*        \~i/E/F
__           i\;; \~;~j;;/jj
I I                                 
liii
I  II'I'         I            IiIEI  I1IIIIll     
/ ~ IIII~               _______________________
I\)L2~
0 0
i          -)'71,,
.   k,..,
"I', 1:    1
,.-. 1: 1,
I
c
I 
TEACHER'S ASSISTANT,
dt  a 
IN SCHOOL DISCIPLINE AND INSTRUCTION;
A SERIES OF FAMILIAR LETTERS TO ONE ENTERING
UPON THE TEACHER'S WORK.
BY CHARLES NORTHEND, A. M.,
AUTHOR OF " THE TEACHER  AND PARENT," ETC.
CHICAGO:
GCEO. & C. W. SHERWOOD.
1865.
THE
OR
BEING 
Entered according to Act of Congress, in the year 1859, by
CROSBY, NICHOLS, & CO.,
in the Clerk's Office of the District Court of the District of Massachusetts. 
TO THE
HoN. JOHN D. PHILBRICK,
LATE SUPERINTENDENT OF COMMON SCHOOLS IN CONNECTICUT,
NOW SUPERINTENDENT OF THE PUBLIC SCHOOLS OF BOSTON,
THIS VOLUME
IS AFFECTIONATELY DEDICATED,
AS A MEMENTO OF MANY FRIENDLY HINTS AND KINDLY AIDS,
RECEIVED DURING NEARLY A SCORE OF YEARS,
BY HIS FELLOW-LABORER AND FRIEND,
~t   At z. 
I 
PREFACE.
Tais volume owes its existence, in part at least,
to a request from a friend of the author to furnish
advice and hints on one or two points connected
with teaching. In complying with the request, it
occurred to the writer that a series of familiar
letters in reference to school duties and school
exercises might prove beneficial to many.   The
idea has resulted in the preparation of this book,
which is presented to the public, and particularly
to teachers, with the hope that it may prove both
acceptable and useful.   The  several letters have
been written with special regard to the wants and
wishes of those whose experience has been quite
limited and brief. They embody such views and
contain such suggestions as a long and varied experience in teaching has commended to the author
as valuable.
It is not offered as a perfect guide to teaching, -
nor as a work whose hints and methods may be
1 * 
PREFACE.
adopted under all circumstances, - for no teacher
should be a servile imitator or an exact copyist. It
is hoped, however, that as a suggestive work it may
accomplish somewhat for the class for whom it is
prepared; and if it shall tend to awaken in the
mind of any teacher more exalted views of his
calling, or impart more correct ideas of school management and school instruction, it will not have
been written in vain.
Such as it is, the author commends it to the
kindly consideration of teachers, assuring them that
his heart is in full sympathy with them in their
efforts to discipline and instruct the youth iiitrusted
to their charge. Engaged in a noble work, may
they earnestly and constantly seek for higher and
better qualifications, so that they may prove honorable and honored members of a profession of no
mean importance.
NEW BRITAIN, CT., June, 1859.
vi 
CONTENTS.
LETTER I.
PAGI
.    9
. 14
. 21
. 81
. 42
. 67
. 72
. 87
93
. 107
. 1I0
. 152
THE TEACHER'S VOCATION.....     
LETTER II.
PATIENCE.-EXEMPLARY CHARACTER AND DEPORTMENT 
LETTER  III.
CHEERFULNESS.-LOVE FOR THE WORK, ETC...
LETTER  IV.
MEANS OF PROFESSIONAL IMPROVEMENT......
LETTER  V.
SCHOOL DISCIPLINE AND SCHOOL MIANAGEMENT...
LETTER VI.
PARENTAL CO-OPERATION............
LETTER  VII.
MORAL INSTRUCTION.........
LETTER VIII.
ORAL TEACHING.............
LETTER IX.
RECITATIONS...............
LETTER  X.
OBJECT LESSONS........
LETTER  XI.
READING.................
LETTER  XII.
SPELLING........... 
viii
viii                    CONTENTS.
LETTER XIII.
PENMANSHIP.................
LETTER XIV.
GRAMMAR.................
LETTER XV.
COMPOSITION...............
LETTER XVI.
GEOGRAPHY...............
LETTER XVII.
ARITHMETIC................
LETTER XVIII.
BOOR-KEEPING. -PHYSIOLOGY. -DRAWING.-HISTORY, ETC..
LETTER XIX.
DECLAMATION.- STUDY OF NATURE AND OF WORDS, ETC.
LETTER XX.
PRIMARY SCHOOLS..............
LETTER  XXI.
HABITS.................
LETTER XXII.
SCHOOL EXAMINATIONS AND EXHIBITIONS.......
APPENDIX.
MANUAL OF SCHOOL DUTIES............
RULES FOR TEACHERS.........
QUESTIONS FOR SELF-EXAMINATION.....
RULES FOR SCHOLARS.........
RULES AND REGULATIONS APPLYING TO TEACHERS AND PUPILS
BOOKS FOR TEACHERS........
BOOKS FOR SCHOOL LIBRARIES.....
RULES AND REGULATIONS FOR SCHOOL LIBRARIES.4
APPARATUS, SCHOOL MOTTOES, RECORDS, ETC.,
170
.181
196
212
235
252
273
288
802
808
319
324
326
329
331
334
341
347
349 
LETTER I.
THE TEACHER'S VOCATION.
MY DEAR FRIEND:
I AM glad to learn that you have decided to devote yourself to the business of teaching; -glad
because it is a noble work, and still more glad
because I feel that you possess many traits which
tend to fit you for your chosen calling.  You ask
me for advice on several points,- assuring me that
you wish, in every possible way, to increase your
qualifications. The very fact that you are desirous
of learning what you can in relation to your duties,
is one of the surest indications that you will succeed
in their performance. It is a lamentable fact, that
many persons engage in teaching without any just
sense of its importance, - without ally natural or
acquired fitness for the duties to be performed, and
without the least desire to become more enlightened.
It has been from such persons that the teacher's profession, and the community, have long and greatly
suffered.
It will afford me sincere pleasure if I Call be in
any degree instrumental in awakening any new 
0THE  TEACHER'S ASSISTANT.
The Nature of the Work.
ideas in your own mind, or in suggesting, as the
result of my own experience and observation, any
hints or plans that may be serviceable to you. In
my own plain way, I will endeavor to comply with
your wishes.
At the very outset, let me urge you well to consider the nature and importance of your contemplated mission. Without a true understanding of
the work to be performed, it would be in vain to
expect any very favorable results.  Some seem to
imagine that to " teach school" is merely to spend
six hours daily, for six days in the week, in asking
questions, hearing answers, and preserving a tolerable degree of stillness ill the school-room. No
very special results are thought of, no very desirable
ones are realized. A certain formal round of daily
duties is performed in a very formal and heartless
mannier. But with you, I am quite sure, it will be
different. I am confident that you wish to know
your duty, and also to perform it.  The faithful
teacl-her's work is a glorious one, both in its nature
and ill its results.  We admire the skill of the artist, who causes the inanimate canvas to exhibit lifelike expressions;    and the sculptor who, from the
shapeless and lifeless stone, succeeds in producing
the image and seinblalnce of the human form and
features, is deemed worthy of high honors and rewards. And this is well: we would inot have it
otherwise.  But while we are ready and willing to
accord to these the rich meeds of praise, we would
not be unmindful of him who moulds and develops
10 
THE TEACHER'S VOCATION.-'
Dr. Channing's Views.
the living mind,- and to the faithful and successful
teacher we would give the highest rank and the truest
and most lasting honors.
To the instructor is committed the tender and
impressible mind of childhood.  It is his to mould
and instruct; to fill with true and usefutil knowledge;
to illumine with the light of science; to purify and
ennoble with the full rays of moral truth; to fortify
against the errors and the evils which will assail it;
to fashion and discipline for wise, virtuous, and
useful action, so that he may be made to " honor
and glorify" his Creator.  To take the child of
to-day, in all his ignorance, weakness, and dependence, exposed to evil influences and temptations on
every hand, and lead him on through the devious
and dangerous paths of childhood and youth, and
finally place him upon the battle-field of life a truehearted and intelligent being, richly furnished with
those traits and qualities wlhich will nerve and
strengthen him to " act well his part in life,"- to
do all this is the high privilege and duty of the
teacher; and is it not a noble and godlike work?
The lamented Dr. Channing thus expressed his
views of the teacher's work: "There is no office
higher than that of a teacher of youth, for there is
nothing on earth so precious as the mind, soul, and
character of the child. No office should be regarded
with greater respect.  The first minds in a community should be encouraged to assume it. Parents
should do all but impoverish themselves to induce
such to become the guardians of their children.
11 
THE TEACHER'S ASSISTANT.
Jupiter crowns the Teacher.
They should never have the least anxiety to accumulate property for their children, provided they can
place them under influences which will awaken their
faculties, inspire them with higher principles, and
fit them to bear a manly, useful, and honorable part
in the world. No language can express the folly of
that economy, which, to leave a fortune to a child,
starves his intellect and impoverishes his heart."
It is said that, when "Jupiter offered the prize of
immortality to him who was most useful to mankind, the court of Olympus was crowded with competitors. The warrior boasted of his patriotism, but
Jupiter thundered; the rich mani boasted of his
munificence, and Jupiter showed him a widow's
mite; the pontiff held up the keys of heaven, and
Jupiter pushed the doors wide open; the painter
boasted of his power to give life to inanimate canvas,
and Jupiter breathed aloud in derision; the orator
boasted of his power to sway a nation with his voice,
and Jupiter marshalled the obedient hosts of heaven
with a nod; the poet spoke of his power to move
even the gods by praise, Jupiter blushed; the musician claimed to practice the only human science
that had been transported to heaven, Jupiter hlesitated; when, seeing a venerable man looking with
intense interest upon the group of competitors, but
presenting no claim,-I What art thou?' said the
benignant monarch.'Onily a spectator,' said the
gray-headed sage;-' all these were once my pupils.'' Crown him! crown him!' said Jupiter;
' crown the faithful Teacher with immortality, and
make room for him at my right hand.'"
12 
THE TEACHER'S VOCATION.              13
Object of Education.
Some one has well said, "The real object of education is to give children resources that will endure
as long as life endures; habits that time will ameliorate, not destroy; occupations that will render
sickness tolerable, solitude pleasant, age venerable,
life more dignified and useful, and death less terrible." Let this not be forgotten, but let it be your
daily aim and effort to impress upon the minds of
your pupils a true appreciation of the object of life.
Teach them by precept and by example how to live,
so that they may wisely act their parts in this life,
and by a timely and faithful performance of present
duties, be constantly and surely ripening for a higher
and nobler existence when time shall be no more.
I might enlarge upon the magnitude and importance of the teacher's mission, but it may not be
necessary. You have, I doubt not, well considered
the subject; or if you have not already done so,
I beg that you will, for unskilled or rude hands
should never toucih " the strings of that harp whose
vibrations are felt in eternity." ~
In my next letter I will call your attention to
some of the more prominent cliaracteristics essential
to the truly successful teacher, withlout Lwhich the
highest literary talent and culture will prove of but
little worth.  With the earnest and sincere hope
that you will prayerfully ponder the nature of the
responsibilities you are about' to assume, I remain,
as ever,
Your sincere friend,
C. 
LETTER II.
PATIENCE.- EXEMPLARY CHARACTER AND
DEPORTMENT.
1Ys DEAR FRIEND:
IN my last I promised to write in relation to some
of the characteristics essential to insure success on
the part of the teacher. You evidently wish to
know what you shall be, as well as what and how
you shall do, in your chosen work. I need not
speak of the necessity of accurate and varied literairy attainments. It would be absurd for any one to
undertake to teach that which he does not himself
understand.  A thorough and exact comprehension
of all the branches to be taught is of the utmost importance; and if an extensive stock of miscellaneous
knowledge can be added to tllis, so much the better.
As is the fountain, so will be the streams flowing
therefrom. Without dwelling upon this point, I
will proceed to designate some of the traits which
you should carefully and earnestly cultivate.
PATIENCE. - If there is any work that calls loudly
and constantly for the exercise of patience, it is that
of the teacher. His labors are arduous under the 
=-~ ~~AIxc.1
Professor Huntington.
most favoring and favorable circumstances.  The
good seed sown in the school-room during tile day
may be rooted up by other hands in the evening,
and, more than this, tares may be sown instead.
Day after day will you, my friend, be called upon to
undo and do over; and at times your very soul will
almost sink within you, and exhausted Patience be
ready to take her flight.  But let her depart not.
In the expressive words of another,* "Lift up your
eyes to the fields; they are white already to harvest.
With the blessing of Providence go to the field of
your slow, patient work.  That slowness of the result may be thie bitterest element in the discipline.
' To-morrow! and to-morrow! and to-morrow!
Creeps in this petty pace from day to day,
To the last syllable of recorded time.'
Be content to wait for Hlim with whom ages are
days, and in due season ye shall reap if ye faint not.
Go out with faith, with supplication. Ye shall
come again in the jubilee and sabbath of the resurrection, rejoicing."
You have an earnest desire to improve, to become
a successful and  accomplished teacher.  This is
well.  Without such desire you would be an unworthy member of your chosen profession.   The
great thing is to have your desire controlled and
modified by existing circumstances.  You wish to
have your pupils advance rapidly, -to excel.  In
your haste to have them do so, be not guilty of
* Professor Huntington.
15
PATIENCE. 
16  THE TEACHER'S ASSISTANT.~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
THE TEACHER'S ASSISTANT.
Anecdote of an Irislh Lad.
overtasking them, or of losing your patience. Do
not forget that children often arrive at results by
slow and tedious processes. Refer to your own
experience. It has been only by many long years
of patient effort that you have gained a mastery of
the subjects you undertake to teach.  To you they
are now perfectly familiar, but remember that this
familiarity was not gained in a day.  It was only
by long-continued effort that you acquired your
present stock of knowledge. As you consider this,
you will learn to be patient with the little ones, even
when they seem to be intolerably dull and stupid.
Be very careful to discriminate between what may
be called dulness and that which is really nothing
but heedlessness. Never censure a pupil for failing,
for the fiftieth time, to comprehend a principle, if
you are sure he is doing as well as he can. Some
minds are exceedingly sluggishl in their movements,
-some naturally so, and others by mere habit.
The former should be dealt with in the most kindly
and alluring manner, while a degree of sharpness
may not only be allowable, but desirable, towards
the latter.   I have  somewhere seen an anecdote
illustrating my point in part. A certain teacher
had among her pupils a little Irish lad. She was
endeavoring to teach him the letters of the alphabet;
but, though an honest boy, he seemed to learn very
slowly. After much patient effort, she succeeded in
making him acquainted with all the letters but p
and q. The little fellow could not comprehend
these, and, time and again, confounded the two. In
16 
EXEMPLARY CHARACTER AND DEPORTMENT. 17
Nature's Teachings.
an unguarded moment, after he had repeatedly miscalled the letters, the teacher shook him, somewhat
passionately, and said, in tones of censure,'" Patrick, will you never learn your letters?"   Withl
most imploring looks and words, - such as that
teacher will never forget, -he said, "Plase, ma'am,
if you will say them a little asier I'll thry."  Can
you not learn a lesson from this? For wilful or
heedless inattention, it may be right to reprove severely; but never for natural dulness.
Every hour of almost every day will your patience
be taxed, and sometimes, seemingly, beyond  the
power of endurance. But be not overcome. Let
patience have her perfect work, and be not guilty of
word, feeling, or act that will need to be repented
of.  Recollect that young minds develop slowly,
and ever be willing to follow nature's teachings,"First the blade, then the ear, after that the full
corn in the ear."
EXEMIPLARY CHARACTER AND DEPORTMENT. -To
one whose demeanor and habits are so correct as I
know yours to be, it may seem out of place to say a
word under this head.  And yet, if possible, I would
have you feel still more strongly the extent and
force of example ill teaching.  No one can exist in
and for himself alone.  Parts of a mighty whole,
each individual contributes to its general character
and condition, and no individual part can deviate or
become remiss without causing the whole to suffer.
You know how prone the young are to be affected
2* 
THE TEACHER'S ASSISTANT.
Force of Example.
by the habits and views of their parents; and though
the effect of good and faithful parental instruction
and example may, for a time, appear lost or inefficacious, yet it is as sure to become visible and forcefuil, at some future time, as good seed, seasonably
and properly sown, is sure to germinate and bear
fruit, it may be an hundred-fold. And if a parenit's
influence is so great, it must be admitted that the
teacher, who for so large a portion of time stands
" in the place of parents" for a whole neighborhood, must exert a power, for good or ill, which is
truly immense. Do not, my dear friend, forget that
you are daily surrounded by young and tender
minds, whose very being is intimately connected
with yours. A hasty word or act, an unkind look,
a slight deviation from the true path of duty, an
improper or careless expression, or any kind or degree of unfaithfulness, on your part, may be instrumental of never-ending consequences, even
"As a pebble in the streamlet scant
Has turned the course of many a river, -
A dew-drop on the infant plant
Has warped the giant oak for ever."
As you enter the school-room, ever bear in mind
that the eyes of your pupils are upon you to notice
every movement, -their ears open to catch every
tone of your voice. They spend more of their time,
daily, under your immediate influence and discipline,
than they do under,the immediate care and observation of their parents. To a great extent you will
be their exemplar. Earnestly strive to be a worthy
18 
EXEMPLARY CHARACTER AND DEPORTMENT.  19
Anecdotes.
one. Let all your movements, expressions of countenance, tones of voice, your entire bearing, be such
as they may safely imitate. What you are, such,
in a good degree, they will become. If you are
fretful, unkind, impatient, they will partake of the
same spirit. Said a little girl, " Mother, I try to
love my teacher, but she gets angry in school and
speaks unpleasantly, and then I find it very hard to
love her.  Is it right to get angry, mother?"  How
natural, and yet how significant. If teachers could
only be unseen listeners to the conversation of a
group of their young pupils, how many useful lessons might they learn!
As your pupils return to their several homes at
night, you will not be forgotten. At the tea-table
or by the fireside, (must I say stove-side?) your
sayings and doings will form prominent topics for
discussion; and the happiness of the little ones
will be increased or diminished just in proportion to
your fidelity and kindness, or to your deficiencies.
"I love to go to school, now," said little Genevra,
"for my new teacher is so kind and so pleasant that
she makes me feel happy.  She is not cross, as my
other teacher was, but she always tries to help me.
I love her dearly, and I mean to do all I can to
please her."' These words were uttered to Mary,
who attended another school having a very different
teacher. As she heard the remarks, she looked sad,
and said, "' I wish I could go to your school, for my
teacher is hardly ever pleasant to us, and she never
speaks kind words, and there's no use in trying to
please her." 
20           THE TEACHER'S ASSISTANT.
A summing up.
Do not forget, my friend, that your pupils are but
children.  Some of them may possess many unlovely and unlovable traits, but most of them possess
loving and confiding hearts.  They may have been
mismanaged, neglected, or even abused, at home,
and their uninviting traits may result from such
wrong treatment. Win them to you by kindly
words; bind them to you by kindly acts, and then
you may control and guide them at will. You will
often find generous hearts and noble impulses in the
breasts of those whose exterior is coarse and unattractive. Let your own example be correct, and it
will be potent for good.  I would thus slim up my
advice under this head: Speak as you would have
your_pupils speak; appear as you would have thlem
appear; act as you would have t/lent act; be what
you would have themn be.
Your sincere friend,
C.
20
TH-IF,E TEACHER'S ASSISTANT. 
LETTER III.
CHEERFULNESS.-LOVE FOR THE WORK. INDI
VIDUALITY. -ACCOUNTABILITY.
MIY DEAR FRIEND:
I DO not propose to write at length of the several
characteristics essential to give success to the teacher.  Tlhe model teacher should possess, ill all eminent degree, every good trait, and exercise every
virtue.   You say you cannot hope  to become  a
model teacher; but you certainly must hope to become a successful one.  You should, then, aim  to
become just what we claim for the model teacher.
Place your mark high, have it right, and constantly
strive to reach it.  I shall in this letter speak of
other qualities, whichl I consider as peculiarly importailt, on account of their direct bearing upon
your pupils; though they are all implied ill the
" summing up" of my last letter.
CHEERFULNESS. - This  is all-important.   Your
school is a miniiature world; you are the controlling
power, and your pupils are the subjects.  Let them
see that you desire niothilg so muich as to do them
good, and if you really possess this desire, it will 
THE TEACHER'S ASSISTANT.
The Contrast.
make you happy and cheerful. As your pupils assemble in the school-room, greet them with the light
of a cheerful countenance.  You are really the sun of
the little community, and you should let no10 clouds
come between you and them, unless such as may be
caused by their follies or indiscretions.  It was my
lot for a short time to be a pupil ill a school whose
teacher was one of those morose, uncongenial, capricious spirits, which cast a shadow on all around
them.  Nothing pleased her; nothing that we, her
pupils, could do would cause her to assume a chleerful look; she never smiled, but often scowled; she
never spoke pleasantly to us, but always in tones of
censure and petulance. We lost all respect for her;
or, rather, we never gained ally; and our chief delighlt was in anloyilng her, that we might see the
clouds thicken upon her brow. Our associations
connected with that school are all sad and unpleasant.   My  next experience was  under a teacher
whose chleeiiulness was prominent and constant.
She loved her pupils, and they loved her, and it was
their highest wish to merit her approval, to gain
her smiles. To me the school-room was pleasant,
and to this day all my memories of the school and
teacher are pleasant, and ever will be. As you hope
to succeed, let me urge you studiously and colnstantly to cultivate a spirit of genial cheerfulness.
It will be promotive both of health and happiness; it will also greatly increase your influence
and usefulness.   "As  is the teacher, so will be
the school."
22
4 
LOVE FOR THE WORK.            23
The True View.
LOVE FOR THE WORK.- I should have placed this
as the very first requisite for a successful teacher.
One may saw wood, and do it well, and yet have
no love for the work. The same may be true of
many kinds of labor; but it is not true of teaching. A person cannot, in the highest, best, and
broadest sense, become a successful teacher, unless
he possesses a love for the business, and feels a true
and lively interest in the welfare of those under his
care. He may perform a certain daily routine of
dulties, but they will lack vigor and efficiency, and
the results will not be what they should be. I
would say to you, my friend, at the very outset,
that, if you have no taste for the work before you,
do not engage in it; it will prove anything but
pleasant work. I have sometimes heard teachers
say that they hated the very name of school; and I
have always thought that such must prove hateful
teachers.   I know you too well to anticipate any
such feelings on your part. I know you view the
whole subject in a true light, and that you have a
heart alive to the business ini which you are to eciigage. You may, and doubtless you will, have days
when school, and all its exercises, will appear burdensome; and at times you may almost despond.
Ill-health, impure atmosphere, or over-work, may
so affect your nervous system as to cause you to be
unfit for any work. But this will only be an exception to your general feeling; and whenever you
do thus feel, study carefully to repress sadness, and
still wear the genial countenance. If possible, never
yield to feelings of despondency.
23
LOVE FOR THE WORK. 
THE TEACIIHER'S ASSISTANT.
Enthusiasm. - Individuality.
A  true and sincere love for your vocation will
enkindle within you that spirit of earnest and welldirected enthusiasm which will tend to give point
and success to your efforts. By enthusiasm I would
not be misunderstood.  I do not mean that reckless
zeal which is not according to knowledge, nor that
over-active feeling which leads to over-doing a work,
and un-doing the workman; but by it I mean an
earnest and devoted application to the accomplishment of a work, - the combined result of a just appreciation of its importance, and a determined will
to perform it in the most prompt and efficient manner, - a zeal tempered by prudence and modified
by knowledge. With such an enthusiasm you will
not only be sure to succeed in your own efforts, but
you will also awaken an interest and secure a cliheerfuli co-operation on the part of your pupils and their
parents; and without such interest and aid, you will
fail to accomplish all that you may desire, and all
that you ought to accomplish.
INDIVIDUALITY. -NO  two persons are precisely
alike in their views or actions. There may be many
points of close resemblance, but there will be shades
of difference more or less striking. While you
should ever be watchful to learn from others, you
should never seek to attain results in precisely the
same way that you  have seen them  secured  by
others.   The first point with you should be to
know fully and clearly what you wish to gailn; and
the second is to use all suitable appliances for the
24 
INDIID T.  ~  25
Anecdote.
accomplishment of the end in view, - only using
them in your own way.  You may receive hints
and suggestions which you may safely and profitably
incorporate into your own stock of knowledge, and
modify by your own peculiar views. Have a way
of your own, only be sure that it is a good way.
Study to improve upon others, and be sure to iImprove upon yourself day by day. Some teachers
are perfectly content to walk in a beaten track.
For them it is sufficient to know that their teacher
' did or said so and so." They are willing to follow in the old paths, without even admitting that
better ones may be found, or old ones improved.
They resemble the man who could not be induced
to do aniythiig differently from what he had seen
his father do it before him.  The father had Lnliformly been to the mill over a very hlilly and circuitous road; simply, perlaps, because it was the
only one open. After his death a new road was
made, whereby half the distance was saved, and the
hills were avoided. But the son could never be induced to travel the new road, and whein urged for a
reason, he said, "1ily father always went the old
road, and I shall do the same, for I know it is the
best." This was an excess of reg,ard for parental
example; and even the old sire, if lhe could return
to earth, would probably laugh  at tIle soNi's stupidity.  But no less blind and stupid are some teachers.
They tread in beaten tracks, without seeking for
better onies, or without walking in them if they see
triem.  Be not, my friend, a stereotyped teacher.
3
INDIVIDUALITY. 
26            TIlE TEACIIER' 5 ASSISTANT.
Accountability.
Old methods may be greatly improved; new  and
better ones may be devised.  If you would make
your school interesting, be constantly seeking for
new modes for illustrating principles and interesting
your pupils, and be sure that they bear the impress
of your own mind and thoughts.
ACCOUNTABILITY.- Do not for a single day forget
that you are but an agent of the Great Teacher,
and that he will call you to give a strict account of
your stewardship. Daily go to Him for the instructionl you daily need. He can teach you how to
teach; he can aid you in all your efforts.  Confide
ill him, and lie will not disappoint you.  You need
much of his spirit to guide and sustainii you; much
of his wisdom to assist you in your important work.
Let your whole life, and all your words and deeds,
be strongly marked by a truly religious spirit,
and in every way do what you can to induce your
pupils to feel that they are accountable to their
Creator for all their deportment, and for the manner
in which they attend to all their duties. By your
own pure and Christian character, lure them to love
and practise all that is "lovely and of good report,"
- and in blessing them you will be doubly blessed.
I might proceed to name other traits and characteristics which should be cultivated by every good
teacher, but it will not be necessary. I shall have
occasion to allude to some of them in connection
with the exercises of the school-room. You already
26
THE TEACIIER'S ASSISTANT. 
QUALIFICATI0XS.             2'7
Napoleon.
feel, I dare say, that I have set a very higih mark
for your attainment. But, my friend, is it too
high? Your chosen work is one of the most important and ennobling ever intrusted to mortal, and
it calls for high qualifications, for excellent and
lovely traits, for hearts and intellects well disciplined and ready for every good effort. Unless you
are what you would have your pupils become, you
can hardly hope to make them what you ought to
be, but are not. In your daily walk and conversation you must ever exemplify the correctness and
the value of the views and principles you would inculcate in the hearts of your pupils. Strive, therefore, to be unto them as a " living epistle," plain
and full- of instruction.
I have somewhere read fthat Napoleon, on his
departure for Belgium, thought it prudent to guard
with extra care against the dangers which threatelied, having all Europe leagued against him. iHe
therefore sent for a skilful and accomplished workman, between whom and himself the following conversation was held.
Napoleon.  "Do you consider yourself competent
to make a coat of mail of such texture and strength
that no weapon whatever can penetrate it?"
Workman.  " I think I am."
Napoleon.  " I wish you to make one with as little
delay as possible, and for the same you shall receive
eighteen thousand francs."
Workman.  " The article shall be ready in the
shortest possible time, - and the compensation you
27
QUALIFIC-A-TIOiNS. 
THE TEACHER'S ASSISTANT.
The Armor.
offer will well reward me for doing the work thoroughly."
The work was speedily performed, and on an
appointed day the artificer took it to the palace.
Bonaparte examined it with much care, and then
requested the maker to put the armor on. The
man obeyed, when the Emperor, taking a pistol,
said, "We  shall now see if this work is of the
texture and strength you promised."   He  then
fired at his breast and at his back, time and again;
but the armor proved sure proof against such attacks. Next a long fowling-piece was used, but still
the armor proved effectual, and its maker stood unmoved, full of confidence in the completeness of his
work.
The delighted Emperor, instead of paying the
stipulated price, presented the man with a check
for thlirty-six thousand francs, saying, " You are one
of the few men whose works verify their words."
And so let teachers go forth to their daily labors
with armor  bright, and  sure proof against  the
attacks of the ignorant'and self-conceited, - ever
bearing clear proof that they are tihoroughly furiished for the great work before them, - and they
will not only receive their stipulated reward, but a
twofold greater, from the consciousness of haviing
labored faithfully and successfully; and ever will
their well-rendered efforts be held in grateful re,
nmembrance in the hearts of those whom they have
led to right thought and action.
I know full well, nmy friend, under what dis
28 
QUALIFIcATION.                29
The Light-House.
couraging circumstances you, and other teachers,
may be called to labor; -opposed, perhaps, by the
parents for whose children you toil; unenlcouraged
by the wealthy, uncheered by the community; scantily remunerated; your best acts and motives, it
may be, grossly perverted and misrepresented; and
others, perchance, reaping where you have sown,so far as the eye of the world is concerned. But
be of good cheer.  "In due season ye shlall reap,
if ye faint not." Though clouds and darkness do
sometimes gather around you, and others appear to
enter in upon, and, as it were, eat the fruits of your
patient and skilful culture, yet despair not, despond
not; in due time all will come right, and justice
will be done.
It is recorded of an ancient king of Egypt,- one
of the Ptolemies, -that he employed a celebrated
architect to construct a magnificent light-house for
the safety of shipping, and ordered an inscription in
favor of himself to be engraved on a conspicuous
part. The architect, though inwardly coveting the
honor of such a record for himself, felt obliged to
comply with the king's order; but he made the
inscription on a plaster resembling stone, but of a
perishable substance. After the lapse of years this
crumbled away, and the next generation saw another inscription, recording the name, not of the
king, but of the architect, which had been secretly
engraved on the durable stone, beneath the perishable covering,- a lasting memorial of the skill of
him who planned and reared the colossal structure.
3*
QUALIFICATION.
29 
3THE TEACHER'S ASSISTANT.
The Result.
And thus, my friend, will it be with you, if you
are faithful to your high trust. The lines which
you are daily writing, and the impressions which
you are hourly making, upon the young and susceptible minds and hearts of those under your training,
will grow broader and deeper and brighter through
all coming time, and the impress of your heart and
moulding hand will become distinctly visible, and
stand as an ineffaceable honor to your fidelity and
skill. Then go patiently and hopefully to your
noble work, and in the time of the true harvest you
shall come again rejoicing, " bringing your sheaves
with you."
Having said thus much of the greatness of the
work before you, - having spoken of some of the
requisites for success, and hinted at the rich rewards
which will crown well-rendered efforts, - I shall ill
my next go with you to thie field of your labors, and
endeavor to give you such advice, and offer such
hints, as may seem pertinent. For a more detailed
enumeration and consideration of the qualities essenitial in a successful teacher, you are referred to
" The Teacher and Parent," and Page's " Theory
and Practice of Teaching," two educational works
published by A.  S. Barnes and Company,  New
York.
Your sincere friend,
C.
30 
LETTER IV.
MEANS OF PROFESSIONAL IMPROVEMENT.
MY DEAR FRIEND:
You ask me what you shlall do in order to keep
alive your interest in your chosen work, and at the
same time better qualify yourself for your highly
important and responsible duties. The mere fact of
your asking for this information greatly raises you
in my estimation, and confirms me in the belief that
you will prove an honor and an ornament to your
profession. Most cheerfully will I advise you on
this subject; and though I may  not say all that
might be said, I hope I may offer a few hints that
will prove beneficial.
We need no arguments to prove that " knowledge
is power"; it is an admitted fact in all departments.
To know how to do a work just as it should be
done, is worth far more than to know how to do it
in a way barely passable. They who really excel in
ability to communicate information, or perform a
work, will have an influence that will be truly valuable. Knowledge is wealth, - it is capital. An
eminent lawyer was once consulted by a farmer in
relation to a question of great importance to the 
THE TEACHER'S ASSISTANT.
The "Know how." -Anecdotes.
latter. The question was promptly and correctly
answered by the simple monosyllable, " No."  "How
much am I to pay you for your opinio:.?" said
the farmer.   " Ten dollars," said the counsellor.
"What! teu dollars for just saying No?"  "All,
but you must consider that I spent much time and
money, and studied many books, that I might know
when to say No."
The negro, who prided himself on his peculiar
skill as a butcher, realized that knowledge was
wealth. Pompey was employed to dress a calf,- a
work which he performed with remarkable skill and
despatch, and for which he demanded two dollars,
just double the common price.  His employer remonlstrated, saying that one dollar was the usual
price.  "But," said Pompey, " I charge one dollar
for the work, and one dollar for the knowy htow!"
True knowledge and practical skill will prove a
mine of power and wealth to the teacher; and truly
wise is every one who seeks for and improves all
means for professional knowledge and growth. I
will name a few of the more prominent.
Recad Works on Education. -The number of
works bearing directly upon the teacher's mission is,
I am sorry to say, very small, and most of them of
very recent origin. I would recommend that you
get access to as many as possible, and from time to
time, as opportunity offers and means allow, add
such works to your own professional library. It
may seem novel to you to have me speak of the
32 
MEANS OF PROFESSIONAL  IMPROVEMIENT.              33
The Teacher's Library.
teacher's " professional library"; and I am  very
sure that the idea would seem quite marvellous to
many who have devoted years to the business of
instruction.  But can you see any good reason why
a teacher should not have a library?  Can you not,
indeed, think of many reasons why he should have
one? What would be thought of a clergyman, physician, or lawyer, who should enter upon his professional career without first securing a collection
of books for general reference as bearing upon the
interests of his peculiar calling?   Would such a
one be likely to succeed, or would he long possess
any of that esprit de corps which ought to characterize him? The manil who wishes to excel as a
sculptor will make any sacrifice to learn what has
been said and written in relation to his favorite
work. The artist who would prove a workman of
no mean repute will practise any amount of selfdenial in order to become the possessor of volumes
treating upon his employment. And if they who
work on inanimate material are thus interested to
increase their knowledge  and skill, should they
not be equally so who are called upon to fashion
and develop that living material which will exist
throughout the endless ages of eternity?  It is
sad, indeed, to reflect that so many engage in
teaching who never manifest the least interest in
reading.  My mind now recurs to the case of two
young ladies who engaged in school-keeping under
very favorable circumstances. They possessed many
desirable qualifications, and, at first, manifested an 
THE TEACHER'S ASSISTANT.
How to read.
active interest ill their work. But it was only
ephemeral.  Though they had access to numerous
books, they were never known to peruse them. As
a consequence, and a very natural one, their interest soon waned. Their first term was quite successful, because the novelty of the work enlisted
their interest and efforts. They soon, however, fell
into a lifeless, formal routine, and became inefficient teachers, and were obliged to abandon the
work. Had they devoted a small portion- of their
leisure time to the perusal of educational works,
their interest would have been kept alive, their zeal
increased, and their minds enlarged and improved.
I rejoice that with you it is otherwise. I have
long known the interest with which you have perused all works calculated to increase your general
and professional knowledge. You, I know, need
no urging on this point, and I will simply offer one
or two hints in relation to your reading, for it is
quite as important how you read as it is what you
read. One person will read a valuable and instructive volume, and be none the wiser, - gaining no
new ideas, receiving no impressions or hints tending
to confirm or modify his former views.  He reads
carelessly, - without reflection and without profit.
Another person will arise from the perusal of the
same book with enlarged views, better plans, nobler
aspirations, stronger purposes.
In reading, therefore, endeavor to obtain something from every work which will make you wiser,
stronger, better. To this end, read with a discrimi
0 -1 
MEANS OF PROFESSIONAL IMPROVEMENT.    35
Regard Circumstances.
nating, reflecting mind.  So far as the book you
read is sound and valuable, aim to make its general
spirit and views your own; but do not often adopt
as your own a specific plan or course, until you
have adjusted it to existing circumstances, and
proved its general adaptedness to your situation and
wants. A course that may have been entirely sueeessful with another, under peculiar circumstances,
may result quite differently with you, under circumstances varying but slightly. In order that any
scheme may produce precisely the same results, ill
different times and places, it is not only essential
that its operation be under circumstances exactly
similar, but also that the moving or operating power
be precisely thle same;- and such a combination
seldom occurs. One man, for example, may use
some improved machine with entire satisfaction, and
delight in its operation and success, while another
may use the same machine and pronounce it worthless, - simply because in the manner of using, or
of some unusual or peculiar circumstances in relation to his work, hlie did not understand the principles of the machine sufficiently to adjust it to existing peculiarities.  Some slight change ill the adjustment of some part of the machine, or ill its mode
of operation, might have insured its entire success.
In all your reading, imi to grasp general views and
principles, rather than to adopt some precise and
undeviating plan; for your success as a teacher will
depend much upon your own efforts, and upon your
power to impart a degree of individuality to whatever plans you may introduce. 
36  THE  T~~~~~~~~~~~ACHEH'5  ASSISTANT.~~~~~~~~~~~~~~~~~~~~
General Knowledge.
I would not be understood to advise that all your
reading be exclusively of a professional bearing.
Far otherwise. Let it partake of variety, but never
of that trashy and ephemeral literature which is scattered broadcast over the land.  Read well-writteii
books, that you may increase your knowledge and
discipline your mind.  A well-conducted newspaper
may be the medium of much valuable informnation.
I would recommend that you habitually read some
good newspaper, withl- a view to keeping enlightened
in regard to the prominent and important events
and movements of the day.  Read, that you may
learn; and learn, that you may teach. Every new
attainment, every wise acquisition, every practical
idea- gained by you, will give you influence over
those under your care. Therefore read, that you
may increase your ability to instruct and discipline
others.  Knowledge is power, - and a power that
every teacher should gain in the highest possible
degree.
