form. 
 
 We have often been struck, I dare say, in read- 
 ing the newspapers, to find what plain and sensi- 
 ble evidence the witnesses all appear to give at 
 jp'Jlicial trials. We recognize the name of some 
 particular person, and we know, perhaps, that 
 he is an uneducated man, apt to talk in an inco- 
 !:^rent and desultory way on most subjects, ut- 
 terly incapable of telling a simple story without 
 wandering and blundering, and very nervous 
 withal ; yet if he happens to have been a wit- 
 ness at a trial, and we read the published report 
 of his testimony, we are surprised to find what a 
 connected, straightforward story it is ; there is 
 no irrelevant or needless matter introduced, and 
 yet not one significant fact is omitted. AVe 
 wonder how such a man could have stood up in 
 a crowded court, and narrated facts w^ith all this 
 propriety and good taste. But the truth is, that 
 the witness is not entitled to your praise. He 
 never recited the narrative in the way implied by 
 the newspaper report. But he stood opposite to 
 a man who had studied the art of questioning, 
 and he replied in succession to a series of inter- 
 rogations which the barrister proposed to him. 
 
72 ART OF QUESTI0N"INO. 
 
 The reporter for the press has done no more than 
 copy down, in the exact order in which they were 
 given, all the replies to these questions ; and if 
 the sum of these replies reads to us like a consist- 
 ent narrative, it is because the lawyer knew how 
 to marshal his facts beforehand, had the skill to 
 determine what was necessary, and what was not 
 necessary, to the case in hand, and to propose 
 his questions so as to draw out, even from a con- 
 fused and bewildered mind, a coherent statement 
 of facts. We may take a hint, I think, from the 
 practice of the bar in this respect ; and, especial- 
 ly in questioning by way of examination, we may 
 remember that the answers of the children, if 
 they could be taken down at the moment, ought 
 to form a complete, orderly, and clear summary 
 of the entire contents of the lesson. 
 
 Of course I do not mean to insist too rigidly 
 to an adherence to this rule. Misconceptions 
 will reveal themselves in the course of the lesson, 
 which will require to be corrected ; hard words 
 will occur, which need explanation ; new trains 
 of thought and inquiry will seem to start out of 
 the lesson, and to demand occasional digression ; 
 it will, in fact, often become necessary to devi- 
 ate a little to the right hand or to the left from 
 the main path, for the sake of illustration, and 
 for other good reasons. No good teacher allows 
 himself to be so enslaved by a mechanical routine 
 as to neglect these things ; we must not attempt, 
 even for the sake of logical consistency, to ad- 
 here too rigidly to a formal series of questions, 
 nor refuse to notice any new fact or inquiry 
 
BE ANIMATED. 73 
 
 which seems to spring naturally out of the sub- 
 ject. Still, the main purpose of the whole les- 
 son should be kept steadily in view ; all needless 
 digression should be carefully avoided, and any 
 incidental difficulties which are unexpectedly dis- 
 closed in the lesson should rather be remembered 
 and reserved for future investigation, than per- 
 mitted to beo;uile a teacher into a nesflect of 
 those truths which the lesson is primarily de- 
 signed to teach. 
 
 A good deal of the success of a teacher de- 
 pends upon the manner in which questions are 
 proposed. Perhaps the most important requisite 
 under this head is animation. Slow, dull, heavy 
 questioning wearies children, and destroys their 
 interest in a lesson. It is by a rapid succession 
 of questions, by a pleasing and spirited manner, 
 by dextrously challenging all who seem inatten- 
 tive, and, above all, by an earnest feeling of in- 
 terest in the subject, and of delight in seeing the 
 minds of his scholars at work, that the teacher 
 will best kindle their mental activity, and give 
 life and force to his subject. Hence it is neces- 
 sary to avoid long pauses, and all monotony of 
 voice, or sluggishness of manner ; to vary the 
 phraseology of your questions, and to seek in 
 every way to kindle interest and enthusiasm 
 about the lesson. But in doing this let us re- 
 member that we cannot give more than we pos- 
 sess ; we cannot raise the minds of others above 
 the level of our own ; and therefore it is impor- 
 tant that our manner should show a warm in- 
 terest in the subject, and that our own love for 
 
74 ART OF QUESTIOl^IKG. 
 
 sacred truth should "be so strong as to convey it- 
 self, by the mere force of sympathy, into the 
 hearts of those whom we undertake to instruct. 
 I have seen Sunday-school teachers whose cheeks 
 glowed, and whose manner became suffused with 
 earnestness as they spoke the words of healing 
 and of life. I have seen their eyes glisten with 
 tearful joy as one little one after another had his 
 intellect awakened to receive the truth, and his 
 heart touched with sacred impressions. And I 
 have known well that these were teachers who, 
 whatever their intellectual gifts might be, were 
 the most likely persons to obtain an entrance into 
 the hearts of children, to exercise a right in- 
 fluence over them, and to find, after many days, 
 that the seed they had thus sown in hope and 
 fear had been watered by the divine favor and 
 benediction, and brought forth rich and glorious 
 fruit. Of course we must not counterfeit an 
 emotion which we do not feel, nor use an earn- 
 est manner as a mere trick of art, or as a ma- 
 chine for making our teaching effective ; but a 
 Sunday-school teacher will never be worth much 
 unless his own heart kindles at the thought of 
 the permanence and preciousness of the truths he 
 has to teach, nor unless he feels a positive pleas- 
 ure in witnessing every new proof of the unfold- 
 ing of mind on the part of his class. Such feel- 
 ings are sure to give vigor to his teaching, a vivid 
 and picturesque character to his illustrations, 
 earnestness to his manner, animation to his voice, 
 and a quick, active, and telling character to his 
 method of questioning. 
 
BE IN'DEPEN'DENT OF THE TEXT-BOOK. 75 
 
 For these reasons I tliink it very undesirable 
 for a teacher to use a book of questions, or to 
 have teaching notes in his liand while he gives 
 the lesson. The value of such assistance is great 
 if you avail yourselves of it beforehand : if it 
 helps to systematize your own thoughts and pre- 
 pare you for the right development of the les- 
 son. But in the presence of the children the 
 use of the text-book has a chilling and depress- 
 ing effect ; it destroys their confidence in their 
 teacher, it prevents him from feeling at his ease, 
 and it gives a sluggish and mechanical look to 
 the whole proceeding. Whether our questions 
 be good or bad, it is quite certain that they 
 should be our own, not read out of a book, 
 or from notes, but growing spontaneously out of 
 our own minds, and adapted not only to the 
 peculiar character and requirements of the class, 
 but also to the time and circumstances, to the 
 special turn which the lesson has chanced to 
 take, and to the particular inferences which the 
 teacher feels it most important to draw from it. 
 
 For it must ever be one of the first requisites 
 in all good teaching, that the minds of the 
 teacher and the taught should come into actual 
 contact. The words of some one else, read or 
 quoted to me, never can have half the force of 
 the actual utterance of a living present being, 
 whose own thought seeks entrance into my mind, 
 and is intended specially to meet my needs. We 
 all know the difference between reading a ser- 
 mon to children, and delivering orally a far in- 
 ferior address, but one attended with gestures 
 
76 ART OF QUESTIONING. 
 
 and looks and tones which prove its genuineness, 
 and give it directness of appUcation. The same 
 difference is noticeable in questioning, and there- 
 fore it is far better that a teacher should make a 
 few blunders and inaccuracies while he is educa- 
 ting himself into the habit of independent ques- 
 tioning, than that he should be rigidly exact and 
 careful by the help of notes or books. Swim- 
 ming with corks is not, strictly speaking, swim- 
 ming at all ; and so the reading of certain in- 
 quiries from a catechism or a book is not, in fact, 
 questioning at all, but an indirect and very in- 
 efficient substitute for it. 
 
 Perhaps it may be worth while to say a word 
 or two about the answers which questions may 
 receive. We ought not to be satisfied with ob- 
 taining a right ansv/er from one child, nor even 
 from the whole class collectively. In most cases 
 it is necessary to repeat a question which has 
 been answered, to some other child who may 
 have appeared inattentive. And if a question is 
 first given to one who fails to answer it, and then 
 to another boy or girl who gives the right an- 
 swer, it is generally a good plan to go back to 
 the first child, and put the same question again, 
 in order to test his attention to what is going on 
 in the class. We can only secure a hold upon 
 the more indolent scholars by making each one 
 feel that he cannot possibly escape, but that his 
 own personal knowledge of the subject is sure to 
 be challenged at the close of the Jesson. Hence, 
 all questions should be well distributed through- 
 out the class, and no one child should be 
 
BE PATIEiq-T WITH WRON"G Al^SWERS. 77 
 
 allowed to avoid the frequent appeals of his 
 teacher. 
 
 Wrong answers will often be given, yet these 
 should never make us angry, but should be re- 
 served for awhile, and shown to be incorrect by 
 subsequent examination. Of course, if random 
 or foolish answers are offered, it is a proof that 
 the discipline of the class is bad, and the offense 
 must be regarded as a breach of rule, and treated 
 accordingly. But a mistake arising from igno- 
 rance ought never to be treated as a crime. A 
 teacher may meet it by saying, " Will some one 
 tell me why that answer is a wrong one ?" Or, 
 if the answer is very wide of the mark, by say- 
 ing, " We will go into that presently ;" or, 
 " We will have a lesson on that subject, and you 
 will then see why the answer was a bad one. ' ' 
 And, in the very numerous cases in which an an- 
 swer is partly wrong, and partly right, or in which 
 an answer, though right in substance, is wrong 
 in the mere language or form of expression, it is 
 always desirable to alter the language of your 
 question, to propose it again to an elder child, 
 to add a subordinate question or two to disentan- 
 gle the precise truth, and then at last the question 
 should be repeated in its original form, and an 
 amended answer be required. But all this im- 
 plies patience and judgment ; a condescension to 
 the weakness and obscurity of infant minds ; a 
 considerate, forbearing tone ; and a constant de- 
 sire to sympathize in their difficulties, rather by 
 offering a friendly help in escaping from them 
 than by solving them at once. 
 