Be sure to subscribe for, and read, at least one
educational periodical. Teachers' Journals are a
modern aid.  All the monthlies, now in existence,
supported by teachers, and devoted to the great interests of popular education, have been established
withini twelve years, and most of them within five or
six years. It is one of the most hopeful signs of
the times, that teachers themselves are assuming the
editorial charge of these journals, thus insuring a
practical character.  The monthly receipt and perusal of a well-conducted work of this nature will prove
36
THF, TFACI-IER'S ASSISTANT. 
MEANS OF PROFESSIONAL IMIPROVEMIENT.                         37
~~~~~~~~~~Teachers' Journals.~_.
Teachers' Journals.
beneficial to you. It will bind you to your profession; it will enlighten your mind; it will cheer your
heart; it will prove a valuable medium of intercommunication; and in various ways it will be of service.
If you have not sufficient interest in your work to
induce you to become a subscriber to one of these
works, the sooner you abandon the business of teaclhing, the better it will be for the community. And
what I say to you, I would say to all others. No
person should assume the employment of teaching,
who does not possess enough of professional interest
to cause him to aid in the support of a periodical
devoted to the great interests of his profession.
Be a - Contributor to some Educational Journal.Do this for your own good, and for the good of
your profession, ever bearing in mind, that whatever you do for your own improvement will result
in the good of your profession, and also that whatever you do for the elevation of your chosen calling
will result in your personal benefit.  The whole is
made up of parts, and the several parts are affected
by the general tonie and condition of the whole.
Do you say you cannot write,  that you have not
accustomed yourself to it? Then I say you should
commence and ascertain whether your inability is
real or only imaginary.   My impression is, that
you will find no difficulties that you will be unable
to overcome, -no obstacles that will prove insurmountable to a determined spirit.  It will do you
good to cope with difficulties,- strengtllei you to
4 
THE TEACHERI'S ASSISTANT.
Visiting Schools.
conquer them. You owe it to yourself, no less than
to your profession, to contribute something from
your own mind and experience for the benefit of
those laboring in the same cause.
Visit thle Schools of Others. - If you will do
this with the right spirit, with a desire to learn,
it will prove highly beneficial.  The watchful and
discriminating teacher will gain some useful information, or receive some valuable hint, from every
school he may visit. He will profit not only from
the excellences, but also from the errors, of others.  It may be that errors exist in your school
which have been formed so gradually as to have
escaped your notice. Your attention is so constantly directed to two particulars, - governing and
instructing, - that it would not be strange if some
deviations should escape your watchful eye.  When
you visit the school of another, circumstances are
different; you go as a spectator; you feel that you
have no direct interest in the exercises; you have
nothing to do but to listen and observe.  You will,
very naturally, look for excellences and for defects;
and from both you may derive profit, - only do not
be captious. It may be that you will, on your return, see your own school in a different light, and
learn that you are not above criticism. Perhaps I
may be better understood by relating an instance in
my own experience; for I have visited many schools,
and always with profit.  I once visited the school of
a friend, who enjoyed a good reputation as a success
38 
MEANS OF PROFESSIONAL IMPROVEMENT.    3
Teachers' Meetings.
ful teacher. The school was, in the main, a good
one, but I noticed one habit in the spelling exercise which I considered a bad one. As the pupils
spelled, they neither pronounced the syllables as
they spelled them, nor the words when finished. It
appeared to me a little singular, that so good a
teacher should allow so bad a habit to prevail; and I
rather congratulated myself that I was more careful
in my own practice. To my surprise, when I next
conducted a spelling exercise in my own school, I
found that precisely the same error, in kind, if not
in degree, existed somewhat on the part of my pupils. From it I learned a useful lesson. Visits to
the schools of others may impart many such lessons.
Teachers' Meetingbs and Teachers' Institutes.You will find it much for your interest and professional improvement to attend teachers' meetings
as often as opportunity offers. It will do you good
to meet with those who  are engaged in a similar
employment, -with those who can sympathize with
you.  Such meetings, whether large or small, may
be productive of much good. Two or three farmers,
mechanics, ministers, or physicians would probably
derive mutual benefit from an hour's interview and
familiar talk.   So, particularly, will it be with
teachers; they will either obtain new information,
or become more fully confirmed in some old plan
or method. But, if you would be truly benefited
by teachers' conventions, you must exercise the
right spirit; and while you aim to receive some 
THE TEACHER'S ASSISTANT.
Diligence.
benefit and some new information from every such
gathering, do not expect that everything you may
hear will be new to you, or precisely adapted to your
individual circumstances or wants. Remember, it
is only "little by little" that we make advancement
or growth in knowledge, whether of a general or
professional nature.  Strive constantly and in every
suitable way to honor and  elevate your chosen
profession, by adding to your own personal qualifications, and thus proving yourself an intelligent,
earnest, and active member. Seek to honor your
calling, and not live and act as tiough you expected
that to honor and exalt you.
Be  Dili,ent in Professional Labors. -If it is
ever true in the material world, that "the hand of
the diligent maketh rich," it is emphatically true
that the mind is enriched and expanded by diligent
application and wholesome exercise.   As bodily
sloth and idleness lead to destitution, want, and
misery, so mental inactivity will lead to mental
imbecility and unproductiveness.   Persevering diligence in any work will overcome obstacles apparently insurmountable, and secure the accomplishment of the most important and surprising results.
It is this that has subdued the wilderness, and caused
it to be a fruitful garden.  It is this that has furrowed our country with railroads, and made a safe
track for the iron horse from the ocean to the mountainis and the valleys beyond. It is this that has
sprinkled all over the surface of our country beauti
40 
MEANS OF PROFESSIONAL IMPROVEMENT.
Results of Diligence.
ful and thriving villages.  It is this that has brought
the itxuries of distant lands and the wealth of the
ocean to contribute to our comfort and welfare.
The sails that whiten our oceans; the steamers that
plough our waters; the locomotives that sweep
through our towns and villages, rushing thirough
mountains, over plains, and across rivers and ravines; the wires that extend through the land and
under the ocean, — all declare the power of welldirected diligence.  Be ever active in all the operations and concerns pertaining to your profession,
ever laboring to improve yourself, to aid others, to
promote the great interests of education, and the
fruits of your efforts will be neither few nor small.
Your sincere friend,
C.
4*
41 
LETTER V.
SCHOOL DISCIPLINE AND SCI-IOOL MANAGEMENT.
~Y DEAR FRIEND:
WITH your permission, I will now accompany
you to the school-room, the scene of your labors,
and speak with you freely and plainly of some of
the duties to be performed. I shall endeavor to tell
you what to do, and how to do; or, in other words,
I will aim to give you such hints as the results of
my own experience and observation have impressed
upon my own mind as important and pertinent.
I know full well the anxiety with which you anticipate your labors. I know the feelings which will
fill your breast, as for the first time you occupy the
teacher's desk and assume the teacher's duties.
Whlat shall I do?  How shall I do?  WT7ten shall
I do? are questions that will often arise in your
mind; and you must be prepared to answer them,
and that, often, without much opportunity for reflection, with none for consultation. But if you
have duly considered the nature of your office, and
studiously cultivated the qualities I have named,
you have done much to prepare yourself for the
efficient discharge of incumbent duties. Give the 
SCHOOL DISCIPLINE AND SCHOOL MANAGEMENT. 43
Friendly Feelings.
first moments of every morning to devotional exercises, and thus let your pupils see that you and
they have one common friend and counsellor ill
" Our Father who art ill heaven."
Discipline is the first item that will claim your
attention, and it is all all-important item. It lies at
the very foundation of your labors; and unless you
hlave right views and adopt right measures on this
point, it will be useless for you to hope for success
ill teaching, - for without good discipline, there can
be no truly successful teaching.  One may be able
to govern a school, and yet not competent to teach
the same; but he cannot, in the highest and truest
sense, teach a school, unless he can also govern it.
True teaching implies correct discipline. But I
will proceed to give a few hints, which, I hope, may
be of some service to you.
Try to cause your Pupils to feel that you are
their Friend. - Let all your plans and arrangements be made with reference to their good. As,
for the first time, you enter the school-room, do it
with a cheerful look, which shall indicate that your
heart is ill your work. Let your words be but the
kindly expression of friendly feelings  and good
intentions; let no frowns cloud your brow, even
though all may not, at the outset, be just as you
might wish.  Perfect discipline cannot be established in a day; yet you must aim to secure it
gradually and surely.  But you may ask what I
mean by perfect discipline. I say, negatively, that 
44  Tli1~~~~~ T~~Acil~~~ns ASSISTANT.~~~~~
Order defined.
I do not consider it to consist in rigid and upright
positions, ill exact and undeviating movements, nor
in constrained looks.  I say, positively, that I con sider that school in a good state of discipline, in
which the pupils attend to all their duties, perform
all their movements and regard all the require ments of the school with cheerful alacrity, and with
an evident and constant desire to co-operate with
the teacher, - studiously and pleasantly refraining
from every act, which may tend to disturb the
teacher or the school. " I consider a school judi ciously governed, where order prevails; where the
strictest sense of propriety is manifested  by the
pupils towards the teacher, and towards each other;
where they are all busily employed in the appropriate duties of the school-room, and where they seem
to be under the influence of the teacher as a leader,
but not as a driver.  There is some difference of
opinion as to the degree of stillness possible or desirable ill a school.  We  all agree, however, that,
for a still school, all unnecessary noise must be
excluded." * The best governed are they who seem
to be ungoverned, save by the inward desire to do
right; and the best disciplinarians are they who
govern without seeming to govern.  If you would
succeed, do not attempt to govern too mluchl. Lure
your pupils into the rilght path by kindly words
and friendly acts, and thus gain that perfect control
over them which you should possess, and at the
* Admiral Stone.
44
THE TEACI-IEI',S ASSISTANT. 
SCHOOL DISCIPLINE AND SCHOOL M1ANAGEMENT.  45
Self-Control. -Anecdote.
same time have their obedience cheerful and prompt.
In this way you will governi them, and at the same
time they will not feel that they are governed.
Govern Yourself. - Unless you can exercise a
good degree of self-government, you can hardly expect to govern others.  It will not always be an
easy matter for you to exhibit perfect self-control,
but you must aim to do so; and if you can succeed in so governing your own feelings as never to
appear angry or annoyed, you will find no difficulty
in governing your pupils.  I do not mean that you
should be entirely regardless of the conduct of your
pupils, but merely that you should not allow their
errors to cause you -to lose your patience, by exhibitiilg some sudden ebullition of passion.  You know
how ready some people are to take offence and show
anger.  A faithful servant, who had long borne the
abusive words of a petulant master, hinally said to
him that lie could no longer tolerate his captiousness, and that lie was determined to leave his service.  " But, Peter," said the -relenting master,"Peter, you know I mean no hlarm, and that I am
no sooner mad tlian pleased again."  " Very true,
master," replied Peter; " but I also know that you
are no sooner pleased than mad again."  So it is
with some teachers, -they allow feelings and expressions of anger and pleasantness to follow each
other in such ludicrously rapid succession, as eciitirely to impair their iiiflnence. 
46            THE TEACHEI'S ASSISTANT.
Weigh Circumstances.- Anecdote.
Let Circumstances modify your Views of Order
and your Plans to secure it.- Some teachers form
a certain view of discipline, and certain uiideviatiiig
plans for securiig it.  With them, attending circumstances have no influence.  The act is judged
ill and of itself, entirely independent of tile motives
which led to it. This, of course, is wrong. If you
would govern successfully and justly, study all tlhe
particulars bearing upon a transgression.   Sometimes all act, ill itself wrong, may be divested of all
actual wrong when the circumstances are duly coiisidered. In a certain school, for example, a boy of
very orderly deportment and studious habits, suicldenly whistled,-  no less to his own astonishment
than that of his teacher. Hie was called out by his
teacher and asked if lie had whistled, when the
frightened lad exclaimed, with all honesty of heart,
"No, Sir, I didn't whistle,-it whistled itself!"
The little fellow had been so intent on his lesson,s,
and perhaps so delighted at overcoming some difficulty, that, forgetful alike of time, place, or circumstances, he expressed his joy by an unpremeditated
whistle.  That the school was interrupted was obvious, but no sensible teacher would deal with suclh a
lad as he would with a culprit.  Precisely such an
interruption would seldom occur; and yet pupils
will often be guilty of deviations in act, when the
motives are entirely correct.  Study, therefore, very
carefully to discriminate between  a wilful wrong
and an unintentional error.  Only a bad pupil can 
SCHOOL DISCIPLINE AND SCIIOOL MIANAGEMIENT.  47
"Hard Days."
be guilty of the former, while a very good one may
be of the latter.
Then there are other circumstances which you
must always take into considerationi.   There are
certain days in the experience of every teacher which
are hard days; there is something in the atmosphere, in the state of the teacher's health, or some
incidental circumstances, which have an unfavorable influence upon the state of feeling, and consequently upon the apparent order of the school.
You will, undoubtedly, sometimes enter your schoolroom ill a depressed state of mind, and everything
may seem to you "out of place," - nothing meeting your expectations, -and yet you may not be
able to tell precisely what or where the trouble is.
Under such circumstances, do not make a bad matter worse, by manifesting an unduly sensitive spirit.
The Rev. Dr. Huntington, of Hiarvard College, gives
the following excellent advice in relation to such
days:  "It is in the experience of most teachers, I presume, that on certain days, as if, through some
subtle and untraceable malignity in the air, the
school-room seems to have fallen under the control
of a secret fiend of disorder.  There is nothing apparent to account for this epidemic perversity; all
the ordinary rules of the place are in futll recogniition; the exercises tramp onil in the accustomed suec3ssion; the parties are arranged as usual.  There
are the pupils coming from their several breakfasts,
bringing both their identity and individuality; 1no 
THE TEACUER'PS ASSISTANT.
Professor Huntington's View.
apostasy nor special accession to depravity over
niglht has revolutionized their ilatures; 1no compar ilg out of doors has banded them illto a league of
rebellion.  Yet the demoniacal possessioln of irrita bility has somehow crept into the room, and taken
unconditional lease of the premises.   You would
thillk it was there before the first visible arrival.
Thle ordinary laws of unity have been suddenly bewitched; the whole school is one organized obstructionl; the schlolars are half-unconiscious incarnations
of disintegration and contraposition, - iniverted divisors engaged ill uiiversal self-multiplicatioii.
"  Iow is such a state of things to be met? not, I
think you will agree, by direct issue; not point blank.
You may tighlten your discipline, but that will not
lblind the volatile essence of confiusion.  You may
ply the usual energies of your administration, but resistance is abnormal.  You may flog, but every blow
uncovers thle  lneedle-points of fresh  stings.  You
may protest and supplicate, and scold and  argue,
inveigh and insist; the demon  is not exorcised,
iior evenll hit, but is only distributed thlroughl fifty
fretty and fidgety forms.   You will encounter the
mischief successfully when you encounter it indirectly.  What is wanted is, not a stricter sovereignty,
but a new spirit.  Thle enemy is not to be confronted,
but diverted.   That  audible rustle through  the
room comes of a moral sniarl, and no harder study,
no10 closer physical confilnement, no intellectual dexterity, will disentangle it.  Half your purpose is defeated if the schlolars even find out that you are
411
it 
SCHOOL DISCIPLINE AND SCHOOL MANAGEMENT. 49
Plans suggested.
worried.   The angel of peace  must descend so
softly, that his coming shall not be known, save as
the benediction of his presence spreads order, like a
smile of light, through the place.
" If a sudden, skilful change of the ordinary arrangements and exercises of the day takes the scholars, as it were, off their feet; if an uniiexpected narrative, or a fresh lecture on an unfamiliar theme,
kept ready for sucil an emergency, is spIrunlg upon
their good-will; if a sudden resolving of the body
into a volunteer corps of huntsmen on the search
of some etymological research, the genealogy of a
custom, or the pedigree of an epithet, surprises
them into an involuntary interest; or, in a younger
company;-, if music is made thie Orphllean minister of
taming savage dispositions again, - then your oblique and unconscious tuition has wrought the very
charm that was wanted; the room is ventilated of
its restless contagion, and the firies are fled.
" Or if, as is more than probable, the disorder
was in the teacher himself; if the petulance of the
school all took its origin in the disobedience of some
morbid mood in the master's own mind or body,
and only ran over, by sympathetic transmission,
upon the benches, so that lie saw it first in its reflection there, -of what use to assail the insubordination by a second charge outi of the same temper?
His only remedy is to fall back on the settled spiritual laws of his own being. -He must try to escape out of the special disturbance into the general
. armonly; lie must retreat, in this emergency of
11 
THIE TEACHlIER'S ASSISTANT.
Loud Talking.
temptation, illtO those resources of character, priliciple, affection, provided by tlhe previous and normal disposition of his soul. This hlie will achieve by
some such process as that just specified, displacing
thle groulid of a direct and ainnoying coniflict by new
cenlery, and rather leapinllg up out of thle battle with
foes so mean, than staying to fight it out on their
level."
Talik not Mtchi nor Loud.- It is a very commoii error with youngil, teachers, that they talk too
much and too lod; -  and whlerever yoi meet with
one of these garrulous and noisy teachers, you will
be sure to find a disorderly school.  Let ius call at
two schools and notice the difference.  Here is a
school of fifty pupils, kept by Miss Matilda Captious
Fussy.  The pupils are nearly all unltidy iii appearance, inattentive to lessons, disorderly, ald noisy,wliisperilng, and conlstantly askinlg unlimportant quLestions of the teacher.  It is a sort of "' Bedlam  let
loose."  But the children are iiot the only actors.
Listeii to the teacher, whlo, iii loud and petulat
tones, and in rapid suLccession, tlhus speaks:   " -    We
must llave less noise, sciolars."   " YouL are tlic
worst  set of children I ever  saw."   " Sit down,
Mary."   " Jolihn, did ii't I tell you not to whisper?"
StIsaii, what are you doing? "  " Sarah, I've told
you twelty times that you must i't look out of tlhe
window,  and  you  doii't mind oilie word I say."
" Peter, did n't I tell yolt I shoiLld purnishl youit if
you did that ag,ainl?  Youi'11 get it by and )by."
50 
SCHOOL DISCIPLINE AND SCI:I(O)L.AAG(;SiENT.  51
Tlie Contrast.
' Thomas, what are you out of your seat for?  If
you don't mind better, I shliall puLisli you."  And
thus it continues thlroghli the livelong day, -the
teacher  noisily issuilng  meaningless  orders  and
threats, the pupils hearing them as they would
the whistling winds.  Thie room is unswept and in
disorder; the teacher, slovenly in her personal appearanice, and unlovely and forbidding in look and
manner.  All is discord,   no discipline, no true
teaching, no good habits. The classes are called
upon to recite without any seeming regard to time
or manner;  they move  noisily and  dilatorily to
tl[e recitation seat; their answers are indistinct,
and mostly imperfect; there is an entire heartlesshess and heedlessness about every exercise and every
effort.
We have stopped long, eough,- let us pass along.
HIere we come to another school, of the same size,
kept by Mliss Mary Cheerful Method.  We  enter,
and are greeted by the teachler's pleasant smile, welcoming us to her school.  She looks pleasant and
happy; the room is a model of neatness and order;
the pupils look cheerful and industrious, each eariiestly attending to his lessons. There is no whllispering, no useless questioniing, no confusion; chleerful quietness and well-ordered industry meet the eye
on every hand.  The teacher says but little, and
every remark is made in that pleasant and subdued
tone which is sure to be heard and regarded.  " The
still, small voice" is readily heard, and promptly
obeyed. When the classes are called to recite, they 
TIHIE TEACdIItSI'S ASSISTANT.
Prompt Obedienrce.
take tieir places with alacrity, and without noise;
and, as we might expect, the lessons are well committed and distinctly recited.  It is in all respects a
pleasant and well-managed  school.  And  do  you
not see that, in each school, as was the teacher, so
were the pupils?  I trust you have learned a useful lesson from these visits, and that you will not
hesitate which of the two to take as your model.
Insist on Prompt cand Exact Obedience. - Be
sure that your requirements  are  reasonable and
right, and be satisfied witl-h nothing short of an inmplicit, exact, and prompt obedience to them.  There
is an unwilling, hesitating compliance with requisitions, which is little better than dowlirigi-t disobedience.  Indeed, it is often more  annoying, fromi
the difficulty of meetilig it.  Positive and direct refusal to obey orders you know how to deal with;
but a hlalf-way obedience, a sort of attempt on the
part of the pupil to compromise by meetiing you
half-way, may sometimes seem to lack defiliteness.
But really it has point, and  Lmust be met without
hesitation.  Early, then, impress upon the minds of
your pupils that you make no difference between a
direct act of disobedience and obedience reluctantly
and suilelly rendered.  In some instances the latter may be the worse.
Vever promise  what you cannot perform, nor
that wthich it would be Wron, or Unreasonable to
perform,.- Very youiig pupils will readily discover
52 
SCHOOL DISCIPLINE AND SCHOOL MIANAGEMIENT.  53
Truthfulness.
if you err in this particular. My earliest school
recollections are of a " schoolma'am"  who  often
threatened to cut off the ears of her pupils if they
did not sit still. Child as I was, I thought she
meant what she said, and with almost breathless
stillness I kept my eye for the entire first day upon
a pair of scissors which were attached to her person.
I regarded them as the ear-shortening implements;
but after having heard tihe threat mapy times repeated, and finding my own ears were uninjured, I
concluded that the teacher was uttering idle threats,
and I lost thle little respect for her that I first
had. It was soon ascertained that she said what
she did not mean, and then her words fell upon
our ears as thie idle wind.  Ever, my friend, study
to verify your words by your acts; but also study
to have both words and acts consistent and right.
Never threaten to inflict a certain Mode or Kind
of Punishment for certain anticipated Offences.Different pupils require different inducements and
different methods of discipline. As no two cases
of transgression will be precisely similar in all their
bearings and particulars, so it will not be wise to
have a uniform and undeviating kind of pmuiishment for all offenders. Aim always to deal justly
and impartially; and in order that you may so deal,
you must carefully weigh all circumstances, and
studiously adapt your discipline, both in kind and
in degree, to the peculiar temperament and disposition of each offender. Let the motives and cir
5 * 
TIIL TEACHER'S ASSISTANT.
An Incident.
cumstanees attending the error always be duily coil sidered. The following incident, which I find ill
the Canada Journal of Education, will illustrate mv
position, and, I hope, convey a good lesson:   "M ly third attempt at teaching was in the paris;h
of St. A. I had been engaged in the ordiniiary
duties of a common school for three or four weeks,
when, on a very cold, bright day in January, a group
of children arrived rather earlier than the usual
hour.  They were all new pupils, except one.  This
was pleasing to me.  As the children approached, I
heard sobbing, and, upon opening the door, the lad,
who had previously attended the school, entered,
leading by the hand a little girl about seven years
of age.  Her eyes were large and blue; her hair,
which was too fair to be golden, huniig around her
neck in little ringlets; her cheeks were red, tlhoughl
partly concealed by frozen tears.  Her complexion
was very fair, and her features of an exquisite mould.
Her cousin Charley was about twelve years of age,
tall, and well formed; his eyes were black, and his
hair was of the same color; his features were regular, and indicative of intellect as well as benevolence.
As Charley entered, he said,' This is Cousin Polly;
she's coming to school, please, Sir, and I told her
you would In't whip her if she is a good girl; she's
crying with the cold.'  With a little chliafing of the
cold hands and the aid of a good fire, Polly SOOln
became comfortable. After this introduction, Polly,
Charley, and myself were very good friends.  Time
glided pleasantly away, for we had a most agreeable
54 
SCHOOL DISCIPLINE AND SCHOOL MANAGEMENT.,5
Charley and Polly.
assemblage of youthl, and, with one exception, a
pleasant school-room. The exception was, that two
of our windows overlooked the highway, and thus
presented a temptation to violate the rules of discipline, by looking at passers-by in the time of
study. The winter was nearly over, and I had become strongly attached to Charley and his Cousin
Polly, for they were docile and obedient, -seemingly full of affection for me, as well as for each
other.  I had never had occasion to chastise either
of them during the term.  Indeed, I had to be cautious about addressing them in a hasty or excited
manner, else they would have burst into tears immediately; and to speak harshly to them would be
worse than whipping, some children. One day, near
the close of the term, I had been disturbed several
times, while attending to classes, by the scholars
seated near the windows already mentioned. They
would rise from their seats to look at any vehicle
wlich might be passing.  After having been inter rupted three times while engaged with a class, and
as often remonstrating, I lost patience, and said that
I should ferule the first one who arose again to look
out of the windows. After this announcement all
were very quiet for some time; but before I had
concluded the exercises of my class, I heard a noise,
and, looking around, I saw Polly standing upon a
desk and stretching past two girls to look out of the
window.  Here was a case.  All eyes were upon
me.  I had described a certain kind of punislnmeiit,
and pledged my word to inflict it upon the one who 
56               THE  TEACHER'S ASSISTANT.
Unpleasant Predicamneit.
should violate the rule. Polly was the last one I
deemed likely to be guilty, and the last person in the
school whom I wished to punish in such a manner;
but now my only alternative was to break my word
or to punish Polly. I called her to me; she came,
with tears in her eyes. I asked her why she wept?
She said she was sorry she had forgotten the rule;
that she had been told, by Faiiniy Conly, that her
papa and mamma were coming for her in the sleigh,
and she got up to look out without thinking.  I
replied,' If I should not punish you as I said, I
should be guilty of an untruth, which is sinful, and
I should lose your respect and esteem, as well as
that of your schoolmates.''0 dear! yes, you must
punLish me,' said Polly, with a gush of tears;' but
I feel so bad because I cannot help it now!' and
she held out her hand. I stood up as though I was
about to inflict the expected blows, when Charley
approached, and, holding out his hand, said,' Please,
master, whip me, and don't whip Polly.'  From this
little incident I learned two things about discipline;
- first, never to pledge myself to any particular
kind of punishment beforehand; and second, that
children often shed tears because their error is past
recall, or, in the words of Polly,' because they cannot help it,' when their teachers suppose they arc
crying for fear of the punishment."
A particular Offence does not necessarily call
for the Infliction of a Specific Punishment.- All attendant and palliating circumstances should always 
SCHOOL DISCIPLINE AND SCHOOL MANAGEMIENT.  57
The Physician.
be taken into account in deciding upon disciplinary
measures.  A course that would be highly salutary
in one case, under one set of circumstances, would
prove far otherwise in another case, and under
other circumstances.  A certain physician once had
as a patient an Englishlman.  The disease was fever. Hle allowed the patient to partake frequently
of chicken-broth. The sick man was restored to
health;  and the doctor wrote in his note-book,
" Chicken-broth is good in case of fever."   His
next patient was a Frenchman, and the disease fever.
He was allowed to partake of chicken-broth, and
died. The next memorandum in the note-book was,
" Though chicken-broth is good for an Englishman
in case of fever, it will kill a Frenchman."  From
this learn a lesson in school discipline, and study
to adapt the mode of discipline to existing circumstances and peculiarities, and never feel that the
same means will always produce the same results.
Bel Calm and Self-possessed. -Never give your
pupils opportunity to feel that they can annoy you;
for if they find you over-sensitive, they will ever be
on the alert to do things which will vex you. But
while you aim to let them see that you control yourself, be sure also to have them feel that you shall
control them; and that any degree of impropriety
on their part will be duly considered, even though it
may not receive immediate notice. It is well, occasionally, to let certain errors and deviations pass,
apparently unnoticed, during the day, and be taken 
THE TEACHER S ASSISTANT.
Neatness and Courtesy.
into consideration at a quiet hour after school.  In
a calm but firm manner, call the offenders to an account, administering such punishment, or censure,
as may seem necessary. Do not forget that there
is a right time, place, and manner in which to say
things, and never administer reproof or punishment,
when either the erring or yourself are in a state of
undue excitement.
Cultivate Habits of Neatness  and Courtesy as
Helps to Discipline.- If you can so inspire a boy
with feelings of self-respect, that he will always enter the school-room with his person and apparel in
a neat and cleanly condition, you will at the same
time create within him a desire to regard the rules
of the school.  If, in addition to this, you can induce him to regard the rules of propriety and courtesy in his manner and conversation with others,
you may be quite sure all else will be right. A
courteous pupil will, almost as a matter of course,
be an obedient and attentive pupil.
You ask, if you must ever resort to corporal punishment. In answer to this, I wish I might feel
warranted in saying that it is never necessary. I
hope the time may come when it will be wholly unnecessary; but I do not believe that time has yet
arrived. I will advise, however, that you inflict
corporal punishment as seldom as possible. Make
it your "strange work "; and when you resort to
it, do it in such manner and in such spirit as will
make the right impression. In most cases, I would
58 
SCHOOL DISCIPLINE AND SCIIOOL MIANAGESMENT. 59
Corporal Punishment.
recommend that corporal punishment be inflicted in
private; and yet there will be cases, in which the
greatest good of all concerned will require that the
punishment be inflicted il the presence of the whole
school. If a boy wilfully sets at defiance all wholesome  authority, and says or does things, in the
presence of the whole school, for the purpose of
showing that " he will do as lie pleases," ithe better way will be to administer to him the well-deserved punishment in the presence of all who have
witnessed the transgression.  If, however, you can
secure the entire co-operation of the parents, you
will not often have any trouble of a disciplinary
nature. I do not hesitate to express the belief, that,
when all teachers shall be tl-orouglhly qualified for
their high duties, and enter upon their discharge
with an earnest fidelity, and when all parents shall
be faithful in training their children in " the way in
which they should go," we shall hear no complaints
touching school discipline.   But  until that good
time shall come, the best of teachers may  sometimes find it necessary to resort to corporal punlislhment; but ordinarily, the  higher the qualifications
of the instructor, the less frequently will such occa
siois occur.
Never scold. -If whipping is objectionable, scolding is much more so. If you speak in fretful and
fault-finding, tones, your pupils will soon lose  all
respect for you, and they will, to a great extent,
partake of your spirit.  Ii  such things " like pro 
THIE TEACHER'S ASSISTANT.
Anecdote.
duces like."  Mild and pleasant tones, combined
with a firm and determined manner, will, inl most
cases, secure the desired result. I once visited a
school, kept by an accomplished lady, who ever exercised the most perfect control over her feelings
and actions. A class was called upon to read. In
it was one of those disagreeable things,- an obstinate, mulish girl. When her turn to read came,
she paid no regard to it. The teacher very pleasantly, but firmly, said, "Read,  Mary."  But, in
stubborn expression, Mary's countenance said, " I
won't."  The teacher, with the utmost composure,
said, "You may continue standing, and the next
may read."  Wishing to know the teacher's plan in
sucli cases, I asked what she intended to do in this
instance.  Her reply was, "I shall let my patience
have its perfect work, and Miss Obstinate will not be
allowed to leave her place, until she has performed
her part; and as the regular time has passed,
she must await my time, - which will not be until
every other lesson has received attention, and the
faithful pupils have been dismissed." Throughout
the whole, the teacher was as calm as a summer's
day; and I doubt not that the plan adopted was
entirely effectual.
Never attempt to frighten a Pupil into Obedience.- Temporary subjection may be secured by
terror, but it will not be a true submission.  The
motive is a wrong one, and the result will have no
permanency.  Let it be ever your aim to exercise
60 
SCHOOL DISCIPLINE AND SCHOOL MANAGEM-ENT.  61
Be exemplary.
that influence over your pupils, which will lead them
to respect authority, and to do right, from high and
honorable motives. So far as possible, train them
to habits of self-control and self-discipline. Be to
the little ones under your care an example of all
that is " lovely and of good report," ever manifesting on your part a willing and prompt obedience to
the higher powers. Remember always that
"The mind, impressible and soft, with ease
Imbibes and copies that she hears and sees,
And through life's labyrinth holds fast the clew
That first instruction gives her, false or true."
How important is it, then, not only that right impressions be made on tender minds, but also that
they be made in the right way and ill the true spirit.
It- is unquestionably true, that parents and teachers
do wrong by being over-exacting and over-rigid in
their treatment of the young, not making sufficient
allowance for youthful feelings and buoyancy of
spirit. Is there not a lesson prettily expressed in
the following lines?
"He who checks a child with terror,
Stops its play, and stills its song,
Not alone commits an error,
But a great and moral wrong.
"Give it play, and never fear it, -
Active life is no defect;
Never, never break its spirit,   Curb it only to direct.
"Would you stop the flowing river,
Thinking it would cease to flow?
Onward it must flow for ever,
Better teach it where to go."
6 
THE TEACIIER'S ASSISTANT.
System. -Roger Ascham.
Have System in Relation to all your Exercises.This will be of great service to you in the discipline of your school. Have a time for every recitation, and have every recitation at its proper time.
See that every pupil has work enough to occupy his
time, and do all you call to make every lesson interesting by illustrations of your own. Pupils love
order and system; and, if they are kept properly
employed, they will not be tempted to wrong action.
Nothing is more true, than that a certain noted
"busybody" has always some mischief for idle
hands to do; and if you fail to give your pupils
useful work, he will give them  that which will
greatly increase your labors and trials.
Aim earnestly and constantly to make all the
Exercises of the School-roomt pleasant and attractive.- MIany a child has acquired an unconquerable
dislike of school, and all that pertains to it, on account of the forbidding manner or injudicious chiding of unwise teachers; -even as some children,
from ill-treatment at home, have been brought to
regard any place as more attractive than home.
Onl this point let me quote from the quaint language of Roger Ascliam, in " The Schoolmaster,"
published in London, in 1571.
" Yet some will say that children of nature love
pastime, and mislike learning, because in their kind
one is easy and pleasant, the other hard and wearisome.  Which is an opinion not so true as some men
ween.  For the matter lieth not so much ill the dis
62 
SCIHOOL DISCIPLINE AND SCHOOL MANAGEMIENT.  63
Lady Jane Grey.
position of them that be youniig, as in the order and
manner of bringing up by them that be old; nor yet
in the difference of learning and pastime.  For beat
a child if he dance not well, and cherish him though
he learn not well, ye shall have him unwilling to go
to dance, and glad to go to his book; knock him
always when he draweth his shaft ill, and favor him
again though hlie fault at his book, ye shall have him
very loth to be in the field, and very willing to go to
school.....     And one example, whether love
or fear doth work more in a child for virtue and
learning, I will gladly report, which may be heard
with some pleasure, and followed with more profit.
" Before I went into Germany, I came to Brodegate in Leicestershire, to take my leave of that noble
Lady Jane Grey, to whom I was exceeding much
beholden. Her parents, the Duke and Duchess,
with all the household, gentlemen and gentlewomen, were hunting in the park.  I found her in
her room, reading' Phoedo Platonis,' in Greek, and
that with as much delight as some gentlemen would
read a merry tale in Boccace.' After salutation and
duty done, with some other talk, I asked her why
she would lose such pastime in the park?  Smiling,
she answered me:'I wist, all their sport in the
park is but a shadow to that pleasure that I find in
Plato. Alas! good folk, they never felt what true
pleasure meant.'' And how came you, madam,'
quLotl- I,'to this deep knowledge of pleasure?
And what did chiefly allure you unto it, seeing not
many women, but very few men, have attained 
THE TEACHER'S ASSISTANT.
The Kind Teacher.
thereunto?'  I will tell you,' quoth she,' and tell
you a truth which perchance ye will marvel at.
One of the greatest benefits that God ever gave me
is, that he sent me so sharp and severe parents, and
so gentle a schoolmaster. For when I am ill presence of either father or mother, whether I speak,
keep silence, sit, stand or go, eat, drink, be merry
or sad, be playing, sewing, dancing, or doing allything else, I must do it, as it were, in such weight,
measure, and number, even so perfectly as God
made the world; or else I am so sharply taunted,
so cruelly threatened, yea presently sometimes with
pinches, nips, and bobs, and other ways (which I
will not name for the honor I bear them) so without measure misordered, that I think myself in hell,
till time come that I must go to Mr. Elmer, who
teacheth me so gently, so pleasantly, with such fair
allurements to learning, that I think all the time
nothing while I am with him.  And when I am
called from him, I fall on weeping, because whatsoever I do else but learning is full of grief, trouble,
fear, and whole misliking unto me.  And thus my
book hath been so much my pleasure, and bringeth
daily to me more pleasure and more, that in respect
of it all other pleasures, in very deed, be but trifles
and troubles unto me.'"
May not parents and teachers draw a lesson from
this?  Some poet thus happily portrays the power
of gentleness and kindness: -
" Wouldst thou a wanderer reclaim,
A wild and restless spirit tame,
64 
SCHOOL DISCIPLINE AND SCHOOL MANAGEMENT.  65
The True Course.
Check the warm flow of youthful blood,
And lead an erring one to God?
Pause; -if thy spirit's wrath be stirred,
Speak not to him a bitter word; -
Speak not, - that bitter word may be
The stamp that seals his destiny.
"If widely he hath gone astray,
And dark excess has marked his way,
'T is pitiful, but yet beware; Reform must come from kindly care.
Forbid thy parting lips to move
But in the gentle tones of love.
Though sadly his young heart hath erred,
Speak not to him a bitter word.
"The lowering frown he will not bear;
The venomed chiding will not hear;
The ardent spirit will not brook
The stinging tooth of sharp rebuke.
Thou wouldst not goad the restless steed,
To calm his fire or check his speed;
Then-let no angry tones be heard, Speak not to him a bitter word.
"Deal kindly with him; make him feel
Your heart yearns deeply for his weal;
Tell him the perils of the way
Wherein his devious footsteps stray:
So shalt thou win him,- call him back
From pleasure's smooth, seductive track;
And warnings, thou hast mildly given,
May guide the wanderer to Heaven."
- I have written you a long letter on the subject of
discipline. The great importance which I attach to
thie subject must be my apology, and if you can gain
a single new and correct view of this part of your
duty, I shall not have written ill vain, nor will you
6 * 
THIS TEACHER'S ASSISTANT.
Stuyv Circumstances.
have read ill vain. I have given you some specific
directions, which I trust may be of service to you.
In closing, let me urge upon your attention, briefly,
the importance of making your school pleasant and
attractive, by doing all you can to make its lessons
clear and interesting. Let the pupils see that they
have in you a sincere friend,- one who loves them,
and wishes to do them good. Study carefully their
natures, dispositions, temperaments, peculiarities.
Learn what you can of their home-training  and
" out-of-school" influences.  Gain their confidence
and secure their affection, and you may guide and
control them at will. So far as circumstances will
allow, cultivate the acquaintance of the parents of
your pupils, and strive to inspire them with the
feeling that you are but a co-worker in the busiaess of educating their children.  If possible, cause
them to feel that they can aid you, and that you
have a just claim upon their cheerful and constant
support and co-operation. With the good-will and
kindly feelings of your pupils, and with the approving efforts of their parents, you will be strong for
any work; without these, you will labor at great
disadvantage, and your best intentions and plans
will fail of accomplishing what you may desire to
accomplish. As parental co-operation is so essential to your highest success  in disciplining  and
instructing your pupils, I shall in my  next give
you a few hints in relation to your intercourse and
duties with the parents of your pupils.
Your sincere friend,
C.
66 
LETTER VI.
PARENTAL CO-OPERATION.
[IY DEAR FRIEND:
THE highest success of a school demands  the
united and harmonious efforts of three parties,teachers, parents, and pupils. If you would hope
to be truly successful in your labors, you must not
only have your own efforts earnest and judicious,
but you must also be able to devise means and
adopt plans that will awaken and keep alive an interest on the part of your pupils and their parents.
It will be my purpose in this letter to offer a few
hints in thlis direction.
You must manifest a deep Initerest in your Daily
Work.-  If you possess true enthusiasm, and labor
with a will and with efficiency, your pupils will
not only imbibe of your spirit, but they will impart it to their parents. Let your scholars see
that you feel a sincere interest in their studies, and
that you take delight in their improvement; let
them see that you are ever devising plans which
will tend to make their lessons more intelligible,
pleasant, and profitable, and they will be quickened 
68           THE TEACHER'S ASSISTANT.
Interest in your Work.
in their efforts and cheered in their labors.  " 0
mother!" said a little girl, " I never loved to go to
school till this term, and now I don't wish to be absent a single hour." " But why," said the mother,
" are you so much interested in your school now?"
" Because, mother, our teacher is so pleasant and
kind. She always helps us all she can, and then
she makes  our lessons so interesting!  All the
scholars love her, and mean to do all they can to
please her."
Do not, however, imagine that you are to gain
the good-will of your pupils by an easy discipline,
or by making the lessons so simple as to excuse
them from all mental effort. Pupils like order and
study, if secured in the right way.  Teach them
how to study. Cause them to feel that they have a
special interest in the prosperity of the school, and
that they will be doing the most for themselves,
when they are earnestly co-operating with you, by
yielding an implicit, prompt, and cheerful compliance with your wishies and requirements. Make
them realize that your success and theirs are identical. If they thus feel an interest in you and your
efforts, they will not be slow in making their feelings known at the home fireside.
Visit the Homes of your Pupils. -Do this for
your own good, and for thie good of your pupils
and their parents. These visits, made in the right
spirit, will give you an influence that will be worth
much to you, and prove valuable ill all your labors. 
PARENTAL CO-OPERATION.
Visits to Parents.
Make them occasions for learning all you can in relation to the home influences, which conspire to aid
you, or to counteract your efforts. It will tend to
please both parents and children to see that you
have an interest in them, that extends beyond the
limits of the school-room. But that these visits
may prove mutually pleasant and profitable, manifest a friendly and cheerful spirit. Exhibit no angular points of character or disposition, but strive to
make your conversation both agreeable and beneficial.  If questioned by the parents, in reference to
the progress or deportment of their children, give
prudent and truthful answers.   Do not feel that
you must utter words of commendation.  If there
has been a lack of interest in study, or a disregard
of the rules of the school, or misconduct of any
kind, say so in the spirit of kindness and courtesy,
and ask for friendly sympathy and co-operation in
your endeavors to secure better results. Unless
you, and the parents for whom you labor, can have
a singleness of purpose and union of action, you
cannot reasonably expect to accomplish much that
will be desirable. Diversity of opinion, alienation
of feeling, or want of harmony in action, between
teachers and parents, will in results prove like " a
house divided against itself." In all your acts and
words study for those things which make for peace,
and be strictly careful not to utter words or perform
acts that will "need to be repented of"; and be
not over-sensitive in regard to what may be said to
you, or of you. So live, so act, and so speak, that
69 
THiE TEACHERl'S ASSISTANT.
Visits from Parents.
words of scandal or misrepresentation will fall
powerless.  If parents prefer charges, or utter complaints, listen in a spirit of candor, - answer in a
spirit of frankness and conciliation. Many teachers
prove their own worst enemies by uttering unguarded words, or doing imprudent or injudicious
things. They should strive to be " as wise as serpents, but harmless as doves."
Invite the Parents to visit the School. - This is
of the greatest importance.  It will do them good,
encourage you, and stimulate and cheer your pupils.
But when such visits are made, put on no unusual
airs, make no attempt at parade or show, neither
strive to exhibit the proficiency of your best schlolars. Go obn with the regular exercises of the school,
and if some pupils fail to answer, or make blunders,
do not make a bad matter worse, by saying, -as I
have often heard teachers say,   " I never knew my
scholars do so badly before; they always do the
worst when I have company! " You know that
some of them will fall short of the true standard
every time they recite, and there is no reason why
you should be unwilling to have visitors see your
school as it actually is. Let them see that you
daily meet with difficulties, and that, with all your
efforts, you cannot always get the results you may
desire.  If you attempt anything unusual when
company is present, you will fail to meet your own
expectations, or those of your visitors, and perhaps
forfeit the confidence and respect of your pupils.
70 
PARENTAL  CO-OPERATION.
Special Occasions.
You will find some advantages in having special
seasons for the visits of parents, in addition to those
of an every-day nature.  Exercises in declamation,
composition, etc. possess more than ordinary interest for visitors. Let such exercises be given
occasionally, not as evidence of proficiency in daily
studies, but as an exhibition of what can be done
in particular departments.  Examinations and exhibitions are both important auxiliaries in school
matters; but the latter should in no instance be
made a substitute for the former.
I will not enlarge on the subject of this letter,
but will merely urge that you make every suitable
effort to-awaken and increase parental interest in
school matters, ever bearing in mind, that, "As is
thle teacher, so will be the school"; and, "As are
the parents, so will be both teacher and pupils."
Your sincere friend,
71
C. 
LETTER VII.
MORAL INSTRUCTION.
MY DEAR FRIEND:
You seem anxious to know what you can do for
the moral culture of your pupils, and how you may
influence them to act from pure and honorable motives. This is all-important, and I rejoice that your
thoughts incline ill this direction. It has too often
been the case in our schools, that the iitellect has
been cared for, while the moral nature has been
neglected. But if it is true that "' out of the heart
are the issues of life," how important is it that the
source of these issues be made pure? It should be
the constant and earnest endeavor of every teacher
so to train his pupils that the finer and nobler feelings of the heart shall be developed and strengthened. A brilliant and cultivated intellect may dazzle and attract only to poison and destroy, unless
chastened and controlled by right heart-training.
True education implies the proper culture of all the
faculties of the heart and intellect, and the right
development of the physical powers. Of these, the
first-named is the most essential, and any system of 
-iORAL INSTRUCTION.
Improve Opportunities.
education which neglects to provide for this is sadly
defective.
You are doubtless ready to assent to the truth of
this, and are almost impatient to know how you
shlall do what you so strongly feel ought to be done.
I can, of course, give you no specific and undeviating directions. I can merely give you a few
hints.  If your heart is alive to the true magnitude
of the subject, these hints may be valuable; but if
you have no deep and abiding interest in it, more
full and definite directions would prove "like water
spilled on the ground."  In the first place I would
say, avoid all set and formal lessons in moral science
for young pupils. There is a fit time, and place,
and maniier in which to say and do things for the
heart's good.   Precisely when, where, and how
these may occur, I cannot tell you; nor can any
one.  They must depend on circumstances, and
these can be known onily by yourself.  It may be, at
the opening of the school, during some recitation,
on the play-ground, or after the close of the school.
It may be, when God speaks in tile thltllder, smiles
in the flowers, or blesses in the bounteous fruits.
It may be in the school-room, by the wayside, or in
the grove.  At any time, in any place, and in many
ways, there will be opportunities to reach the heart
by the " still, small voice," uttered in tones of kindness and love.   Seek every opportunity, and improve it.
But, if you would succeed iln making any true
and lasting impressions, you must yourself be a
73 
THE TEACHER'S ASSISTANT.
An Instance.
"living epistle," read and felt by your pupils.
What you would have them become, you must be, -
a bright and consistent example of all that is lovely
and lovable.  You must not only point to the right,
but lead the way, and by your own cheering words
and kindly acts lure the "little ones" to follow you.
You cannot force them to be good; you cannot
scold them into the true path.
Sometimes it will be well for you to labor with
individual pupils; but you may, more frequently,
perhaps, make general application of your efforts.
Boys sometimes err and do wrong without ally premeditation,- without realizing0 the nature of their
doings. You may have several pupils guilty of the
same fault in kind, if not in degree. Inl such case,
some general remarks may best serve to accomplish
the desired end. But at all times, and under all
circumstances, you should strive to impress upon
the hearts of your pupils a sense of their responsibility to a higher power. Lead them to feel, that, if
they would be truly successfiil in eradicating their
wrong hlabits, and resisting the temptations to sin,
which will be sure to assail them, they must look to
their Heavenly Father for guidance and support.
But let me suppose a case, - one which may occur.  You learn that during recess, upon the playgrollund, two boys have been guilty of quarrellilng.
Their names are Peter and James.   You call them
to an account at the proper time; but not until
all anger has subsided, and the boys have had
time for reflection.  We will suppose that the fol
74 
MO'AL INSTRIUCTIOC.
The Teacher's Course.
lowing conversation takes place in presence of the
school.
Teacher.  " I am very sorry to know that you
have been quarrelling. You have been guilty of a
great wrong. You have not only wronged yourselves, but you have wronged me and the school;
and, more than all, you have wronged your Maker,
that good being who gives you all your blessings.
I know not which commenced the wrong, but you
are both guilty, and deserving of punishment."
Peter.  " He struck me first."
James.  " Well, lie called me names."
Teacher. "I iunderstand; you have both done
wrong, and you give no good reason for so doi,g;
illndeed, you cannot give any.  Peter says James
struck him first, and James gives as a reason for his
wrong-doing, that Peter called him names.  Both
these acts were wrong, and the only excuse you
give is, that each of you did wrong because the
otiher did.  If one is more guilty than the other, it
is hlie who commenced  the difficulty.  Peter did
wrong in' calling names,' but in this he injured
himself much more than hle did James. Rememb)er, my young friends, that, if some one calls you
fools,' it will not injure you, unless you make
y,)ntrselves such by foolish acts.  Be right and act
right, and no One can iiinjure you half so muclh as
yv)tt can injure yourselves by one wrong or foolish
a- t.  No otiler person has half the power to injure
you that yout have to iinjure yourselves."
Withl a few sttuch general -remarks as these, tlhe
I ) 
THE TEACHER'S ASSISTANT.
A Story.
subject may be left for the reflection of the offenders, who, at another hour, should receive a more private and particular direction. The main points ill
the general remiarks should be to lead the pupils
to see that it is no excuse for them to do wrong to
others because others have done wrong to them; and
also to cause them  to feel that no one can injure
them so much as they call ilijure themselves.
Within a year or two an excellent little book has
been published, for the purpose of aiding the teacher
in imparting moral instruction.  It is entitled "Cowdery's Moral Lessonss"; and I will give one or two
of the stories, accompanying them with a few suggestive hints.
Let me suppose that you discover, on the part of
some of your pupils, a wayward disposition, — an
inclination to disregard the wishes of their parents,
-a feeling that they will not be under the control
of any one, - a sort of pride in showing that they
will have their own way, regardless of the directions
or wishes of their pare-its,   a sort of an'limpression
that it is humiliating to submit to any authority,
and particularly that of a mother. Read to them
the following story, and accompany it by such remarks as will readily suggest themselves as pertinlent.
" I was sitting by a window in the second story
of one of the large boarding-houses at Saratoga
Springs, thinkiing of absent friends, when I heard
shouts of children from the piazza beneath me.
"   O yes! that's capital! so we will!  Come on
76 
MORAL INSTRUCTION.               77
True Courage.
now! there's William Hall!  Come on, William!
we're going to have a ride on the circular railway!
Come with us!'
"'Yes, if my mother is willing.  I will run and
ask her,' replied William.
"'Oh! oh! so you must run and ask your ma!
Great baby, run along to your ma! Are n't you
ashamed? I did n't ask my mother.'
" Nor I,'' Nor I,' added half a dozen voices.
" Be  a man, William,'  cried the first voice;
come along with us, if you don't want to be called
a coward as long as you live; -don't you see we're
all waiting?'
" I leaned forward to catch a view of the children,
and saw William standing with one foot advanced,
and his hand firmly clenched, in the middle of the
group.  IHe was a fine subject for a painter at that
moment. Hiis flushed brow, flashing eye, compressed
lip, and changing cheek, all told how  the word
coward' was rankling in his breast.' Will lie indeed prove himself one, by yielding to them?'
thought I. It was with breathless interest I listened for his answer; for I feared that the evil principle in his heart would be stronger than the good.
But no.
"' I will not go without asking my mother,' said
the noble boy, his voice trembling with emotion.
' I am no coward, either.  I promised her I would
not leave the house without permission, and I should
be a base coward, if I were to tell her a wicked
lie!'"
7* 
78           THE TEACHER'S ASSISTANT.
The Peaches.
If you have occasion to reprove a selfish disposition, and encourage kind and benevolent feelings
and acts, read the following story, from the German:
" WHO DID THE BEST WITH HIS PEACH.
" On returning from the city, one day, a gentleman took home with him five of the finest peaches
hlie could procure. He divided them among his
four children, retaining one for their mother. The
children rejoiced over them exceedingly.
"In the evening, before the children retired to
their chamber, the father questioned them by asking,' How did you like the soft, rosy peaches?'
"' Very much indeed, dear father,' said the eldest
boy;' it is a beautiful fruit, - so soft and nice to
the taste!  I have preserved the stone, that I may
cultivate a tree.'
"' Right, and bravely done,' said the father;
'that speaks well for regarding the future with care,
and is becoming in a young husbandmail.'
"' I have eaten mine and thlrown the stone away,'
said the youngest;' besides, mother gave me half of
hers. 0, it tasted so sweet, and so melting ill my
mouth!'
"' Indeed,' answered the father; I thou hast not
been prudent. However, it was very natural and
childlike, and displays wisdom enough for your
years.'
"'I have picked up the stone,' said the second
son,' which my brother threw away, cracked it, and 
MIORAL INSTRUCTION.             79
Acting a Lie.
eaten the kernel; it was as sweet as a nut to the
taste; but my peach I have sold for so much money,
that, when I go to the city, I can buy twelve of them.'
" The parent shook his head reprovingly, saying,
'Beware, my boy, of avarice. Prudence is all very
well, but such conduct as yours is unchildlike and
unnatural.  Heaven guard thlee, my child, from the
fate of a miser.'
" And you, Edmund?' asked the father, turning to his third son, who frankly and openly replied,
I have given my peach to the son of our neighbor,
- the sick George, who has had the fever. He
would not take it, so I left it on his bed, and I have
just come away.'
"' Now,' said the father,' who has done the best
with his peach?'
"' Brother Edmund!' the three exclaimed aloud;
'Brother Edmund!'
" Edmund was still and silent, and the mother
kissed him, with tears of joy in her eyes."
If you discover a disposition to evade the truth,
to act the false part, read the following story, and
lead your pupils to feel that they may be quite as
guilty for acting lies, or withholding'the truth, as
in uttering the lie direct.  In some cases it may
even be more mean.
"' Why, Alfred, how could you tell mother that
wrong story?' said Lucy Somers to her brother.
' You know you did eat one of the apples that was
in the fruit-dish, yet you told mother you did not.' 
THE TEACHER'S ASSISTANT.
True Obedience.
"' Now, Lucy, I did nl't tell aiiy lie about it at
all,' said Alfred.'Mother asked me if I took oue
of the apples from the dish, and I said, No.   Alnd
that was true, for the apple rolled off from the top
of the dish, when I hit the table, and I picked it
up from the floor. Mother did not ask me if I ate
oine, but if I took one from the dish. So you see I
got along finely with it, aind told nothing but the
truth.'"
Can you not make such a story the medium of
good moral impressions, and cause your pupils to
feel that, if they would appear truthful to Him who
knows the heart, they must live and act the truth,
as well as speak it?
Sometimes boys do forbidden acts, relying on the
kindness of their parents, or teachers, for overlooking the error.  Read to them the following:
" A boy was once tempted, by some of his companions, to pluck some ripe cherries from a tree,
which his father had forbidden him to touch.
" You need not be afraid,' said one of them,' for
if your father should find. out that you had taken
them, he is so kind that lihe would not puiiishl you.'
"' That is the very reason,' replied the noble boy,
why I will not touch them.  It is true nay father
would not hurt me, but I know my disobedience
would hurt my father, and that would punish me
more than anything else.'
In endeavoring to make correct moral impressionils by repeating particular texts of Scripture, be
80 
MIORAL INSTRUCTION.
Anecdote.
sure that the spirit of the quotation is comprehended.
The following will show how wide of the true mealning the youiing will sometimes strike.
"'A little boy, getting angry with his sister in
their play, struck her.  She cried out,' Ma  ima,
budder knock me! budder knock me!'
"' 0 well, my daughter,' said the mother,' don't
mind it!  Just run up and kiss your little brother,
and heap coals of fire upon his head.'
"The little girl ran up and kissed her brotaer,
and then said,' Where is the shlovel, now? where is
the shovel?'
"This, we apprehend, is by no means a peculiar
perversion Qf the moral teaclhings of Christ."
-f you can instil into the hearts of your pupils a
true regard for truth, so that not only all their
words, but all their acts, shall bear the impress of
truthfulness and honesty, you will accomplish much
in the right direction. I have sometimes thought
teachers erred in being unduly suspicious of their
pupils, exhibiting a lack of confidence in them. It
is better, unless a pupil has really deceived you,
and forfeited all claim to your respect, to confide in
him, and cause him to feel that you consider him
as incapable of doing a wrong or unworthy act. It
is better to confide and occasionally be deceived,
than never to confide.
Never tempt a child to tell an untruthl, or to give
a false reason for an act.  This may be done in
various ways, but more frequently thlrough fear of
81 
THE TEACHER'S ASSISTANT.
Wordsworth's Views.
threatened punishment. Cause a child to feel that
deception and prevarication are always despicable,
-and that any one guilty of them deserves punishment,- and, at the same time, lead him to feel that
a full and candid confession of an error is alike
right and manly. Children do and say many things
for which they can give no good reason, and parents
and teachers often tempt them to give a false reason
by unduly insisting upon having some reason for
an act performed, or an expression made. Wordsworth has thus beautifully expressed the same idea
in the following
AIETRICAI  LESSON.
"I have a boy of five years old;
His face is fair and fresh to see;
His limbs are cast in beauty's mould,
And dearly he loves me.
" One morn we strolled on our dry walk
Our quiet home all full in view,
And held such intermitted talk
As we are wont to do.
"My thoughts on former pleasures ran;
I thought of Kilve's delightful shore,
Our pleasant home when Spring began,
A long, long year before.
"A day, it was, when I could bear
Some fond regrets to entertain;
With so much happiness to spare,
I could not feel a pain.
"The green earth echoed to the feet
Of lambs, that bounded through the glade,
From shade to sunshine, and as fleet
From sunshine back to shade.
82 
MIORAL  INSTRUCTION.
Metrical Lesson.
"Birds warbled round me,- every trace
Of inward sadness had its charm;
' Kilve,' said 1,'was a favored place,
And so is Liswyn faim.'
"My boy was by my side, so slim
And graceful in his rustic dress;
And, as we walked, I questioned hint,
In very idleness.
"' Now, tell me, had you rather be,'
I said, and took him by the arm,
' On Kilve's smooth shore, by the green sea
Or here at Liswyn farm.?'
"In careless mood he looked at me,
While still I held him by the arm,
And said,' At Kilve I'd rather be
Than here at Liswyn farm.'
"' Now, little Edward, say why so;
My little Edward, tell me why.'
'I cannot tell, I do not know.'
' Why, this is strange,' said I;
"' For here are woods, and green hills warm;
There surely must some reason be
Why you would change'sweet Liswyn farm
For Kilve by the green sea.'
"On this my boy hung down his head;
He blushed with shame, nor made reply;
And five times to the child I said,
' Wfly, Edward, tell me why.'
" His head he raised,- there was in sight   It caught his eye, he saw it plain -
Upon the house-top, glittering bright,
A broad and gilded vane.
83 
84TETAHRSASSAT
Closing Hints.
"Then did the boy his tongue unlock;
And thus to me he made reply:
'At Kilve there was no weathercock,
And that's the reason why.'
"0 dearest, dearest boy! my heart
For better lore would seldom yearn,
Could I but teach the hundredth part
Of what from thee I learn."
Be not regardless of the lesson contained in the
above lines. It is an important one, - one that
should be heeded by every teacher and parent. At
all times do what you can to encourage an honest
expression of views and feeling; but do not forget
that young children may sometimes be unable to
give- a definite reason for preferences they may feel.
I will close this letter by enumerating several
particulars in relation to which you should strive
to cultivate correct moral impressions, and secure
right moral action.  At appropriate times, read stories or relate anecdotes which have a bearing upon
these subjects, and do what. you can to quicken and
strengthen the better feelings of the heart, and call
into action all those refined and moral susceptibilities whiich tend most to elevate and ennoble human
nature. In doing this it will not be necessary that
you should advance aiily ideas of a sectarian bearing.
You may say and do all that may be essential, witlh
out manifesting any of those distinctive preferelnces whiichl will be offensive to others.  ~Ioral and religious duties and obligations you may teach and
T]EIF, TEACHER'S ASSISTANT.
84 
MORAL INSTRUCTION.
Subjects named.
enforce; but theological dogmas and discussions
belong not to the school-room.  Be judicious, and
you may accomplish much on each of the following
subjects: -
Obligations to our Creator.
Duties to parents; to teachers; to brothers and
sisters; to friends and companionls; to strangers
to the -unfortuniate.
Obedience to parents and teachers: should be
prompt and cheerfiul, and not forced and reluctant.
Patience and perseverance.
Diligence.
Self-control, -both in cases of personal dangex
and in times of provocation.
Benevolence and selfishness, - contrasted.
Generosity and covetousness, -  contrasted.
Anger, - government of passions.
Cruelty to alnimals.
Neatness in appearance and habits.
Punctuality.
Gentleness,- in word and deed.
Duty to obey the laws.
The golden rule.
Doing good to all, - even to those who injure us.
Speaking evil of others.
Make promises with caution, - filfil with prompt
ness.
True courage is daring to do right.
Think the truth, - speak the truth, - act t'1,;
truth.
Honesty in word and deed.
8
85 
THE TEACHER'S ASSISTANT.
Subjects. - Continued.
Bad habits.
School duties.
Courtesy,- politeness.
Forgiveness of injuries.
On use of profane or improper language.
Fidelity to every trust.
Labor conquers all things.
Avoid bad company.
It is better to suffer wrong than to do wrong.
Falsehood; deception  prevarication.
Always safe to do right, - never safe to do wrong.
Guard against little sins and trifling errors.
Whatever is worth doing at all, is worth doing
well.
On the above, and kindred topics, you may safely
strive, by "word and example," to exert an influence which shall be for the true good of your pupils.
Your sincere friend,
C.
86 
I,ETTER'VIII.
ORAL TEACHING.
MY DEAR FRIEND:
YoIJ wish to know what prominence you shall
attach to oral instruction, -to what extent you
shall use it, and how, when, and where. The question, ill all its bearings, is an important one.  Let
us consider the subject. Not many years ago it was
tile nearly universal practice in schools, to conduct
all recitations in strict accordance with the language
of the textbook, — the teacher asking the printed
question, the pupil giving the printed answer. To
some extent the same plan is adopted in many
schools at the present time. The practice, whenever and wherever pursued, Will not lead to true development of mind. The evil results of this course
have become apparent, and educational lecturers
and writers have called attention to the subject,
and urged reform. They have declaimed and writtenll against it, and wisely and strongly contended
for a change. But, in education, as in other concerns, one extreme is very apt to follow another. In
advocating the importance of oral teaching, many
went too far, and gave undue prominence to the 
THE TEACHER'S ASSISTANT.
Oral Teaching.
subject. Some teachers went so far as to contend
that oral teaching was the only true method, and
that text-books should be almost, if not altogether,
discarded. I recollect a visit, many years ago, to a
school kept by a man somewhat advanced in years,
who was taken captive by the phrase " oral teaclhiig."  No' pupil had a book before him, but the
teacher was attempting to amuse and instruct them
by telling stories, they very listlessly hearing. Thlis
he considered the very acme of oral instruction,
and yet the stories lie told had inot the remotest
bearing upon the school, or any of its appropriate
exercises, nor were they in any sense adapted to
awaken mind, or impart moral precepts.  But you
will readily see that this man was adopting a course
quite as erroneous as the former, - tending, as it
would, to relieve the pupil from true mental discipline, and to weaken his self-reliance.
The true course is a medium one, -a judicious
blending of the two;  and those teachers will be
the most successful who properly unite the two
modes. The objection to'the old method was not
so much to the use of the text-book, as to the improper and excessive use of it. The book should
be used by the pupils, and its contents be learned.
The important truths and principles of each lesson
should, if possible, be comprehended. If they are
clearly understood, they may be, and shoutld be,
clearly expressed.  Ili order that a pupil's kniowledge of a lesson may be ascertaiined, tlhe tcacllher
should freely use the oral method, and ask such
88 
-~~~OA TECIX.8
Mere Word-Definitions not enough.
questions as will thoroughly test the ability and
comprehension of the pupil. Ill conducting a recitationl, thie teacher should not feel confined to the
mere questions of the book.  With a clear understanding of the subject, he should strive, by incidental remarks and illustrations, and by judicious questions, to awaken thought, and secure trfe mental
discipline.
Even the simplest questions in geography, grammar, etc. may be expanded and varied, and made
suggestive of other questions; and the oral method
should be mainly applied to secure this expansion
and variation.   The  first question in geography
usually is, "What is geography? " and the printed
answer is, " A description of the earth." But how
few pupils, taught merely by rote, have any clear
and well-defined knowledge of the subject. A pupil
may give a word-definition of a cape, an island,
peninsula, isthmus, etc., without really possessing
any correct conception of the object or thing thus
defined.   It should be the duty and aim of the
teacher to ask such questions, and use such illustrations, as will make an accurate and permanent
impression on the mind.
If the lesson be in arithmetic, and some particular rule is under consideration, let the teacher propose such questions as will tend to elucidate the
subject, and test the scholar's comprehension. For
instance, if the lesson is in Interest, much of the
time devoted to the recitation may be most profitably used by asking questions aside from those con                 8*
89
ORAL TEACHING. 
THE TEACHER'S ASSISTANT.
Object Lessons.
tained in the book, though involving the same principle.  At every step the teacher may properly and
profitably propose questions, uniformly rememberiig that his true object is to awaken thought, and
promote right and wholesome mental development
and discipline; or, in other words, to teach his
pupils how to think, to investigate, to understand.
In attempting to favor oral teaching, some have
fallen into an excess of talking. To tell a child a
fact, is not half as valuable to him, in many instances, as some hint or indirect aid, by which he
would be led to make the discovery himself, in part,
if not entirely. In no case regard oral teaching as
an entire substitute for the book, but merely as an
accompaniment for the purpose of confirming, elucidating, and expanding the lessons of the book.
With very small children, for a time, most of the
instruction should be of the oral kind. But here,
even, great caution is necessary, in order that oral
teaching may not degenerate into mere talk. Objects should form the basis of many of the lessons for
the youngest pupils in our schools; and it should
be the constant aim of the teacher to ask such questions as will awaken thought in the mind of the
child. Such lessons will be given without a book,
and, of course, will be wholly oral. It is quite an
error to suppose that a child must be told everything that he does not know. The true way is, for
the teacher to ask questions and give suggestive
hints; but, in most cases, to leave some point for
further thought and investigation on the part of the
90 
ORAL TL'AcnING.                91
A Specimen Lessorn.
pupil.  The mechanic, who should hope to make an
accomplished workman of an apprentice, by doing
all the work for him, instead of requiring him to
practise for himself, would be no more unreasonable
than those teachers who attempt, by mere talking,
to awaken thought and secure mental growth. I
will illustrate my idea of an oral object lesson by
giving an example. I will give other examples in
a future letter. I will suppose that the teacher
points to the side of the school-room, to the plaster wall, and that the following conversation takes
place. I would, however, recommend that your
usual practice be, to ask a question with the understanding that all who think they can answer will
raise the right hand, and that some one be selected
to give an answer, and if any have a different answer, let them be called upon to give it.
Teacher.  "Now,  children, give  attention.   I
wish to ask you a few questions. Let us see who
will answer the most. What do we call this?"
Pupils.  " The wall, or side of the room."
Teacher. "' Very well. Of' what is it made?"
Pupils.  "Of plaster."
Teacher.  "Yes, we call it plaster.  Of what is
plaster made?"
Pupils.  "Of lime."
Teacher.  "Is lime the only article in plaster?"
One Pupil.  "I saw the masons put in some
hair."
Another.  "And I saw them put in sand."
Teacher.  "You are both right.  Hair and sand
91
ORAL TEACHING. 
THE TEACHER'S ASSISTANT.
The Tendency.
are both used in making plaster. Can you tell
what it is called before it is placed upon the wall?"
One Pupil.  "My father calls it mortar."
Teacher.  "Yes, that's right.  In making mortar you say lime, hair, and sand are used. Can you
tell me why hair is used?"
After some hesitation, one pupil says, " I guess it
is used to hold the mortar together better."
Teacher. "Very good. Now can any one tell
me why sand is used?"
All hesitate, and no one offers an answer. The
teacher then says, " As no one knows why sand is
used, we will wait until to-morrow, and see if you
can find out. Perhaps your parents will tell you,
or; if not, you must ask a mason. Hiow many of
you will try to find out why sand is used, and tell
me to-morrow?  (All hands raised.)  I wish you
would also try to tell me all you can about lime, of
what, and how, it is made, where it is made, and
for what used besides in making mortar. We will
talk about lime at our next lesson."
It will be readily seen, that pupils would go home
from a brief lesson of this kind abounding in inquisitive questions. Father and mother, brother
and sister, and all whom they meet, will be interrogated for information; and the whole neighborhood
will be made fully sensible that a school exists, and
that an active, efficient, live teacher is at the head
of it.
Your sincere friend,
C.
92 
LETTER IX.
RECITATIONS.
MY DEAR FRIE'ND
POucH of your success and usefulness as a teacher
will depend upon the mannerin which you conduct
recitations. In some schools but little benefit results from these exercises; indeed, in somne cases
they are prejudicial to the true advancement and
improvenment of the pupils.
For what are recitations designed? I answer,
briefly, to afford the teacher an opportunity, not
only for ascertainling what the pupil does know in
relation to the passing lesson, but also (and this is
more, important) what lie does not know, - that
light may  be  imparted when  and where really
needed, and that more effort on the part of the
learners may be required and encouraged, when
and where it may seem desirable and essential. I
will give you a few brief hints on several points.
Assignm,ent of Lessons.-Much care and judgment should be used on this poilnt.  Lessons should
be neither too long nor too short.  It would not Jbe
well to assign a lesson that would severely tax the 
TIl'E TEACHER'S ASSISTANT.
System.- Record.
ability of the best pupil in the class, nor would it be
well to give one that thle dullest member could
readily learn. A lesson adapted to the capacity of
the medium talent of the -class will be right, -one
that will require close application on the part of the
dullest members.
Regulalrity  and System. -Have a regular time
for each exercise, and let it receive attention at
the right time.  Let not one lesson encroach upon
the time that belongs to another.  After classifying
your school, and learning what is to be done, strive
judiciously to apportion your time and attention to
the several classes as circumstances may require,neglecting none, giving no undue prominence to
any.  See that your pupils move in an orderly and
quiet way to and from the place of recitation.
Keep a Record of each Recitation. -This will
have a good influence over the pupils, and iiicite
them to diligence.  It will also be a convenient
form in which to exhibit. to parents and visitors the
character of the various recitations.  The scale for
marking may vary according to circumstances or
range of studies. From 0 to 3 will answer ill most
schools. If a recitation is perfectly satisfactory, let
it be indicated by 3; if a little defective, by 2; if
unsatisfactory, by 1; and if entirely faulty, by 0.
The scale of marking may in some cases be extended
to 5, or even to 10. At another time I will give
youi a form of record.  (Sem Appendix.)
94 
RECITATIONS.
Teach the Subject.
Make Preparation for the Recitation. - Though
the lesson may be one which has previously received
attention, and occupy ground that may seem familiar
to you, it will still be desirable for you to examine
the same with reference to the anticipated recitation.
Perhaps some new mode of explaining principles, or
some anecdote for illustrating, may occur to your
mind whereby you may impart fresh interest to the
lesson. So far as possible, I would advise that you
examine each lesson with a special reference to its
proposed recitation.
Teach the Subject, and not mere Words. -It
has been a very common fault of the teaching in
our schools, that it has been too formal, - too much
confined to the language of the text-books. Teachers have asked the questions from the books, and
pupils have repeated the answers as contained in
the book. This may be well to a certain extent,
and yet such a course alone constitutes but a small
part of a true recitation.  Words without ideas are
)but little worth, - but little worth only as the
clear exponents of ideas. A pupil may be able to
repeat the words of a grammar from beginning to
end, and yet have no clear and well-defined ideas of
the structure or analysis of language.  If he has
learned mechanically, no thoughts have been awakeued, no valuable impressions have been made.
WVith a view to' testing the understanding of your
~pupils, and awakening thoughts, ask many incidental questions, such as are not contained in the text
95 
9THE- TEACHER'S ASSISTANT.
Attention. - Exactness.
book, but such as are pertinent to the subject under
consideration.  It is not unfrequenltly the case that
a pupil may perform certain operations with the
text-book or a given model under his eye, and yet
not clearly comprehend the principles involved. Ill
all your teaching, consider that your true duty
is to awaken thought, to encourage investigation,
to lead your pupils to examine, to think for themselves.
Insist on Attention.- It is too often the case, that
the benefits of a recitation are lost through the listlessness or inattention of members of the class. Let
your pupils clearly understand that you will proceed
with no exercise, unless you can have their strict
attention.  As one means of securing this, adopt no
undeviating order for asking questions at a recitation. Ask the question, and then designate some
one to answer the same.  It should be deemed sufficient if the question is asked once distinctly, with
the understanding that ally and every member of
the class is liable to be called upon for an answer.
It is a good way to place the names of the class in a
small box, and then, as you ask the question, take
some name from the box, and have that decide from
whom an answer is expected.
Insist on Exactness, Promptness, and Energy.Pupils are prone to give partial or imperfect answers. These should not be regarded as satisfactory. One of the greatest advantages of a recitation
96 
REIATOS                            9
RE CITATIONS.
Explanations should be Clear.
consists in the accuracy, precision, and clearness
with which questions are answered.  Require answers that shall be perfectly intelligible to all, such
as will give the clearest evidence that the pupil
comprehends the subject, and is not merely repeating words that are to him meaningless. Also insist
that answers be given promptly and energetically.
Avoid, assiduously, a dull, monotonous, indistinct
mode of reciting; and with equal care avoid the
" drawing-out process," by means of which " piecemeal" answers are obtained, or drawn out, by asking certain leading questions. Let it be always remembered, that a pupil is not, ill any true sense,
prepared with his lesson unless he call promptly,
and without aid from any one, give a clear and full
answer to the question proposed.
Xctke all Explanations and Corrections plain and
intellig,ible. - This is not always done by teachers.
They seem not to realize the difference  between
their own minds and those of their pupils, and they
are often too ready to believe that a principle or
explanation must be as clear to the minds of their
pupils as it is to their own, and yet the truth may be
far otherwise.  Two or three amusing illustrations
occur to my mind. A certain teacher was preparing
his pupils for examination, anld, I am sorry to say,
practising a little special drill preparatory to the
occasion.  One pupil was to define " Faith,"  and,
with a view to prepare  the boy for his part, the
teacher illustrated by using a teacup and an apple.
9
97
e 
TIlE TEACHIERS ASSISTANT.
Amusing Anecdotes.
Hie first placed the apple under the cup, in presence
of the pupil, and then said, "You know the apple
is under the cup, because you saw me place it there.
Now, Faith would cause you to believe that it was
there, if I told you so, though you might not see me
place it there." With words like these the subject
was left, and on examination day, when the lad was
asked to define Faith, he very promptly said, "It
is an apple under a teacup."
A little boy once came to the following passage in
his reading lesson.  " Abraham, Isaac, and Jacob
were patriarchs." The little fellow read as follows:
"Abraham, Isaac, and Jacob were partridges."
"No," says the teacher, "not partridges, but patriarchIs."  Very soon the lad came to the same word
again, when, after a little hesitation, hlie looks into
his teacher's face and says, "H Iere's another of
those queer birds, and I forget what you called it."
If the teacher had explained the meaning of patriarch, the pupil would not have made this error;
but the very manner in which the correction had
been made led the lad to suppose that partridges
and patriarchs were both birds, though  not the
same bird.
A little girl was once called upon to define ferment, and gave as an answer, " to work," which
was received as satisfactory.  She was subsequently
called upon to compose a sentence which should
coitain the word, and she wrote, "I love toferment
in thegcarden."  From these instances you will not
fail to draw practical hints and inferences.
98 
RP,CITATIO()NS.
Thoroughness.
Encourage Thlorouglhness.- If possible, cause
your pupils to learn thoroughly whatever they un dertake to learn. Often impress upon their minds
the truth and importance of the maxim, " What ever is worth doing at all, is worth doing well."
Professor Davies, the distinguished mathematician,
gives the following rules, which it would be well
for every teacher to observe: -
1. Teach one thing at a time.
2. Teach that one thing well.
3. Teach its connections.
4. Feel, and teachl, that it is better to know
everything of something, than to know something
of everything.