78 AKT OF QUESTIONII^G. 
 
 It may occasionally happen to a teacher to be 
 much vexed and puzzled because he can obtain 
 no answers to his questions at all, or because all 
 the answering comes from one or two prominent 
 children. In such cases it is needless to find 
 fault, or to complain and scold for the inatten- 
 tion. It is far better to look into ourselves, and 
 see if we cannot find the reason there for our 
 want of success. Perhaps we have allowed the 
 lesson to proceed in disorder, and nothing is 
 known, simply because nothing has been taught ; 
 and in this case our own method is in fault. Or, 
 perhaps, we have been asking questions above 
 the comprehension of the children, which they 
 are positively unable to answer, and which we 
 have no right to ask. Or, it may be that we have 
 put our questions in an indistinct or unintelligible 
 way. Let us always, in case of failure, suspect 
 ourselves, take the ignorance of the children as a 
 censure upon our own methods, and endeavor, 
 with God's blessing, to turn the experience of 
 such a lesson to good account, by rectifying our 
 plans, simplifying our language, or studying 
 more accurately the nature of the beings with 
 whom we have to deal. 
 
 Occasionally it will be found advantageous to 
 vary the exercise by the employment of mutual 
 questions ; by setting the children, especially of 
 an upper class, to question one another in turn 
 on the subject of the lesson. They will be very 
 shy, and unwilling to do this at first ; but after 
 a little practice they will learn to like it, and in 
 the act of framing questions their own intelli- 
 
QUESTIONS SHOULD STIMULATE. 79 
 
 gence will be greatly strengthened. Lord Bacon 
 said " a wise question is the half of ln&owl- 
 edge ;" and it is quite true that it takes some 
 knowledge of a subject to enable us to put a 
 good question upon it ; such mutual interroga- 
 tion as I have described will therefore be, in a 
 double sense, a test of the knowledge and 
 thoughtfulness of a class. 
 
 Every encouragement should always be offered 
 to the children to put questions to their teacher, 
 and to give free expression to whatever difficul- 
 ties and doubts may be in their minds. A good 
 teacher will never think such questions irksome 
 or out of place, but will welcome them, and all 
 the trouble they may bring with them, as so 
 many proofs that the minds of his pupils are at 
 work, and so many hopeful guarantees of future 
 success. 
 
 For, indeed, the whole sum of what may be 
 said about questioning is comprised in this : It 
 ought to set the learners thinking, to promote 
 activity and energy on their parts, and to arouse 
 the whole mental faculty into action, instead of 
 blindly cultivating the memory at the expense of 
 the higher intellectual powers. That is the best 
 questioning which best stimulates action on the 
 part of the learner ; which gives him a habit of 
 thinking and inquiring for himself ; which tends 
 in a great measure to render him independent of 
 his teacher ; which makes him, in fact, rather a 
 skilful finder than a patient receiver of truth. 
 All our questioning should aim at this ; and the 
 success of our teaching must ever be measured, 
 
80 ART OF QUESTION^ING. 
 
 not by the amount of information we have im- 
 parte4> but by the degree in which we have 
 strengthened the judgment and enlarged the ca- 
 pacity of our pupils, and imparted to them that 
 searching and inquiring spirit which is a far surer 
 basis for all future acquisitions than any amount 
 of mere information whatever. 
 

 BOOKS FOR TEACHERS. 
 
 PUBLISHED AND FOR SALE BY 
 
 DAVIS, BARDEEN & CO., 
 
 SYRACUSR N. Y. 
 
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ABBOTT (Jacob). Gentle Measures in the Man- 
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 The Teacher. Moral Influences empl^ed 
 
 in the Instruction and Govi.rnment of the Young. I2». 
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 Abbott (J. S. C.) The Child at Home; or, The 
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 The Mother at Home ; or, The Principles 
 
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 Adams (F.) Free School System of the United 
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 Alcott (Amos Bronson). Record of a School ; 
 exemplifying the Principles and Methods of Moral 
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 Alden (J.) Outlines on Teaching. 12°. New 
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 Alexander (S. D.) Princeton College during the 
 iSth Century. 8«. New York. 2 50 
 
 Altson' (A.) Essays on the Nature and Principles 
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 American Educational Cyclopaedia. A Ref- 
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 American Educational Monthly. 10 vols. 
 
 (II to XI), uniformly bound in cloth. 
 
 Per set $5.00; each 75 
 
 Ames, Jr. (Azel). Sex in Industry. A Plea for the 
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 Armstrong (Mrs. M. F.) and Ludlow (Helen 
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 Arnold (F.) Oxford and Cambridge: Their Col- 
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 Arnold (M.) A French Eton ; or Middle-Class 
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Arnold (M.) Higher Schools and Universities in 
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 Popular Education in France, with Notices 
 
 of Holland. S^. London. 4 20 
 
 Essays in Criticism. I2". New York. 200 
 
 Literature and Dogma. 1 2<'. N. York, i 50 
 
 God and the Bible. 120. New York, i 50 
 
 ASCHAM (Roger). The Schole Master, with copi- 
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 A Short System of Polite Learning. Being 
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 BARDEEN (C. W.) Common School Law for 
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 Barnard (H.) Official Reports — as Superintend- 
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 National Commissioner of Education, 3 vols. 
 
 Per volume, 4 50 
 
 Connecticut Common School Journal, 1838- 
 
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 Journal of R. L Institute of Instruction, 
 
 1845-48, 3 vols. 3 75 
 
 The American Journal of Education — trom 
 
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 Barnard (H.) National Pedagogy and Library 
 of Practical Education: 
 
 1. Studies and Conduct: Letters, Essays, and Sugges- 
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 the best Methods of Reading, Manners and the Art 
 of Conversation, the Acquisition and True Uses of 
 Wealth, and the Conduct of Life generally. 564 
 pages. 1875. 3 50 
 
 2. Primary Schools a?id Elementary Instruction : Ob- 
 ject Teaching and Oral Lessons on Social Science 
 and Common Things, with the Principles and Prac- 
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 Edition. 544 pages. 3 oc 
 
3- English Pedagogy — Old and New: or, Treatises 
 and Thoughts on Education, the School, and the 
 Teacher. First Series, Ascham to Wottcn. 480 
 pages. Second Series, Arnold to Wolsey. 608 
 pages. 1876. Each 3 50 
 
 4. American Pedagogy: Contributions to the Princi- 
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 5. German Pedagogy: Views of German Educators 
 and Teachers on the Principles of Education, and 
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 Grades. 640 pages. 3 50 
 
 6. Pestalozzi and Szviss Pedagogy: Memoir, and Edu- 
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 eral of his Assistants and Disciples ; together with 
 Selections from his Publications, and Accounts of 
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 3 50 
 
 7. German Teachers and Educational Reformers: Me- 
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 contributions to the History of Education in Ger- 
 many. 1876. 586 pages. 3 50 
 
 8. French Teachers, Schools, and Pedagogy — Old and 
 Neiv. 648 pages. 3 50 
 
 9. English Teachers, Educators, and Promotors of Ed- 
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 10. American Teachers, Educators, and Benefactors of 
 Education, with Portraits. 5 vols. Per vol., 3 50 
 
 11. American Graded Public Schools, with I'lans of 
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 12. Aphorisms and Suggestions on Education and 
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 13. School Codes: Constitutional Provisions respect- 
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 14. School Architecture: Principles, Plans and Speci- 
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 Revised Edition — 800 pages, 1000 illus'tions. 5 00 
 
 15. Oral Training Lessons for Teachers. 12° New 
 York. I 00 
 
1 6- 20. Papers for the Teacher. Five Series. 8". 
 
 Each 3 00 
 
 21. The Polytechnic School at Paris. I 50 
 
 22. Tribute to Rev. Thomas H. Gallaudet, LL.D. 1 50 
 
 23. Reformatory Education in Different Countries. 
 
 3 00 
 
 Bartle (Geo.) A Few Words to Parents and 
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 Hartley (Geo. C. T.) The Schools for the Peo- 
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 Bates (Samuel P.) Lectures on Mental and Moral 
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 ■ Physiology and Calisthenics in Schools and 
 
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 Belding (Pamelia). Infant-Class Manual. 18°. 
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 — Opinion and Decision of the Supreme Court 
 
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 Blackie (John Stuart). On Seli-culture, Intel- 
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 Bower (A.) The History of the University of 
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 Brackett (Anna C.) The Education of Ameri- 
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 Bradford (W. H.) The Thirty Problems of Per- 
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 Bridges (F.) Hints to Mothers on Home Educa- 
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 Brisi'ED (Chas. A.) Five Years in an English 
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 Brown (Goold). Grammar of English Gram- 
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 Burton (W.) The Culture of the Observing Fac- 
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 California, History of the Public School 
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 Calkins (N. A.) Primary Object Lessons, for 
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 Canada Educational Directory and Year 
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 Clarke (E. H.) Sex in Education ; or, a Fair 
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 Classical Studies, as Information, or as Train- 
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 Classified Catalogue of Educational 
 
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 Combe (A.) A Treatise on the Physiological and 
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 rents. 18° New York. 75 
 
 Corson (Hiram). Elocutionary Manual. Phila- 
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 COUTIE (Geo.) The Education of Boys for Busi- 
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 Currie Q.) Common School Education. 12". 
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 The Principles and Practice of Common 
 
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 The Principles and Practice of Early and 
 
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 Cyclop/edia of Education (The). Edited by 
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 DAILY Public Schools in the United States. 
 
 80. Philadelphia. I 50 
 
 Dall (Caroline H.) The College, the Market, 
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 Davies (Emily). The Higher Education of Wom- 
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 Davis (Emerson). The Teacher Taught ; or the 
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 Day (H. N.) The Science of Esthetics ; or the 
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 Deaf and Dumb. See Latham, Reet, Scott. 
 
 DeGraff's School-room Guide. Embodying 
 
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 A.M. 160. I 50 
 
 The Institute Song Budget. A Collection 
 
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 Gatherings. 16°. Syracuse. Ppr. o. 15; cl 50 
 
 De Tocqueville (Alex.) American Institutions, 
 120. I 50 
 
 Diaz (Mrs. A. M.) The School-master's Trunk. 
 Illustrated. 160. Boston. I 00 
 
 Dickens (Chas.) Schools and School-mastors. 
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 Dialogues and Dramas for School and 
 
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 Donaldson (James). Lectures on the History 
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 Donaldson (John Wm.) Classical Scholarship 
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 DOUAI (A.) A Reform of the Common English 
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 DUFFEY (Mrs. E. B.) No Sex in Education ; or, 
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 Duncan (A1.) The Examiner ; or Teacher's Aid. 
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 Dunn (H.) Principles of Teaching. 12". Lon- 
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 DUPANLOUP (Monseigneur). The Child. Trans- 
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 son. 12O. Boston. I 50 
 
 DwiGHT (B. W.) Higher Christian Education. 
 120. New York. I 50 
 
 EDGEWORTH (R. L. and Maria). A Treatise 
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 Edison (J. S.) Legitimate System of National 
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 Education in Ireland. Thirty-seventh Report 
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 Education in Japan. A Series of Letters ad- 
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 Educational Year Book. 1873. 12°. New 
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 Eggleston (G. C.) How to Educate Yourself. 
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 Ellis (W.) Education as a Means of Preventing 
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EvELETH. School-liouse Architecture. Designs 
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 Everett (Edward). Importance of Practical Ed- 
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 Examiner (The), or Teacher's Aid. 12°. Cin- 
 cinnati. 50 
 
 FARRAR (F. W.) Essays on a Liberal Educa- 
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 Fearon (D. R.) School Inspection. 12". Lon- 
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 FiCHTE (J. G.) On the Nature of the Scholar and 
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 The Vocation of the Scholar. 12°. Lon- 
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 delphia. 2 00 
 
 Popular Works of. Translated from the 
 
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 Fitch (J. G.) Art of Questioning. i6^ Paper. 
 
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 ■ Art of Securing Attention. 16". Paper. 
 
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 Fitzgerald (Percy). Pictures of Scnooi Liie. 
 
 8«. London. I 75 
 
 Five Hundred Mistakes of Daily Occurrence in 
 
 Speaking, Pronouncing and Writing the English Lan- 
 guage. 120. New York. 80 
 ■•^LETCHER (Matilda). Practical Ethics for Schools 
 
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 Forrester (A.) The Teacher's Text-book. S". 
 
 Halifax. 4 00 
 
 Foster (J.) On the Evils of Popular Ignorance. 
 
 12^ New York. i 25 
 
 Four Years at Yale. By a Graduate of '69. 
 
 12°. New Haven. 4 00 
 
FOWLE (W. B.) The Teachers' Institute ; or, 
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 Fowler (O. S.) Education and Self-improvement 
 Complete. Comprising Physiology — Animal and Men 
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 ual Improvement. 12". New York. 3 50 
 
 Frankland (Ed.) How to Teach Chemistry. 
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 ROBISHER (J. E.) Selected Readings, Serious 
 and Humorous, in Prose and Poetry, with an Appen- 
 dix on Elocution, etc. 12*'. Syracuse. 
 
 Paper, 0.25; boards, 50 
 
 Fry (Herbert). Our Schools and Colleges, giving 
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 institutions. 12". London, 1867. 2 00 
 
 Fuller (Thos.) The History of the University 
 of Cambridge, from the Conquest to the Year 1634, 
 with illustrative notes. 8°. Cambridge, 1840. 3 00 
 
 FURNIVALL (Fr. J.) Education in Early England. 
 Some Notes used as forewords to a Collection of 
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 don. 50 
 
 GARVEY (M. A.) A Manual of Human Culture. 
 1 2''. London. 3 00 
 
 Gtll (John). The Art of Teaching Young Minds 
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 Systems of Education. A History and 
 
 Criticism. 120. London. i 40 
 
 GiLMORE (J. H.) Outlines of the Art of Expres- 
 sion. 120. Boston, I 25 
 
 Gow (A. M.) Good Morals and Gentle Manners 
 for Schools and Families. 12°. Cincinnati. I 25 
 
 Grant (Horace). Exercises for the improvement 
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 ment for Children who are too Young to learn to Read 
 and Write. 180. London. ■ 40 
 
Grey" (Mrs. Wm.) Paper on the Study cl Educa- 
 tion as a Science. London. 20 
 
 Gross (Magnus). Languages and Popular Edu- 
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 Language. — The Value of Popular Education. — The 
 Study of Languages [with a Table showing the Pedi- 
 gree of the Aryan or Indo-European Tribe of Lan- 
 guages.]) 120. Paper. New York. 30 
 
 Grosser (W. H.) Illustrative Teaching. iS^. 
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 HAILMAN (W. N.) Outlines. A System of 
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 With an Introduction by J. N. McElligott. 120. 
 New York. I 00 
 
 Twelve Lectures on the History of Peda- 
 gogy, delivered before the Cincinnati Teachers' Asso- 
 ciation. 16". Cincinnati. 75 
 
 Hall (Rev. John.) Familiar Talks to Boys. 12". 
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 Hamilton (Richard W.) The Institutions of 
 Popular Education. Second edition. I2<>. London, 
 1846. I 25 
 
 Hanna (Sarah R.) Bible History: a Text-book 
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 Hart Qames Morgan). German Universities. A 
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 Systems of Higher Education. 12*'. New York. I 75 
 
 Hart (J. S.) In the School-room ; or, Chapters 
 in the Philosophy of Education. 12''. Phila. I 25 
 
 Mistakes of Educated Men. 18°. Phila- 
 delphia. 50 
 
 Harvard Examination Papers. 12". Bos- 
 ton. I 50 
 
 Hazen (W. B.) The School and the Army in 
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 at Versailles. I2<'. New York. 2 50 
 
 Heberden (W.) On Education. A Dialogue 
 
after the manner of Cicero's Philosophical Disqnisi 
 tions. iSo. London, 1818. 2 25 
 
 Hecker (John). The Scientific Basis of Educa 
 tion, Demonstrated by an Analysis of the Tempera 
 ments and of Phrenological Facts in connection with 
 Mental Phenomena and the Office of the Holy Spiri< 
 in the Processes of the Mind, in a Series of Letter? 
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 New York. Second edition. 8". New York. 2 5c 
 
 Hiatus: The Void in Modern Education. It.' 
 Causes and Antidote, by Outis. 8°. London. 3 OC 
 
 Hill (Florence). Children of the State ; the Train- 
 ing of Juvenile Paupers. 16°. London. 2 00 
 
 Hill (Rev. Thomas). The True Order of Studies. 
 120. New York. i 25 
 
 History and Progress of Education. 12°. 
 
 New York. i 50 
 
 HiTTELL (John S.) A Brief History of Culture. 
 12°. New York. I 50 
 
 HOARE (Mrs. Sam'l). Hints on Early Education, 
 etc. 12O. London. I 00 
 
 HODGINS (J. G.) The School-house : its Architec- 
 ture, Arrangements and Discipline, with Additional 
 Papers on Various Subjects. 8°. Toronto, 1858. 2 00 
 
 Special Report on the Ontario Educational 
 
 Exhibit and the Educational Features of the Inter- 
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 Toronto. 3 00 
 
 Hodgson (W. B.) The Education of Girls, and 
 the Employment of Women of the Upper Classes, 
 educationally considered. Two lectures. Crown, 
 8°. London. I 40 
 
 HOLBROOK (Alfred). School Management. 12*. 
 Lebanon. I 50 
 
 The Normal ; or. Methods of Teaching the 
 
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 Hooper (E.) Our Nurseries and Schocl-rooms : 
 Being remarks on Home Training and Teaching, 
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HOOSE (J. H.) Studies in Articulation : a Studj 
 and Drill Book in the Alphabetic Elements of thf 
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 Notes on the Departments of Public In- 
 
 struct^ion in England and Scotland. 16°. Syracuse. 15 
 
 Hope (A. R.) A Book about Boys. 16". Bos- 
 ton. 75 
 
 A Book about Dominies. 16". Boston, 75 
 
 Howe (Julia Ward). Sex and Education. A Re- 
 ply to Dr. Clarke's '* Sex in Education." 160. Bos 
 ton. I 25 
 
 HOYT (John W.) University Progress. 8°. New 
 York. 2 oc 
 
 Hurst (J. F.) Life and Literature in the Father- 
 land. The result of four years' professional residence 
 in Germany, and describes fully German Domestic 
 and Social Life; the Schools, Universities, and Gen 
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 York. 2 25 
 