Encourage your pupils to ask questions in relation to the lesson, or some point in the lesson.  Before they pass from the recitation-seat, say to them:
" If there  is any principle in the lesson which
you do not comprehend, or if I have not been uLnderstood in my explanations, I wish you to say so
freely. Our object is, not merely to attend to the
recitation, but to understand the subject; and very
likely they who are most anxious to know, to learn,
will be most ready to ask questions." It may not
always be advisable to give an immediate answer to
every question that may be asked. You may think
it best that the pupils investigate for themselves.
In this case, give them a few suggestive hints, and,
with words of encouragement, ask them to give
more attention to the subject, and if they fail to discover all they wish, you will explain more fully at a
13 
TIlE TL-ACHER'S ASSISTANT.
Drawiig-out Process.
future time.  Always bear in mind, that it is not
thiat which you do directly for your pupils that most
benefits them, but that which you incite them, by
expressions of encouragement, to do for themselves.
A simple hint, as a step to the desired information,
will often be of more real benefit, than a direct communication of the knowledge sought.
Studiously avoid thle " Drawing,-out" Process.This is;so admirably described and illustrated by
another,* that I shall quote at some lengthl his language.   The " drawing-out" process "consists ill
asking what the lawyers call leadin, questions. It
is practised, usually, whenever the teacher desires
to help along the pupil.' John,' says the teacher,
when  conducting  a recitation in Long  Division,
John, what is the rtiumber to be divided called?'
John hesitates.' Is it the  dividend?' says  the
teacher.' Yes, Sir, - thle dividend.'' Well, John,
what is that which is left after dividing called?the remainder - is it?'    Yes, Sir.'  A visitor now
enters the room, and the teacher desires to show off
John's talents.'Well, John, of what denomination is the remainder?'  John looks upon the floor.
'Is n't it' always the same as the dividend, John?'
* From the "Theory and Practice of Teaching," by David P.
Page, A. \M.; a work of the highest merit, the twenty-fifth edition of
which has already been issued by the publishers, A. S. Barnes and
Burr, New York.  It is a work which should be in the hands of
every teacher, and will prove worth a hundred-fold its cost to any
who will regard its hints.
100 
REcITATIONs.                101
An Example. - Teaching History.
'Yes, Sir.''Very well, Jolon,' says the teacher,
soothingly,' what denomination is this dividend?'
pointing to the work upon the board.' Dollars, is
it not?'' Yes, Sir,- dollars.'' Very well; now
what is this remainder?' John hesitates.'Why,
dollars, too, is n't it?' says the teacher.' 0 yes,
Sir, dollars!' says John, energetically, while the
teacher looks complacently at the visitor, to see if
he has noticed how correctly John has answered!
"A  class is called to be examined in History.
They have committed the text-book to memory; that
is, they have learned the words. They go on finely
for a time. At length one hesitates. The teacher
adroitly asks a question in the language of the text.
Thus -'Early in the morning, on the 11th of Septemnber, what did the whole  British  army do?'
The pupil, thus timely reassured, proceeds:' Early
in the morning, on the 11th of September, the whole
British army, drawn up in two divisions, commenced
the expected  assault.'   Here again she pauses.
The teacher proceeds to inquire:'Well, - As,greeably to the plan of Howe, the right wing, did what?'
Pupil.'Ag,reeably to the plan of Howe,  the
right wing'
Teacher.' The  right  wing,  commanded  by
whom?' Pupil.' Oh! Agreeably to the plan of
Howe, the rig,ht wing,, commanded by Knlyphliausen,
made a feint of crossing the Brandywine at Chad's
Ford,' etc."
This is a very, common way of helping a dull
pupil out of a difficulty; and I have seen it done so
9 *
101
RECITATIONS. 
THE TEACHER'S ASSISTANT.
A further Example.- Yes, Sir.
adroitly, before a company of visitors, that it was
wonderful to see how thoroughly the children had
been instructed!
I may further illustrate this drawing-out process,
by describing an occurrence, which, in company
with a friend and fellow-laborer, I once witnessed.
A teacher, whose school we visited, called upon the
class in Colburni's First Lessonls. They rose, and
in single file marched to the usual place, with their
books in hand, and stood erect.  It was a very good
looking class.                         -  X
" Where do you begill?" said the teacher, taking
the book.
Putpils.  "On the eightieth page, third question."
Teacher.  "Read it, Charles."
Chliarles. (Reads.) " A mall being asked how
many sheep hlie had, said that hlie had them in two
pastures; in one pasture hlie had eight; that three
fourths of these were just one third of what he had
ill the other. HIow many were there in the other?"
Teacher.  " Well, Charles, you must first get
one fourth of eight, must you not?
Charles.  "Yes, Sir."
Teacher. " WVell, one fourth of eight is two,
is n't it?"
Charles.  "Yes, Sir; one fourth of eight is two."
Teacher.  "Well, then, three fourths will be three
times two, woii't it?"
Chlarles.  "Yes, Sir."
Teacher.  "Well, three times two are six, ell?"
Charles.  "Yes, Sir."
102 
ECITATION5.                103
RECITATIONS.
Hardy Mental Labor.
Teacher.  ",cry well."  (A  pause.)   "Now,
thie book says that this six is just one third of what
hlie had in the other pasture, don't it?
Charles.  " Yes, Sir."
Teacher.  "Then if six is one third, three thirds
will be-  three times six, won't it?
Charles.  " Yes, Sir."
Teacher.  "' Anld three times six  are eigliteel,
are In't it?
Charles.  " Yes, Sir."
Teacher.  " Then he had eighteen sheep in the
other pasture, had he?"
Charles. " Yes, Sir."
In relation to the above-described process, Mr.
Page very justly remarks: " The teacher should at
once abandon this practice, and require the scholar
to do the talking at recitation.  I need hardly suggest, that such a course of extraction at recitation,
aside from the waste of time by both parties, and
the waste of strength by the teacher, has a direct
tendency to make the scholar miserably superficial.
For why should lie study, if he knows from constant
experience, that the teacher, by a leading question,
will relieve him from all embarrassment? It has
often been remarked, that'the teacher makes the
school.'  Perhaps in no way can lie more effectually
make an inefficient school, than by this drawinb,-out
process."
Cultivate a Self-reliant Spirit. -Whlile undue
boldniess should be discountenanlced at all timnes, a
103 
THE TEACHER'S ASSISTANT.
Encouragement. - Captain Hall.
true spirit of self-reliance, based on a well-grounded
confidence, should be studiously cultivated. A diffi dent, self-distrusting spirit always causes its pos sessor to appear at great disadvantage, while a de gree of manly confidence, based on a true conscious ness of understanding a subject, will give power to
him who exercises it.  Some pupils are naturally
reserved, afraid to give utterance to their thoughts
and ideas.  Such need much kindness and encour agemenlt. A word or look of reproof will entirely
crush out ally feelings of confidence that may have
existed. Deal gently with them, commending them
for any approximation to what is desirable, rather
than censuring them for defects and short-comings.
Kind and cheering tones and words have a wonderfiul power for good, while captious tones and
frowning looks are extremely dispiriting in their
effects.   Captain Basil Hall illustrates the same
ideas in the case of two sea-captains.  It was the
habit of one, as he came on deck, to look about to
discover points for his approval. As he glanced at
the decks, lie would, with smiling countenance, say:
" How white and clean you have got the decks today! I think you must have been diligent all the
morning, to have got them into such order."  The
other would, with sour looks and captious tones,
seek for points to censure. If the decks were perfectly clean and white, instead of noticing the same,
he would seek for some trifling defect, and, pointing
to a bit of rope-yarn left under the truck of a guln,
hlie would say: "I wish, Sir, you would teach these
I /-, -1
I 
RECITATIONS.                                       105
MIake Recitations Interesting.
sweepers to clear away that bundle of shakings!"
The influence of the former was like magic for promoting a kindly, co-operative spirit; that of the lat
ter was promotive of a spirit of indifference, if not
of opposition.  Captain Hall very justly remarks:
"It requires but very little experience of soldiers or
sailors, children, servants, or any other kind of dependents, to show that this good-humor on our part
towards those whom we wish to influence, is the best
possible coadjutor to our schemes of management."
Caln you not profit from these hints?
ClVake Recitations Interesting. - This you may
do in various ways, but in none more tlhan in showinig yourself to be interested.  Indeed, if you feel
deeply interested in the exercise, you will cause
your pupils to feel the same.  "As is the teacher,
so will be the pupils," in this and many other particulars.   Then be earnest, energetic, interested,
if you would have your pupils be so. Seek to
elucidate and enliven every lesson by appropriate
illustration and pertinent anecdote.   Expand the
subject under consideration by stating facts and
incidents additional to those contained in the book;
and never feel satisfied with a recitation, unless you
have fill assurance that your pupils pass from the
same with a clearer and more accurate comprellensioln Qf the subject, than they had when they came
to it.  Be sure that at each recitation some truth or
principle, new to your pupils, is developed, or some
additional light imparted in relation to a subject or
principle previously considered in part. 
THIE TEACHER'S ASSISTANT.
Anecdote. —Throwing Stones.
Efforts in themselves uninviting, and laborious
even, may be made pleasant and attractive, by connecting them with some agreeable object or association.  The following anecdote will illustrate this
point, and the same principle may often be used to
advantage in school exercises.
A certain man directed his son, on a given afternoon, to pick up the stones, which abounded ill a
small lot of land, and place them in a pile under
the wall. The lad considered this very dull work
for a holiday afternoon; but, nevertheless, hle went
to work.  His mates were happily playing in the
street, not far distant. After working for a short
time he left, and, joining the boys at their sports,
took an early opportunity to suggest a new play;
and that was "to throw stones at a mark."  " 0
yes!" shouted the boys, " that'11 be nice sport; but
where shall we go?"  " Why,"  says the lad first
named, " over in mxny father's lot will be a capital
place.   There are stones enough there, and my
father will let us throw as Imany as we please."  At
this the whole company rushled to the lot.  The
mark was placed by the interested lad in the very
spot where he had already so tediously placed many
of the stones, and in a very short time the lot was
cleared of stones, and all the lads felt that they had
had fine sport; and no one enjoyed it with more
relislh, or participated more earnestly, than thle very
lad who had planned " the sport." From this learn
a lesson.
Your sincere friend,
C.
106
f 
LETTER X.
OBJECT LESSONS.
MY DEAR FRIEND:
IN a previous letter I alluded to the value of lessons on objects, and promised to give you two or
three specimens of such lessons.  For young pupils these may be frequent, but not long; and with
pupils of all ages they may be made profitable, if
judiciously conducted. The true design of such
lessons should be to cultivate habits of attention
and observation, and at the same time lead pupils
to give expression to their thoughts and views; in
other words, to train them to see and describe what
they see.  They will even do more than this;they will cause pupils to think, to compare, to investigate. If, however, you would have exercises
of this description productive of the highest good,
make it a point to secure accuracy and propriety il
the answers given, remembering that it is a prominent object to train children to give correct and
lucid expression to their ideas. After giving you
two or three sample exercises, I will enumerate a
list of objects, each of which may be the basis of a 
THE TEACHER'S ASSISTANT.
Object Lesson. - Feather.
lesson.   Let me  advise, however, that you commence such lessons by a few simple questions that
may be pretty readily answered.   It greatly encourages children to feel that they can answer questions proposed by their teacher, and the mere fact
that they have answered some correctly, will give
them confidence to continue their efforts; while an
opposite course, in which a few difficult questions
are asked at the outset, will tend to embarrass and
discourage them.  It will also be well, near the
close of every lesson, to ask one question, or more,
to which you will not be likely to obtain correct
answers. By leaving some question o: questions
unanswered till a future time, you may do much
towards awakening a spirit of investigation and inquiry.   Two  ideas should be made  clear to the
pupils by these lessons; one, that they know some
facts in relation to the objects you present for their
attention; the other, that there is something more
to be learned on every subject. In this way you
may encourage a becoming confidence, and at the
same time check a spirit of self-conceit.
The following lesson I take from the Canada
Journal of Public Instruction, making a few changes.
The object is a "Feather," which the teacher holds
in view of the class, when the following conversation takes place.
Teacher.  "What have I in my hand?"
Pupils.  "A feather."
Teacher.  "Whence did it come?"
Pupils.  "From a bird."
108 
OBJECT LESSONS.               109
The Fitness of Feathers for Birds.
Teacher.  " How do you think a bird would feel
without feathers?"
Pupils.  "It would be very cold."
Teacher. " What do we wear to keep ourselves
warm? "
Pupils. " Coats, jackets, stockings, etc."
Teacher.  "What do we call these?"
Pupils.  " Clothes."
Teacher.  "What do birds have for clothes?"
Pupils.  " Feathers."
Teacher.  "Can you think of any animals that
wear clothing different from that we wear, and also
different from that worn by birds?"
Pupils. "The sheep wears wool; the dog and
horse have hair."
Teacher.  "Now look."  (Throwing the feather
into the air.)  "What do you see?"
Pupils. " It flies, or floats in the air."
Teacher.  " If I toss a penny into the air, will it
do the same?"
Pupils.  "No, it will fall to the floor."
Teacher.  "Why does the. feather float, and the
penny fall?"
Pupils.  "Because the feather is light, and the
penny heavy."
Teacher.  "Can any of you tell me why feathers
are better for birds than clothing like ours, or wool
like the shleep's?"
Pupils.  "Because they are light, and birds can
fly better with them."
Teacher.  "Very well.  If they had heavy cover                  10
109
OBJECT LESSONS. 
THE  TEACH ER'S ASSiSTANT.
The Qualities of Feathers.
ing, they could not rise into the air, or if they did,
they would soon fall down. From this we may see
how wise and good our  IHeavenly Father is.  He
even cares for the birds. He says in the Bible, that
a little bird shall not fall to the ground without his
notice. Now if God sees all the little birds, and
takes care of them, do you think he will ever forget little children?  In the same passage in the
Gospel, which tells of God's care of the little birds,
it says, he takes still greater care of his children.
I wish you would all try to find the verse I mean,
and learn it to say to-morrow. Boys sometimes
kill birds and destroy their nests, - is that right?
Pupils.  "It is not."
Teacher. "No, it is very cruel, and I hope you
will never do so. Now, children, examine these
feathers, -  are they all alike?"
Pupils.  " One is white, one is black, and one is
brown."
Teacher.  " What, then, will you say of the color
of feathers?"
Pupils.  " They have different colors."
Teacher.  " Now  take one in your hand, and
tell me how it feels?"
Pupils.  "It is soft."
Teacher.  " Are all parts soft?"
Pupils. " No, fthie middle part is hard."
Teacher. " Yes, the middle part, which we call
thie stem, is hard, while the down, or feathery part,
is soft.  Is there any other difference between the
two parts?"
110 
OBJECT LESSONS.               111
Uses of Feathers.
Pupils.  "The stem is bright and smooth, but
the rest is not."
Teacher.  "What do we say of those things that
shine?
Pupils.  "We sometimes call them brilliant."
Teacher. "And what of things that do not
shine?"
Pupils.  "We call them dull."
Teacher.  " Do you notice ally other difference
between the two parts? Will all parts bend alike?"
Pupils.  "No, the quill or stem part does not
bend easily, -it is more stiff."
Teacher.  "Name  some other things that are
stiff."
Pupils.  "Wood;  stolne; slate."
Teacher.  "For what are feathers used?"
Pupils.  "For making beds."
Teacher.  "Why are they good for making beds?"
Pupil.  " Because they are soft."
Teacher.  "There are many other cuLrious things
about feathers which I will tell you at another time.
You may now repeat what yoil have learned about
feathers."
Pupils.'" Feathers are the  clothing of birds.
They are very light and soft. God takes care of
the little birds, and still more care of us. Feathers
are of different colors.  The stem of the feather is
hard and stiff and shining; but the down is soft
and dull.  They make good beds, because they are
soft."
Teacher.  "You may now repeat the names of
ill
OBJECT LESSONS. 
THE TEACHER'S ASSISTANT.
Lesson on Lines.
the different kinds of birds you have seen, and I
will write them upon the blackboard; and at our
next lesson I shall call upon you to spell them and
to describe them, or tell what you know of them."
Pupils.  (Repeat as the teacher writes.) "Robin;
Canary; Sparrow; Hawk; Crow; Eagle; Blackbird; Thrush; Owl; Linnet; Lark; Chickadee;
Bobolink; Wren; Woodpecker; Oriole; Parrot;
Swallow; Martin," etc.
I will now give one of a different nature, - or,
rather, three or four brief ones connected, and
adapted to children who have not learned their
letters.* " If they are given to children who have
learned to read, the names should be spelled, -written on the board by the teacher, and on the slates
by the pupils. What has been learned of the lines,
should be applied in learning the alphabet; referring
to a list of plain capitals, and pointing to the parts
of different letters, ask the pupils to say whether
the part designated is curved or straight.  Then request them to point to the letters which have no
straight linlies, and those which have no curve lines."
In the lessons on Lines, which follow, the answers of the pupils are not always given. The main
purpose is to give the teacher's part, merely as
suggestive. Each will expand and vary according
to circumstances, or according to his own peculiar
views.
* By J. D. Philbrick, in "The Massachusetts Teacher."
112 
OBJECT  LESSONS.
Straight Lines.- Curve Lines.
OBJECT LESSONS.-LINES.
FOR PRIMARY SCHOOLS.
LESSON I.
Straight Line.                Curve Line.
You see what I have drawn on the board.
Are these lines alike?
How do they differ from each other?
One is straight and the other is not.
We call the one which is not straight, a curve
line.
You may tell me the names as I point to them.
Which is this? Repeat it.
And this?  Repeat it.
James may come and point to the straight line.
Now to the curve line.
You may now make them on your slates.
If I stretch this thread thus, what line does it
make?
Now if I bring the ends nearer together, and let
it bend down thus, what line does it make?
A line that is not bent in any part of it, is called
a straight line. Repeat together.
A line that bends in every part, but has no sharp
corners in it, is a curve line.  Repeat together.
LESSON II.
Having reviewed the preceding lesson, the teacher
proceeds.
10*
113 
THE TEACHER'S ASSISTANT.
Perpendicular Lines.
You see I have made a line straight
up and down. When a line is made
inl this direction, we call it a perpen Perpendicular Line. dicular line.
You may say perpendicular line.
We will analyze the word perpendicular.
You may make four on your slates.
I will look at some of your slates. 
Jane has made them very well.
Look at Jane's; you see they are straight up and
down.
Now erase them, and try again.
Now see me make one on the board (all oblique
one).
Is it right?
It is not straight up and down.
It is not perpendicular, you mean.
Well, I will make this one right.
You may try again.
Edward may come up and hold this pointer in a
perpendicular direction.
Tell me what you see in the room that is perpendicular.
The sides of the door, and of the windows, and of
the blackboard.
LESSON III.
Review the preceding lesson.
Now I have made a straight line
Horizontal Line. across the board. When a line is
made in this direction, we call it a horizontal line.
114 
OBJECT LESSONS.                                115
Horizontal and Oblique Lines.
You may say horizontal line.
Analyze the word horizontal.
Tihe pointer is now horizontal.
YWho will come and hold it in a horizontal direction?
You may make four horizontal lines on your
slates.
(Proceed as in Lesson II.)
LESSON IV.
Review as before.
Is this straight line perpendicular?
Is it horizontal?
Oblique Line. This is a slanting or oblique line.
You may call it an oblique line. Say oblique line.
Analyze the word oblique.
You see it leans towards the right.
Now I will make one leaning towards the left.
Mary may come and point to the one that leans
to the right; to the left.
(Illustrate with the pointer.  Proceed as in Les
LESSON V.
~      ~
Here are a perpendicular line, a horizontal line,
and two oblique lines.
Which is this (poilnting to the horizontal line)? 
THE TEACHER'S ASSISTANT.
Parallel Lines.
A horizontal line.
This?
A perpendicular line.
This?
An oblique line, leaning or inclining towards the
right.
This?
An oblique line inclining towards the left.
You  may  all lean towards  the  right;- left.
Stand up straight, in a perpendicular position.
Hold out your arms in a horizontal position.
Make these lines on your slates.
Tell the names as I point to them.
LESSON VI.
I have made two straight lines. You
see they are just as far apart in one
place as in another; they run in the
Parallel Lines. same direction.
If two straight lines are just as far apart in one
place as in another, thley'are parallel.
Do you see any things in the room parallel?
The two sides of my slate, the two sides of the
door, of the window, of a pane of glass; the wires
of the numeral frame.
Now I will make three parallel lines.
Make three just like them on your slate.
(Practise on these some time; then proceed in
the same way with the horizontal and oblique parallel lines.)
116 
OBJECT LESSONS.              117
OBJECT LESSONS.
Lesson on Glass.
The following I take from an English work entitled "Object Lessons," -  a very useful book for the
teacher.
GLASS.
Glass has been selected as a proper substance to
be presented to the children, because the qualities
which characterize it are quite obvious to the senses.
The pupils should be arranged before a blackboard
or slate, upon which the result of their observations
should be written. The utility of having the lessons presented to the eyes of the children, with the
power of thus recalling attention to what has occurred, will very soon be appreciated by the instructor.
The glass should be passed round the party, to
be examined by each individual.*
Teacher.'   What is this I hold in my hand?
Children.  " A piece of glass."
Teacher.  " Can you spell the word glass?"
(The teacher then writes the word " glass" upon the slate, which is thus presented to the whole
class as tile subject of the lesson.) " You have all
examined this glass; what do you observe? What
can you say it is? "t
* By this means each individual in the class is called upon to
exercise his own powers on the object presented; the subsequent
questions of the teacher tend only to draw out the ideas of the children, which he corrects if wrong.
t This question is put, instead of asking, "What are its quali
117 
THE TEACHER'S ASSISTANT.
Qualities of Glass.
Children.  " It is bright."
Teacher.  (The teacher having written the word
" qualities," writes under it, "It is bright."). " Take
it in your hand andfeel it." *
Children.  "It is cold."  (Written on the board
under the former quality.)
Teacher. " Feel it again, and compare it with
the piece of sponge that is tied to your slate, and
then tell me what you perceive in the glass." t
Children. " It is smooth,- it is hard."
Teacher.  "What  other glass is there in the
room? "
Children. "The windows."
Teacher.  "Look out at the window, and tell me
whlat you see?"
Children.  "We see the garden."
Teacher.  (Closes the shutters.)   "Look out
again, and tell me what you now observe?"
Children.  "We cannot see anything."
Teacher.  " Why cannot you see anything?"
Children.." We  cannot see through the shutters."
I
ties " because the children would not, at first, in all probability, understand the meaning of the term; its frequent application, however,
to the answer of this question, will shortly familiarize them with it,
and teach them its meaning.
* The art of the teacher is to put such questions as may lead
successfully to the exercise of the different senses.
t The object of the teacher here is to lead the pupil to the observation of the quality smooth, and he does so by making him contrast it with the opposite quality in another substance; a mode of
suggestion of which frequent use may be made.
118 
OBJECT LESSONS.           119~~~~~
Transparency.
Teacher. " What difference do you observe between the shutters and the glass?"
Children. "' We cannot see through the shutters, but we can through the glass.'
Teacher.  " Can you tell me any word that will
express this quality which you observe in the
glass?"
Children.  " No."
Teacher.  " I will tell you then; pay attention,
that you may recollect it. It is transparent.*  What
shall you now understand when I tell you that a
substance is transparent?"
Chlildren.  " That you can see through it."
Teacher.  "You are righlt.t  Try and recollect
something that is transparent."
Chlildren.  " Water."
Teacher.  " If I were to let this glass fall, or
you were to throw a ball at tthe window, what would
be the consequence?"
Children.  " The glass would be broken.  It is
brittle."
* The fact of the glass being transparent is so familiar to the
children, they will probably not observe it till its great use in consequence of that quality brings it forcibly before their minds. They
then feel the want of a term to express the idea thus formed, and the
teacher gives them the name, as a sign for it, and in order to impress
it upon their minds. To ascertain whether they have rightly comprehended the meaning of the word, they are called upon to give
examples of its application.
t It is but too common a practice to call a child good because he
gives a right answer; thus confounding intellectual truth and moral
virtue.
119
OBJECT LESSONS. 
THE TEACHIER'S ASSISTANT.
Brittleness.
Teacher.  "If I used the shutter in the same
manner, what would be the consequence?"
Children.  "It would not break."
Teacher.  "If I gave it a sharp blow with a very
hard substance, what would happen?"
Children.  " It would then break."
Teacher.  "Would you, therefore, call the wood
brittle?"
Children.  "No."
Teacher.  "What substances, then, do you call
brittle?"
Children.  "Those which are easily broken."
These are probably as many qualities as would
occur to children at their first attempt: they should
be arranged on the slate, and thus form an exercise
in spelling.  They should then be effaced: and if
the pupils are able to write, they may endeavor to
remember the lesson, and put it down on their
slates.
OBJECT LESSON. -FOR OLDER PUPILS.
IRON.
Teacher.  (Holding up a piece of iron.)   " Call
you tell me what this is?
Pupils.  "It is iron, Sir."
Teacher.'" And what is iron, - mineral, animal, or vegetable?"
Pupils. "It belongs to the mineral kiniigdom."
120 
.  121
Articles made of Iron.
Teacher.  "Call you tell me some of its uses,
or name some articles * that are made of iron?"
Pupils. " Nails, screws, bolts, bars, locks, keys,
stoves, ploughs, hammers, wheels, axletrees, shovels,
tongs, pincers, hinges, latches, horse-shoes, chains,
knives, forks, axes, planes, saws, chisels, doors,
chairs, bedsteads, buildings, boats, steam-engines,
locomotives, boilers, pumps, etc."
Teacher.  "You  see that you  have  named  a
great many articles which are made of iron, and
many others might be named. You say that knives,
and other edge-tools, or cutlery, are made of iron.
Are they made wholly of common iron?"
Pupils. " No, Sir, they are composed partly of
steel, wllich is iron refilled and hardened."
Teacher.  " Yes,- we will talk more about steel
at another time. You say that nails are made of
iron. Are all nails alike? If not, name some different kinds?"
Pupils.   " Tack-nails,  shingle-nails, clapboardnails, board-nails, spike-nails, horse-shoe nails,
wrought nails, cut nails." t
Teacher. " What are the principal forms in
which iron is used?"
Papils.   " Cast-iron,  wrought-iron,  shleet-iron,
and steel."  (Here the teacher may ask questions
ill relation to each kind, and its uses.)
* It will be well for the teacher to write these on the blackboard,
as they are given, and let the list be taken for a spelling lesson.
t Ask the purpose for which each is used; the difference between
a cut-nail and a wrought-nail, etc.
I1
OBJECT LESSONS. 
T1III, T~ACIIER'S ASSISTANT.
Iron and Wood.-Iron and Gold.
Teaclier.  " Can you name some particulars in
which iron and wood are alike?"
Pupils.  " Both have solidity, strength, firmness,
durability,- though wood has less than iron."
Teacher.  " Name some points of difference."
Pupils. "Iron is mineral, wood is vegetable;e
iron is not inflammable, wood is; iron is ductile
and malleable, wood is neither."  (Call for a definition of the words used in the answers to the last
two questions.)
Teacher. "IIn what respects are iron and glass
alike?"
Pupils. " They are both solid, both have weight,
neither of them will burn, both may be melted," etc.
Teacher.  " Can you name some particulars in
which they are unlike?"
Pupils. " Glass is smooth, iron is rough; glass
is brittle, iron is not; glass is transparent, iron is
not."
Teacher.  "Which do you think more useful and
important, iron or gold?"
Pupils.  (Variously.)  " Gold, -iron."
Teacher.  "I see you have different  views on
this point, and I will leave the subject for your reflectiorn until another day. I shall also wish you to
inform me where iron is found, the form or condition in which it is found, how it is obtained, how it
is prepared for use, etc.  To obtain information on
these points you can consult books, or ask your
parents and friends. Let us see who will be able to
tell us the most about iron at our next lesson."
122 
OBJECT LESSONS.
An Ear of Corn.
I will add only one more exercise of this kind,
and that I take from Page's "Theory and Practice
of Teaching," a work previously alluded to, and
one that every teacher should own and read. In
this the object is
" AN EAR OF CORN.
"Teacher.' Now, children,' holding up the corn,
and addressing himself to the youngest,'I am going to ask you only one question to-day about this
ear of corn. If you can answer it, I shall be very
glad; if the little boys and girls upon the front seat
cannot give the answer, I will let those in the next
seat try; and so on till all have tried, unless our
time should expire before the right answer is given.
I shall not be surprised if none of you give the answer I am thinking of. As soon as I ask the question, those who are under seven years old, that
think they can give an answer, may raise their
hand.   IVIhat is this ear of corn for?'
"Several of the children raise their hands, and
the teacher points to one after another in order, and
they rise and give their answers.
"Mary.'It is to feed the geese with.'
"John.'Yes, and the hens too, and the pigs.
" Sarah.' My father gives corn to the cows.'
"By this time the hands of the youngest scholars
are all down, for, having been taken a little by surprise, their knowledge is exhausted. So the teacher
says that those between seven and ten years of age
mnay raise their hands. Several instantly appear.
123 
THE TEACHER'S ASSISTANT.
Uses of Corn.
The teacher again indicates, by pointing, those who
may give the answer.
" Charles.' My father gives corn to the horses
when the oats are all gone.'
"Daniel.' We give it to the oxen and cows, and
we fat the hogs upon corn.'
"Laura.' It is good to eat. They shell it from
the cobs and send it to mill, and it is ground into
meal. They make bread of the meal, and we eat it.'
"This last pupil has looked a little further into
domestic economy than those who answered before
her.  But by this time, perhaps before, the five
minutes have been nearly expended, and yet several
hands are up, and the faces of several are beaming
with eagerness to tell their thoughts.   Let the
teacher then say,' We will have no more answers
to-day.  You may think of this matter till to-morrow, and then I will let you try again. I am sorry
to tell you that none of you have mentioned the
use I was thinking of, though I confess I expected
it every minute. I shall not be surprised if no one
of you give this answer to-morrow. I shall now put
the ear of corn in my desk, and no one of you must
speak to me about it till to-morrow. You may now
take your studies.'
" The children now breathe more freely, while the
older ones take their studies, and the next class is
called. In order to success, it is absolutely necessary - that the teacher should positively refuse to
hold any conversation with the children on the subject till the next time for' general exercise.
124 
OBJECT LESSONS.               125
The Effects.
" During tihe remainder of the forenoon the teacher will very likely observe some signs of thouglitfiilness on the part of those little children who have
been habitually dull before. And perhaps some
child, eager to impart a new discovery, will seek an
opportunity to make it known during the forenoon.
'Wait till to-mjrrow,' should be the teacher's only
reply.
"Now  let us follow thlese children as they are
dismissed, while they bend their steps toward home.
They cluster together in groups as they go down
the hill, and they seem to be earnestly engaged in
conversation.
"'  I don't believe it has any other use,' says John.
'0O yes, it has,' says Susan;'our teacher would
niot say so if it had not. Besides, did you not see
what a knowing look he had, when he drew up
his brow, and said he guessed we couldn't find
it out?'
"'Well, I mean to ask my mother,' says little
Mary;' I guess she can tell.'
"By and by, as they pass a field of corn, Samuel
sees a squirrel running across the street, with both
his cheeks distended with'plunder.'
" At horne, too, the ear of corn is made the subject of conversation.' Wlhat is an ear of corn for,
mother?' says little Mary, as soon as they have
taken a seat at the dinner-table.
"Mlother.'An ear of corn, child?  why, don't
you know?  It is to feed the fowls, and the pigs,
and the cattle; and we make bread of it, too -'
11 *
125
OBJECT LESSONS. 
THE TEACHER'S ASSISTANT.
Another Attempt.
"Mary.' Yes, we told all that, but the teacher
says that is not all.'
"Mother.' The teacher?'
"Mary.' Yes, ma'am; the teacher had an ear
of corn at school, and he asked us what it was for;
and after we had told him everything we could
think of, he said there was another thing still.
N,ow I want to find out, so that I can tell him.'
" The consequence of this would be that the family,
father, mother, and older brothers and sisters, would
resolve thiemselves into a committee of the whole on
the ear of corn.  The same, or something like this,
would be true in other families in the district; and
by the next morning, several children would have
something further to communicate on the subject.
The hour would this day be awaited with great interest, and the first signal would produce perfect
silence.
"The teacher now takes the ear of corn from the
desk, and displays it before the school; and quite a
number of hands are instantly raised, as if eager to
be the first to tell what othier use they have discovered for it.
" The teacher now says, pleasantly,' The use I am
thinking of, you have all observed, I have no doubt;
it is a very important use indeed; but as it is a
little out of the common course, I shall not be surprised if you camnnot give it. However, you may
try.'
"' It is good to boil!' says little Susan, almost
springing from the floor as she speaks.
126 
OBJECT LESSONS.
Primary Use of Corn.
"' And it is for squirrels to eat,' says little Samuel.' I saw one carry away a whole mouthful
yesterday from the cornfield.'
" Others still mention other uses, which they have
observed.  They mention other animals which feed
upon it, or other modes of cooking it. The older
pupils begin to be interested, and they add to the
list of uses named.  Perhaps, however, none will
name the one the teacher has in his own mind; lihe
should cordially welcome the answer, if perchance
it is given; if none should give it, he may do as he
thinks best about giving it himself on this occasion.
Perhaps, if there is time, hlie may do so, -after the
following manner.
'I have told you that the answer I was seeking
was a very simple one; it is something you have all
observed, and you may be a little disappointed when
I tell you.  The use I have been thinking of for
the ear of corn is this, - It is to plctnt. It is for
seed, to propagate that species of plant called corn.'
Here the children may look disappointed, as much
as to say,'We knew that before.'
" The teacher continues:' And this is a very important use for the corn; for if for one year none
should be planted, and all the ears that grew the
year before should be consumed, we should have 11no
more corn.  This, then, was the great primary de sign of the corn; the other uses you have named
were merely secondary.'"
I will now close withl  a list of objects suitable for
lessoiis of this kind.
127 
THE TEACHER'S ASSISTANT.
Objects for Lessons.
Glass.
India-rubber.
Leather.
Sponge.
Wool.
Wax.
Whalebone.
Bread.
Ivory.
Chalk.
A pin.
A pencil.
A pen.
A chair.
A stove.
A brick.
A key.
A knife.
A piece of sugar.
An acorn.
A cork.
A piece of glue.
A stone.
A bell.
A wheel.
Cinnamon.
Nutmeg.
Ginger.
Cloves.
Water.
Oil.
for Lessons.
vinegar.
Butter.
Cheese.
Coffee.
Tea.
Rice.
Paper.
Cotton.
Flax.
Hemp
Silk.
Table.
Gold.
Silver.
M~ercury.
Lead.
Copper.
Iron.
Tiin.
Lime.
Coal.
Granite.
Salt.
Slate.
Feather.
Coral.
GLLtta-percha.
A book.
A piece of fur.
A lhat.
A door.
128 
OBJECT LESSONS.               129
Books recommended.
The list of objects might be greatly extended, but
it will not be necessary. Take one at a time, and
have its qualities, uses, color, shape, origin, etc.
carefully considered. Each question asked will be
suggestive of another, so that after you have fairly
commenced you will find no difficulty, and I am
sure you will be satisfied that such lessons will both
please and benefit your pupils. As very useful aids
in lessons of this kind, I will name two small works:
" The Treasury of IKnowledge," by Chambers, and
an excellent work entitled " Common Things," by
Worthington Hooker, M. D. The two books will
cost but little, and will be worth much.
Your sincere friend,
C.
129
OBJECT LESSONS. 
LETTER XI.
READING.
MY DEAR FRIEND:
OF all the branches you will be called to teach,
none will be more important than that of reading.
It lies at the very foundation of all learning, and all
must know  something of this as a key to other
branches. All who enter the school-room,- from
the little ones, just beginning to lisp the letters of the
alphabet, up to those who are about to close their
school days, - all will require training in this department. HIow small the number of those who can
be properly called accomplished readers, and how
large the number who read quite indifferently or
very poorly! One who can read a piece with ease
and right effect will always be listened to with interest and delight, while pne who reads in a hesitating, lifeless, meaningless style, will have no power
over his hearers, and may even become a subject of
ridicule.
As a general thing, it must be admitted that reading has not been well taught in our schools. It has
received formal attention and frequent inattention. 
READING.                  181
The Old Plan.
This remark may be more properly true of schools
as they were a score of years ago, than of those of
the present day; and yet it is, to a certain extent,
true of our schools as a whole, even now. I well
recollect when it was customary for teachers to hear
every member of their schools read four times a day,
twice in the forenoon, and twice in the afternoon.
This was the established law, and seemingly as unalterably fixed as that of the Medes and Persians.
In imagination I can see the schlool-dame of my
boyhood days, as she called her several pupils and
classes. First came the little alphabetarians, one
by one, to whom, in regular order, the whole twentysix letters were administered at a dose, -just four
times -daily; -  the teacher pointing at the letter
and pronouncing it, and the pupil repeating it after
her,- the only variation consisting in an occasional
snap upon the ear for inattention. For days, and
weeks, and months,- perhaps for years,- was this
operation continued before the letters were fairly
understood. Then came the little boys and girls
in b-a, ba, b-e, be, b-i, bi, b-.o, bo, b-u, bu, etc., up
through baker and cider, until the oldest had received
their turn.   If the performance was attended to
just four times daily, the requirements of parents
and committees were met, and all was considered
right.  But so far as real benefit was concerned, it
would have been jus  as well if the pupils had been
called upon to whistle just four times a day,    twice
in the forenoon, and twice ill the afternoon. Really
it would have been better; for if they had, each time,
131
READING. 
THE TEACHER'S ASSISTANT.
Minding the Stops. - Anecdote.
whistled wrong, it would have done no harm. But
to be required to go through the form of reading, as
it was done, without any true regard to emphasis,
inflection, punctuation, or sense, was only making a
bad matter worse at every repetition that was made,
as bad habits were only confirmed thereby. The
prominent requirement seemed to be to read rapidly,
- and this was essential, in order that the regular
"round" might be accomplished.  The whole exercise was a formal, unmeaning affair; and the result
a monotonous, blundering, unmeaning style of reading.  We were, it is true, commanded to "mind our
stops," but it was only in an arbitrary way, which
admitted of no modification on account of the sense.