 INFANTRY Tactics for Schools. N. Y 75 
 
 JEAN PAUL. Levana; or, the Doctrine of Edu- 
 cation. Boston. 2 00 
 
 Jewell (F. S.) School Government. A Practical 
 Treatise presenting a Thorough Discussion of its 
 Facts, Principles, and their Applications ; with Crit- 
 iques upon Current Theories of Punishment, and 
 Schemes of Administration. 12". New York. I 50 
 
 Jex-Blake (Sophia). A Visit to some American 
 Schools and Colleges. 8". London. i 75 
 
 JOHONNOT (J.) Our School-houses. Containing, 
 (i) An Exposition of the Faults of School-houses, (2) 
 An analysis of the Needs of Modern Schools, (3) 
 About fifty Plans, (4) A simple system of Ventilation, 
 
 (5) Admission of Light and other Sanitary Conditions, 
 
 (6) Arrangement of Grounds, etc., (7) School Furni- 
 ture, (8) Apparatus, (9) System for grading Country 
 Schools, (10) Conduct and Management of Schools. 
 Illustrated. 8". Syracuse. 2 oc 
 
 Jolly (S.) Harmony of Education. 12°. Lond. 8g 
 
 Thoughts on Vocation and Progression of 
 
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KAY (J.) The Social Condition and Education 
 of the People in England. 12°. New York. i 50 
 
 Kennedy (H. A.) The Heart and the Mind. 
 True Words on Training and Teaching. 120. Lon- 
 don. 75 
 
 Kennedy (J.) Philosophy of School Disciphne. 
 160. Syracuse. 25 
 
 Kiddle (H.), Harrison (T.), and Calkins (N. A.) 
 How to Teach. A Manual of Methods for a Grade 
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 pursued in Primary, Intermediate, Grammar, an 
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 and School Management. For the use of Teachers. 
 120. New York. I 25 
 
 Kingsley (Chas.) Heakh and Education. 12°. 
 New York. I 75 
 
 Kriege (Matilda H.) Friederich Froebel. A Bi- 
 ographical Sketch. 1 20. New York. 50 
 
 Krusi (H.) Pestalozzi : His Life, Work and In- 
 fluence. 80. Cincinnati. 2 25 
 
 LANCASTER (Joseph). Improvements in Edu- 
 cation, as it respects the Industrial Classes of the 
 Community; containing, among other important par- 
 ticulars, an account of the Institution for the Educa- 
 tion of One Thousand Poor Children, Borough Road, 
 Southwark ; and of the New System of Education on 
 which it is conducted. S**. London, 1805. 2 00 
 
 Latham (Wm. H.) First Lessons for Deaf Mutes. 
 i63. Cincinnati. 30 
 
 Laurie (S. S.) Primary Instruction in relation to 
 Education. 12°. London. I 50 
 
 Leighton (R. F.) Harvard Examination Papers. 
 collected and arranged. I2C. Boston. I 56 
 
 Leitch Qames). Practical Educationists and their 
 Systems of Teaching. 120. Glasgow. 2 40 
 
 Lessing (G. E.) The Education of the Human 
 Race. Translated by F. W. Robertson. 180. Lon- 
 don. I 00 
 
 Lessons on Objects, as given to Children be- 
 tween the Ages of Six and Eight, in a Pestalozzian 
 
School at Cheam, Surry. From the twenty-second 
 London edition. 12°. San Francisco. i 75 
 
 Le Vaux (G. V.) The Science and Art of Teach- 
 ing. 120. Toronto. I 25 
 
 Library of Education, Selected from the best 
 writers of all countries. Vol. I : Some Thoughts 
 concerning Education, by John Locke. Vol. 2 : Some 
 Thoughts concerning Education, by John Locke ; part 
 2, and a Treatise on Education, by John Milton. 
 Vol. 3 : The Study of Physiology in Schools, by Hor- 
 ace Mann. Vol. 4: Scottish University Addresses, 
 by John S. Mill, James A. Froude, and Thos. Car- 
 lyle. Vol. 5 : The Bible in the Public Schools, from 
 the press, etc. Vol. 6: The same, part 2. 180. Pa- 
 per. Syracuse. Each, 25 
 
 LiLLiENTHAL (M. E.) and Allyn (Robt.) Things 
 Taught : Systematic Instruction in Composition and 
 Object Lessons. 160. Cincinnati. 25 
 
 LOOMIS (L. C.) Mental and Social Culture, for 
 Teachers, Schools, and Families. In Fourteen Chap- 
 ters. Adapted for use as a reading book. 120. New 
 York. 75 
 
 Lord (John). Life of Emma Willard. 12^ New 
 York. 2 00 
 
 Lowe (R.) Primary and Classical Education. 
 An Address. 80. Paper. Edinburgh. 50 
 
 MACBRAIR (R. M.) Chapters on National Edu- 
 cation. 80. London. 50 
 
 MacLAREN (Archibald). A System of Physical 
 Education, Theoretical and Practical. With illustra- 
 tions. 16°. Oxford. 2 25 
 
 Mandeville (Henry). Elements of Reading and 
 Oratory. 8°. New York. I 50 
 
 Mann (Horace). Annual Reports on Education 
 from 1839 to 1848. Crown 80. 770 pages. Cloth. 
 Boston. 3 00 
 
 •-; Lectures and Annual Reports on Education. 
 
 Crown 80. 584 pages. Cloth. Boston. 3 GO 
 
 Thoughts selected from the Writings of 
 
 Horace Mann. 160. 240 pages. Cloth. Bost. I 25 
 
Mann (Mrs. Horace). The Life of Horace Mann. 
 Crown 80. Boston. 3 00 
 
 • Education by Work, according to Froebel's 
 
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 Mansfield (E. D.) American Education: Its 
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 of the United States. I2«. New York. I 50 
 
 Mark BY (Rev. Thos.) Practical Essays on Edu- 
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 Martineau (Harriet). Household Education. 
 16°. Boston. I 25 
 
 Mathias (G. H. D.) A Tutor's Counsel to his 
 Pupils. 1 20. Philadelphia. I 00 
 
 Maudsley (H.) Sex in Mind and Education. 
 16". New York. 25 
 
 Maurice (F. D.) Representation and Education 
 of the People. Chapters from English History. 
 Crown 8'^. Paper. London. 75 
 
 Learning and Working. Six Chapters on 
 
 the Foundation of Colleges for Working Men. S". 
 London. 2 50 
 
 Mayhew (Ira). Universal Education : Its Means 
 and Ends. 12°. New York. I 75 
 
 Mayo (Miss and Dr.) Practical Remarks on In- 
 fant Education. 120. London. 50 
 
 Mayor (J. B.) Guide to the Choice of Classical 
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 Menet (J.) Practical Hints on Teaching. Con- 
 taining Advice as to Organizafion, Discipline, Instruc- 
 tion, and Practical Management. With plans of 
 Schools which have been thoroughly Tested, and are 
 now being thoroughly Adopted in various Localities. 
 120. London. I 25 
 
 Miller (Hugh). My Schools and School-masters. 
 1 20. New York. * i 50 
 
 More (Hannah). Strictures on the Modem System 
 of Female Education ; with a View of the Principles 
 and Conduct prevalent among Women of Rank and 
 Fortune. 2 vols. 120. London, 1799. 2 25 
 
MORLEY (J.) Struggle for National Education. 8*. 
 
 London. i 20 
 
 Morse (E. S.) First Book of Zoology. 12*. New 
 
 York. I 25 
 
 MuLLER (M.) Public School Education. I2^ 
 
 Boston. I 50 
 
 NASH (Simeon). Crime and the Family. 12°. 
 
 Cincinnati. I 25 
 
 National Educational Association. Pro- 
 ceedings and addresses for 1872, 3, 4, 5, 6 and 7. 8". 
 Cloth. Each, 2 00 
 
 Newman (Dr. John Henry). Idea of a University , 
 considered in Nine Discourses, Occasional Lectures, 
 and Essays. Crown 8*^. London. 2 80 
 
 New York City. An Account of the Free School 
 Society of New York. 80. 18 14. Very rare. 5 00 
 
 Public Education in its History, Condition 
 
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 80. New York. 3 00 
 
 History of the PubHc School Society of, with 
 
 Portraits of the Presidents of the Society, by Wm. 
 Oland Bourne, A.M. 80. New York. 600 
 
 New York State. See Randall (S. S.), Regents' 
 Questions. Regents' Reports. 
 
 Natural History. This magnificent work, 
 
 which gave to the world the nomenclature now every- 
 where adopted, is now rare. It consists of 22 vols. 
 Zoology, 5 vols., (Mammals I, Reptiles and Fishes 2, 
 Birds I, Molluscs l). Botany, 2 vols. Mineralogy y 
 I vol. Geology, 4 vols. Agrictillure, 5 vols., and 
 Palceoniology, 5 vols. The set contains several thou- 
 sand plates, nearly half of them colored by hand, and 
 cost the State more than $500,000. We have several 
 sets on hand, at from $60 to $100, and single volumes 
 at from $2.00 to $15.00. 
 
 NORTHAM (H. C.) Civil Government for Common 
 Schools. Prepared as a Manual for Pubhc Instruction 
 in the State of New York. To which is appended the 
 Constitution of the State of New York, as recently 
 amended. i6». Syracuse. 75 
 
NORTHEND (C.) The Teachers' Assistant; or, 
 Hints and Methods in School Discipline and Instruc- 
 tion ; being a Series of Familiar Letters to one enter- 
 ing upon the Teacher's Work. I2<^. New York, i 50 
 
 « The Teacher and the Parent : A Treatise 
 
 upon Common School Education ; containing Practical 
 Suggestions to Teachers and Parents. 120. New 
 York. I 50 
 
 Northrop (B. G.) Education Abroad, and other 
 Papers. 8». New York. i 50 
 
 )GDEN (J.) The Science of Education and Art 
 of Teaching. 120. Cincinnati. I 50 
 
 Oljn (St.) College Life : Its Theory and Practice. 
 120. New York. 1 50 
 
 Oppler (A.) Three Lectures on Education, de- 
 livered before the College of Preceptors. Revised 
 and enlarged. i2<-\ London. I 40 
 
 Orcutt (Hiram). Home and School Training. 
 12O. Boston. I 00 
 
 Teachers' Manual. 12°. Boston. i 00 
 
 Orton (J.) The Liberal Education of Women. 
 The Demand and the Method. 12". New York, i 50 
 
 Our Children : How to Rear and Train Them. 
 A Manual for Parents in the Physical, Educational, 
 Rehgious, and Moral Training of their Children. 120. 
 London. i 50 
 
 PAGE (D. P.) Theory and Practice of Teaching. 
 120. New York. i 50 
 
 Payne (J.) Pestalozzi : The Influence of his Prin- 
 ciples and Practice on Elementary Education. 8". 
 Paper. London. 25 
 
 • — ' Froebel and the Kindergarten System. 12". 
 
 Paper. New York. 15 
 
 The Science and Art of Education. 8". 
 
 New York. 50 
 
 The True Foundation of Science Teaching:. 
 
 80. Paper. London. 25 
 
 A Visit to German Schools. Notes of a 
 
 Professional Tour to inspect some of the Kindergarten 
 Primary Schools, Public Girls' Schools, and Schools 
 
for Technical Instruction, in Hamburg, Berlin, Dres. 
 den, Weimar, Gotha, and Eisenach, in the Autumn of 
 1874, with critical Discussions of the General Princi- 
 ples and Practice of Kindergarten and other Schemes 
 of Elementary Education. 12°. London. i 80 
 
 Payne (Wm. H.) Chapters on School Supervision. 
 A Practical Treatise on Superintendence, Grading, 
 Arranging Courses of Study, etc. 12". Cin. i 25 
 
 PEABODY (Elizabeth P.) Record of Mr. Alcott's 
 School, exemplifying the Principles and Methods of 
 Moral Culture. 16°. Boston. I 50 
 
 Peets (H. p.) Course of Instruction for the Deaf 
 and Dumb. N. Y. Part I, net, . 75 ; Part 3, net, I 00 
 
 Language Lessons. 12°. N. Y. Net, i 25 
 
 Pestalozzi (H.) and His Plan of Education ; be- 
 ing an Account of His Life and Writings. Portrait. 
 8°. London, 1 83 1. 3 oc 
 
 Letters on Early Education. With Me- 
 moir. 120. London, 1850. 75 
 
 See Krusi, Payne, Cullen, Barnard, Quick, 
 
 and Lessons on Objects. 
 
 Phelps (Mrs. L.) The Student; or, Fireside 
 Friend. With an Appendix on Moral and Religious 
 Education. I2». New York. I 50 
 
 Discipline of Life. 12°. • New York, i 75 
 
 The Educator ; or, Hours with my Pupils. 
 
 1 20. New York. i 50 
 
 Phelps (W. F.) The Teacher's Hand-book for 
 the Institute and Class-room. 120. New York. I 50 
 
 "Philobiblius." Histor>' and Progress of Edu- 
 cation, from the Earliest Times to the Present. In- 
 tended as a Manual for Teachers and Students. With 
 an Introduction by H. Barnard. 120. N. Y. I 50 
 
 Porter (Noah). Addresses at the Inauguration 
 of, as President of Yale College, Wednesday^ Octo- 
 ber ii, 1871. 8". New York. i oo 
 
 Books and Reading ; or, What Books shall 
 
 I Read, and how shall I Read Them. 12°, New 
 York. 2 00 
 
 The American Colleges and the American 
 
 Public. 1 20. New Haven. i ?o 
 
Potter (Alonzo) and Emerson (G. B.) The 
 School and the School-master. A Manual for the use 
 of Teachers, Employers, Trustees, Inspectors, •etc. 
 I20. New York. I 50 
 
 Public Schools (The). Winchester, Westmin- 
 ster, Shrewsbury, Harrow, Rugby. Notes of their 
 History and Traditions. By the author of " Etoma." 
 12°. Edinburgh. 3 00 
 
 PULLEN (P. H.) The Mother's Book; or, Gram- 
 mar of English Parsing ; exemplifying Pestalozzi's 
 Plan of Awakening the Understanding of Children 
 in Language, Drawing, Geometry, Geography, and 
 Numbers. Second edition. 12^. Lond., 1822. I 25 
 
 QUAIN (R.) On some Defects in General Educa- 
 tion. Crown 8". London. I 25 
 
 Quick (Robert Hebert). Essays on Educational 
 Reformers. 12°. Cincinnati. 2 oc 
 
 RANDALL (S. S.) A History of the Common 
 School System of the State of New York, from its 
 Origin, in 1795, to 1871. Including the various City 
 and other Special Organizations, and the Religious 
 Controversies of 1821, 1832, and 1840. 8°. New 
 York. 3 00 
 
 History of the State of New York, for the 
 
 use of Common Schools, Academies, Normal and 
 High Schools, ana other Seminaries of Instruction. 
 12°. Syracuse. I 50 
 
 First Principles of Popular Education and 
 
 Popular Instruction. 12°. New York. i 50 
 
 Raub (A. N.) Plain Educational Talks with 
 
 Teachers and Parents. 12°. Philadelphia. i 50 
 
 Regents' Questions (The). 1866 to 1876. Be- 
 ing the Questions for the Preliminary Examinations 
 for admission to the University of the State of New 
 York, prepared by the Regents of the University. 
 Compiled by D. J. Pratt. 18°. Syracuse. i 00 
 
 Regents' Reports on the Academies and Colleges 
 of New York together with the Proceedings and ad- 
 dresses at the Annual Convocations. By far the most 
 complete and detailed educatioral reports ever pub- 
 
lished. 1 83 7- 1 8 76. 8®. Albany. Price variable 
 according to scarcity of volumes. 
 
 Re'GENTS' Reports on the New York Museum of 
 Natural History, 1 848-1 874, 27 vols, published, fully 
 illustrated, forming an appendix to the Natural His- 
 tory of the State of New York. Scarce. Price vari- 
 able according to size and variety of the volumes. 
 We have complete sets and extra volumes always on 
 hand. 
 
 Rhode Island History of Public Education, 1636 
 to 1876, Thos. B. Stockwell. 8". Providence. 3 00 
 
 RiCHTER (Jean Paul Friedrich). Levana ; or, The 
 Doctrine of Education. Translated from the German. 
 12°. Boston. 2 00 
 
 RiGG (J. H.) National Education in its Social 
 Condition and Aspects, and Public Elementary School 
 Education, English and Foreign. 12". London. 450 
 
 RiOFREY (A. M. B.) Treatise on Physical Educa- 
 tion ; specially adapted to young Ladies. 8°. Lon- 
 don, 1838. 2 50 
 
 ROBBINS (Eliza). The Guide to Knowledge ; being 
 
 a Collection of Useful and Familiar Questions and 
 
 Answers on Every-day Subjects. 18". N. Y. i 00 
 
 Roberts (C. R.) National Education ; with Hints 
 to People and Rulers. 8". London. 2 40 
 
 Roe (Martha;. A Work in Number, for Junior 
 Classes. 16°. Syracuse. 50 
 
 Rogers (Edward). A Guide Book for Parents, 
 Teachers, and Scholars, designed as a System of Ethics 
 for Common Schools. 16°. Ulica, 1849. I 00 
 
 Rogers (J. E. T.) Education in Oxford : Its 
 Method ; its Aids, and its Rewards. 8°. Lond. 2 40 
 
 Ronneger (Madame). On Certain Moral and 
 Esthetic Deficiencies in die Education of the Present 
 Day. Lecture delivered at the College of Preceptors, 
 April 15, 1874. London. 20 
 
 Root (N. W. Taylor). SchoOk Amusements; or. 
 How to make the School Interesung, and hints upon 
 the General Management of the School-room, With 
 Engravings. 120. New York. I 50 
 
ROSENKRANZ (Carl). The Science of Education ; 
 or. Pedagogics as a System. Translated from the 
 German by Anna Brackett. So. Sv. Louis. 
 