At a comma we were to stop long enough to count
one; at a semicolon long enough to count two, etc.
The following anecdote illustrates in an amusing
manner the absurdity of the old rule for "minding
the stops."
"A  country schoolmaster, who found it rather
difficult to make his pupils observe the difference in
reading between a comma and a full-point, adopted
a plan of his own, which, he flattered himself, would
make them proficients in the art of punctuation;
thus, in reading, when they came to a comma, they
were to say tick, and read on to a semicolon, and
say tick, tick, to a colon, and say tick, tick, tick,
and when a full-point, tick, tick, tick, tick.  Now,
it so happened that the worthy Dominie received
notice that the parish minister was to pay a visit of
examination to his school; and, as he was desirous
132 
READING.                   133
Examination Day. - Omitting the "Ticks."
that his pupils should show to the best advantage,
hle gave them an extra drill the day before the examination.'Now,' said he, addressing his pupils,
'wh len you read before the minister to-morrow, you
may leave out the ticks, though you must think
them as you go along, for the sake of elocution.'
So far, so good.  Next day came, and with it the
m.inister, ushered into the school-room by the Dominie, who, with smiles and bows, hoped that tle
training of the scholars would meet his approval.
Now it so happened, that the first boy called uip by
the minister had been absent the preceding day,
and, in the hurry, the master had forgotten to give
him his instructions how  to act.  Thie minister
asked the boy to read a chapter in the Old Testament, which he pointed out.  The boy complied,
and in his best accent began to read:'And the
Lord spake unto Mloses, saying tick, Speak unto the
children of Israel, saying tick, tick, and thus shalt
tiou say uLnto them, tick, tick, tick, tick.'  This
unfortunate sally, in his own style, acted like a
shower-bath on the poor Dominie, whilst the minister and his friends almost died of laughter."
It is not my intention to give you any specific
hints,        or directions, in relation to the  elocutionary
part   of reading, but rather to offer such hints as
ma      y be   of service to you in the every-day work of
t h e sch     ool-room.   I must leave the strictly oratorical part, and take up reading as an intellectual exerci se, a     nd, if possible, offer such thoughts and sug                  12 
134:          THE TEACHER'S ASSISTANT.
Good Reading. -What is it?
gestions as mnay be truly practical.  With so many
under your trailling, you cannot be expected to go
ito all the minutiae of elocutionary drilling.  Your
aim must be to teach well what you undertake to
teachl. If you cannot hope to make all your pupils
accomplished elocutionists, you may hope and strive
to make them good and intelligent readers.  Perhaps you will wish to know what I consider good
reading. I call that good reading where a person
reads distinctly and clearly, and with such initonation and emphasis as to be pleasant to the hearer,
and in such manner as to be easily heard and readily understood.  That person may be called a good
reader who can, from the columns of a common
newspaper, read the several items and articles in a
clear and intelligible style, without seemling effort
on his part, and withlout requiring painfully or unlpleasantly close attention on the part of the hearer.
You have some among your pupils who are yet
strangers to the letters of the alphabet. The old
method of teaching it was a tedious one both for
teachers and children.   Of course you have a blackboard in your school-room, as this is one of the
really essential articles for every school. Call your
little ones in front of the blackboard. If possible
let each be furnished with a slate.  Now draw upon
the blackboard the picture of some animal or object, -a dog, for instance. With a poinlting-stick
ill hand, call attention, and have an exercise somewhat as follows:
Teacher. " What animal is this?" 
READING.                  135
READING.
All Illustration.
"A dog."
"Are all dogs alike?"
"No, mna'am;n some are small and
some are large."
Teacher.  "Are ithey alike ill all but size?"
Children.  " No, ma'am;  they don't have  the
same color."
Teacher.  "H ow many legs has a dog?"
Children.  "Four."
Teacher.  "' What can a dog do?"
Children.  " He can run fast, and he'can catch
squirrels."
Yout will readily see that these questions may be
continued indefinitely.  They will tend to awaken
thougllt and interest ill the little ones. After you
have extended ithe questioning sufficiently, ask them
if they would like to know another way to express
the animal besides by a picture.  They will all be
anxious to know.  Now print DOG  under the picture on the board, and require them to do tllo same
on their slates.  Then tell them the name of eacl
letter, and have it repeated several times. After
having fixed their attention for a nminite, make D
only on the board, and ask its name, and so with
each of the other letters, and in a short time they
will be able to give their names readily. It will be
well also, at the right time, to give them the powers
of the letters, or their appropriate sounds. You
will readily see, thlat some object of interest to chil,
dren may be connected with these early lessons, and
that, by judicious questioning, they may be trained
135
Cltildren.
Teache?-.
,Cltild)-en. 
6TII  TEACHER'S ASSISTANT.
Teaching the Alphabet. - A Specimen Lesson.
to think and express their thouglits at thle same
time thlley are learning their letters.
The following excellent specimenl lesson for teaclhing thle alphabet just meets my attention. It is
from the pen of a distinguished educator,* and will
comnmend itself as sellsible and practical.
TEACHING THE ALPHABET. -A SPECIMEN LESSON.
Apparatus. - A blackboard; a chlart of easy
words of one syllable; an alphabet chlart; a set of
alphlabet cards, with a grooved stick, called spellingstick, in which the cards may be inserted in spelling
words; and a slate and pencil for each child.
Prelimiinary  Trainin'.  - Children should  not
be put to reading immediately upon entering school
for the first time.  Judicious preliminary exercises
will render subsequent progress, not only in this,
but in othler branches, more rapid and satisfactory.
The object of these exercises should be to train the
ear to distinguish sounds, and the organs of speech
to utter them; to form lhabits of attention and of
prompt obedience to all directions; and to excite
the curiosity, or desire to learn something.  Such
being the objects, the judgment of the teacher must
guide in the selection and adaptation of the exercises.
Lesson.- The proper preparatory training having been givenl, the teacher will select a single letter
to begin with; it matters little which.  Suppose it
* John D. Philbrick.
136 
-~~~~EAIG  ~
A Slate Exercise.
to be a.  The card containing it is placed in the
spelling-stick, in view of all the class.
Teacher.  "You  see this letter.  Now look at
me.  You all know me when you see me.   Now I
wish you to look at this letter, so that you will know
it whenever you see it. It stands for a sound.
Listen, and hear me give the sound."
IIaving enunciated the sound distinctly several
times, taking care to secure the attention of all, the
teacher might ask if any one has ever heard the
sound before.   Some may remember it, as given
among the elementary sounds of the language.  If
so, they are pleased to find that the lesson is connected with something learned before. If it is not
recalled, give the vowel-sounds promiscuously, requesting all to put up hands when they hear it.
Teacher.  "Now  all give thie sound after me;
again; again.  That is what this letter says.  When
you read it, you give the sound. You may take
your slates, and see if you can make one like it."
Only a few, perhaps, will try at first. But the
teacher passes rapidly around, giving a glance at
slates, bestowing commendation onl the best efforts.
Teacher.  " Erase it.  See me make it on the
blackboard. I begin here, and go round inii this
way.  You may try it again on your slates."
The slates are inspected  as before; thie timid
are encouraged, and the letter written for them on
their slates.  Then the drill on the sound is repeated, and afterwards individuals called up to
give it.
12*
1'0'7
READING. 
TIIE TEACHER'S ASSISTANT.
A Word formed.
If this is found to be enough for one  lesson,
when the course is resumed, the exercises on a
should be reviewed. Thie teacher will then proceed
with another letter in a similar manner, taking one
that, with the preceding, will make a duo-literal
word.   Suppose it is t.  The letters are placed
together.
Teacher. "You see I have put together the
two letters you have learned, and they make a word;
would n't you like to read the word? Hear me say
the sounds, and see if you can tell what the word is.
I will give them slowly, - a, t. Can you tell the
word?"
After several repetitions, perhaps some one will
combine them and say, "at."
Teacher.  "Yes, at; that is right.   Now you
have read a word.  You often use the word.   I am
at the desk; you are at school. Say,' We are at
school.' I will write both letters on the board. I
begin thus, and make the first; and tlhen you see
how I make the other, and cross it thus. You may
take your slates, and make' them."
Now the reading lesson is changed for writing
or printing.  This having been pursued long enough,
the alphabet chart is suspended before the class,
and the pupils requested to see if they can find the
word. The first who raises his hand is allowed to
come out and point to it.
If any time is allowed to elapse before presenting another letter, these steps should be reviewed.
The next letter to be learned should be one which,
138 
READING.                  139
Further Illustrations.
withi at, will form another word. Let it be r. The
same course as before is pursued. First, the attentioii is called to the form. Next, the sound is
learned.  Then, it is written, exercising tihe conception and imitation, and fixing the form in the memory. The three letters are then placed in order, to
form the word rat.
Teacher.  "You see thle three letters you hlave
learned. They make another word. IHear me give
the sounds, and then see if you can tell the word;
r-,5-t. You may give the sounds after me."
If this process is well managed, some one will
catch the word. Now, as many individuals as possible should be called upon to repeat the sounds,
while pointing to tile letters, and then pronllouilce
the word.  It is then written as before.  This might
be followed by some simple story read or related
about the rat. Then the pupils might be asked to
tell anything they know of the rat.  The same process as before with the charts. Keep in mind the
maxims, - one short step at a time, constant reviews, vigorous exercise of the mind during  tihe
lesson.
In the same way make the words, bat, cat, fat,
hat, mat, sat, vat.
The letter n might come next.  This, placed after
a, will give the word an.  Then m, which placed
before makes man.  And so make  tan, ran, fan,
pan, can. For the next vowel, take i, with n makimg in.  Th-ell as before form pin, bin, din, fin, sin,
win.
READING.
139 
140             TIIE TEACHEI'S ASSISTANT.
The same Plan continued.
Thuls proceeding, go through the first readi ng
chart, - always using every word learned in oral
sentences, and training tile class to make them for
themselves.
The same general plan may be continued as the
pupils progress. Suppose you have a class reading
in short and simple sentences; as, Thle dog ran
after the fox.  Ask them questions like tle fol lowing:  Why  did the  dog  run  after the fox?
Which has the most legs, a dog or a fox?  Which
do you think can run the fastest? What do we call
all animals that have four legs?  Which do you
think can run fastest, a man or a dog?  For what
is -a dog usefuil?  How many kinds of dogs do you
know of? You say one kind is called a Newfoundland dog, - why?   Of what use are foxes?   Of
what use are dogs?  What is the difference between
a wild animal and a domestic animal?  Whichl is
the dog?  Which the fox? etc.
It often happens thlat children acquire drawling
habits and unnatural tones in reading.  See to it
that your pupils do not err in these particulars.
Bad habits of pronunciation, intonation, or eLnunciation, formed at the outset, will, if indulged, soon
become confirmed and disagreeable. A wrong intonation or inflection may sometimes be rectified by
requiring the pupil to close his book, and to repeat
the phrase or sentence after you, being careful yourself to give a natural and correct expression and
toiine.  A-tetr he has done this three or four times, 
READING.                 141
Make Lessons Interesting.
let him  open his book and read the same again.
If'thl-le first trial does  not prove  effectual, make
another attempt, and continue until the error is
fully eradicated.
I would urge that you strive to make every exercise interesting and instructive.  This you may do
by asking numerous questions.  See to it that every
word and expression is comprehended clearly.  It
will be well frequently to require all the members
of the class to read, in turn, the same sentence,
paragraph, or stanza, making the performance of
each a subject of pleasant criticism.  Your  own
active and ready mind will see to what extent this
course may be pursued, and its advantages will be
obvious to you.  Always make your criticisms in
that pleasant spirit which will not discourage, but
rather lure them to renewed and more careful effort.
The hints I have given are mainly for beginners.
I will now pass to offer some suggestions in reference to the more advanced classes.  And here I
may advise, that you take special care to cultivate
a correct taste. Unless you can lead your pupils
to appreciate the difference between good reading
and that which is faulty, they will not be apt to
make improvement.  Make themi  understand that
the mere calling of words does no more to constitute
correct reading, than the mere daubing a canvas
with painiit constitutes a finished and lifelike picttire.  What the variations and shades are to the
true beauty of ithe picture, sucl are inflections, eumpliasis, accent, etc. to good reading; and it would
READING.
141
0 
142           THE TEACHER'S ASSISTANT.
Cutltivate a Correct Taste.
be just as sensible to hope to represent a beautiful
landscape by a single color, uniformly applied, as to
produce good reading with a monotonous, uncl-hanging tone of voice. It will be well for you, occasionally, to read a stanza or sentence in different
styles, - each, perhaps, exemplifying some common
error,-  and call upon your pupils to designate suchl
faults as they may notice.  If you can only siucceed
ill arousing a critical spirit, and leading them  to
discriminate, the remainder of the work will be
comparatively trifling.
If a pupil reads too rapidly, too low, too indistinctly, too monotonously, or in any way faulty,
call upon others in the class to read the same passage, and read it yourself, - and again call upon
the first one to make another attempt. It is not
enoug]t to say to a pupil, "You read too fast, or too
low, or gave the wrong emphasis."  If there was
sonme prominent defect, not only cause it to be seen,
but corrected. Object not that it requires time.
It will require miore time, if you let these habits become confirmed.  It is not how much nor how often
your pupils read, but how they read, that is most
important. It is better that they read once a week
carefully and properly, than to read ten times a day
in a heedless and improper manner.  Every repetition of a bad habit or act only renders it the more
difficult of correction. Just remember this in all
your teaching.
I have before suggested the importance of making
every reading exercise a subject for questioning and 
-~~~~nAIC                    4
The Wreck of the Arctic.
criticising. Some teachers will make a single paragraph suggestive of numerous useful questions, and
of much valuable information.  It will be well, so
fair as possible, to have your pupils give a sketch of
thie author of the piece they are about to read, and
an account of the circumstances under which it was
written.  This will tend to bring the subject home
to their hearts, and, as it were, make the piece
their own. This is essential. Take, for example,
tle following beautiful and expressive extract from
" The Wreck of the Arctic," written by Rev. IH.
Wrard Beecher, and see how many pertinent questiols may be raised in reference to it.
" It was autumn.  Hundreds had wended their
way fromn pilgrimages; from Rome and its treasures
of dead art, and its glory of living nature; from the
sides of the Switzer's mountains, from the capitals
of various nations; all of them saying in their hearts,
' We will wait for the September gales to have done
with their equinoctial fury, and then we will embark; we will slide across the appeased ocean, and
in the gorgeous month of October we will greet our
lonlged-for native land, and our hleart-oved homes.'
" Ald so the tlhrong streamed along from Berlin,
from Paris, from the Orient, converging upon Loldonl, still hastening toward the welcome ship, and
narrowing every day the circle of engagements and
preparations. They crowded aboard. Never had
the Arctic borne such a host of passengers, nor passencgers so nearly related to so many of us.
"The hour was come.  The signal ball fell at
143
READING. 
TIIl  TEACIIER S  ASSISTANT.
Questions on thle Exercise.
Greenwiclh.  It was noon also at Liverpool.  The
anchors were weighed; the great lull  swayed to
the current; the national colors streamed abroad,
as if themselves instinct witll life and nationial sym pathly.  The bell strikes; the wheels revolve; the
signal-gunLL beats its echoes in upon every structure
along the shlore, and the Arctic glides joyfilly fortli
from tlhe Mersey, and turns her prow to the winding
channel, and begins her homeward run.  The pilot
stood at the wheel, and men saw him.  Death sat
upon the prow, and no eye beheld him."
How nmiLcl of interest ald profit may be obtained
from the few lines above quoted, by asking the following questions, and others that may be suggested
by- them  What do you know of the author of this piece?
What was the Arctic?  Where was she?  Whithler
was sle bouliid? What is thle meaning of "wended"?
of" pilgrimage"? Where is Rome? What is meant
by "the treasures of dead art"?  Where does the
Switzer live?  What are his mountains called?
What is meant by " September gales "? by "eqluinoctial"? WhTat is meant by "we will slide over the
ocean "? Mealihlg of " appeased"? What is meant
by the "appeased ocean"?   Meaning of " gorgeous"? Why is October called a gorgeous month?
Can you give some other sentence conltaining the
word "gorgeous "?   Where is Berlin?  Paris?
London? The Orient? Meaning of" converging"?
Why spoken of as "welcome ship"? " The hour
was come,"    what hour?  Where is Greenwich?
I 1-1 
-~~~EAIG                                    14
Another Illustration.
WVhat is meCalt by the expression, " thie signal-ball
fell at Greenwich"?  Where is Liverpool? W'hat
would be the course of a vessel from New York
to Liverpool?  What is meant by the expression,
" the anchors were weighed"?  What is meant by
"national colors"? What and where is the Mersey?
Why  the expression "the Arctic glides joyfully"?
What is the meaning of "prow"?  Who  is the
pilot, or what are his duties?  What is meanlt by
" Death sat upon the prow"? etc.
The same plan is recommended in the following
extract from a well-prepared article in The MIassaclhusetts Teacher.
"Imagine a class of sixteen or eighteen girls,
ready to begin their recitation, tl-eir reading-books
opein at a description of the river Nile.  One of
them reads as follows: -
"' For many an hour lhave I stood upon the citycrowninig citadel of Cairo, and gazed iunweariedly
upon the scene of matchless beauty and wonder that
lay stretched beneath my view,-  cities and ruins
of cities, palm-forests and green savannas, gardens,
and palaces, and groves of olive.  Onl one side, the
boundless desert with its pyramids; on the other, the
land of Goshen, with its luxuriant plahins, stretching
flar away  to the horizon.  Yet  this is an exotic
country.  That river winding thlrough its paradise,
has b)roughlt it from far regions, unklown to man.
Tlhat strange and richly varied panioralma has had a
lolng voyage of it!  Those quiet plains have tiunblod down  the cataracts:  those demure  gardens
13
i 43
READING. 
146          THE TEACIIER'S ASSISTANT.
Subject continued.
have flirted with the Isle of Flowers, five hundred
miles away; and those very pyramids have floated
down the waves of the Nile.  In short, to speak
chemically, that river is a solution of Ethiopia's
richest regions, and that vast country is merely a
precipitate.'
" After analyzing the sentences and defining the
more important words, various questions are asked.
For example: Give some account of Cairo.  What
is a pyramid? Describe the Egyptian pyramids.
What do you know of the land of Goshen?  What
is an exotic, and what is meant by an exotic land?
In what form did those plains come down the cataracts?  Give us some account of the Cataracts of
the Nile. How were those vast pyramids floated
down the river?'In short, to speak chemically,
that river is a solution of Ethiopia's richest regions,
and that vast country is merely a precipitate.' Explain this sentence.  What is it to speak chemically?
What is a solution and a precipitate? Why is it
correct to use such terms here?
"Another paragraph ascribes the annual inundationi of the Nile: -
"' The stream is economized within its clannel
ulitil it reaches Egypt, when it spreads abroad over
the vast valley.  Then it is that the country presents the most striking of its Protean aspects; it be
comes an archipelago, studded with green islands,
and bounded only by the Libyan Hills and the purple range of the lokattan Mlountilins.  Every island
is covered with a village or an antique temple, and 
LADING.                    147
Another Example.
shadowy with  lahni-trees, or acacia groves.  Every
city becomes a Venice, and the bazaars display
their richest and gayest cloths and tapestries to the
illuminations that are reflected from the streaming
streets.'
" Many interesting questions are here suggested.
What  are Protean aspects, and why  so called?
Where  are the Libyan Hills  and the Mokattan
Mountains?  Describe an Arab  village, - an ancient Egyptian temple,- a palm-tree,- an acacia.
Give some account of Venice.  How does every city
become a Venice? What is a bazaar?
"We followed the study of' The Nile' with that
of the poetical' Address to the Muinmy iil Belzoni's
Exhibition.'  The manner of treating the first stanza
will show the way in which the whole was studied.
'And thou hast walked about- how strange a story!  In Thebes' streets, three thousand years ago;
When the M,mnionium was in all its glory,
And time had not begun to overthrow
Those temples, palaces, and piles stupendous,
Of which the very ruins are tremendous.'
"The class are asked if they know anything of
the author of these lines, and of the traveller Bel
zoni; and having stated such facts as they have
been able to procure respecting them, one is called
upon to explain the first words of the poem.
"'And thouL hast walked about.'  The  writer
speaks as if the mummy were actually before him,
while writing. Do you think that this was the
case? Lucy may answer.
147
!Zs ADING. 
TI!' T,'"ACIIL'I'S ASSISTANT.
A,nswers given.
"' I suppo:e thlat lie wrote the poem after returling from a viiit to the exhibitioni, but remembered
so perfectly how it looked, that he seemed still to
be where he could see it.'
"HIas any one a different opinion?  MIaria, you
may give yours.
' I tlhink that hle might have composed a part,
at least, of the poeIm while at the exlhibition, alnd
thenll have written it after returiing home.'
"' How strange a story!'  IHarriet may tell why
it was strange.
"' Bodies usually decay inl a shlort time, but this
body had lasted thousands of years, owing to its
having been embalmed.  It seemed very strange to
look at it, and remember that so many years had
passed away sinlce it was alive, aid yet it looked as
it did wlienl it used to walk through the streets of
Thebes.'
" Alice, you may give some account of Thebes.
"'Thebes was anciently thie capital of Egypt.
It is not kniown whlen it was fouLLiided; but the time
of its greatest prosperity was, probably, when David
and Solomoni reigned in Judea.  Its ruins are wonderful.  They extend seven or eight miles on both
sides of the  1e-, from each bank to the enclosing
mountains.  The most remarkable are the temple
of Karnac, the palace of Luxor, and the Memnoium.   The mountains are pierced with tombs,
many of whichl are rilchly adorned with paintings
and sculptures."
"The AMemnonium is mentioned in the next line.
IHeclen lia.V t,.'ll its Sl t sle klows about it.
148 
READING.                   149
The Memnonium explained.
"'The  Melmnoniumn  was  the temple-palace of
Rameses the Great.  Its ruinis show that it muLst
have been a most beautiful specimen of architecture.
There is in its grand hall a double row of pillars,
crowned with capitals resembling  the bell-shaped
lotuts-flowers.  These are very large and of a solid
stone, but the light and graceful shape of the flower
is perfectly imitated.  In the outer court, the fragments of an immense statue lie arounLd itl pedestal.
Once it must have weighed nearly nine lhundred
toIs; and the head was so large that, although
several mill-stones have been cut out of it, its size
does not appear to have been lessened.'
"Emma may explain the next three lines.
"'Time is here compared to a giant of such im- 
imense strength that he could throw down the magnlificent palaces and temples that had been built with
so icllch labor.  But when the mutmmny was a living
man, they were in all their splendor: Time had
not even begun to destroy them.'
"It is proper for me to say,. as I conclude, that I
hlav     e no  desire that such a study of readinig-lessolns
sho      uld   take the place of practice in elocution.  I
am           aware th at some time must be given to this
alone;  but       the frequellt dr occasional study of
reading-lessonis  in this manner will, I think, be atten ded        with two advantag(es.  Our pupils will read
them  fa      r     better, for they will have a more genial
sympath         y  with the writer, and a more intelligent
perception    of his meaning.  At t1e same time, they
wi       l    l f   or m a   habit which will be of indescribable bein
I3. 
THE TEACHER'S ASSISTANT.
Emphasis.
efit to them in after life, -the habit of comparing
different views and statements, of trying an author
by the great, eternal standard of Truth, and of
earnestly questioning the Past, the Present, and the
Future."
Sometimes these questions may be asked before
thie reading, and sometimes after. This may depend
upon circumstances.  The answering of the questions will prove very serviceable, by unfolding the
sense of the piece, and thus enabling one to read it
more unlderstalldingly. It will be well if you will
often give illustrations of reading. This you may
do for the purpose of exemplifying prominent errors
and faults, and also for giving specimens of correct
style. The importance of emphasis may be clearly
manifested by a few illustrations, by which the
entire force, if not meaning, may be affected by
changing the emphasis.  Let us take one or two examllples.  The oft-used line, " Do you ride to town
to-day?" is a very good one.  Write it upon the
blackboard in the following different ways:
Do you ride to town to-day?~
Do you ride to town to-day?
Do you ride to town to-day?
Do you ride to town to-day?
This will give al idea of the variations that may
be made merely by change of the emphasis. The
following amusing, and perhaps I may say extreme cases, will show what a ridiculous import
wrong emphasis sometimes gives to an otherwise
expressive sentence.
150 
151
Examples to illustrate Emphasis.
"Do you imaginie me to be a scoundrel, Sir?"
delmlanded one mian indigIantly of another.  " No,"
was the reply, " I do not i,a.,gine you to be one."
A  careless reader once gave this passage from
thle Bible, with the following emphasis and pauses:
" And the old man said uniito his solns, Saddle mie,
tlhe ass; and they saddled hint."
A clergyman once told his congregation that they
" had not followed a cunningiy devised fable."  The
natLural inference from his remark would be that lhe
did not deny the fable, but only that it was not a
cunniing fable.
'Another clergyman, noted for reading hymnis
with ani abrupt emphasis, once uttered the word
bea)rs in the following linles so tl-lat it seemed to his
colngregation a Inoun instead of a verb:
"IItc takes young clhildren in his arms,
And in his bosoin bears -"
I might say much more on the subject of reading,
but it may not be necessary. If you carefully regard the hints already given, you will do much better thanll the majority of teaclhers who have preceded
you.  Hoping that you will not only regard these,
but that you will, also, aimi to devise new plans for
securing the improvement of your pupils in the
highly useful and pleasing art of reading, I am, as
ever,
Your frienid,
C.
READING. 
LETTER XII.
SPELLING.
3iY DEAR FRIEND:
THOUGH  the number of spelling-books has greatly
increased during the last few years, it is still true
that  poor spellers do greatly abounLd.  I have recelltly -seeli a few cases of false orthography, which
I         will give, both to amuse you and to convince you,
if need be, that the subject of spelling calls for
attention.   The specimens I give are only a few
of  many. A bookseller recently received, from a
person  occupying a teacher's desk, the following
order:       "Plese scend me
4 secund Readors
4 primari Readors
and 2 shleats of stiffacets,"
(meaning Certificates.)
Another received an order for " wun sam buk"
(meaning one Psallm-Book).
A gentleman once wrote to a friend in India, requesting him to send him two specimens of the
geiuLs monkey.  By the combination of indistinct 
o
5kLLING.                  153
Examples of Bad Speling.
writing and poor spelling the request seemed to be
for 100 (too) monkeys, and the order was duily
answered according to this understanding, much to
the amazement of the gentleman, whose highest ambition was to become the owner of two of the chattering quadrupeds.
A  merchant in Londoll wrote to his agent in
Scotland, requesting him to purchase a toll of cop
per, but being a poor speller, as well as writer, he
omitted one'of the p's, and made a word which
seemed more like capers than any other word. So
the agent understood it, and, after much effort, he
succeeded in procuring a full toli of capers, and
wrote to the merchant, sa ng that "he had found it
very difficult to obtain thie required amount, but
that hlie had finally filled the order, and the capers
were subject to his order."  The merchant was niot
a little surprised and mortified that so queer a caper
should result from his illegible writing and poor
spelling.
Again I urge you to give prominence to spelling,
and I hope I may never receive a letter from any
pupil of yours commencing, as a letter to another
did, "M1y dear  Cur."  And should I ever have
occasion to invite any of them to make me a visit,
I should be very sorry to receive, as I once did, an
answer tllus: " It will afford me great pleasure to
except your kind invitation," etc.
I miiglft fill a volume with similar specimen.s,
were it necessary.  These defects are not chargeable to you. I have only instanced them as a proof
153
SPELLING. 
154  TilE  TE~~~~~~~~~~~c~~i~~~R' 5  ASSISTANT.~~~~~~~~~~~
THE  TEAC iHER'  S ASSISTANT.
Errors in Relation to Spelling.
of past neglect in teaching. I trust your pupils
will be so trained and instructed that they will
never be guilty of adding to the examples I have
given. After speaking of two or three of the causes
of poor spelling, I will give you a few hints and
methods for conducting the spelling exercise. It is
often regarded as dull and uninteresting, but, by
adopting variety, it may be made pleasant and profitable.
One cause of the frequency of poor spelling may be
found in the neglect with which the spelling lesson
is treated ill school. It is often crowded into a few
minutes, and passed over in a very hurried and imperfect manner, and if anyexercise must be omitted,
the spelling lesson is the neglected one.  Another
cause may be found in a feeling, not very uncommon, that spelling is undeserving the attention of
any but very young pupils. Many feel as the young
man did, who, on commencing a course at an aead:
emy, demurred at the idea of joining the spelling
class, notwithstanding lie was a very poor speller.
On being informed that all the pupils were required
to join in the exercise, he very condeseendingly coiisented to do so, provided the words should be taken
from Webster's Unabridged Dictionary, - feeling
that it would be quite derogatory if they should be
selected from any spelling or reading book.  These
and some other erroneous iiotions must be eradicated.  From the beginning, let your. pupils see that
the spelling lesson will always receive its due share
of attention, and at its due time, and also cause
154 
SPELLING.                  155
Pronounce properly. -.No Guessing.
them to feel that the only thing really derogatory is
the inability to spell correctly. But I will proceed
to describe a few methods for conducting thie exercise, -both in the oral and written exercises,for the latter of which I give a decided preference.
I would, however, recommend a union of the two.
But, first, I will allude to two very common errors.
One is that of giving out the words with an improper pronunciation, or all undue  emphasis on a
particular syllable or vowel; as, in-t —mate, in-llab-itaut, imin-me-dT-ate4-ly, sep-i-rate, sim-i4-lar-~-ty, op-cra-tion, etc.  The only correct way is to pronounce
a word precisely as it would be spoken by a good
speaker; giving no undue emphasis  to any letter
or syllable; and, if distinctly pronounced once, it
should suffice.
The other error to which I allude is that of allowing pupils to try more than once onl a word in
oral spelling. This is wrong, and I trust you will
guard against it. One trial is sufficient, and all beyond is mnere guessing. If pupils feel that they
may make  two or three attempts to spell a word,
they will never become accurate spellers.
Some are strong advocates for the use of the
spellingr-book, while others entirely discard its use.
My own impression is that it may be used to a certaim  extent; but if you would make a spelling lesson
truly interesting and profitable, you must draw exercises from every proper source.  It is an excellent
plan to devote some time daily -a few minutes will
suffice - to spelling the names of familiar objects.
155
SPELLING. 
TIHIE TEACHER,'S ASSISTANT.
A Spelling Lesson.
Ask your pupils to give you thle names of all the
objects they saw on the way to school, and as they
repeat, write the words legibly upon the blackboard,
and say to them that the list thus written will constitute the next spelling lesson.  Let us suppose the
following to be a list of the words given by your
pupils, as names of objects they have seen on the
way to school:
collar
wheel
carriage
whip
axletree
Now, that you may call particular attention to these
words, spend five minutes in making some of them
subjects for object lessons, somewhat as follows: * -
Teacher.  " What is the meaning of harness?"
Pupil.  " It is something put on horses for them
to draw by."
Teacher.  " Of what is it made?"
Pupil.  " Of leather."  ((Here you may expand
the subject by asking what leather is, how made,
and whiy better for making harnesses than rope or
other materials, etc.)
Teacher. " Of how many principal parts does a
harness consist? 
* In asking questions in this way, I would not often allow concert answers.  Require all who feel prepared to answer to raise the
hand, and then designate some one to give his answer, after which
others who have a different definitionl n:y be called upon.
156
horse
wagon
harness
bridle,
saddle
barrel
teamster
mail-coach
trunk
box. - 
5PILLING.                    17
Further Examples,
Pupil.  "Four, -  collar, hames, saddle, and bridle."
Teacher. " What is sometimes used instead of a
collar?"
Pupil. "Breastplate."
You will readily see that such an exercise may
be extended almost indefinitely, and be made interestinig and profitable. If desirable to add to the
number of words, given in the columns above, the
italicized words will be very good ones. The word
wheel may be taken, and used somewhat as follows: -
Teacher. " What is a wheel?"
Pupil.  " A round frame which turns round."
Teacher.  " On what does it turn?"
Pupils.  " On its axis; we say a wagon-wheel
turns on an axletree."
Teacher.  " Yes, -- b)tt not exletree, as some
say.  Canl you nam, thie parts of a wheel?"
Pupil.  "'.Tl:b or nave, felloe or felly, spokes,
tire."
Here you may call for a description of each, and
explain the process of setting tire, etc. You may,
also, question them on the different kinds of wheels
which they have seen or heard of, etc.
Tile word mail-coach may be taken and explained.
S    o      too box,  wagon, barrel, axletree, may, each, be
made a topic for a lesson. For variety's sake, as
well as for profit, suppose you call upon your pupils
t    o na    me sentences containing the word box.   The
following  ma y be the examples given:
.~~~~1
14
157
SPELLING. 
THE TEACHER'S ASSISTANT.
A List of Words.
Thle driver sat upon the box of the coach.
The garden walk had a border of box.
John kept his money in a box.
The boy received a box on the ear.
Sailors can box the compass.
This will be sufficient to explain my meaning.
Your active mind will readily expand the exercise,
and make  it highly interesting and  instructive.
Such questions in connection with the spelling lesson will do much to give it life and meaning; and
with such exercises, well devised and continued,
pupils will become good spellers, though they may
never study the spellinlg-book for an hour.  The
words thus selected can be left upon the blackboard
until within a few minutes of the time for spelling
them.
At another time you may collect a list of words
from the school-room, as follows  --
inkstand
desk
platform
blackboard
crayon
shelf
chair
algebra
penman ship
composition
declamation
orthography
discipline
paper
scholar
teacher.
The names of objects which pupils may see at
their respective homes, may constitute a list sufficiently long for two or three lessoIns, and iinclude
such articles as may be found in nearly every house.
158
book
library
arithmetic
geography
grammar
dictionary
slate
pencil
philosophy
astronomy
physiology
botai,iy
aisle
Yentilator
furnace
recitation 
~~~~SPLI.                              15
The Parts of a Book.
These names will be the very words all should
know how to spell, and yet such as are very frequently misspelled.   The articles kept for sale, in
different kinds of stores, would also form a very
appropriate and long list. The names of the various trees to be found in the gardens, fields, and
forests, and the names of flowers, would, also, be
fruitful sources from which to draw many useful
spelling and object lessons.
Make a drawing of some familiar object upon thile
blackboard, as the basis of a spelling lesson. For
example, the picture of a book.   Call upon your
pupils to name the different parts of the book, and
you will get something like the following: 
preface
title-page
running-title 
folio
quarto (4to)
octavo (8vo)
duodecimo (12mo)
Let us suppose you call upon your pupils to give
the names of the different trees they have seen, and
the following are given and written upon the blackboard: oak, walnut, elmn, chestnut, hemlock/, birch,
cedar, pine, spruce, maple, beech, locust, ash, sycamore, poplar, willow, cypress,fir, larch, apple, pear,
plum, peach,  cherry, mulberry,  apricot.   After
these are distinctly written, ask questions like the
following:
159
SPELLING.
outside
.inside
binding
leaves
edges
margin
page.
contents
letters
words
sentences
paragraphs
printing
stereotyping. 
THE TEACHER'S ASSISTANT.
Parts of a House.
Which  of the trees named  are  fruit-bearing?
Which produce nuts?  For what purposes is the
oak valuable?  How many kinds of oak, and what
called?  For what is the walntut valuable?  Which
of the trees named are most prized as ornamental
trees?
After calling for the uses and properties of the
different trees, let the names be studied for a future
spelling lesson. The same course may be pursued
in regard to flowers, shrubs, vegetables, etc.
At another time, you may make a plain drawing
of a hlouse.
Teacher.   " Canl you tell me tihe niiames of some
of the parts of a house?"
Pupil.  "Roof, eaves, ridg(epole, cornice, doors,
windows, chlimney, rafters, sill, sash, parlor, kitchen,
pantry, cupboard,  closet,  sitting-room,  chamber,
garret, cellar, stairs, hall or entry, piazza."
Teacher.   "Can  you  name some of the materials ulsed in building houses?"
Pupil.   " Timber,  joist, boards,  laths, nails,
lime,  brick,  clapboards,. shingles, glass,  paint,
screws, hinges, stone, zinc, etc."
Thle particular use of each of these objects or
materials may be explained at the same time that
its name is spelled. A prominent advantage in
these methods is, that it conniects the subject of
spelling with actual objects, and gives it a meaning
and a force.  Pupils trained in this way will soon
form the habit of spelling the name of every object
they meet with.
160 
5?FLLIXG.                   101
Another  retho(ld.
I  aill now name one or twi otlher mnethlod:, wvicli
rmay be well for occasional use and for thle sake of
variety.  In all exercises in oral spelling, I would
recommend that you pronounce the words distinctly,
once only, require the class to pronounce thle same
iil concert, and tlhlen call upon some one to,;pell.
This will help to secure tlhe attention, and make it
sure that tihe word is understood.
Ill giving out-long words it may b)e well, at ti;mes,
to let tlhe pupils spell by each givinig a letter ii
its order, or pronouncing a syllable when finished.
For example, let us take the word  ortiho-rcq)ty.
You  pronounce  the word  and  the whole  class
repeats it.  In rapid succession  the pupils spell
thus, the figure indicating the  number of puipil:
I -2  3  4   5  6  7  8      9     10 11    12  13
O-r-or —t-lh-o-g-thogo-orthog —r-a-rra —ortllo(-rat14 15 1  17
p-h-y-plhy-orthlographly (by whole class.)
A.nother method which has its advantages is the
following.  Let the teacher dictate some thirty or
forty words to a class, requiring the members to
write them upon their slates.. These words are to
be carefully examined and studied by the pupils,
who  are also to be required to incorporate eaclh
word  into a sentence, which  shall illustrate its
mealling  iand show thlat it is understood by them.
After these sentences have been read, and erased
from tlhe slates, let the words be againi dictated, to
be written and examined with special reference to
the orthlographl-y.   An exercise of this kind will answer very well to fill utp tilue that would otherwise
14
SPELLIN'G.
1 1) 1 
THE TEACHER'S ASSISTANT.
Extract from The Teacher and Parent.
be unimproved. Thle words may be given on o0IC
afternoon, and the written exercises and the spelling
receive attention on the next afternoon.
It will be well if the teacher will have a small
blank-book ill which to write such words as are frequently misspelt, or sLuchl as are not of very conmmon occurrence, and make use of these words for
the method above named.
* " In order to secure the perfect attention of a
class, the following methods will be found valuable;
and, at the same time, they will aid in awakening
all interest, and causing improvement.
"1. Read a short sentence distinctly, and require
every word to be spelt by the class, - the first
scholar pronouncing and spelling the first word,
the next scholar the second, and so on, until all the
words in the sentence have been spelt. After. a little practice in this method, scholars will be able to
go through with quite long- sentences, with a good
degree of accuracy and promptness. Many valuable
truths and proverbs may in this way be impressed
upon the mind, while attention is more directly
given to orthography.  The following may be saimples:
A good scholar will be industrious and obedient.
If sinners entice thee, consent thou not.
Take care of the minuites, anld  tlhe hours will
take care of tlhemnselves.
A soft answer tLurletlh away wrath.
* From "The Teacher and Parent," published by A. S. Barnes
& Burr, Newr York.
162 
5PLLING.                  1G3
SPELLING.
A Sla'e lExercise.
" 2. It will be well, oftan, to make all the Imeinbers of a class feol  responsible for the accurate
srelling of each and every word.  If the first memblr of a class misspells the word given to him, let
the teacher proceed and give out the next word,
without intimating whether the first was correctly or
incorrectly spelt. If the second scholar thinks the
first word was not correctly spelt, he will spell it
instead of the one given to him; and so on, through
the class, each being expected to correct any error
that may have been committed.  If the first spells
a word wrong, and lt one corrects it, let all be
charged with a failure.  This method will amply
compensate for its frequent adoption.
" I will now proceed to speak of some points in
relation to the mode of conducting an exercise with
the slate.  Most experienced teachers have, latterly,
often adopted the plan of writing words; but, for
thie benefit of others, I will specify one or two
modes.
" Let the t-achJor select words from some studied
exercise, either in the readinlg-book or spelling-book,
pronounce them distiinctly, allowing time, after each
word, for all to write it leg'ibly. After all the
words have been given out, each slate may be examined separately, and all errors noted;  or, the
members of a class may exchaniige slates, and each
examinie his companion's slate,- while the teacher
spells the words correctly,-  and mark the number
wrong upon each slate.  Or, instead of either of
these, tle instructor may  call upon some one to
163 
THE TEACHERIS ASSISTANT.
Names of Persons and Places.
spell a word as he has written it, and then request
those who have written differenltly to signify it lb)y
raising the hand. Neither of these methods will
consume much timie, and either of them  will be
preferable to the oral method.
" It will sometimes be the case, that scholars will
prove themselves quite expert in spelling long or
difficult words, and yet make sad mistakes iii spelling those that are shorter, and apparently much
easier. To remedy this, it will be well, occasionally,
to read slowly an entire stanza or paragraph, and
require the members of a  ass to write the same
upoln their slates.  This course has its advantages.
1 Again, it is frequently the case that scholars are
exceedingly deficient iii ability to spell the names of
countries, states, counties, towns, mountains, rivers,
individuals, etc.  Ainy teacher, who has not exer
cised his pupils on such words, will be astonished at
the number and nature of the errors that will be
committed by a class on the first trial. Let teaclhers who have overlooked words of this description,
in conducting the spelling exercise, commence by
requesting their pupils to write all the Chlristianz
names of their schoolmates, the names of the counties in their native State, towns in the county, and
States in the Union.  Though the result, at first, may
be neither very satisfactory nor gratifying, the plan,
if frequently adopted, will cause much improvement.
"It mnay be profitable, sometimes, to request the
members of a class to select, from  a certain number
of pages in a book, some ten or twelve words, whieh
164 
The Blackboard may be used.
may seem to them of most difficult orthlographical
construction, which shall, subsequently, be given to
the class as a spelling exercise.  The prominent
advantage in this plan results from the fact that
each scholar will, in searching for a few words,
notice tihe orthography of a much larger number,
selecting such only as appear  to him peculiarly
difficult.  In this way pupils will, unconsciously as
it were, study with interest a lesson in itself ulliiattractive to them. Favorable results will attend
such a course.'
"If a school-room is well furnished with blackboards, the words or sentences for the spelling exercise may be written on them. In this case, it may
be well to have thi-  exercise occur during the last
half-hour of the day.  Let the scholars be required
to write tihe words, legibly, as soon as pronounced
by the teacher. After all have written, let the
teacher examine the work, and draw a line over
such words as are incorrectly written, and request
that all errors be corrected immediately after school
is dismissed. It is very important that pupils should
be required to write all such exercises in a neat and
distinct imanner.
1" At times it may be well to require scholars to
divide the words into their appropriate syllables,
and to designate the accented syllable of each word;
as, an-ni-ver'-,sa-ry, me-men'-to, la'-bor, la-bo'-ri-ous.
" Anotl-her method of conducting the exercise of
spelling is the foll')wing,- and we may add, that, for
more adyanced schools, it possesses some advantages
0 -
165
. SPELLING. 
09
TIIE TEACHER'S ASSISTANT.
An Additional Method.
over either of the others named. Let the teacher
write, legibly, upon the blackboard, some twenty or
more difficult words, and allow them to remain
long enough to be carefully studied by the school.
A few minutes before the close of the school, let all
the words be removed from the board. Now let
each scholar put aside his books, and provide himself with a narrow slip of paper. At the top of this,
or upon one side, let him write his name, and then
the words, as dictated by the instructor. After all
have written the list of words that had previously
been placed upon the blackboard, let the slips be
collected, and taken by the teacher, who may himself, aided perhaps-by some of his best spellers, examinie the slips, and mark thlosewrong upon each.
At some hour of the next day, let the teacher read
the result to the whole school, stating the number
of errors committed by the several pupils; after
which, the papers may be returned for correction.
We will suppose, for illustration, that, on some day,
the teacher gives out the names of the months, days
of the week, and seasons of the year; and that the
following is a sample of one of the papers, as returned by the teacher, with errors marked:
AMOS MASON.
Eleven Errors.
Feberwary.*
May.
August.
Novembur.*
Monddy.*
166
. January.
I April.
July.
Octobur.*
Sundy.*
March.
June.
Septembur.*.
Decembur.*
Tiiesday. 
SPELLING.                    1(37
An Attractive Method.
Wensda-v.*
Saterda..*
Autulmi.*
Thursday.
Spring.
Winter.
" In conducting  this exercise, let the teacher
insist upon perfect distinctness in the writing of the
words, and let it be understood that every letter not
perfectly plain will be considered as wrong, and
marked accordingly. It will be readily seen, that a
little skill, on the part of the teacher, in the selection of words, will make this a highly useful and
interesting exercise; and the time for the announcement of the number of errors will be looked for with
interest.
"An  attractive method, which may answer  for
oral or written spelling, is the following.  The instructor pronounces a word, which is to be spelt by
the first in the class, who  will immediately name
another, commencing with the final letter of the
first word, which is to be spelt by the next scholar;
and he, in turn, will name another word, and so on,
through the class. If the words are to be written
upon tlle slate, the same course may be taken, as to
naming of words.  Let us take, for illustration, the
following words:
Commrotion.
Nourishment.
Theoretical.
Language.
Endeavor.
Rhetoric.
Circumstances.
Svmpathy.
Yellow.
Wanidering.
An exercise of this kind will have its peculiar ad
167
SPELLING.
Friday.
Sumer.* 
168           TIIE TZ,ACHLR'S ASSISTANT.
Unusul AVWords.
yvintages, the more prominent of which will be, thle
awakening of thlought and interest.  After a little
practice, the members of a class will be able to
name words with a great degree of promptness;
and an exercise of this kind will be made highly
interesting and profitable.
Another method, and the last I shall name, is
the following, which may prove very useful in the
higher classes of most schools.  Let the teacher
pronounce to a class several words of difficult orthography, or short sentenees containing such words,
the pupils writing the same-upon their slates as fast
as dictated. After the desired number of words
and sentences have been written, the instructor may
address his class as follows:' Scholars, the words
and sentences which I have just pronounced may
require from  you some  study.   Examine them
carefully, ascertain the correct spelling and meaninig, of each; and when you have studied them sufficienitly, erase them from your slates.  To-morrow
I shall give you the same exercise, and shall then
expect you to write them' accurately.'
"Let us suppose that the following words and
sentences should be given for an exercise of thlis
kind:
Colporteur.
Hemorrliage.
Beau ideal.
Guillotine.
Hlemistich.
Aeronaut.
Armistice.
Ancliovy.
Acoustics.
P,ronchitis. 
SPELLING.                        169
Words unusually difficult.
Thomas has an excellent daguerreotype likeness
of his mother.
The dahlia is a beautiful flower.
HIe was a successful merchant and a skilful fiinan
cier.
The glaciers of Switzerland.
There is a beautiful jet d'eau on the common.
There was a beautiful giraffe in the menagerie.
I-Iis loss caused great poignancy of grief.
It was a successful ruse de guerre.
The police exercised strict surveillance.
"This mode is well adapted for presenting words
and phrases whose orthography is peculiarly difficult, and which occur less frequently than most
words."
By a judicious use of the methods I have named,
and of others which may suggest themselves to your
mind, I cannot but think you will succeed in your
attempts to make your pupils good spellers.  That
such may be the case is the earnest wish of
Your sincere friend,
C.
15 ) 
LETTEP, XIII.
PENMANSHIP.
MIy DFAR FRIEND:
YOUR pupils will all be anxious to write, and
ftlose foolish parents who have been duped into the
belief that a flinished style of writilig may be given
ill "twelve lessons of one hour each," will be rather
unreasonable in their demands; but you have too
much sense to feel any sympathy with suchi notions,
and, of course, will neither attempt nor pretend to
be one of the impostors.
A  good handwritinig is often spoken of as quite
anll accomplishment. It is more. Its utility is its
chief value, and for this, maiiily, should it be taught.
Whatever is worth knowing at all, is worth knowing
well; and whatever is worthy to be taughlt, is worthly to be thoroughly taught.  All reasonable people believe this, and yet how few practise it!  How
many there are who write so illegibly as to make it
almost impossible to decipher their meaning!  How
often do we find it necessary to spend more minuttes
in reading a letter, than the writer used in penllilig
it! Tli,s should not so be, and certainly there is no10 
P;NMANsIilP.                   1t
The True End to be kept in View.
reasonable excuse for it.  WAVithl proper care and
right instruction, every pupil ol leaving school mnay
be, and should be, able to write a fair and legible
hand,-  I mean every one who attends school regularly. Some, of course, will write a more finished
and elegant style than others, and learn much more
readily; but if a boy leaves school at the age of
fourteen years, without the ability to write a plain,
readable hand, he must have been grossly heedless,
or his teacher a very incompetent one.
But you wish for hints and directions.  I can
point out no royal road, - designate no way iln which
you can hope to make good writers without continued care on your -part, and persevering effort and
practice onl the part of your pupils.  This slhould be
understood at the outset by you and by them.  I
think it may also be understood, that a due regard
to the directions and suggestions which I am about
to give will secure satisfactory results in the branch
under consideration.
A definite, desirable, and attainable end should be
kept before the mind.  It is too often the case that
pupils commence writing with no well-defined views,
and with no object beyond that of spending the requLired time in making " pen-and-ink marks" upon
paper; and many teachers, I am sorry to add, feel
-that their whole duty is performed if they require
their pupils to devote a half-hour daily to the making of these marks.   No right taste is cultivated,
no directions given, no instruction imparted, and,
of course, no improvenent is made.   Week after
171
P ' 1, Nll A'\'S I 1 1 P - 
THIE TEACHER'S ASSISTANT.
The Position. - The Pen.
week the pupils sit in the same improper position,
holding the pen wrong, making and remaking very
imperfect letters,- both teacher and pupils attaclhing more consideration to the quantity written than
to the quality.
I will now, in a familia; way, proceed to give a
few hints and directions on specific points.
I. Tle Position.- Pupils are very apt to sit in
an awkward and bent position. They should be
required to sit nearly erect, and with the right or
left side towards the table. If you find that your
pupils have acquired a bad position, it may require
considerable effort for you to cause a change; but
it should be effected, whatever amount of labor and
time it may cost.  It is not uncommon to find pitpils in schools who bend over so much as to bring
their eyes very near the paper.   Though this is
really an iunhealthly and uncomfortable position, it
will be no easy matter to cause a change, especially
if the improper position has been long allowed.
II. Holding the Pen.-  You cannot be too parti;cular in your efforts on this point.   Very bad
habits are often formed, and become so established
that the most patient and decided effort will be inecessary in order to eradicate the old habit and iitroduce a new and correct one. But you must do it,
if you would hope to be a successful teacher in this
department.  Bad habits id pen-holding are frequently the result of the improper construction of
172 
PENMANSHI?.                73
PENMiANSHIP.
Holding the Pen.
seats and desks. It is sometimes the case that the
seat is so far from the desk, or the desk so high, as
to render it impossible to sit erect, or hold the pen
in a proper position. Effort should be made to have
these right.  If you find that any of your pupils
have formed bad habits in holding the pen, give attention to the subject, and not lose sight of it until
all is right. Sit at your table in view of your school,
with your body and pen in proper position. Require them to observe how you sit and hold your
pen, and then require them to imitate your example.
It may seem awkward to them at first. If so, repeat the operation frequently, requiring them to
imitate you in movements similar to those made in
actual-writing.  The following cuts will show the
correct position of the hand and pen.
III. A correct Taste and quick Perception. - These
are very important points.  It is very essential that
we know precisely wl-iat is to be done before we attempt to do it. A farmer once sent an ignorant man
to work in his field, who spent most of the day in
plying ithe hoe, but doing little good and much harm,
simply because he knew not the difference between
the weeds to be cut up and the corn to be cultured.
15* 
THE TEACHER'S ASSISTANT.
Illustrations.
So, often, it is with pupils in writing,- they have
no clear idea of what they should do, and the longer
they use the pen, the snore paper they waste, and
the more bad habits they confirm.   After devoting
the requisite time and attention to the two particulars previously named, - position and holding the
pen,- spend a little time ill all effort to cultivate a
correct taste and judgment. I will tell you how
this may be done, and would suggest that a few
minutes be given daily to this point, - the main
thing being to lead the pupils to see that the same
letter may be made in several different ways, and at
the same time cause them to feel that one way is
the best, and that they should always aim to secure
the best way. Let us go to the blackboard, ill imaginationl, with the following: -
1                  2             3                   4                5                6
1                  2              3                  4                 5                6
Teacher.  "Scholars, canl you tell me what letters these are?"
Scholars.  " Yes, Sir; they are m's."
Teacher.  "Whlat, all ni's? Are they all alike?"
Scholars.  "No, Sir; some are made better than
others, but they are all m's."
Teacher.  "Which do youL think is made best?"
Scholars.    The fourth one."
Teacher.  " Those who think the fourth is the
best, mnay raise their hands."   (All hands up.)
"Very well; I think so too. Now let us see what
fault tlhee is with the others. George, what do
you think of No. 1?"
174 
PENMANSHIP.                175
A Lesson.
Georg,e.  "Tlhe different parts are not of thle
same height, and the turns are not good."
Teacher.  "Very well; but is that all?  Thomas,
call you name any other faults?"
Tlomnas.  " I should think they all ought to have
the same slope and be better spaced."
Teacher.  "Very good.  I am glad you iunderstand so well about these letters.  Now if you were
going to make one, which should you try to imitate?"
Scholars. " The fourth."
This might be extended, but the idea will be
readily seen.  Each of the other m's may be treated
in the same manner, - the particular defects ill
each being pointed out.
A similar course may be pursued with more advanced classes. A line like the following may be
presented for criticism:
(2~6vf    Gr
A course of questioning on this line would lead
pupils to see the prominent faults, and induce
them to study to avoid them.  Such a plan will
afford an opportunity for explaining the difference
between the looped and unlooped letters; the effects
of unequal spacing; want of uniformity in height;
and of evenness in the down marks, etc. In examining the writing-books of one day, you will find
a sufficient number of errors to afford you material
170
P-l EN.'IANSHIP. 
17           THE TECE'  ASAT
How to secure the Object.
for a lesson the next. Two particulars should be
kept constantly and prominently before the mind of
the pupils.
1Ist. That they should strive to imitate a good
model.
2d. That the writing of each day should indicate
an improvement upon that of the preceding day.
Towards securing the first of these, the blackboard
exercises above alluded to will do much. To promote the second, I would recommend the two following plans.
1. At the beginnilng of the term let each pupil
write a few lines upon a page of a blank-book, provided for the purpose, and say to him that at the
close of the term he will be required to write a few
more lines on the same page, and that, if hle is faitlhful and attentive, the lines last written will appear
much better than those written at the commencement of the term.  This will give you in one book
-and a common writing-book will answer - a
specimen of the handwriting of each pupil at the
beginllilng and also at the close of the term.  It will
have a stimulating effect upon your pupils.
2. Let the pupils go through the book, writing one
half of a page at a lesson, - and one half of a page
well written will be better than ten pages carelessly
written.  After writing one half of each page in the
book, let them re-commence and write the remaining
half of each page.  There will be two advantages in
this, - one that it will relieve pupils of the monotony of writing the same copy, and the other, that
176
THE TEACHE'R'S ASSISTANT. 
PENMANSHIP.                                       177
Classification in Writing.
the time elapsing between writing the first and last
half of each page will be sufficient to afford a criterion of improvement.
IV. If possible, classify your Pupils in Writing,
as well as in other Exercises. - The pupils in most
schools may be arranged in from two to four classes
in writing. This classification may be governed by
qualification, as in other branches.   One  of the
prominent advantages of such an arrangelment will
be the opportunity of giving instruction to a number, at the same time, on the same copy. For this
purpose the blackboard may be used with excellent
effect.  We will suppose that your first class is just
commencing the book, and that the first copy is to
be written. Go to the blackboard and write the copy,
anild call their attention to the particulars to whlich
they should give special effort, and point out some
of the errors which pupils most frequently make.
To a class of ten or twenty members, more or less,
you can make a brief exercise of this kind very
profitable. After listening to. your instruction and
hints, they will commence writing with some definite object in view. In a late report to the School
Committee of Boston, Superintendent Philbrick thus
testifies in favor of the use of the blackboard for
illustration in this branch: "Where  the best results were produced, the blackboard was in constant
use, and a whole section of pupils wrote the same
copy at the same time."  Perhaps you will say that
your pupils are so irregular in their attendance, that 
THE  TEACHER'S ASSISTANT.
Have all write the same Copy.
you cannot classify them ill writing. But you can
just as well as in other branches.  Every  class
suffers from thle irregular attendance of members.
Have the copies come in regular order, and if a
pupil is absent when a particular page is written,
either require him, on his return to school, to write
the page after school, or leave it blank; and if at
the end of the term there are several blank pages,
just explain to the committee and parents the reasoln, and say to them that there are just as many
blank pages in all other studies, only they are not
so distinctly visible as in thlis particular. This may
cause some to see the evils of irregular attendance
in a new lighlt.
It will frequently happen that a whole class will
err in the same particular, or ill making the same
letter.  When such is the case, go to the blackboard
and imitate the wrong letter or letters, and show
wherein the defect is. Then make a letter as nearly
correct as possible, and require them to spend two
or three minutes in forming the same letter on slips
of paper.
The following sensible and judicious remarks and
directions I take from the cover of one of the best
systems of penmanship now before the public.*  I
Commend them as worthy of observance.
"From an experience of maiiy years, we are satisfied that there is no short and easy method of ac
* Payson, Dunton, and Scribner's, published by Messrs. Crosby,
Nichols, & Co., Boston.
178 
PENZIANSHIP.                 179
Valuable Rules.
quiring a rapid and graceful style of penmanship;
and that those who profess to teach the art of writing ill twelve, twenty-four, or double that number
of lessons, may be justly regarded as empirics.
" Learning to write well must always be a work
of much time and effort, since it involves a careful
training of the eye and hand, and a gradual development of the judgment and taste.  Great natural
obstacles are sometimes to be overcome; but by
carefuil and well-directed efforts, with a good system,
any one may learn to write well, and most persons
may learn to write elegantly.
" Good writing is characterized by le%ibility, rapidity, and beauty.  In order that these ends may
be attained, the following rules must be carefitully
studied and implicitly observed,- all of whiclh the
anthers submit to the  careful  attention of the
public.
"1. OF POSITION. - Sit with either the right or
left side turned a little towards the desk, in an easy,
natural position, but do not lean against the desk.
" 2. Hold the pen with a gentle pressure, between the thumb and the first and second fingers,
keeping the muscles of the hand and arm so relieved that the motions may be free and easy.
" 3. OF POSITION OF HAND AND ARM.- The hand
and arm should rest very lightly upon the desk, inl
order to secure freedom of motion and rapidity of
executioin.
"4. REMARKS. - Before commencing to write
after a copy, the pupil should carefully notice the 
THE TEACHER'S ASSISTANT.
Rules, continued.
form and proportion of each letter, and he should
also examine each word as soon as it is written, to
see wherein it differs from, or agrees with, the copy,
and then try to improve it the next time. This
course, diligently pursued, will certainly secure a
good degree of improvement; while, by an opposite
course, the time of the pupil and the labor of the
teacher will be entirely wasted.
"5. OF ORDER AND NEATNESS.- Write nothing
but the copy on the book, unless directed to do so
by the teacher; but try to keep the book clean and
free from blots, and never cut out a leaf. Keep the
pen clean, and ink thin. A habit of neatness and
order is of very great value to a book-keeper or
business man.
"'6. THE PEN.- Never touch the point of the pen
with the fingers, nor wipe it onl the hair, but on a
pen-wiper, made of some kind of cloth. It should
be wiped often, and always when you lay it aside.
Do not hold the pen between the teeth while turning the leaves, etc., but place it over the right ear,
-where it will be less liable to make blots than elsewhere.
"7. OF POSITION OF LEFT HAND.- The left hand
may rest onl the paper above the line on which you
are writing, but never below it, as the oily matter
of the perspiration, on the paper or the pen, will
prevent the ink from flowing freely."
180 
LETTER XIV.
GRAMMiAR.
AIY DEAR FRIEND:
MUCH time has been devoted, in most schools, to
the subject of Grammar; yet the real attainments
of pupils, for all practical purposes, have been very
limited and unsatisfactory. In this branch, more
than in any other, have pupils been allowed to repeat words, definitions, and rules, which were to
them but empty sounds, -meaningless expressions.
In many cases, scholars have committed to memory
the entire contents of a text-book, without gaining
any true knowledge of language or grammatical
science.  What I have said of geography is quite
as true of grammar,- that words are too often
learned and repeated on the recitation-seat, without
imparting ally definite ideas.  "What is a vowel?"
asked a teacher of a girl. " A vowel is an articulate sound," was the ready answer, in the language
of the book.  "And what is anl articulate sound?"
"A melodeon," answered the girl. To her mind, a
vowel was but another name for a musical instrument, or melodeon.
16 
182          THE TEACHER'S ASSISTANT.
Anecdote by Professor Russell.
Some of the most discouraging cases you will
meet with will be those in which pupils have "been
through the Grammar," and learned little but words.
Professor Russell gives a case in point.   " A boy,
who had studied grammar a long time, got tired of
it, and did not wish to go over the definitions again
under the guidance of another teacher. To test
him, the teacher said:'Do you think you under
stand all that you have studied?''Yes, Sir; I
know it all.'' Well, here is the definition of an indefinite article; what is that?''A or an is styled
the indefinite article, and is used ill a vague sense;
in other respects indeterminate.'  (So he learned
from his Grammar.)'Do  you understand that
fully?''0 yes, Sir.''Will you tell me  what
" styled" means?'  Why, it means something sort
of grand, stylish.'' What does "article" meanl.?'
'It means- -why, it means anything that we see.'
'What does "vague" mean?'' I don't know, Sir.'
Well, what does " indeterminate" mean?'' Being very determined about it, Sir.'"
And yet this lad, like hundreds of others, had a
sort of impression that he knew all about grammar,
and felt it almost derogatory to his standing as a
scholar to have his attention called to it as a suitable branch for himn to study. If you meet with
such a case, as you undoubtedly will, your first effort must be directed to convincing the pupil that
hlie does not comprehend the subject. This will be
no easy task, and yet it must be accomplished. You
must strive to convince him both of his lack and 
-~~~~RAMR                    S
When to commence Grammar.
need of knowledge, before you can expect to have
him study with a will.
You wish to know what I consider the proper age
for commencing the study of grammar.  This will
depend on circumstances.   Many lessons may be
given to very young pupils. The parts of speech,
kinds of sentences, and many other points, may be
treated of in a familiar style of oral lessons by the
teacher, and much information may be imparted to
pupils of the ages of eight or nine years, before they
take the text-book.   The " when" to commence,
therefore, will depend much Upon the "how" of
commencing.  The very youngest pupils should have
the benefit of correct examples of speech.  But it
would. be better that the study of grammar never
be commenced, than to have it improperly treated.
My object, in this letter, will be to caution you
against the tendency, on the part of scholars, to
learn words only, and also to give you a few hints
on teaching grammar. Mr. Tower, in his preface
to a valuable work entitled " Grammar of Composition," uses the following sensible and trutlhfil  laiiguage:  " English Grammar has been defined as
the art of speaking and writing the English lainguage correctly'; and this definition has been accepted and retained by grammarians, notwithlstanding it has become a matter of public notoriety that
pupils may excel in grammar and'parsing,' as
taught in our schools, and yet be unable to form
grammatical sentences, either orally or in writing.
Where, then, is the fault? in the definition, or in
183
GRAMMAR. 
THE TEACIHER'S ASSISTANT.
Correct Speaking.
the method of teaching?  In the latter, we fully
believe.  The very fact that it is an art shows the
absurdity of supposing that it can be acquired without practice.   Who  ever became  a skilful musician simply by studying the principles and rules of
music?"
If teachers would regard the truth contained in
the brief extract just made, it would be sufficient.
And yet, for years and tens of years, a sort of wordrepeating and formal round of technical parsing
have constituted the sum and substance of grammar in many of our schools, though within the last
ten years the study has been more wisely taught by
most good teachers. Mlany of my suggestions, at
this time, will be directed to giving the subject a
more practical bearing.
Be careful to speak correctly yourself, and require your pupils to do the same.-This is allimportant. If, in all your conversation, your commands and requests, you speak with propriety, you
will, as it were, be a living grammar to your pupils.  Your example will be felt for good.   On
the other hand, if you are careless in the use of
language, and are guilty of frequent grammatical
inaccuracies, youl can hardly hope to have your
pupils speak correctly. One great difficulty in the
way of teaching grammar is, that the pupils out of
the school-room often hear expressions and language at variance with any correct standard. If
all persons were in the habit of "speaking the
184 
GRAMMAR.                 185
A Comparison.
English language correctly," the teachler's efforts
to impart instruction in the school-room would be
far more successful.  But every pupil has twofold
instruction, -that in the school-room and that outside the school;  and often the two are directly
antagonistic in their influence and results.   This
point is not duly considered, and the faithful
teacher is often charged with errors or defects in
his pupils, which are in no true or just sense
chargeable to him.
Let us suppose a portrait-painter undertakes to
perfect the likeness of some person. During a part
of the hours of each day he devotes his time and
skill, most assiduously, to make the painting lifklike and accurate. Faithfully and well he performs
his part, making no errors, but constantly developing true shades and righlt points. Every touch is
made at the right time, and in the right place and
manner.   Now  suppose this unfinished  painting
should be daily brought in contact with those who
are no artists, and that each should give a touch
with his own unskilled hand.. It would be easy to
predict the result.  And yet the teacher's work is
thus exposed and tampered with; and in no point
does it suffer so much as in that under consideration.  Be sure that the errors of the street find no
countenance in the practice of the school-room.
"Speak correctly" yourself, if you would hope to
have your labors ii teaching grammar successful,
and insist on correct speaking on the part of your
pupils.  By tlle exercise of care and judgment, you
16*
185
GRANIMAR. 
186            TH E TEACHER'S ASSISTANT.
Be thorough and clear.
will soon succeed in creating a sort of popular
school-sentimenlt in favor of the right; and when
you have secured this, your success will be sure.
Make your teachting thloroughl and clear. - One
of thie most common errors hlas been that of attempting to advance too rapidly.  The pupil's mind
is often so perplexed with the variety before him,
that he receives no definite and accurate view of
any one topic.  I have known a class of beginners
who have been required to give the definitions of
all the parts of speech at a single lesson. Of course
they could not receive any clear impression of either.
The result would naturally be vague and confusing.
Suippose one individual should attempt to enli,ghlteii
a friend in relation to the trees in a dense forest,
not one of which was known to the second party.
The two enter the forest, and the first, as they pass
rapidly along, says to his friend  "This is an oak;
this, a pilne; this, a hickory; this, a hemlock; this,
a chestnut," &c.; -without any attempt to poinlt
out the distinctive peculiarities of each, and not even
allowing time for the learner to take a fair look at
each tree as its name is given.  Htow many such
forest walks would it require to give to the man the
needed information? Yet a course equally unlreasonlable has often been taken with beginners  in
grammar.   See that you commit no10 such error.
From the beginning, teach one thing at a time, and
teach that thloroughly.  Make one step familiar bcfore another is attempted. 
GuAMMAR.                187
GRAM o IAR.
Teach one Thing at a Time.
In teaching the several parts of speech, deal with
onle singly, at first, and dwell upon- it until tile class
understands it.  The old definition of a 1noun was
as follows: " A noun is the name of anythlling that
exists, or of which we have any notion; as, London,
man, virtue."  I have heard this repeated scores of
times, when I was satisfied that those who gave the
definition had not the slightest correct " notion"
of the part of speech defined.  To them a noun was
Loldon-man-virtue," - but what " London-manvirtue" was, they knew not.  Most of the Grammars
of the present day define a noun as " the name of
an object," - and yet even this.may be repeated,
and not be understood. I have, in many instances,
known pupils to confound the object with its name.
The word book is a noun, but not the book itself.
See that your pupils discriminate, and, after using
proper effort to make the point plain, call upon them
for a list of nouns.  Ask  them to give you the
names of all the objects in the schl-lool-room, and
write them as they are spoken. The list may be
something as follows:  Desk, chair, book, stove,
inkstand, pencil, slate, peln, window, floor, wall,
nail, hat, etc.  They may also be called upon to give
the names of objects that they have seen on their
way to school. Continue exercises of this kind,
requiring your pupils to write them  upon their
slates, until they are fully comprehended.  The same
course may be pursued to explain what is meant by
" common and proper," as applied to nouns.   Require the pupils to make lists of each until they
187 
THE TEACHER'S ASSISTANT.
illustrative Exercises.
shall be able to do so with promptness and correctness. Number, person, gender, and case minay be
taken in the same manner. If a term has been
properly explained, require your pupils to give a
practical illustration by some written exercises.
After the noun and its several modifications  have
been considered, in the mainner alluded to, your
class will be prepared to write sentences exemplifying the following: A sentence containinlg one proper and two com
moil nouns.
A sentence with a proper noun in the nominative
case, and two common noulis in the objective case
and singular number.
-A sentence with two common nouns, olie in the
nominative and the other in the possessive case.
A sentence with a proper noun in the nominative
case, masculine gender, and a common noun in the
plural number, objective case, and feminine gender.
These exercises will please the pupils, and'they
should be continiued until the several points and
modifications are made perfectly plain.
The same general plan may be taken with the
several parts of speech, and their various modifications.  Have every definition followed by some
written exercises illustrative of the same. The different kinds of sentences may be explained ill the
same manner.
On the subject of grammar, important as it is,
it is hardly necessary that I should enlarge. The
hints I have already given will be of some service if
188 
GRAMMAR.           189~~
False Syntax.
duly regarded. On many points teachers differ in
opinion. A score of years ago most of the grammatical exercises consisted in the parsing of words.
These were conducted in a manner so set and formal, that but little good resulted from them. The
analysis of sentences received no attention. But
there has been a change, and now, withl many, the
old mode of parsing is entirely discarded, and analysis substituted therefor. The true course, I think,
is to give attention to both methods. Combine the
two in practice, and the results will be satisfactory.
Much of grammar, in its practical use, will enter
into the exercise of composition, -of which I shall
speak more particularly in my next letter, - and
I would urge you to give much attention to that
branch of the subject. Indeed, in all your attempts
to teach the subject, do not forget that it is only by
frequent practice that one can reasonably hope to
become skilled and ready in "speaking and writing
the English language correctly."
Before closing, I will speak of two other exercises
in this connection. The first is the correction of
false syntax. It will be well, occasionally, to place
upon  the blackboard a few  ungrammatical  sentences and require your pupils to correct them,
and also to tell what is wrong, and why wrong,
in the example given. I will add a few sentences
for the purpose named.  You will find that pupils
will feel pleased in attempting their correction, and
the effort will cultivate a critical and observing
spirit.
189
GRA'.,NIMAR. 
THE TEACHER'S ASSISTANT.
Examples for Correction.
Charles did it unlbeknowni to me.
It is him.  It is her.
Let every scholar attend to their studies.
May John and me go to walk?
Please to let John and I go to walk.
You should have went with me.
I-e said how he would go.
I have not seen him this ten days.
I expect you reachlied home safely.
John and George was to home.
I saw that James had been abused with half an
eye.
A newspaper has the following: -
Wanted.-  A young man to take charge of a
pair of horses of a religious turn of mind."
A carpenter once rendered the following bill to a
farmer, for whom he had worked: " To hanging two
barn-doors and myself seven hours, one dollar and
a half."
A newspaper says: " A child was run over b)y a
wagon three years old and cross-eyed, with pantalets on which never spoke afterward."
A man writes: " We have two school-rooms sufficien,tly large to accommodate three hundred schlolars one above another."
Another writes: "We  have a new scllool-liouse
large enough to accommodate four hundredaupils
three stories high."
Make a memorandum of errors, like the above, as
you hear or see them, and occasionally make one
the sl,)ject of a brief criticism by the school, guard
190 
GRAMMAn.                 191
Punctuation.
ing against any improper spirit on the part of your
pupils.   Aim  to have all criticisms made in a
friendly, and not in a censorious or supercilious
spirit.
The only remaining point, to which I will call
your attention ill this letter, is punctuation. This
has been sadly neglected in our schools; and yet its
importance, as affecting the import of what is written, is such as to demand for it special attention.
Of course I cannot consider the subject in detail.
1 will merely urge its claims to your attention, and
give a few examples illustrating the entire change,
in meaning, caused by a change of punctuation.
These examples will assist you in showiing the effect
of punctuation, and in awaking an interest in the
right direction.*
"Lord Palmerston then entered; on his head, a
white hat; upon his feet, large, but well-polished
boots; upon his brow, a dark cloud; in his hand,
his faithful walking-stick; in his eye, a meaning
glare; saying nothing, hle sat down."
With a slight change in punctuation, it will read
thus: "Lord Palmerston then entered on his head;
a white hat upon his feet; large, but well-polishled
boots upon his brow; a dark cloud in his hand; his
faithful walking-stick in his eye; a meaning glare
saying nothing. He sat down."
* A Treatise on Punctuation, by John Wilson, is the best work on
the subject within my knowledge. Indeed, it seems to be a complete
treatise on the subject, anti it should be used in all our schools. I am
4      indebted to it for two or three of the illustrations.
G R A.'vlM A 1,.
191 
THEP TEACHER'S ASSISTANT.
Examples.
In the priory of Ramessa there dwelt a prior who
was very liberal, and who caused these verses to be
written over his door:
"Be open evermore, 0 thou my door,
To none be shut, to honest or to poor."
But after his death, there succeeded him another,
whose name was Raymond, as greedy and covetous
as the other was bountiful and liberal, who kept
the same lines there still, changing nothing therein
but one point, which made them run after this
mannler:
"Be open evermore, 0 thou my door,
To none; be shut to honest or to poor."
Afterward, being driven thence for his extreme
niggardliness, it grew into a proverb, that for one
point Raymond lost his priory.
Observe the difference in the following: " The
persons inside the coach were Mr. Miller; a clergyman; his son; a lawyer; Mr. Angelo; a foreigner;
his lady; and a little child."
As here punctuated, with a semicolon after each
noun, the number of individuals is eight. Arrangimg the names in pairs, thus: " The persons inside
the coach were Mr. Miller, a clergyman; his son, a
lawyer; Mr. Angelo, a foreigner; his lady; and a
little child," — we reduce the number to five, and
entirely change the meaning of the sentence.
Varying the punctuation a third time, we find
that "the persons inside the coach were Mr. Miller; a clergyman, his son; a lawyer, Mr. Angelo;
a foreigner, his lady; and a little child."
1, 2 
GRAMMAR.                 193
Other Illustrations.
The following lines will filrnish another instance.
By placing the semicolon, now  at the end of each
line, after the first noun in the line, quite a change
will be made in the sense.
"I saw a pigeon making bread;
I saw a girl composed of thread;
I saw a towel one mile square;
I saw a meadow in the air;
I saw a rocket walk a mile;
I saw a pony make a file;
I saw a blacksmith in a box;
I saw an orange kill an ox;
I saw a butcher made of steel
I saw a penknife dance a reel;
I saw a sailor twelve feet high;
I saw a ladder in a pie;
I saw an apple fly away;
I saw a sparrow making hay;
I saw a farmer like a dog;
I saw a puppy mixing grog;
I saw three men who saw these too;
And will confirm what I tell you."
A clergyman was lately depicting before a deeply
interested audience the alarming increase of intem
peranlce, when he astonished his hearers by saying:
"A  young woman  in my neigborhood died very
suddenly last Sabbath, while I was preaching the
gospel in a state of beastly intoxication!"
From thle work of Mr. WTilson I take the followilig -illustrations  of the value of correct punctuation.
"1A  blacksmith, passing by a hair-dresser's shop,
obser        ved i n  t he window an unpoiited placard, which
hle read as follows: —
17
193
GRAMMAR. 
194  THE TLA~~uER' S ASSISTANT. ~
TIIE TEACHE'S ASSISTANT.
The Barber's'Lines.
' What do you think? -
I'11 shave you for nothing,
And give you some drink.'