 Paper, $i.oo; cloth i 50 
 
 Ross (Mary Ann). How to Train Young Eyes 
 and Ears ; being a Manual of Objects-lessons for 
 Parents and Teachers. London. 75 
 
 RoiH (M.) Gymnastic Exercises, according to 
 Ling's System, for the due Development and Strength- 
 ening of the Human Body. New York. 50 
 
 Russell (J.) Normal Training. 12°. N. Y. i 25 
 
 SANDS (Nathaniel). The Philosophy of Teaching. 
 The Teacher, the Pupil, the School. 8«. N. Y. i 00 
 
 Schmidt (H. L) Education. Part i. History of 
 Education, Ancient and Modern ; Part 2, A Plan of 
 Culture and Instruction. 18". New York. 75 
 
 SCOONES (W. B.) The Public Schools and the 
 Public Service. 8°. London. 50 
 
 ScoTT (W. R.) The Deaf and Dumb: Their 
 Education and Social Position. 8°. London. 3 00 
 
 Sears (Barnas). Ciceronian: or, the Prussian 
 Method of Teaching the Elements of the Latin Lan- 
 guage. 18°. Boston. 65 
 
 Senior (N. W.) Suggestions on Popular Educa- 
 tion. 8°. Half morocco. London. 3 25 
 
 Sewell (E. M.) Principles of Education, drawn 
 from Nature and Revelation, and applied to Female 
 Education in the Upper Classes. 12*^. N. Y. 2 00 
 
 Sheldon (E. A.) Lessons on Objects. Gradu' 
 ated series. Designed for Children between the Ages 
 of Six and Fourteen Years. Containing also Inform- 
 ation on Common Objects. 12". New York. i 75 
 A Manual of Elementaiy Instruction. Con- 
 taining a Graduated Course of Object Lessons for 
 Training the Senses and Developing the Faculties of 
 Children. I2». New York. I 75 
 
 Shirreff (Emily). Intellectual Education, and its 
 Influence on the Character and Happiness of Women. 
 Crown 8f. London. 2 40 
 
 SiZER (Nelson). What to Do and Why, and how 
 
to Educate each Man for his Proper Work. Describ. 
 ing Seventy-five Trades and Professions, and the Tal- 
 ents and Temperaments required for Each. I2<». 
 New York. i 75 
 
 Smart (J. H.) The Indiana Schools and the Men 
 who have Worked in Them. 12". Cmcinnati. I 00 
 
 A Manual of Free Gymnastic and Dumb 
 
 Bell Exercises. 16°. Cincinnati. 20 
 
 Spencer (Herbert). Education, Intellectual, Mor- 
 al, and Physical. 12". New York. I 25 
 
 Spurzheim (J. G.) Education : Its Elementary 
 Principles, founded on the Study of the Nature of 
 Man. With an Appendix, containing the Tempera- 
 ments and a Brief Analysis of the Faculties. 12°. 
 New York. I 25 
 
 The Same. 8". London, 1828. 200 
 
 Staunton (Howard). The Great Schools of En- 
 gland. An Account of the Foundations, Endow- 
 ments, and Discipline of the Chief Seminaries of 
 Learning in England. Crown 8*^. London. 2 50 
 
 Steffens (Heinrich). German University Life. 
 The Story of My Career as Student and Professor. 
 With Personal Reminiscences of Goethe, Schiller, 
 Schelling, and others. Translated by W. L. Gage. 
 1 20. Philadelphia. I 25 
 
 Stetson (C. B.) Technical Education : What it 
 is, and what American Public Schools should Teach. 
 An Essay based on the Examination of the Methods 
 and Results of Technical Education in Europe, as 
 shown by Official Reports. 16°. Boston. I 25 
 
 Stone (J.) The Teacher's Examiner. 12°. New 
 York. I 23 
 
 Stow (David). The Life and Educational Princi- 
 ples of. Founder of the Training System of Educa- 
 tion. By the Rev. Wm. Eraser. With Portrait. 
 Crown 8". London. 2 00 
 
 The Training System. Moral Training in 
 
 School and Normal Seminary, or College. 120. Lon- 
 don, 1858. Otit of Print. 
 
 Stowell (T. B.) Syllabus of Lectures in Physi* 
 
ology given at the State Normal and Training School 
 at Cortland. 8''. Boards. Syracuse. 50 
 
 Sweet (J.) Questions for Examinations. An Aid 
 to Candidates for Certificates, and a Handbook for 
 Examinations and Teachers. 120. New York i 00 
 
 Syntax (Dr.) Three Tours of; in search of (i) 
 The Picturesque, (2) Consolation, (3) A Wife. Col. 
 ored Illustrations. la^*. London. 3 00 
 
 3YPHER (J. R.) The Art of Teaching School. 
 1 20. Philadelphia. I 50 
 
 TATE(Thos.) The Philosophy of Education. 120. 
 London. 2 60 
 
 Taylor (L) Home Education. S". Lond. 2 00 
 
 Taylor (O. M.) History of Annapolis and the 
 United States Naval Academy. 12°. Baltimore. I 00 
 
 Taylor (S. H.) Method of Classical Study. i2\ 
 Boston. I 25 
 
 Taylor (W. B. S.) History of the University of 
 Dublin : Its Origin, Progress, and Present Condition. 
 Colored illustrations. Thick 8". London. Cloth. 
 Uncut. 2 50 
 
 Ten Brook (Andrew). American State Univer- 
 sities : Their Origin and Progress. A History of 
 Congressional University Land Grants. A Particular 
 Account of the Rise and Development of the Univer- 
 sity of Michigan, and Hints toward the Future of the 
 American University System. S°. Cincinnati. 3 50 
 
 Testas (M. F.) Virtues and Faults of Childhood. 
 From the French by Susan E. Harris. 120. Bos- 
 ton. I 25 
 
 Thayer's Lectures to a Young Teacher. 
 
 16°. New York. 50 
 
 Thomas (W. C.) Symmetrical Education; or. 
 The Importance of Just Proportion in Mind and Body. 
 Crown 8**. London. I GO 
 
 Thompson (D'Arcy W.) Day Dreams of a School- 
 master. 12". London. 2 50 
 
 Wayside Thoughts on Education. 12". 
 
 Edinburglu 2 40 
 
 Thomson (E.) Educational Essays. 12". New 
 York. I <J0 
 
Thornley (M.) True End of Education Devel- 
 oped. 120. Edinburgh. I 25 
 
 Thring (E.) Education and School. I2*>. Lon- 
 don. I 7S 
 
 Times (J.) School Days of Eminent Men. 12". 
 Cloth. New York. i 5c 
 
 Todd (J.) The Student's Manual. Designed by 
 Specific Directions, to aid in Forming and Strengthen- 
 ing the Intellectual and Moral Character, and Habits 
 of the Student. la". Northampton. i 75 
 
 TODHUNTER (I.) The Conflict of Studies, and 
 other Subjects connected with Education. 8°. Lon- 
 don. 3 50 
 
 Twining (T.) Technical Training : Being a Sug- 
 gestive Sketch of a National System of hadustrial In- 
 struction, founded on a General Diffusion of Practical 
 Science among the People. 8°. London. 4 50 
 
 WALSH (McN.) The Lawyer in the School- 
 room ; comprising the Laws of all the States on Im- 
 portant Educational Subjects. Carefully compiled, 
 arranged, cited, and explained. In nine chapters. 
 12". New York. I 00 
 
 Warren (S. E.) Notes on Polytechnic or Scien- 
 tific Schools in the United States : Their Nature, 
 Position, Aims, and Wants. 8». Paper. N. Y. 40 
 
 Watson's (J. M.) Handbook of Gymnastics. 
 With illustrations and music to accompany the exer- 
 cises. 80. New York. 2 00 
 
 Manual of Calisthenics. A Complete Course 
 
 of Physical Exercises, without Apparaus. 160. New 
 York. I 25 
 
 Welch (A. S.) Object Lessons. Prepared for 
 Teachers of Prinvary Schools and Primary Classes. 
 160. New York. I 00 
 
 Welch (F. G.) Moral, Intellectual, and Physical 
 Culture ; or, The Philosophy of True Living. I2». 
 New York. 2 00 
 
 vVells (W. H.) A Graded Course of Instruction 
 for Public Schools. With Copious Practical Direc- 
 tions to Teachers, and Observations on Primary 
 
Schools, School Disci^»line, School Records, etc. 120. 
 New York. I 25 
 
 Western Literary Institute and College of Pro- 
 fessional Teachers. Transactions of Fourth Annual 
 Meeting. 8". Cincinnati, 1835. 2 00 
 
 Whewell (Wm.) Of a Liberal Education in Gen- 
 eral, and with Particular Reference to the Leading 
 Studies of the University of Cambridge. 8". Boards. 
 London. 2 00 
 
 On the Principles of English University 
 
 Education. 12°. London, 1838. i 25 
 
 Influence of the History of Science upon In- 
 tellectual Education. I2<'. Paper. Boston. 40 
 
 White (R. G.) Life and Genius of Shakspere. 
 12°. Boston. 2 50 
 
 Whitcomb (Ida P.) A Summary of History. 
 12°. New York. 5c 
 
 WiCKERSHAM (J. P.) Methods of Instruction ; or. 
 That Part of the Philosophy of Education, which 
 Treats of the Nature of the Several Branches of 
 Knowledge, and the Method of Teaching Them. 12". 
 Philadelphia. i 75 
 
 School Economy. A Treatise on the Prep- 
 aration, Organization, Employments, Government, and 
 Authorities of Schools. 120. Philadelphia. i 50 
 
 WiLLARD (Emma). The Life of, by John Lord. 
 12". New York. 2 00 
 
 WiLLSON (M.) Manual of Information and Sug- 
 gestions for Object Lessons, in a Course of Element- 
 ary Instruction. Adapted to the use of the School, 
 and Family Charts, and other aids in Teaching. 120, 
 New York. i 50 
 
 WiLLiN Q.) The Education of the People ; with 
 J. P. Nichols's PreHminary Dissertation. 120. Glas- 
 gow. I 50 
 
 Wordsworth (C.) Social Life at the English 
 Universities in the Eighteenth Century. 12*'. Lon- 
 don. 6 GO 
 
 Work's New Education according to Froebel's 
 Method, by Bertha Von Marenholtz-Bulow. Trans. 
 
lated by Mrs. Horace Mann, vriJh. the assistance of 
 Prof. Leopold Noa. 16°. 1876. 50 
 
 yONGE (Miss). Landmarks of Ancient History. 
 12^. New York. i 00 
 
 ■ Landmarks of Mediseval History. 1 2". New 
 
 York. I 25 
 
 Landmarks of Modem History. 12°. New 
 
 York. I 50 
 
 YOUMANS (E. L.) The Culture Demanded by 
 Modern Life : A Series of Addresses and Arguments 
 on the Claims of Scientific Education. Edited with 
 an Introduction on Mental Discipline in Education. 
 120. New York. 2 00 
 
 YoUMANS (EUza A.) First Book of Botany. De- 
 signed to Cultivate the Observing Powers of Children. 
 12°. New York. I 25 
 
 Second Book of Botany. I2*>. N. Y. i 50 
 
 SCHOOL REPORTS 
 Of all leading States and Cities for many years past 
 on hand, for sale or exchange. 
 