"The son of Vulcan, with a huge black beard on
his chin and a little spark in his throat, considered
the opportunity too good to be lost. He accordiigl y         entered; and, after the shaving had been
duly performed, asked with the utmost sang froid
for      the l iquor. But the shaver of beards demanded
payment; when the smith, in a stentorian voice, referred  him to the placard, which the barber very
good-humoredly produced, and read thus:
'What! do you think
I'll shave you for nothing,
And give you some drink I "'
"The following request is said to have been made
at church:'A man going to sea, his wife desires
the prayers of this congregation for his safety.'
But, by an unhappy transposition of the comma, and
the misspelling of one word, the note was thus read:
"A man, going to see his wife, desires the prayers
of this congregation for his safety."
"Witness the entire change caused by punctuation i     n the following:
' Every lady in this land
Hath twenty nails upon each hand;
Five and twenty on hands and feet.
And this i4 true without deceit.'
'Every lady in this land
Rath twenty nails: upon each hand
Five; and twenty on hands and feet
And this is true without deceit.'"
194 
GRAMMAR.                 195
Illustrations in Punctuation.
"The well-known speech of Norval, for instance,
in the tragedy of'Douglas,' may, by an erroneous
use of the pauses, be delivered in such a manner as
to   affect or destroy the meaning; as, -
'My name is Norval on the Grampian hills.
My father feeds his flock a frugal swain;
Whose constant cares were to increase his store.
~      *      *.       *       o
We fought and conquered ere a sword was drawn.
An arrow from my bow, had pierced their chief
Who wore that day the arms which now I wear.'
"A change in punctuation restores the meaning
thlus: -
'My name is Norval. On the Grampian hills
My father feeds his flock; a frugal swain,
-Whose constant cares were to increase his store.
We fought and conquered. Ere a sword was drawn,
An arrow from my bow had pierced their chief,
Who wore, that day, the arms which now I wear."'
Trusting that you will be able to make a good
use of these illustrations, and be aided by them in
causing your pupils to see the importance of the
subject, I remain
Your sincere friend,
C.
195
GRAMMAR. 
LETTER XV.
COMPOSITION.
MY DEAR FRIEND: —
You ask if you shall make the writing of composition a regular exercise in your school. I answer,
most emphatically, Yes. It is one of the most important subjects, and well deserves your care and
thought. It has often been sadly neglected,-more
frequently improperly treated.   You also ask at
what age pupils should commence thie exercise, and
for some hints ill regard to it.
In answer to this I would say, if it is regarded by
you as it is by some teachers, it would be better
never to commence; but,'properly viewed and conducted, it can hardly be commenced too early. As
soon as a child can write words, he may begin the
writing of composition, provided his first lessons are
of thie right kind.  I well recollect some of my first
themes for composition, given when I was a mere
boy.  They were such as these: Temnperance, Friendship, Virtue, Happiness, Chlarity, &c.,-  all themes
entirely unsuitable for beginners.   Pupils cannot
write upon a subject beyond their comprehension, 
COPSTIN                         9
Anecdote.
or in which they feel no special interest; and whenever such themes are given, pupils will be very apt
to examine books to ascertain what others hlave
thought or written.  In this way, mnany early become plagiarists, and try to pass as their own what
they have wholly, or partly, borrowed from others.
I recollect anl instance of this kind, in which the
ready wit of the offender saved him from pulnisliment and exposure. HIe took a niicely written article to his teacher, who, after reading it, opened a
volume written by Mrs. Barbauld, containing the
same views, expressed in precisely the same words.
After reading this to thile pupil, the teacher remarked:  " What  have  you to say  to this?"
" Why,"5 said the lad, " all I have to say is, that
Mrs. Barbauld and I think exactly alike."
The better way is to give suitable subjects, and
thuis afford no temptation for pupils to borrow
thoughts or words from the writings of others.
You have, I doubt lnot, often heard compositions
read in schools, whose whole style and expression
afforded the most convincing'proof that they were
not original. I recently heard one, maniy words of
which were so shockingly mispronounced, that it
was perfectly obvious that the piece was a borrowed
one, and that the meaning of many of the words
was not comprehended.   The word " receptacle"
was repeatedly called " respectacle." But I have
said enough on this point, and will now offer a few
suggestive hints.
You know very well with what a feeling of dread
17*
197
COMPOSITION. 
THE TEACHER'S ASSISTANT.
Method for Beginners.
pupils engage in the exercise under consideration.
The very word composition seems to cause a shudder; and the longer the subject is deferred, the
greater will be the reluctance with which it will be
commenced. With a little care and prudence, you
may fairly initiate your pupils into the mysteries of
the exercise before they realize that they have taken
the first step, and before you make any allusion to
it as a step, even, in the much-dreaded exercise.
Take a class of little ones, and ask them to write
the word horse uponl their slates. For three or four
minutes ask them questions about a horse, somewhat as follows: How  many of you ever saw a
horse? Of what color are horses? Hiow many legs
has a horse? What do we call animals which have
four legs?  For what is the horse used?  Of what
does his food consist?  What do we sometimes call
his feet?  What is meant by a draft-horse? carriage-horse? race-horse? etc.  Such  questions as
these will elicit thought, and prepare them for tihe
next step, which is to write upon their slates somethling about the horse.  As a result, you may get
something like tile following:  " My father has a black horse.
" The feet of a horse are very hard, and are
called hoofs.
" Some horses are very swift, and called racehorses. Some are large and strong, and called drafthorses, because they are used in drawing heavy loads.
" The horse is very useful, and it is cruel to whip
him.
198 
COMPOSITION.                199
A Specimen Lesson.
" Horses, and other animals that have four legs,
are called quadrupeds."
These sentences may not all be as correctly written as they are printed.  There may be errors il
spelling, use of capitals, etc. Still each of them expresses an idea, and is a first step in composition
writing. At first it will be well rather to commend
them for what they have done properly, than to ceiisure them for any errors they may have made. A
little encouragement will do much good, while a
slight reproof at the begihnimng may prove quite dispiriting.  At the first attempt, each will write but a
single sentence. This may be as much as it will be
well torequire, and if they do this fairly, commend
them, and as a next step ask them to see how many
sentences each of them can write about a horse.
After a few exercises you may receive something
like the following:  "The horse is a very usefil animal.  MIy father
has a good horse.  His color is white.  He eats hay
and oats, and sometimes hlie feeds on grass. lie is
very gentle, and I can drive liim. He is not afraid
of the cars, but a gun frightens him  some.  He
wears iron shoes, which are nailed to his feet.  Hiis
foot is called a hoof.  We ought to use a horse very
kindly."
If, instead of this, you should give to a beginner
virtue as a subject, he would not write, because he
would have nothing to write, -no ideas on the suject. The fault is not in the pupil, that hlie does not
write, but in the subject, or rather in yourself, if you
CONIPOSITION.
199 
200         THE TAcH~R' S ASSISTANT.
Lctter-writing.
assi,gn him  suchl a subject.  So much depends upon
tlie selection of subjects, and the mainner of treating
the few first efforts, that you should make a special
point to give thlem suitable themes, and furnish encouragement by commending the first productions.
Quite young pupils may commence writing sellntences, as soon as thley can write legibly.  It will
amuse them, and serve to keep them usefully employed.   For  suchl- pupils the subl)ject should, of
course, be very simple; such as horse, cow,  dog,
kittien, house, garden, etc.
To more advanced pupils a different class of subjeets may be given, but they shouldl be subjects in
which they feel all interest, and about which they
sh6ould be expected to have some thoulghts and ideas.
Anl account of some journey, a vacation, a holiday,
a walk, a visit, etc. mighlt be very appropriate subjects.  Letter-writiing may very profitably be introduced as ai  exercise inll composition.  To be able to
write a good letter is, inll itself, quite an accomplishment, and conlstitutes, in the true sense, anll exercise
in comlpositionll.  I would  advise you to make the
writilng of a letter a special lesson occasionally. If
it had heretofore received more attention ill all our
schools, we should not see so many miserably written letters.  By usilng the blackboard you may give
directions as to date, address, closing,  superscrip
tion, etc.
The followilng may serve as specimelils of subjects
for letter-writilg.
1. Write to a cousin, and give all account of your
school and studies.
200
THF, TFACHER'S ASSISTANT. 
COMPOSITION.                201
Another Method.
2. Write to your parents, and give them an account of your studies, deportment, etc. for the last
week or month.
3. Write to an absent brother, sister, or friend,
and give all account of whatever you may deem
interesting.
4. Write to a former schoolmate, and tell him
about your school, your amusements, and compail
ions.
5. Write to your teacher, and tell how you have
spent your vacation.
6. Write to some absent friend or relative, and
tell about your home, your friends, your school, etc.
It will make a very pleasant and useful exercise
for pupils, to require them to change poetry into
prose in such mainier as to retain the same meanilg. I will give an example.
"Across the rolling ocean
Our Pilgrim Fathers came,
And here, in rapt devotion,
Adored their Maker's name.
Amid New England's mountains
Their temple sites they chose,
And by its streams and fountains
The choral song arose."
Changed to prose, the above might read thus:
"Our Pilgrim Fathlers crossed the rough ocean that
thley might, on these shores, engage in earnest and
devout worship of their Creator.   They erected
churches among the hills and mountains of New
England, and on the banks of the streams and rivers
COMPOSITION.
201 
THE TEACHER'S ASSISTANT.
Writing Sentences.
they sung anthems of praise to Hlim who had sustained and guarded them."
The ideas expressed might be expanded, and given
ill many different modes of expression.
Another method for giving pupils a start in the
exercise of composition is to read to them some interestinilg story, or relate to them an account of some
journey, and require them, on a subsequent day, to
express the leading incidents in their own language
and style. From the outset encourage simplicity
of style and manner of expression, and discourage
every attempt at high-sounding words and phrases.
Give to a class a few words, requesting them to
write as many sentences as there are words, and to
incorporate one word into each sentence. For example, let us suppose you give the following words,
by dictation, or by writing them upon the blackboard:
good, lesson, scholar, obedient, teacher, diligently.
No two scholars will be likely to write precisely the
same sentences. The variety itself will be useful in
illustrating the different ways in which the same
word may be employed.'Perhaps one pupil may
write as follows:  "Good boys will obey their parents ill all things.
"The idle boy will not learn his lesson.
"An industrious scholar will improve.
"The obedient pupil will love to do right.
"The faithful teacher will be happy.
"We should all study diligently."
The word good may be used as follows by differenlt pupils:
202 
cOMPOSITION.                203
An Example.
"We should all try to be good."
"John gave me a very good apple."'
" The good scholar will obey his teacher."
"I had a good time last vacation."
"School will do us no good if we are idle."
As another exercise, requiring more effort and
thought, require a class to write a sentence which
shlall contain all the words.  One may write tlhus:
" A good scholar will be obedient to his teacher, and
will study his lesson diligently."
So far as time will permit, read the several sentences aloud, or require the pupils to do so, and
make such criticisms as you may think proper, always being careful not to subject any pupil to the
ridicule of thie class. If a boy has done as well as
he could, commend him, though his performance
may fall far short of what you might wish. This
hint should pertain to all exercises of the schoolroom.
I have alluded to the correction of errors. It
must be expected that beginners will make many
mistakes in their early productions.  If they could
write without making errors, it would not be necessary for them to write as a school exercise.  The
very object for which they write in school is that
they may learn how to correct their errors,- learn
how to express their thoughts properly.  It will be
your duty to assist and encourage them.   Very
much will depend upon the manner ill which you
perform your part.  At the outset, it may not be
well to be over-critical; for, if beginners should
COMPOSITION.
203 
204           THE TEACHER'S ASSISTANT.
Ilow to corrcct Errors.
have all their mtistakles arrayedl before tllem at once,
thley might feel discouraged.   In  a kindly way
point out some of the more prominent ones first,often uttering words of clheer, so far as you can do
so consistently.  Miaiiy of the first exercises may be
written upon slates; but after sufficient practice, let
paper be used, and always require a margin of an
inch  on thle left for the designation of errors.  It
will be most profitable to require pupils to correct
their own errors, - you merely indicating the lines
in which they exist, and also their nature.  A few
simple characters may be used as expressive of the
nature of the mistake.  Perhlaps  the first four or
five figures will answer  the purpose.   Let it be
understood that (1) placed opposite a line denotes
an error in spellinig; (2) an error in use of capital,
or neglect of same; (I) the omission of a word, or
tlle repetition of a word;  (4) false syntax; (5) a
wrolng word.  If two or more errors are in the same
line, use the figures that indicate all:tllat exist.  To
illustrate my meallillg more clearly, let us suppose
the following to be a composition, with the errors
designated accordiing to the above method.
1           ie ~ vee   14e.enl (o Itave vacaztaI
corte, f z we Ilee          (;ell,   I-la t'/    a // (,e,
2, 5           9f we.  /I la  (zve  d~(/6< dA((/aofyt
al/lllty  wazv       ze, we     t w   e1670/  O~(Z vaCal
-~,.      o 
COMPOSITION.                205
A School Paper.
3,,,   - / /! (._.  I
1, 2 e/o   z,e  vzz/,,                   ad 6 Izelad
5, 1 eav     se a         a,,l        Z/<IzzYi aznnc  "'A
In    wt-1 /,~ c"Z!/                   1 ~fie    vacazIno'
1    t/nI/~e
4  tj ovez we  iiatdl/ iel'mn  al  fclaOl  an61
5                          11
This will be sufficient to explain whlat I mean.
You will readily see that the above will be at once
simple and effective.  It will prove very beneficial
for pupils to search for, and correct, these errors.
I would rec'ommenid that at first they correct the
errors upon the paper which  contains them, and
that they then be required to rewrite the whole in
the right form; and I would also advise that you
makle thle chirography itself a subject for criticism.
As an incitement to effort in this department, it is
well. to lhave a " paper," into which the best written
articles shall be copied, and that, occasionally, extracts be read from this paper to parents and others
who may come to listen.  In some schools anll hour
is devoted to thlis semi-monthlly.
As aids to the subject of composition, a few use-fil treatises have been prepared, and are now before
the public.  For begilnners Brookfield's work, published by S. A. Rollo,  New  York, will be found
an excellent work.   For  more advanced  pupils,
Parker's " Aids to Composition," published by R.
1i
205
COMPOSITION. 
THE TEACHER'S ASSISTANT.
A List of Subjects.
S. Davis, Boston, and a work by Quackenboss,
published by the Messrs. Appleton, New York, will
prove very valuable. But I would have you feel
that in yourself are the chief aid and moving power.
If you are judicious in the selection of subjects and
in the general management of the exercise, you will
do your pupils great good without any of these aids;
but if you have not the right feeling, or if you err
in your instruction, all other aids camnnot compeinsate therefor.
I will close this letter by givilng you a list of
topics for exercises in composition.
SUBJECTS FOR COMPOSITION.
1. A description of my home.
2. A description of my school-house and its loca
tion.
3. An account of the village or town in which I
live.
4. A  description of  a          garden, with  its  trees,
plants, and flowers. 
5. A description of a ship.
6. A description of the ocean and its uses.
7. The Dog.
8. The Cat.
9  The Horse       Note. -These and other domestic
9. The Horse. animals may form themes for Corn  10. The Cow.             position.  A description of each may
1-1. The Pig.            be given, in which the habits, mode
12. The Sheep.     of living, uses, etc. may be considered.
13. The OxSheep.
13ID. The Ox.
206 
OMPO5JTIO               207
List of Subjects, continued.
14. The Lion.
15. The Elephant.       Note. -The countries in which
16. The Leopard       they live, their appearance, habits,
} disposition, mode of living, etc. may
17. The Panther.    be named.
18. The Giraffe.    j
19. The names and description of fthie wild animals I have seen.
20. The Whale.
21. The Seal.           Note. -WVhere found,how captured,
and for what valuable.
22. The Walrus. j
23. The fishes I have seen, and their uses.
24. The names of the common  domestic fowls,
and an account of their food, habits, uses, etc.
25. A list of the different birds I have seen, and
sometlhing about them.
23. Reflections at the begining of a year.
27. Reflections at the close of a year.
28. Thou,ghts at the commencement of a school
term.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
Thoughts at the close of a school term.
Thoughts on the death of a friend.
Duties to parents.
Duties to teachers.
Duties to brothers and sisters.
Duties to schoolmates and associates.
Duties to the poor and unfortunate.
Some of the ways for promoting happiness.
An evening at home.
A day at school.
The importance of forming good habits.
Learning is better than wealth.
207
COMPOSITION. 
208          TilE TEACHER'S ASSISTANT.
List of SubjecLts, continued.
41. ILowi to improve time.
42. Spring.
4~. Sprinlg.   i ote. - Sonme of the peculiar and appro  43. S-tllmner.   priate pleasures andl duties of eachl season
-44. AlttUlnll.    may be mentioned, and preferences ex                    pressed.
45. Winter.        presse.
45. An account of the frullits I have seen.
47. A  description of the different trees I have
seenii, their names, appearance, uses, etc.
48. Somie  of the most  common  vegetables,manner of cultivating, uses anld modes of use.
49. An account of the different grains and grasses
I have seen, etc.
50. A description of tlhe flowers I have seen.
51. The materials used in butilding houses, and
hlow  used.
52. Articles of furniture in a house, and their
uses.
5-.
55.
54.
57.
58.
59.
60.
61.
62.
68.
64.
65.
66.
Uses of knowledge.
The Puritans.
I'Fourthl of July.
What should I aimn to be and do?
Industry.
Perseverance.
Idleness, and its evils.
Disobedience.
Right use of time.
Delays are dangerous;-wl-ywh?
Pleasures of school.
The good scholar.
The bad scholar.
Good deportminent.
THE TEACHFR'S ASSISTANT.
208 
COMPOSITiON.                209
List of Subjects, continued.
67.
68.
69.
everytF
70.
71.
72.
73.
74.
75.
76.
77.
78.
79.
80.
81.
82.
83.
84.
85.
86.
87.
88.
89.
90.
91.
- 92.
The currier.
The priniter.
The carpenter.
The sculptor.
The mason.
The cabinet-maker.
The merchant.
The sailor.
Pleasures of travellin
An account of a journ
Ilonlesty.
Truth.
FalsQiood.
Thloughlts on visitingce
Reflections on witne
sion.
93. Thloughlts on seeing a ship " set sail" on a
- long voyage.
94. Thoughts on leaving school.
18*
209
CO.MIPOSITION,
and
Note. -Let a description of
each be given,-their duties
named, the tools or implements
used described, etc. 
210          THE TEACHER'S ASSISTANT.
List of Subjects, continued.
The past,-  the present,- the future.
Attention.
Adversity.
Affectation.
Benevolence.
True courage.
Cruelty.
Carelessness.
Curiosity.
Diligence.
Education.
Early impressions.
Friendship.
Flattery.
Gambling.
Intemperance.
Force of habit.
Honesty.
Happiness.
Kindness.
Music.
Sincerity.
System.
Every man the architect of his own fortune.
Never too old to learn.
Selfishness.
Avoid extremes.
Example better than precept.
Our country.
Ambition.
Conteitment.
210
THF, TEACHER'S ASSISTANT.
95.
96.
97.
98.
99.
100.
101.
102.
103.
lo4.
105.
106.
107.
108.
109.
110.
ill.
112.
113.
114.
115.
116.
117.
118.
119.
120.
121.
122.
1'23.
124.
125. 
COMPOSITION.                 211
List of Subjects, concluded.
126. The art of printing.
127. Commerce.
128. Fashion.
129. Silent influence.
130. A soft answer turneth away wrath.
131. The true object of life.
132. " Be not overcome of evil, but overcome evil
with good."
133. Gratitude.
134. Our duties to God.
135. " Labor conquers all thiings."
Your sincere friend,
C.
211
COM'IPOSITION. 
LETTER XVI.
GEOGRAPHIIY.
IY DEAR FRIEND:
THE dictionary tells us that geography is a de scriptioni of the earth; and in all our schools the
pupils commence the study of this branch by committing the definition to memory.  This is all well
as far as it goes; but too often the words are repeated without having anlly definite idea connected
with them.   Hence it is true that children study
geog,raphly for weeks and months without gainiling
any correct and practical views. In all your teaclhing, it should be your aim to impart or awaken
ideas. Cause your pupils to feel that words are
useless, except as symbols of ideas, and that they
are but LLlunmeaning  sounds, unless  they convey
ideas.  The definition of a peninsula, for example,
may be repeated by a pupil for the hundredth time,
and yet give no accurate impression of the thingy defined.  If possible, awaken thoughts in the minds of
your pupils, and then lead them to use ri,ght words
as expressive of those thoughts.  It would greatly
amaze you to know how much some pupils are able 
GEOGRAPHY.                213
Illustrative Anecdotes.
to recite from the Geography, while, for all available, practical purposes, they are as ignorant as
untutored children.   A  gentleman once took an
apple, for the purpose of illustrating to his niece,
sixteen years of age, who had studied geography
for several years, the shape and motion of the
earth. She looked at him a few minutes, and said,
with much earnestness: " Why, uncle, you don't
really mean to say that the earth turns round, do
you? "   " Certainly," he replied; " did you not
learn that several years ago?"  " Why yes," said
she, "I learned it, but I never.knew it before."
So it is withl many pupils in our schools; they learn
without knowing.
A late writer in an English paper gives the following, which admirably illustrates our point.  " One
little incident we must mention, as illustrating education by rote.  Walking to church, one Sunday, in
Skye, we were followed by a slip of a lad some tenl
or eleven years of ages who, on putting some questionls to him, volunteered to name all the capitals in
Europe, which lie did with marvellous dexterity.
From Europe lie crossed to South America, and ratfled out the names of the capitals with the accuracy
of a calculating machine.  From Soutlh America he
started off to Asia, and finally brou,ght up at Jeddo,
in Japan.  We were rather sceptical as to the value
of such acquirements, and, indeed, as to the reality
of any iniformation having been conveyed to the
lad's mind by the formidable muster-roll of words
that had been stuffed into his mouth. We there
GEOGRAPHY.
213
. I:.:.
4.,:.. 
THE TEACHER'S ASSISTANT.
The Snuff-Box.
fore asked him,'Can you tell us the name of the
island on which you live?'  But, notwithstanding
his lore, he had not learned that he lived in the
Isle of Skye. To make quite sure of the fact, we
requested the captain of the steamer to repeat the
question in Gaelic, but there was no " Skye" forthcoming. -He knew the name of the parish, and of
all the capitals in the world, but not of the island
he lived in. There being a schoolmaster present,
accidentally, we thought the occasion too good to
be lost to show the worthlessness of word-stuffinlg,
and ventured another question:' Now,  my  lad,
you have told us the names of nearly all the capitals in the world; is a capital a man or a beast?'
It's a beast,' said the boy, quite decisively.   So
much for words without understanding. In the
next school inspection, that boy will probably pass
for a prodigy, and will figure in statistical reports
as an example of what good education call do."
From these derive a lesson, and be sure that your
pupils know what they learn.  True learning implies the possession of knowledge.  True teaching
implies the giving of information; and when this is
attempted by means of illustrations, they should be
made simple and expressive. An English teacher
was once drilling his pupils preparatory to an anticipated visit from the committee.  "' Very likely,"
said the master, " you will be asked of what shape
the earth is; and if you forget, look towards me,
and I will show you my snuff-box to remind you of
its shape." It so happened that the teacher had
214 
GEGAHY                     1
Word Answers not enough.
two snuff-boxes, - a round one, which he used on
Sundays, and a square one, that he used on other
days. As was expected, the committee-man asked
one of tilhe lads, " What is the earth's shape?"
After a moment's embarrassment, hlie turned his eye
towards the teacher, and, seeing the snuff-box, said:
"It is round on Sundays, but square the rest of the
week."
It will be my object in this letter to give you
some  hints on  teaching  geography.   In many
schools, it is the custom for pupils to commit to
memory the answers in the book, and if these are
repeated accurately, it is sufficient. If, in answer
to the question, " What is an istlunmus?" the pupil
says, "A- neck of land uniting a peninsula to the
mainland," it is perfectly satisfactory, notwitlhstanding the pupil may have no well-defined idea
either of " peninsula" or " mainland."   Let  me
advise you not to be satisfied with mere word answers, but, by asking questions, ascertain that definite and correct ideas accompany the utterance of
those words.
Aim to bring every term and definition within
the comprehension of your pupils.  So far as possible, do this by using familiar illustrations,- the
simpler, the better.   For a child to say that the
earth is round, conveys no true impression. A dollar is round; the trunk of a tree is round; a cup
is round; but neither of them round like the earth.
If you have a globe, you can readily explain the
earth's rotundity; but if you have none, use an
215
GEOGRAPHY. 
THE TEACHER'S ASSISTANT.
Geographical Cards.
apple, an orange, or a ball.  All our maps represent
the earti as on a flat surface.  Explain thlis, and
cause your pupils to see that these maps simply
represent the surface of the globe, spread out for
our convenience; and that, if a globe of the right
size should be prepared, these several maps could
be made to cover it in proper form. See to it that
all the geographical terms are perfectly understood.
Question your pupils coucerning island, peninsula,
continent, isthmus, cape, promontory, mountain,
valley, ocean, sea, lake, river, gulf, bay, &c., until
you are satisfied they know precisely what is meant
when either of these terms is used.   In this connection, I would commend to your attention a series
of geographlical cards, published by Messrs. J. IH.
Colton & Co., New York. These cards convey
thrloughl the eye a clear impression of the object
defined.  No. 1 represents a beautiful island, with
trees and dwellings upon it, and boats and vessels
around it.  From a momelt's glance at this picture a mere child will understand what an island is.
All the other terms ab6ve alluded to are clearly
illustrated in the same  way.   If you hlave not
these cards at hand, take a little time, and, by use
of maps or blackboard, make  each term as plain
as possible.
In conmmencing geography, it will be well to
begin near home. The idea of boundary, location,
relative position, and distance, may be given by
some simple illustration.  The school-house, or its
yard,-if you are so fortunate as to have one,
21 G 
-~~~~EGRPY                   1
Drawing recommended.
may be taken for a lesson.  Its north, east, south,
and west boundaries may  be given.   Tell your
pupils that  their  fathiers' gardens or farms are
boutided by those farms or gardens or streets which
adjoin them, and that to give the boundaries of a
town, state, or country, is to give the towns, states,
countries, or waters which lie next to them.  -For
the sake of system, require all boLunidaries to be
given commencing with the north, and then proceedinig to east, southl, and west.
In giving some idea of location and relative position of places, require them to draw a represenitation of the street from their homes to the schoolroom; or, in the first place, give them an example
by represeliting upon the blackboard  some  prominlent street, with the dwellings and other objects of
general interest. This exercise of drawing may be
commenced quite early, and continued through the
whole period of studying geography. The benefits
will be many and great.
The following extract * contains many valuable
suggestions.
"In order to impart clear ideas in teaching geography, it is indispensable, first, that the figure and
motions of the earth be clearly understood.  To accomplish this, the teachler must have at hand maps
and globes, to which reference should be constantly
had.  A knowledge of the definitions, also, is indis
* From a late report of J. W. Bulkley, Superintendent of Schools
in the city of Brooklyn.
217
G,'OGRAPHY. 
218                1TE TII    1,AClk,ItI'S ASSISTANT.
J. W. Bullkley's Views.
pensable. But verbal definitions are of little worth,
unless the thing defined, and its relations, use, &c.
are understood.   Much time is usually spent on
Descriptive Geography.   This department of the
subject should receive attention, but it is by no
means the most important, because, in its nature,
it is the most liable to change.  What is true of a
particular locality or district to-day, may have materially changed in the course of a single year.
Attention should be directed rather to principles.
These change not;  and without a knowledge of
them, no one can lay claim to anything of geo
graphical science.
"The earth being one of the planets of the solar
system, the pupil should be made acquLainted, after
he has gained some knowledge of maps and the
globe, witth so much of Mathematical Geography and
Astronomy as may be necessary to give him an idea
of the relations of the earth to the system, and the
general phenomena pertaining to this body.  He
may be easily taught how to find north and southlby showing him the polar star and the sun at nlooli,
the shadow then falling towards the north. The
other points of the compass would be clearly uunderstood; and then lie would know the true meaning
of these in nature as well as onl the map, which is
an important point gained.
" The form of the earth,* and the reasons and evidences of its rotundity, could here be explained in
such a way as to interest and awaken thought in the
pupil, and carry conviction to his understanding. 
GEOGRAPHY.             z19
Axis and Equator explained.
The motion of the earth oil its axis, and rotation
ill its orbit, will claim attention also. Hiere let suchl
models as represent a sphere and hemisphere, and
such linles as represent a circle, diameter, and right,
curved, and parallel lines, be exhibited, explained,
and their use and application shown.  AIl idea of
the axis of thle earth may be given by runling a
wire through all apple, and turning the same upon
it; the diameter of the apple representing the axis,
and the ends of the axis the poles; and these not
extending beyond the surface, as often represented
onl maps, but terminating tlihre. - Care should here
be taken to have the pupil understand that tie axis
is not a real, but anll imagilnary line.  Next let the
equator be described; and let it be seen that, notwitllsta. ding it applears like a straight line on the
map, it is nevertheless a - true circle.  This  can
easily be shown by tracing this line ol  a globe, or
winding a thread around anll apple or ball.
"This line (the  equator) would  furnlish  the
teacher with thoughts which would  not only interest and instruct his pupils,'but be Qf importance
in understanding the general subject.   Here, the
days and nights are always equal, the sun rising
and setting at six o'clock, with a very short twilight; conlsequently, darkness comes onl almost immediately after sunset.   Here, tlhe temperature is
nearly tie same at all seasons, being gellerally as
high as eighty or eighlty-two degrees.  This would
be Lunderstood by reference to our hot days ill summer.  Hlere, animials and plants differ much fiom
219
GEOGRAPHY. 
THE TEACHER'S ASSISTANT.
Latitude and Longitude.
our own. The teacher would name some of the
most important, and describe them. Here, the sun
is vertical at noon on the 20thl of March and the
23d of September, when bodies cast no shadow.
Here, the polar star is in the horizon, and the Great
Bear near the same line or below it.  Here, the
story of the old'Salts' to the young sailors, on approaching the burning line, concerning old'Father
Neptune,' and the terrible ordeal to which he subjects all who cross it the first time, may be told.
"Again, the subjects of latitude and longitude,
the tropics, polar circles, and the zones, each in
order, should be carefully explained and well understood. The pupil should distinctly understand that
latitude must be measured on the meridian, and
that the meridian line is that which runs north and
south of a given place; that all places on the same
parallel must have the same latitude; that these on
the globe are marked on the brass meridian, and in
maps on their sides; and that a degree is about
sixty-nine miles.  The tropics may be the next subject presented. Their distance from the equator
shown, and why; the space included between them,
its name, why so called; its productions, animal
and vegetable; its climate; and that, when the sun
is vertical at the tropic of Cancer, the northern
hemisphere has the long day of summer, and the
southern the long day of winter, at the same tilme;
and that, when the sun is vertical at Capricorn, the
opposite takes place, as to length of day and season,
in the northern hemisphere.  Here the question
220 
-~~~~EGRPY                  2
Difference of Time.
may be answered in relation to the polar circles,
why drawn the same distance from the poles as the
tropics from the equator?   The  temperate  and
frigid zones, in their climate, seasons, length of the
days and nighlts, and other important facts, may be
described, and the same contrasted with the torrid.
An interesting fact for the pupil to understand,
namely, how it is that thie earth's surface has two
divisions of constantly equal day and night, at the
poles six months each, and at the equator of twelve
hours each, while the other parts of the earth's surface have unequal day and night, should here be
explained.
"Instruction in longitude should be given, in connection with time, as all places under the same
meridian have the same time, and opposite meridians a difference of twelve hours. Let it be explained, thlat longitude must be reckoned in degrees,
minutes, and seconds, along the parallel of the given
place, and marked on the equator, on the globe, or
on maps at the top or bottom.  An interesting problem may now be explained, - the difference of time
at different places. The earth makes a revolution
in twenty-four hours.  A circle contains three hundred and sixty degrees.  Now, if we divide three
hundred and sixty by twenty-four, we obtain fifteen.
An hour is equal, then, to fifteen degrees of longitude. Or, if we divide an hour (sixty minutes) by
fifteen, we get four minutes, which is equal to one
degree, a result corresponding with the first. The
time of the place farthest east will be in advance of
19*
221
GEOGRAPHY. 
222          TIlE TEACHER'S ASSISTANT.
Hints by Professor Camp.
the one in the opposite direction.  Thus the pupil
has the elements by which to ascertain the time of
any given place, and the difference between it and
his own and other places."
In teaching geography, a set of outline maps will
be founid of great value. With a set of such maps,
the subject may be taken up by topics, and made
very interesting and profitable. I know not how I
can better express my views as to the beginning of
instruction in geography, and also in relation to
the use of outline maps, than in the language of
Professor Camp, in his hints to teachers as contained
ill his Geography, prepared to accompany Mitchell's
excellent set of Outlinie Maps.  Any teacher who
will follow the plan thus pointed out can hardly fail
of success.
"In introducing the study of geography to a
class of young pupils, their attention should first be
directed to the school-yard, or a portion of the road,
or fields; prominent objects should be pointed out,
and their relative position and distance noted. The
whole should then be represented on the blackboard,
by the teacher.  Thus would be conveyed to the
child the idea of a map.  This map should be copied
on a slate, by each member of the class, and recited
from as a lesson. Additions of surrounding fields,
roads, etc. should be made at successive lessons, till
a map of the district, village, town, or city be coinmpleted.
"Various natural features should be described
when located, such as brooks, ponds, hills, and isl
222
TIIF, TEACHER'S ASSISTANT. 
GEGAPY                        223
On Outline Maps.
ands; the points of the compass indicated;  the
boundaries, peculiarities, and general features of
the whole taught orally, and by actual view of the
same, if possible.
' By similar and successive steps, the geography
of the county or parish should be taught, while an
outline of the same is made upon the board and
copied by the class.
" The  excellent State maps now published, will
give the teacher an opportunity to teach well the
geography of the pupil's own State.
When thlis is done, ithe class or school will be
prepared to study with advantage from the textbook.
'The  geographical definitions should be  thloroughly committed to memory, and illustrated from
the maps, and by- a globe.
" In the use of the outline maps, it is desirable
that the class be so arranged that they will face the
north, with the map before them.   The teacher
should point out the country or part of the world
to be studied, calling the attention of the class to
anly peculiarities of configuration or position.
"The pupils should- then become so familiar with
each map, the natural features represented, the
political divisions, and the locality of places, as to
recognize them by their forms or positions, without
their names accompanying.
" This can be secured by oral instruction, by a
careful study of the map with the key in the Geography, and by drawing the map on the slate or pa
GEOGRAPHY.
223 
THE TEACHER'S ASSISTANT.
The Principle of Association.
per, putting down the parallels and meridians, and
accurately filling up the outline with the natural
and political divisions.
"The principle of association, according to some
particular order of arrangement, will aid the memory in retaining the name of each place or division.
The following order has long been used by some of
the best teachers of New England, and has been
adopted in the arrangement of the maps and key.
Commencing with each map at the upper left-hand
corner, or northwest part, and proceeding around
the map to tlhe right, let the pupil in recitation pronounce distinctly the names classified as follows.
1. Countries.
2. Oceans, seas, gulfs, and bays.
3. Straits, channels, and sounds.
4. Islands.
5. Capes, peninsulas, and isthmuses.
6. Mountains and deserts.
7. Lakes and rivers.
"Or the teacher may pronounce the name, and
let the pupil point out the thing named, on the map.
"Each map is to be reviewed by promiscuous
questions.  A few of these have been given.  But
the teacher should multiply and vary them, as circumstances require.
"For classes of advanced scholars, topical instruction will be productive of very beneficial
results.   The country to be studied having been
selected, the teacher should assign a topic to each
pupil, who, with a given and definite subject before
224 
GEOGRAPHY.                225
Topics named.
him, should consult reference-books, public and private libraries, and all sources of available information.
"The following list of topics can be used, or so
much of it as is adapted to the attainments of the
class, or their means of obtaining the facts required.
" LIST OF TOPICS FOR ADVANCED CLASS.
Situation, extent, and boundaries.
Coast (indentations and projections).
Rivers and lakes.
Surface (mountains, plains, plateaus, etc.).
Soil and climate.
Productions  (animal, vegetable,  and  min
eral).
7.
8.
9.
Manufactures.
Commerce (exports and imports).
Cities and towns (capital, seaports, and man
ufacturing towns).
10. Travelling facilities.
11. Inhabitants (population, manners, and customs).
12. Government.
13. Education and religion.
14. History (colonial possessions).
15. Miscellaneous (natural curiosities, places and
objects of interest, distinguished persons, etc.)."
For reviews in geography, the following arrangement of topics will be found a good one.
1. Situation, boundary, latitude, and longitude.
225
GEOGRAPHY.
1.
2.
3.
4.
5.
6. 
TIIE TEACHER'S ASSISTANT.
Topics for Review.
2. General divisions.
3. Islands, peninsulas, capes, and isthmuses.
4. Mountains, plateaus, and deserts.
5. Capitals, cities, and important towns.
6. Oceans, seas, and archipelagos.
7. Gulfs, bays, and harbors.
8. Straits, channels, and sounds.
9. Rivers and lakes.
10. Government, - in whom vested, and how
administered.
11. Religion and education.
12. Agricultural productions.
13. Mechanical productions.
14. Miscellaneous, - as, modes of travel, objects
of interest, etc.
Let us suppose that North America is to receive
attention according to the above order, and that the
class has studied with reference to the same. One
pupil is called upon for an answer to the first. If
you have outline maps, require him to go to the
same, and, with a pointer, to trace the outlines,
give the boundaries, latitude, and longitude. The
pupil called upon to answer No. 4 should be required to point out the several places as he names
them. The list of topics treated ill this way will
embrace all the important points iji relation to the
country under consideration.
Hiere let me caution you against the very common error of indistinct or incorrect pronunciation
of geographical terms and names.  How often do
we hear Artic for Arctic, Missippy for Mississippi,
226 
GEOGRAPHY.                227
Voyages described.
Carlina for Carolina, Fellydelfy for Philadelphia,
Ashee for Asia, Mederanean for Mediterranean,
etc. It will be well occasionally to devote an hour
to the pronouncing and spelling of geographical
names, and especially such  as are often mispronounced.