 KINDERGARTEN. 
 
 BORSCHITZKY (]. F.) Kindergarten Lieder, with 
 German and English words. Containing the "32 Songs 
 in Ronge's Guide. Arranged with an accompaniment 
 of a second voice and piano-forte guidance. New 
 York. 3 50 
 
 Thirty-two Songs from Ronge's Kinder- 
 
 garten Guide, with words in English and German. 
 New York. i 75 
 
 New Kindergarten Songs. New York. 50 
 
 CURRIE (James). The Principles and Practice of 
 Early and Infant School Education, with an Appendix 
 of Infant School Hymns and Songs with appropriate 
 Melodies. 120. London. 2 00 
 
 DOUAI (Adolt). The Kindergarten. A Manual 
 for the Introduction of Froebel's System of Primary 
 Education into Public Schools, and for the Use of 
 Mothers and Private Teachers. With 16 plates. 
 Fourth edition. 1 20. New York. I 00 
 
Froebel (F.) The Founder of the Kindergarten 
 System. A Biographical Sketch by Matilda H. Kriege, 
 with portrait. Cloth. New York. 50 
 
 Reminiscences, by B. Von Marenholz-Bu- 
 
 low. 12°. Boston. I 50 
 
 The Mother's Book of Song. Two-part 
 
 Songs for little Singers, on the Kindergarten System. 
 The music composed by Lady Baker ; edited by G. A. 
 Macfarran. i6». New York. 75 
 
 Froebel (Karl). Elements of Designing on the 
 Developing System, for Elementary School Classes, 
 and for Families. 4 parts. Leipsic. 
 
 Each, paper, $0.35; cloth 50 
 
 Hailman (W. N.) Kindergarten Culture in the 
 Family and Kindergarten. A Complete Sketch of 
 Froebel's System of Early Education, adapted to 
 American Institutions. For the use of Mothers and 
 Teachers. Illustrated. 16°. Cincinnati. 75 
 
 Hoffmann (H.) Kindergarten Toys, and how to 
 use Them. A Practical Explanation of the First Six 
 Gifts of Froebel's Kindergarten. Illustrated. Paper. 
 New York. 20 
 
 Hyde (Anna M.) A Ladder to Learning for Little 
 Climbers. Showing how Play and Study may be 
 Combined. Prepared for the Use of Kindergartens, 
 Infants, Primary, and Parish Schools. 18°. Phila- 
 delphia. 50 
 
 Kraus-Boelte (Maria) and John Kraus. The 
 Kindergarten Guide. An Illustrated Hand-book, de- 
 signed for the Self-instruction of Kindergartners, 
 Mothers, and Nurses. 8". New York. No. I, ist 
 and 2d Gifts, $0.65; II, 3d-6th, $1.00; III, 7th 
 Gift, 80 
 
 Kriege (A. L.) Rhymes and Tales for the Kin- 
 dergarten and Nursery. Collected and revised. I2<». 
 New York. Paper, $0.50; cloth i 00 
 
 Kriege (Matilda H.) The Child : Its Nature and 
 Relations. An Elucidation of Froebel's Principles of 
 Education. Second edition. I2<». New York, i 00 
 
 Little (Ella). Kindergarten Spelling-book. Part 
 first. 160. Boston. 25 
 
Mann (Mrs. H.) and Peabody (E. O..) Moral 
 Culture of Infancy and Kindergarten Guide, with 
 music for the Plays. 120. New York. i 25 
 
 NOA (Henrietta). Plays for the Kindergarten; 
 music by C. J. Richter. (The Text of the 19 Plays L 
 in both German and English.) 18°. Paper. New 
 York. 30 
 
 Payne (Joseph). Froebel and the Kindergarten 
 System of Elementary Education. Paper. N. Y. 15 
 
 Peabody (Elizabeth P.) Lectures on the Nursery 
 and Kindergartner. No. i. Education of the Kin- 
 dergartner. 12^. Paper. Pittsburg. 25 
 
 RONGE (Johannes and Bertha). A Practical Guide 
 to the English Kindergarten, for the use of Mothers, 
 Governesses, and Infant Teachers ; being an Exposi- 
 tion of P>oebel's System of Infant Training, accompa- 
 nied with a great variety of Instructive and Amusing 
 Games, and Industrial and Gymnastic Exercises. 
 With numerous Songs set to Music, and arranged for 
 the Exercises. With 71 lithographic plates. New 
 York. 2 10 
 
 WiEBE (Ed.) The Paradise of Childhood. A 
 Manual for Self-instruction in Friedrich Froebel's Ed- 
 ucational Principles, and a Practical Guide to Kinder- 
 gartners. With 74 plates of Illustrations. In four 
 parts. 4°. Springfield, Mass. Paper, $2.50; cl. 3 go 
 
 See also Works on "Objects." 
 
 NATURAL HISTORY OF THE STATE OF 
 NEW YORK. 
 
 This magnificent work was issued by this State at an 
 expense exceeding $500,000, and gave to the world the 
 accepted nomenclature of geological formations. Twen- 
 ty-two volumes have been issued : the first in ,1842, the 
 last in 1870. Complete sets are now scarce and valuable, 
 but we have for several years purchased all copies offered 
 for sale, and have now on hand several complete sets, 
 and a great many single volumes. The prices of the 
 different volumes vary with their scarcity and condition. 
 The Mineralogy we can furnish at $3.00. The Orni- 
 
Ihology is scarce at $15.00. Complete sets are worth 
 from $80.00 to $120.00, accc ding to the condition and 
 coloring of the plates. We shall be glad to correspond 
 with persons desiring either to buy or to sell. 
 
 Full sets have been furnished to Principal Veeder, of 
 Ives Seminary, Antwerp; Principal Dolph, of Port 
 Jervis High School; J. Dorman Steele, Ph.D., of El- 
 mira, and several others, and we have filled incomplete 
 sets in every part of the State. 
 
 SUBJECTS. 
 
 Zoology. — Vol. i. Historical introduction to th 
 Series, by Hon. William H. Seward, and Zoology of 
 New York, or The New York Fauna. Mammalia. 
 Text and 33 full page Plates. By James E. De Kay. 
 Issued in 1842. — Vol. 2. Birds (Ornithology). Text 
 and 308 Colored Figures. By James E De Kay. 1844. 
 — Vol. 3. Reptiles, Fishes and Amphibia. Text. By 
 James E. De Kay. 1842. — Vol. 4. Reptiles, Fishes 
 and Amphibia. 102 full page Plates. By James E. De 
 Kay. 1842. — Vol. 5. MoUusca and Crustacea. Text 
 with 53 full page Colored Plates. By James E. De Kay. 
 1843 and 1844. 
 
 Botany.— Vol. 6. Flora of the State of New York. 
 Text and 72 full page Plates. By John Torrey, M.D., 
 F.L.S. 1843. —Vol 7. Flora of the State of New 
 York. Text and 89 full page Plates. By John Torrey, 
 M.D., F.L.S. 1843. 
 
 Mineralogy. — Vol. 8. Mineralogy of New York 
 (in one vol.) By Lewis C. Beck, M.D., Prof, of Chem- 
 istry and Natural History. Profuse Illustrations and 8 
 full page Plates. 1842. 
 
 Geology. — Vol. 9. Geology of New York, compris- 
 ing the Geology of Washington, Saratoga, Schenectady, 
 Schoharie and Delaware counties, and all territory with- 
 in the State south and east of these counties, with 9 fold- 
 ed and 37 full page Plates, colored. By WiUiam W. 
 Mather, Prof of Nat. Hist. 1843.— Vol. 10. Second 
 Geological District, embracing St. Lawrence, Franklin^ 
 Clinton, Essex, Warren, Hamilton and Jefferson coun- 
 ties, with 10 folded and 7 full page maps, colored. By 
 Ebenezer Emmons, Prof, of Nat. Hist. 1842.— Vol 
 
II. Third Geological District, embracing Monrgom- 
 er_f, Fulton, Otsego, Herkimer, Oneida, Lewis, Oswe- 
 go, Madison, Onondaga, Cayuga, Cortland, Chenango, 
 Broome, Tioga and the eastern half of Tompkins coun- 
 ties, with many illustrations. By Lardner Vanuxem. 
 1842. — Vol. 12. Fourth Geological District, embracing 
 Wayne, Monroe, Orleans, Niagara, Seneca, Ontario, 
 Yates, Livingston, Genesee, Erie, Chemung, Steuben, 
 Allegany, Cattaraugus, Chautauqua and the western part 
 of Tompkins counties, with 15 folded Plates, colored, 
 and 80 full page Plates. By James Hall. 1843. 
 
 Agriculture. — Vol. 13. Agriculture of New York, 
 jlassification, etc., of Soils and Rocks. 8 folded, 13 full 
 page Plates, colored. By Ebenezer Emmons, M.D. 
 1846. — Vol. 14. Agriculture of New York, analysis of 
 Soils, Plants, Cereals, etc. 43 full page Plates, colored. 
 By Ebenezer Emmons, M.D. 1849. — Vol. 15. Agri- 
 culture of New York, Fruits of the State. Many Illus- 
 trations. By Ebenezer Emmons, M.D. 185 1. — Vol. 
 16. Agriculture of New York, Fruits (vol. IH on title 
 page). 99 full page Colored Plates.' By Ebenezer Em- 
 mons, M.D. 1 85 1. — Vol. 17. Agriculture of New 
 York, Insects injurious to Agriculture. Over looo Col- 
 ored Figures. By Ebenezer Emmons, M.D. 1854. 
 
 Palaeontology. — Vol. 18. Palaeontology of New 
 York, Organic remains of the Lower Silurian. 97 full 
 page and folded Plates. By James Hall. 1847. — Vol. 
 
 19. Organic remains of the Middle Silurian. 98 full 
 page and folded Plates. By James Hall. 1853. — Vol. 
 
 20. Organic remains of the Lower Helderberg Group 
 and Oriskany Sandstone. By James Hall. 1859. — 
 Vol. 21. 150 full page Plates to the same. By James 
 Hall. 1862. — Vol. 22. Fossil Brachiopoda of the Upper 
 Helderberg, Hamilton, Portage and Chemung Groups, 
 etc. 75 full page Plates. By James Hall. Issued 
 1870. 
 
 REGENTS' REPORTS ON THE MUSEUM OF 
 NATURAL HISTORY. 
 These Reports form Annual Supplements to the Nat- 
 ural History of the State of New York, and are even 
 more rare and in some cases more valuable than the vol' 
 
umes of Natural History themselves. We have on« 
 complete set, except the first two volumes, and many 
 duplicates, including the Report of the Legislative Com- 
 mittee upon the history and cost of the Natural History 
 of New York. Prices furnished on application. 
 
 Index to the Reports. 
 
 No. Ill, 1850. Catalogues of Quadrupeds, Reptiles 
 and Amphibians, Minerals and Fossils, Historical and 
 Antiquarian Collection. Reports — on Indian Collection, 
 by Lewis H. Morgan, with cuts and beautifully colored full 
 page plates ; on ancient Remains of Art in Jefferson and 
 St. Lawrence counties, by FrankHn B. Hough, with 5 
 full page illustrations ; on the Mineralogy of New York, 
 by Lewis H. Beck, with cuts. References to various 
 Essays and Writings on the Natural History of New 
 York. Index to the Volumes in the State Cabinet of 
 Natural History. Description of New Species of Fos- 
 sils from the Trenton Limestone, by James Hall, with 3 
 full page and i folded illustrations. Pp. 183. 
 
 No. IV, 1 85 1. Catalogues of Quadrupeds, Birds, 
 Reptiles, Amphibians, Insects, Botanical Specimens, 
 Minerals and Fossils, with cuts. Historical Collection. 
 Ancient Remains, continued from No. Ill, with cuts 
 and 5 full page illustrations, etc. Pp. 146. 
 
 No. V, 1852. The usual annual catalogues of addi- 
 tions. Description of the means employed by E. Mer- 
 riam to remove the rocks of Hurlgate, etc. Pp. 66. 
 Appendix. Report on the Fabrics, Inventions, Im- 
 plements and Utensils of the Iroquois, by Lewis H. 
 Morgan, with many cuts and 20 full page colored illustra- 
 tions. Pp. 66. 
 
 No. VI, 1853. The usual annual catalogues. Pp.35. 
 
 No. VII, 1854. The usual annual catalogues. Com- 
 munication from Prof. Geo.iH. Cook, on Salt and Salt 
 Water. On the Serpents of Nev/ York, by Spencer F. 
 Baird, with 2 full page plates. Pp. 127. 
 
 No. VIII, 1855. The usual catalogues, with folded 
 plate of Trilobite. Also, catalogue of the Fishes of the 
 state, by James E. De Kay. Pp. 69. 
 
 No. IX, 1856. The usual catalogues. Pp. 48. 
 
No. X, 1857. Addresses delivered at the Inaugura 
 tion of the State Geological Hall. The usual catalogues, 
 with cuts of Fossils. Pp. 190. 
 
 No. XI, 1858. The usual catalogues. Pp. 44. 
 
 No. XII, 1859. Contributions to the Palaeontology 
 of New York, 1855-8, by James Hall. The usual cata- 
 logues. Pp. III. 
 
 No. XIII, i860. The usual catalogues. Catalogue 
 of the Mazatlan Mollusca. Ancient Monuments of 
 Western New York, by T. Apoleon Cheney, with map 
 and 27 full page plates. Contributions to Palaeontology, 
 1858-9, by James Hall. Pp. 128. 
 
 No. XIV, 1 86 1. The usual catalogues. Guide to 
 the Geology of New York, by Ledyard Lincklaen, with 
 cuts and 19 full page plates. Contributions, 1859-60, 
 by James Hall. Pp. iio. 
 
 No. XV, 1862. The usual catalogues. Contributions 
 as to the Upper Helderberg, Hamilton and Chemung 
 Groups, by James Hall, with 1 1 full page plates. Pp. 
 181. 
 
 No. XVI, 1863. The usual catalogues. Radical 
 Words of the Mohawk Language, by Rev. James 
 Bruyas, S.J. Pp. 123. Appendix D (separate volume). 
 Contributions to Palaeontology, 1861-2, by James Hall, 
 with cuts and 15 full page illustrations. Pp. 226. 
 
 No. XVII, 1864. The usual catalogues. Prelimi- 
 nary List of Plants of Buffalo and its Vicinity, by Geo. 
 W. Clinton. Meteorological Observations. Contribu- 
 tions to Palaeontology, by James Hall. Pp. 60. 
 
 No. XVIII, 1865. The usual catalogues. Descrip- 
 tion of the Wadsworth Gallery of Casts of Fossil Ani- 
 mals, by Henry A. Ward, with profuse illustrations. 
 Catalogue of Plants found in Oneida county and Vicinity, 
 by John A. Paine. Catalogue of Mosses, by Charles 
 H. Peck. Facts and Observations touching the Flora 
 of the State of New York. Meteorological Observations. 
 Table of the Variation of the Needle. Pp. 232. Con- 
 tributions to Palaeontology, by James Hall, are indexed, 
 Dut were printed in the Twentieth Report. 
 
 No. XIX, 1866. Special Report on increasing the 
 Cabinet of Natural History. The usual catalogues. 
 
Catalogue of Mosses and Observations on Flora rjf the 
 State continued. Contributions, by James Hall. Pp. 8o. 
 
 No. XX, 1867. The usual catalogues. Catalogue of 
 Books. Local Climatology. Metorological Observa- 
 tions. Local Climatology, by Prof. W. D. Wilson. 
 Observations on the Atrypa, with cuts. Contributions 
 lo Palaeontology, by James Hall, including the study of 
 Graptolitcs, etc., profusely illustrated, 23 ^11 page illus- 
 trations. Pp. 410. 
 
 No. XXI, 1868. The usual catalogues. The Stone 
 and Bone Implements of the Arickarees, by Lewis H. 
 Morgan, with 6 full page plates. The Mineralogy of 
 the Laurentian Limestonesof North America, byT. Sterry 
 Hunt. Notes and Observations on the Cohoes Masto- 
 don, by James Hall, with 7 folded plates. General In- 
 dex to Reports I-XX, exclusive of the Geological and 
 Palseontological Papers. Pp. 190. 
 
 No. XXII, 1869. The usual catalogues. Partial list 
 of Shells found near Troy, by Truman H. Aldrich. 
 Reports on Meteorology and Magnetic Variations. Pp. 
 
 113- 
 
 No. XXIII, 1870. The usual catalogues. Report of 
 the Botanist, with 6 full page colored illustrations. En- 
 tomological Contributions, by J. A. Lintner, with 2 full 
 page illustrations. On Cucullia, by A. Speyer, M.D. 
 Notes on Brachiopoda, with 6 full page illustrations, and 
 Reply to a Note on a Question of Priority, by James 
 Hall. Pp. 252. 
 
 No. XXIV, 1871. The usual catalogues. Report of 
 the Botanist, with 4 full page colored plates. Entomo- 
 logical Contributions, continued. Ascent of Mt. Sew- 
 ard, and its Barometrical Measurement, by Verplanck 
 Colvin, with one full page illustration. Description of 
 Fossils from Louisville, Ky., and Remarks on Peculiar 
 Impressions in Sandstone of the Chemung Group, by 
 Tames Hall and R. P. Whitfield. Descriptions of Cri- 
 rtoidea, and of new Fossils from Cincinnati, by Jamefi 
 Hall, with 4 full page plates. Pp. 232. 
 
 No. XXV, 1872. The usual catalogues. Report of 
 the Botanist, with two full page illustrations. Pp. 123. 
 
 No. XXVI, 1873. The usual catalogues. List of 
 
Iron Ores in the Economic Collection. Record of Bor- 
 ings of Gardner Oil Well. Report of the Botanist. 
 Fossils in the Lower Helderberg Group, by James Hall. 
 Entomological Contributions, No. 3, with cuts. Pp. 192. 
 No. XXVII, 1874. The usual catalogues. List of 
 Land and Fresh Water Shells, by T. H. Aldrich. Re- 
 port of the Botanist, with 2 full page illustrations. The 
 Niagara and Lower Helderberg Groups, and New Spe- 
 cies of Gomatitidae, by James Hall, with 5 full page 11- 
 lustrations. Entomological Contributions, No. 4. Pp. 
 148.