Ill addition to the hints named, you will find it
an excellent plan, occasionally, to require your pupils to describe the course of a ship from one country to another. For example,  From New York to Manilla.
"  Boston to Melbourne.
"  Philadelphia to Constantinople.
" New York to San Francisco.
Boston to the Sandwich Islands.
Let them go to the outline maps, and, with a
pointer, designate the route of a ship, and give such
information as they can in relation to these places,
naming their imports  and exports, the probable
length of the voyage, etc.  It may be well to call
upon some pupil, daily, for an exercise of this kind.
It will occupy but a few minutes, and may be made
both interesting and profitable. After one pupil has
given all the information he possesses, give others
an opportunity to add other particulars.
Another exercise may be, to require a class to
write, in letter form, some geographical account of
a State or country. For instance, a letter relating
to Massachusetts, in which its situation, boundaries,
chief rivers, mountains, productions, exports, imports, educational condition, etc. may be stated.
GEOGRAPHY..
227 
THE TEACHER'S ASSISTANT.
An Occasional Method.
This may be made a useful exercise in composition,
as well as in geography.
Much interest may be excited in a class by the
following plan, which I have often seen adopted
with pleasing results. Let the first in order name
some city, state, country, mountain, river, etc.;
let the next in order tell where it is, and give all
the information he can concerning it; and then give
to the next some place commencing with the last
letter of his own topic, and so on. Sometimes it
will be well to limit the names or topics to cities,
sometimes to countries or rivers, etc. An exercise
of this kind, once or twice weekly, will excite much
interest in a class, and lead to investigation.
If one is unable to give any information, or-gives
it incorrectly, let him pass to his seat, and the next
in order make the trial. To illustrate this let us
suppose a class of six members, whom we will designate by the figures 1, 2, 3, 4, 5, 6.
1. London?
2. London, the most important and largest city
in the world, is situated on the river Thames, in
England, and is the capital of the British empire.
It contains a population of nearly 3,000,000, and is
in all respects a city of immense influence. (To
the next.)  New York?
3. New York is thie name of one of the United
States, and also of the largest city in the Union.
The city of New York is situated on Manhattan
Island, and it is the most important and influential
city of the New World. The island, on which it is
228 
GEOGRAPHY.                229
A Specimen Exercise.
situated, is thirteen and a half miles long, and about
two miles wide in its widest part. The population
is about 650,000. It was first settled by the Dutch,
in 1612. (To the next.) Knoxville?
4. Knoxvtille is a flourishing city in Tennessee.
It is on the Holston River, and was formerly the
capital of the State. It has a university and an
asylum for the deaf and dumb. (To the next.)
Edinburgh?
5. Edinburgh is the capital and metropolis of
Scotland. As the centre of learning, it is the most
distinguished town in the British empire. It is in
many respects an important city. It is particularly
noted for its excellent and elegant buildings. The
name Edinburgh (" Edwin's castle or fort ") is supposed to be derived from Edwin a Saxon prince.
It was anciently written Edwinsburgh, etc. (To
the next.)  Hartford?
6. Hartford is one of the capitals of Connecticut.
It is on the west bank of the Connecticut River, and
is a city of much enterprise. Trinity College is
located at Hartford.   The American Asylum  for
the Deaf and Dumb is in this city. There is also an
asylum for the insane, - which is one of the most
noted and best conducted in the United States, etc.
These are merely given as examples. You will
readily see to what extent an exercise of this kind
may be carried, -and especially if the class is large.
It will be well, after a few trials, to require all the
prominent particulars in relation to each topic or
place to be given; but at first, if a few are cor
20
229
GEOGRAPHY. 
THE TEACHER'S ASSISTANT.
Marine Journal.
rectly given, it may answer. After one has stated
what he may have to say, an opportunity may be
given for others to add any particulars not already
given. An additional interest and advantage may
be secured by making the spelling (ff the names
given a part of the exercise.
Another interesting, useful, and practical lesson
may be obtained from the items in a common "Marine Journal." Let us take, for illustration, the
following, which I find in a New York newspaper.
MARINE JOURNAL.
PORT OF NEW YORK, AIUGUST 5.
Cleared.
Steamships - Roanoke, Skinner, Norfolk, Ludlam & Pleasants;
Kangaroo, Jeffrey, Liverpool, J. G. Dale; Illinois, Boggs, Aspinwall, M. O. Roberts.
Ships- Ocean Pearl, Chandler, New Orleans, N. H. Brigham;
Matoro, Dillingham, Valparaiso, A. Ladd; H. Von Gagen, Reimer,
Hamburg, W. F. Schmidt; Horatio, Hathaway, Cowes and a market, Jas. E. Ward & Co.
Barks-William, Heath, Gibara, C. & E. J. Peters; Cavallo,
Washington, Lavacca, J. H. Brower & Co.; Nazarine, Smith, Benaventura, M. M. Bachey.
Brigs -Lydia Francis, Hall, Philadelphia, Yates & Porterfield;
Crimea, Hickborn, Philadelphia, Walsh, Carver, & Chase; Wilhelmina (Brem.), Howyer, Laguayra, Burchard & Burk; Edinburgh,
Bartlett, Philadelphia, T. H. Sandford; Flying Eagle, Conant, Alicante, R. P. Buck & Co.; Vulcan (Br.), Card, Windsor, D. R.
DeWolff; A. B. Cook, Leighton, Philadelphia, G. W. Simpson.
Arrived.
R. M. steamship Persia (Br.), Judkins, Liverpool, July 25, mdse.
and pass. to E. Cunard. July 25, passed ship Countess (of England),
bound in; Aug. 1, lat. 47 20, lon. 50 16, passed a cutter steering W.,
showing Spanish colors; 2d, lat. 44 40, lon. 57 32, exchanged sig
230 
-~~~~EGR~Y                  3
Marine Journal.
nals with Br. ship Onward, bound E.; 3d, at 8 a. m., lat. 42 26, Ion.
62 56, passed steamship Vanderbilt, hence for Southampton; same
day, at 91 a. m., lat. 42 18, lon. 61 21, passed steamship Atlantic,
hence for Liverpool; the Persia arr. off Sandy Hook on the 4th, at 8
p. m.; Aug. 1, wind easterly, light breeze and cloudy, at 8 p. m.,
Cape Race Light abeam;  4th, at 61 a. m., lat. 40 23, lon. 71 25,
calm, with dense fog, took a pilot from the Edwin Forrest, No. 14.
Steamship New York (Br. screw), Craig, Glasgow, July 22, mdse.
and pass. to J. McSymon. Has experienced strong westerly gales
for the first 5 days; on the 25th, had a heavy gale from W. N. W.;
26th, signalled Brem. ship Janson, Smidt, bound W.; 29th, at 52
a. m., signalled steamship Arabia, for Liverpool; 30th, at 9 p. m., a
large steamer passed, bound W.; Aug. 4, at 112 a. m., signalled
steamship Atlantic, hence; same day, saw a Brem. bark, showing
private flag, blue swallow and white cross.
Ship Don Quixote (of Boston), Elwell, Foo-Chow-Foo April 23,
teas to order. Sailed in company with Br. ship Glencoe, for London; left Angier May 21, in company with bark Reindeer, Townsend, from Singapore for New York; April 26, lat. 18, lon. 115,
passed Br. ship Bio Bio, from Shanghae; May 21, 20 miles from
Angier, signalled ship Mandarin; 26th, exchanged signals with a ship
supposed the Fearless; 29th, spoke Fr. ship Thetis, from Pondicherry for Bourbon; June 15, lat. 34 28, lon. 29, spoke ship Jennie
W. Paine, from Batavia for London;  18th, lat. 34, Ion. 23, spoke
bark Vernon, for Table Bay; 27, lat. 29, lon. 12, signalled Br. ship
Anglo American; 28th, lat. 27, lon. 9, signalled Br. ship Alice Jane;
same day, signalled ship Fleetwood Dale, from Calcutta, 71 days out;
21st, lat. 35, lon. 13, spoke the C. W. Wappers, from Batavia, 72
days out; 22d, lat. 33 30, Ion. 15, spoke brig Helena, for Hainburg;
July 24, lat. 13, Ion. 50, spoke bark Emblem, from Rio for Philadelphia, 25 days out; passed St. Helena July 3.
You will readily see that you may make the above
extracts from a "Marine Journal " -  such as you
may always find in newspapers printed at important
seaports-  the basis of several interesting lessons.
These lessons, too, will have a practical bearing.
Let us propose the following questions to your
class.:    
231
GEOGRAPHY. 
THE TEACHER'S ASSISTANT.
Suggestive Questions.
What is meant by "Marine Journal "?  " Port
of New York," - where is it, and what can you
say of it?  What is meant by" Cleared"?  What
is the name of the steamship first cleared? her
captain's name? whither bound? by whom cleared?
Where is Norfolk? Where is Liverpool? HIow
would you go from New York to Liverpool? Where
is Aspinwall? Is it an old or new town? To what
does it owe its origin? Where is New Orleans, and
what can you say of it?  Where is Valparaiso?
Where is Hamburg? (Let pupils go to the outline
maps and point out these places, and designate the
course of a vessel from Boston or New York, etc.)
Where is Cowes?  What is meant by "Cowes and
a market"?
You will at once perceive to what extent these
questions may be proposed.
Under the head "Arrived," the lessons may be
still more interesting and varied. The places of
meeting may be pointed out; the meaning of phrase
"showing Spanish colors."  This will open a new
and instructive field.  "Cape Race Light abeam,"
what is meant? what by "took a pilot"? etc.
But in your efforts to teach the geography of
other and distant sections, do not overlook less remote sections. Occasionally take imaginary journeys with your pupils. Let us suppose you have a
school in New York city. Say to your class, when
sufficiently advanced: " To-morrow's lesson will be
an imaginary journey to the city of Boston. There
are three or four different routes. You may con
232 
-~   ~    GORPY                         3
An Imaginary Journey.
fine your attention to eithler of those which consists
partly of water. I shall wish you to describe the
course, tell where you leave the steamer for the
cars, the prominent places through which you pass,
and about how long it will require to make the
journey.  At another time, we will make the return
over a route wholly by railroad."  The idea you
will readily see, and also the extent to which this
course may be carried.
If the interesting volumes of Dr. Kane have been
read, his perilous travels, daring adventures, and
many hardships, -may be made to invest many a
geography lesson with all interest before untliouglit
of. Let the various points spoken of be pointed out
upon the map, and let the members of your class be
called on to state all the incidents that may occur to
them as worthy of note.  This course will tend to
awaken a spirit of attention and investigation in relation to their reading.
I would again advise that you make the drawing
of maps a prominent exercise; and, if rightly conducted, it will prove a very pleasant and profitable
one. If the lesson is about a certain country, let
its outlines be drawn upon the blackboard, together
with the prominent features, mountains, rivers, etc.
Frequent and careful. practice will give results
highly useful and satisfactory.
As a valuable aid to you in the department of
map-drawing, I would call your attention to a small
work just published, entitled " Elements of Mapdrawing,      with Plans for Sketching Mlaps by Trian                   20*
GEOGRAPHY.
233 
TIIE TEACHER'S ASSISTANT.
A New Work.
gulation, and Improved  Methods  of Projection."
Thie author is Cornelius S. Cartde, a successful instructor in Clharlestown, Mass.  The work is a valuiable one, and original in its plan.
Your sincere friend,
C.
2o4 
LETTER XVII.
ARITHMETIC.
AIY DEAR FRIEND:
I NOW come to consider the subject of Arithmetic.
This has been made  a very prominent branch, in
most of our schools.  In this age of money-getting'
and calculation, there is a strong tendency to give
it an undue prominence.  I hlave sometimes thought
it did receive more than its just share of time and
attention. It is urged that the science of numbers
is deserving of special consideration, on account of
the mental discipline it will give. This may be
urged in favor of other branches, though, it may be,
not to the same extent.  The amount and quality
of mental drill aind development depend more upon
the teacher's manner of teaching, and the pupil's
habits of learning, than upon the mere subject
taughlt.
Let me say, at the outset, that it will be hardly
possible for you to overestimate the value of mental
arithmetic. This should be commenced at an early
period in the clild's education, and be continued
through a series of years. Indeed, it would be well 
THE TEACHER'S ASSISTANT.
Mental Arithmetic.
if the pupils in all our schools and academies should
be required to devote a short time, daily or weekly,
to operations in mental arithmetic. A little daily
practice, in the right way, will secure results of the
most satisfactory nature. I have heard chlildren of
the age of nine or ten years perform mental opera tions with a degree of rapidity and accuracy far
greater than most adults could perform similar ex ercises with the use of slate and pencil. If, then,
you wish to have your pupils make true progress ill
numbers, give them frequent and thorough drilling
in mental arithmetic. If you devote an hour, daily,
to the study of arithmetic, give at least one half of
it to mental operations.  I have no hesitation in
saying that a lad, who has been thoroughly and
properly trained in all the exercises in ColbuLrn's
First Lessons, or in those of the mental Arithlmetics
of Davies, Thompson, Greenleaf, Stoddard, or any
other well-prepared book of the kind, without having received an hour's training in written arithmetic,- that such a lad will be better fitted for any
common business, so far as arithmetic is concerned,
than he would be if he had devoted months merely
to written arithmetic, without giving any attention
to mental exercises.
In teaching mental arithmetic, the Numeral
Frame will be found almost invaluable. No primary or intermediate school should be without one
of these simple articles of apparatus. It is alike
useful in teaching the little ones to count, and in
illustrating operations in addition, subtraction, di
236 
-~~~~AITMTc                   3
ARITHMETIC.
Bishop Potter quoted.
vision, and also in explaining fractions.  It will
prove worth tenfold its cost in the hands of any
active and judicious teacher. A set of blocks and
solids for the illustration of square and cubic measure will be found very useful, both in mental and
written arithmetic.
In the performance of mental exercises, it will be
well to require the pupils to recite without the book.
Read the question distinctly, and let the pupils give
the answer and explain the process, - giving the
reason for every step. This course will tend to secure attention, and prove a more desirable mental
discipline. From the beginning, cause your pupils
to feel that they must recite the lesson without your
aid. You may, of course, solve one or two problems, as a specimen of the mode in which you wish
to have them solved.  It is often the case that much
of the benefit of such examples is lost by the careless and immethodical manner of performing them.
Then let me urge you to train your pupils to be
accurate and self-reliant.  Train them to think and
act for themselves. Says Bishop Potter: " If I
were to reduce to a single maxim the concentrated
wisdom of the world on the subject of practical education, I should enunciate a proposition, which, I
think, is not incorporated as it should be into the
practices of schools and families. That principle is,
that, in educating the young, you serve them most
effectually, not by what you do to them or for them,
but by what you teach them to do for themselves.
This is the true secret of educational development."
237
9 
THE TEACHJIER'S ASSISTANT.
Specimen Examples.
Exercises like the following -in which the whole
school may take part- will be found of great value,
and a few minutes of daily practice will, in a short
time, lead to a wonderful degree of rapidity and
accuracy in mental operations.  In these exercises,
the pupils are expected to follow the dictation of the
teacher, so that they will be able to give the answer
the instant he pauses. The terms plus, minus, and
squaire should be well understood.
Square5+6 X 3 -. 2-5 -* 8+6 X 5=? *
7+5 X2*. 6x4x2-12X5-25=?
Square 8 X 2 -. 4 X 10-40 + 20 - 80 =?
of 20 X 2 + 20 X 5 - 50 X 2-300 =?
of49X4+2 —.5 5X 6- 9-4?
15+10+5+12 X 2+16 —. 2-20 X 3=?
The above may be varied and extended almost
indefinitely. I merely give the hint. In treating
of written arithmetic it will not be necessary for
me to go fully into the details of teaching the various rules and principles. Most of the modern textbooks on this subject usually contain good formulas and a sufficient number of rules. I have sometimes thought that the rules and explanations, the
formulas and directions, were too numerous, - leaving too little for the pupils to accomplish, and thus
failing to secure that mental growth which is so
essential to true progress.
* In dictating this, the teacher would say, Square 5, add (or plus) 6,
multiply by 3, divide by 2, subtract (or minus) 5, divide by 8, add 6,
multiply by 5,- how many?
238 
ARITHMETIC.                239
Avoid undue Haste.
It will be my aim to caution you against two or
three of the common errors of teachers, in relation
to arithmetic, and, in passing, to give a few hints
touching miscellaneous exercises that may be found
useful, for the purpose of general drill and review.
Avoid undue Haste.-  M3any teachers seem to
think that, if they call only say they have " taken a
class through the text-book," they will have accomplished all that is required, - and under this
impression they " take" their pupils along at a surprisingly rapid gait. Scholars, too, seem to imagine
that the degree of their proficiency will be augmented by every new page " gone over " ill the textbook, and they " hurry on," impatient of delay.
And, in addition to this, parents and committees
often " harp on the same string," so that, with all,
the amount " passed over" is made the only criterion of the teacher's ability or of the pupil's progress.
I once visited a school ill which the feeling just
spoken of greatly prevailed. It.was a showy school,
and, to a superficial observer, might present a good
appearance.  The teacher was one of your wordy
men. HIe blew his own trumpet loud enilough, and
long enough, and, I am sorry to say, he deceived
many whose ears had never been properly tuned to
such blasts. Many supposed he kept an excellent
school, and  his pupils considered themselves of
the ne plus ultra order. In speaking of his first
class, he said: "This is the finest class you ever
2 O' 9
ARITHMETI,C. 
TiHE TEACHER'S -ASSISTANT.
A Visit to a School.
saw.  I have taken this class over more ground
than ally other class was ever taken in the same
time.  I took them through Davies's Arithmetic ill
three months, and they can do anything within thl<
covers of that book." This was said in that positive
manner which would be sure proof to some that tlA,
statement made was true.  Without in the lea,questioning the truth of what had been said, I remarked: "That is a very intelligent class, and they
must have been well trained to accomplish so much."
"0 yes, I have done well by them, and they have
done well for themselves.'?  "Are you willing to
have me ask them a few questions?" said I. Somewhat "taken aback" by the question, he hesitated
a'moment, and then said: "Why, yes, I have 1no
objection, but I don't know how they will get along
with questions from a stranger."  "My questions
shall not be difficult," said I; "I do not wish to
puzzle or trouble them." I then proceeded to ask
a few questions on the grounid rules, and the aniswers were niostly wrong or very defective. I gave
them a few examples in' addition, subtraction, etc.
These were performed very slowly, and not more
than one in ten gave the correct answers; and not
a siongle one could give a clear reason for what he
did. I passed to fractions, and there found a total
lack of knowledge. The same was true of interest,
discount, mensuration, &c.  They actually knew
less than any intelligent boy of the same age would
know after a week's proper instruction; and yet
they really felt that they were quite expert in aritlh
240 
ARITHMETIC.                 241
ARITHMeETIC.
Make Haste slowly.
metieal operations.  The teacher undertook to console himself, and satisfy me, by attributing their
seeming ignorance to diffidence before a stranger;
but a more self-conceited class I never saw.  The
pupils seemed to feel almost insulted that I should
question them in the simple rules, and yet the result showed that they had not been properly or
thoroughly drilled on those rules. Surely, thought
I, you have been " taken through " the book; and a
hard task will it be to take self-conceit away, and
cause you to see your true position as arithmetical
" know-nlothings."
Now, my friend, let me say to you, " Make haste
slowly."  Be thorough.  Teach one thiilg at a time,
and be careful that you teach it properly, and that
your teaching is understood.  Be not ambitious to
"take your pupils through the book," but rather
aim so to teach and train them that they will be
able, if necessary, to complete the book without the
aid of a teacher, after they have been fairly started
upon the right track.
Be sure that the simple or ground Rules are thloroughly comnprehended. -  Most teachers pass over
these too rapidly.   We  frequently meet with persons who can, somewhat readily, perform many of
the more difficult problems of arithmetic, and yet
are very moderate and unreliable in adding columns of figures. I would recommend that you
devote a few minutes nearly every day to some general exercises, for the entire school, in the elemen
21
241 
242          THE TLAcHER's ASSISTANT.
An Exercise.
tary rules.   The results of a little daily practice
will be highly satisfactory.  If the maxim, " Practice makes perfect," is ever true, it is strictly so in
relation to operations in arithmetic. I would advise
you to have daily exercises in notation, numeration,
addition, multiplication, subtraction, division, fractions, &c. In such exercises, let all who are sufficiently advanced take part, and insist on promptness
and energy in the performance of the work.
I will give you an example or two, as a specimen
for the general exercise alluded to, and the same
plan may be adopted in reference to the other rules.
Calling for the attention of your pupils, you ad
dress them somewhat as follows: " Scholars, I wish]you to give your entire attention to an exercise I
am about to give. It is a simple exercise,- one in
which all who have ciphered can take part. It is
only a sum in simple addition.  But in performing
the example, I wish you to aim to excel in three or
four particulars:  1. Mlake your figures plain.
2. Put them down in straight columns.
3. Add accurately.
4. Add rapidly.
As I dictate the figures, you will write them; and
when I say,'Add,' you will all commence.   The
pupil who first obtains an answer will speak distinctly and say,'No. 1'; the second,'No. 2'; and
so on. I will note the time in which each performs
the example, and will read to you the result.  But    <
remember that there will be no merit in obtaining
TIHE TEACHER'S ASSISTANT.
242 
ARITIIMI;TIC.                   243
Example.s for Addition.
an incorrect result; for that you can do without
any attempt at adding the several columns.   Rapidity and accuracy together will be very desirable.
You may now write." (Dictate either of the following:)
78564
96875
63987
49563
87459
4  95386
74321
97487
78965
624875
95628
76439
87542
94387
62954
45768
89541
97865
As soon as you have repeated the last line, say,
distinctly, "Add," and be ready, with your watch in
hand, to note down the time required, by each, in
obtaining an answer. After all have performed the
work, call for answers, and then name the time occupied by each. If you have a liberal supply of
blackboard, let a class occasionally take chalk, and
perform similar operations upon the board.  This
will afford you a better opportunity for pointing out
defects in figures and columns.
Exercises like the above will yield good results.
If you will devote six or eight minutes, daily, for
ten days, at the expiration of the time you will find
that most of your pupils will obtain correct answers
iA about one half the amount of time at first required.  When you commence, the time used in
243
ARITII'.Nll',TIC. 
THE TEACHER'S ASSISTANT.
Do not render too much Aid.
obtaining the answer to a sum having as many figures as there are in thie examples given, will vary
from one to three minutes; but at the end of the
time named, you will find thiat many will be able to
perform similar examples in thirty seconds, and less.
And, moreover, you will find that the skill and accuracy gained here will be of service in all the more
difficult operations of the Arithmetic. Of course,
the number of figures and columns may be varied
from time to time. It will be well, often, to give a
single column, of some twenty or more figures, for
the double purpose of giving discipline in addition,
and training the eye in making straight columns of
figures. The same general method may be adopted
with examples in division, subtraction, multiplication, fractions, etc.
Do not be satisfied with the mere verbatim repetition of the rules of the Arithmetic, and the mnecihaiical performance of the questions under the several
rules. Vary the questions, and ask many not contained in the book. Do not abandon one rule or
principle, and pass to another, until the former is
perfectly clear. Move " step by step," never forgetting that practice tends to make perfect.
Do not render too mnuch Help in the Performance
of Problems. -  It will be necessary for you to exeri
cise much judgment and discretion on this point.
Some aid you must render; but be very careful and
not give too much or too soon.  One prominent object, in all school exercises, should be to train pupils
244 
APTIIMETIc.                  245
Give Encouragement.
to overcome difficulties, - to surmount obstacles.
In no branch will this hold more true than in that
under consideration.   It will scarcely ever be well
for you to solve a difficult problem for a pupil.
Give him one or two hints in the right direction,
and then encourage him to persevere. If you can
once succeed ill arousing a true spirit of perseverance, you will find but little difficulty.   "My
teacher says I can do very hard problems if I will
try long enough," said James Diligent, " and if I
can, I know I will; for I can try as hard and as
long as any one." With such a feeling, but very
few insurmountable obstacles will be found.  Give
to your pupils as mottoes, Labor omnia vincit, and
LVil desperandum.
Encourag,e your Pupils. - Utter words of cheer
and expressions of kindly interest, and lead your
pupils to feel that you are their sincere friend, and
that you require them to learn hard lessons because
you know it will do them good to learn such lessons.
The following incident illustrates the power of encouraging words.
The teacher of a large school had a little girl
under her care who was exceedingly backward ill
her lessons. She was at the bottom of the class,
and seemed to care but little about what had passed
in it.
During the school hours, singing was sometimes
employed as a relaxation, and, noticing that this
girl had a very clear, sweet voice, her teacher said
21*
245
Al,'.TII-I ETIC. 
246   THE TEACHER'S ASSISTANT.~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Illustrative Anecdote.
to her: "Jane, you have a good voice, and you
may lead in the singing."
She brightened up, and from that time her mind
seemed more active. Her lessons were attended to,
and she made  steady progress.  One day, as the
teacher was going honime, she overtook Jane and one
of her schoolmates.
"Well, Jane," said she, " you are getting on very
well at school. How is it that you do so much better now thai you did at the beginning of the halfyear?"
"I do not know why it is," replied Jane.
" I know what she told me the other day," said
her companion.
" And what was that? " asked the teacher.
" Why, she said she was encouraged."
Yes, there was the secret,- she was encouraged.
She felt she was not dull in everything; she had
learned self-respect, and thus she was encouraged to
self-improvement.
Take the hlint, dear friend, and try to reach the
intellect through the heart. Endeavor to draw out
the dormant faculties of your scholars by discriminating culture and well-timed commendation.  Give
them thle credit whenever you can, and allure them
with hopeful words.  Many a dull-minded child has
been made irretrievably stupid by constant faultfinding or ungenerous sarcasm.  And, on the other
hand, how often has a genial smile or an approving
remark awakened into new life some slow-learning
pupil.
246
TIIE TEACHER IS ASSISTANT. 
ARITHMETIC.    247~~~~~~~~~~~~~~~~~~
Make Explanations Clear.
Make your Explanations plain and intelligible. -
It is not unfrequently the case, thlat teachers fail to
make their explanations sufficiently simple. At all
times strive to awaken or impart ideas, and not
merely to give words. Said a child to her teacher,
"Will you please tell me why I carry one for every
ten? "  "Certainly," said the teacher, pleasantly,
"it is because numnbers increase from right to left
in a decimal ratio." The child went to her seat,
and, with a sad expression, sat repeating the words
just quoted.  She did not comprehend the answer
of her teacher, and felt disappointed. The words
" decimal" and " ratio" she did not understand.
She sat thinking for a while, and then, utterly discouraged, she put aside her book, saying, "I do not
like arithmetic; I cannot understand it."
See to it, my friend, that your pupils do not suffer
in this way.  When you give illustrations or explanations, have them such that they will convey to
the pupil's mind tle ideas or information intended
by you and desired by them. As far as may be,
use illustrations for the eye.. Long measure, square
measure, cubic measure, etc. may be illustrated by
drawings and blocks.  Let me suppose you ask a
pupil fthe difference between ten square miles and
ten miles square.   A word answer may be given
without conveying any clear idea; but if you go
to the board and draw a figure, you may make all
plain and clear.  Let the following be used, consid ering each square the representative of a square
mile: -
247
ARITH,'AETIC. 
THE TEACHER'S ASSISTANT.
Be Practical.
One mile long.
One mile
square.
Many  other definitions and principles you  may
readily explain by some simple drawing or illustration.
Aim to give a practical turn to every Exercise. This you will best do by asking such incidenltal
questions as shall have a bearing upon  common
business operations.   So  far as possible, require
your pupils, not only to state +ie "how" of performing, an example, but als6 to show that they
fully comprelhenld the same, by solving problems
given at the time, but not taken from the text-book.
Let me suppose you have. a class iii mensuration.
You ask a pupil how hle will obtain the superficial
feet in fthie floor of the schoolroom.   His answer
will be, " multiply the length by thie width," and he
may give these words withlout being able to perform
the operation.   That you  may know whether lhe
comprehends the definition, or not, give him a rule
or measuring-tape, and ask him to get the contents
of the room.  If lie can do that properly and accurately, you may feel sure that thle words of the rule
248 
ARITHMETIC.                 249
An Example.
are understood. So let it be at every step; let the
rule be elucidated and confirmed by the performance of some pertinent question. As another example on this point, let us take the subject of interest. The members of the class are able to repeat
the rules and explanations with promptness.  If
you wish to ascertain if the words they have repeated convey the intended information, step to the
blackboard, and write a note, as follows:
$ 457
defe-n /alolia,0  anc    zpg'falcn,AE   nzK
Now call upon your class to tell how much it will
require to pay the above note at the present time,
on some previous day, or on some future day, that
you may designate.
If the subject of indorsements is under consideration, prepare some notes in due form, note the
payments upon the back in the usual and proper
manner, and, passing them to members of the class,
require them to ascertain the amount due on each
at the present time. If results are correct, you
249
ARITHMETIC.
edg -,&           ee A.,,nez5,   1ff5@.
val.c  ~ece,ved
' W~g' lo,/Z. 
THE TEACHIER'S ASSISTANT.
Combine Theory and Practice.
may feel satisfied that the subject is clearly comprehended.
In fine, let it be a part of your daily practice to
propose to your pupils practical questions, prepared
by yourself for the purpose of illustrating and confirming the passing recitation.  A lad may be able
to give the rule for ascertaining the contents of a
load or pile of wood, and not be able, by actual measurement and figures, to " carry the rule into practice"; and yet this is the more important part.
In all your teaching, aim judiciously to combine
theory and practice.   Encourage  your pupils to
bring into the school-room such practical business
operations as may come within their observation out
of the school-room. In this way you will obtain a
valuable variety, embracing such operations as the
farmer, the merchant, the mechanic, etc. will have
occasion to perform. By pursuing this course, your
pupils will be so trained that they will not be confused and entirely thrown from thie arithmetical
track, if called upon to perform some simple business question outside of the school.   How many
there are among those whlo have professedly been
through the Arithmetic, - even the "hardest Arithmetic you can name," - who would be completely
nonplussed, if some farmer should ask them to cast
the interest on a certain note, or ascertain the contents and worth of a load of wood at a specified
amount per cord, or if some carpenter should ask
them to estimate the cost of a pile of boards at a
given sum per thousand feet!
250 
-~~~~RTMTc                   5
Make Fractions intelligible.
Be sure that Fractions are well understood.Most teachers and pupils fail in not giving sufficient attention to fractions. If the various operations in fractions  are  clearly explained  by  the
teacher, and followed by frequent practice by the
pupils, thle results will be  favorable. Let it be
your aim to give thorough instruction and frequent
drill in exercises involving the various principles of
fractions.   Facility and accuracy here will be of
great service in all other arithmetical exercises. I
once knew an entire school in which most of the
pupils had been nearly through (that is, had been
taken nearly through) written arithmetic, and yet
not one could answer the following simple question
proposed by a visitor: "If an apple and a half cost
a cent and a half, what will one apple cost?"  Who
cannot see that in such a school the subject of fractions had not received merited attention?
But I have already sufficiently enlarged upon the
subject under consideration.   I hope the hints I
have given may not prove entirely useless. In closing, I will say, if you would be a successful teacher
of arithmetic, study to have fresh examples  and
new modes of illustration as often as possible, always endeavoring to teach the - subject, and not the
mere words of the book.
Your sincere friend,
C.
251
ARITHMETIC. 
LETTER XVIII.
BOOK-KEEPING. - PHYSIOLOGY. - DRAWING.            HISTORY. - SINGING.
MY DEAR FRIEND:
I iiAVEi already considered the several branches
usually taught in our Common Schools.   Pupils
should be thoroughly instructed in these, and not
be allowed to substitute other branches in their
stead, nor to allow other studies to engross any part
of the time and attention which should be devoted
to the elementary branches already alluded to. If
pupils are properly trained in these, they will have
a firm and desirable foundation, on which a superstructure may be reared as circumstances may favor
and require.  But if these elementary branches are
neglected, or but imperfectly taught, any superstructure will be in a toppling and unpleasant condition.
Let me again urge you to be thorough in all your
teaching, -.but in no cases more so than in relation
to those subjects which form the very basis of the
educational structure. I-tow many men may be
found in each of the learned professions, who have
suffered, and will suffer, their lives long, from a 
ELEMIENTARY BRANCHES.
Edward Everett.
want of thoroughness inll their early education!
Be it, then, your motto, and that of your pupils," Whatever is worth doing  at all, is worth doing
well."
As proof that I have not over-estimated the importance of the elementary branches, let me call
your attention to the following remarks, made by
Edward Everett, at the dedication of a school-house.
" I hold that to read the English language well,
that is, withli intclligence, feeling, spirit, and effect,
-to write, with despatch, a neat, handsome, leg,ible
hand, (for it is, after all, a great object in writing to
have others able to read what we write,) and to be
master of the four rulos of arithmetic, so as to dispose, at once, withi accuracy, every question of figures which comes up in practical life, - I say I call
this a good education.  And if you add the ability
to write pure, grammatical Englisli, withi the help of
very few hard words, I regard it as an excellent education.  These are tile tools.  You can do much
with them, but you are helpless without them.
They are the foundation;  and, unless you begin
with these, all your flashy attainments, a little natural philosophy, a little physiology, and a little geology, and all the other olo-ies and osophies, are
ostentatious rubbish.
"Is it not a fact, that, in many of our common
schools, spelling, reading, writing, geographly, and
grammar, combining with it tlhe art of composition,
are neglected in order to study the' ologies and osophies'?  How many college students have learlt
22
253 
THE TEACHER'S ASSISTANT.
The College Graduate.
Engl,slis grammar and English orthography? We
know many who have not, and never will, because
it is too late now to do what could only be well
done in childhood, either in the family or primary
school. A graduate of one of our colleges recently
boasted that' he never studied English grammar.'
A person standing by remarked,'No one would
suppose you ever had, judging you by the mannier
you use the Queen's English.'"
I will now pass to consider, briefly, two or three
other topics or branches, which should receive attention if circumstances will warrant.  They are highly
important, and if our schools were what they should
be, as to organization and support, I should not
hesitate to place the branches about to be considered
among the really indispensable ones.   But many
of our schools are so large and so imperfect in
classification, that but few teachers can find time
or place for any studies additional to those named
in previous letters. If, however, you cannot find
time for a thorough and systematic course of instruction in them, you may give a few lessons and
hlints on each which will be of service; for, if the
foundation is substantially laid, your pupils will be
prepared, with but little help from their teacher, to
make progress in other and highler branches as a
fitting superstructure.
BOOK-KEEPING. -  All should have some knowledge of accounts, and in many of our schools instruction in book-keeping shonld receive attention.
254 
BOOK-KEEPING~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 25
How formerly taug,ht.
The exercises required in filling out a set of books
will prove highly profitable and  useftil, - calling
into practice, as it will, to some extent, knowledge
already acquired in arithmetic, penmanship, and
ortlhography.  If, therefore, you can possibly find
time- if it be only one hour per week -  to devote to familiar instruction in the art of book-keeping, be sure to use it. In many schools nominal
attention was given to this subject a score of years
ago, but in such a manner as neither to interest
nor instruct the pupils. I can well remember the
amount and kind of attention it received when I
attended school.   The Arithmetics then  usedmore than those now  in use-  contained a few
pages of accounts entered in Day-Book and Ledger
form. These we were required to copy into blank books, and in doing so we were made to feel that
we were studying book-keeping. As well might
one learn to compose by merely copyiing the compo sitions of others. A person might copy a thousand
very excellent essays, and still not be able to coinm pose ten lines with propriety of expression.  So one
might merely copy scores of'pages from a printed
account-book without gaining a clear and practical
understanding of accounts.
There are now before the public several very
good treatises on the subject of book-keeping, either of which will be sufficient in the hands of a
sensible teacher. But if you would give the sub ject a truly practical bearing, you must go beyond
the book, and, by the use of the blackboard, ex
255
BOOK-KEEPING. 
259          THE TEACHER'S ASSISTANT.
Physiology.
panld, explain, illustrate, and apply the principles
of the printed text-book.
Call upon your pupils, frequently, to go to the
blackboard, and write in due form a note, a receipt,
a common bill of goods, an order, etc. Name to
them certain business transactions, real or imag,inary, between two persons, and require them to express the same upon the blackboard as they should
be recorded or expressed in an account-book.  I see
no reason why all, who attend school until the age.
of fourteen or fifteen years, may not receive a fair
amount of instruction ill accounts, certainly to such
an extent that they will be able, with facility and
correctness, to write any common business form, or
to make proper record of any common business
transaction.  Let it be your aini to qualify your
pupils to do thus much.
PHYSIOLOGY. -While I do not believe that an extended course of instruction in this branchl should
be attempted in our common schools, I do believe
that some amount of information should be imparted
in all our schools,-  varying according to circumstanlces, If we cannot all gain a complete knowledge of " thle house inI which we live," we should
certainly learn so much of its mechanism, its nature,
its capabilities, and the dangers which threaten it,
as will keep us from doing aught that will tend to
mar or weaken our "tenement," and, if possible, so
much as will enable us to impart unto it those influences which will tend to its true adornment, and 
PHYSIOLOGY.                257
The House in wh,ichl we live.
lead to the real development of its powers and
resources.
If one to whom a costly and well-finished dwelling has been presented should abuse the same, and
pervert its use, by allowing, if not by enticing, " fourfooted beasts and all mamnier of creeping things" to
range through the various apartments, we should
say that he was undeserving of the residence, and
that it had fallen into bad hands.  What, then, shall
be said of those who so grossly pervert and abuse
the temple in which they live, - that structure
which an omnipotent hand has reared and intrusted
to a single occupant?  And yet how many there are
who daily "live, move, and have their being" in
that most wonderful structure, the human body,
constantly, through  design  or ignorance, doing
those things which at once tend to diminish its
capacities and mar its beauty and symmetry!
How manly, through gross ignorance of the true
laws of physical being and development, indulge in
habits which are utterly at variance with the conditions of real existence and growth!  Nay, more; in
how many of our schoolhouses have the internal
arrangements and fixtures been promotive of physical deformity!  In how many has defective ventilation proved destructive of vitality and health,often gradually, but surely!  Now it is within your
power, as a teacher, to diffuse much valuable information regarding some of the essentials for physical healith and well-being.  If you cainnotfind time
for giving detailed and thorough instruction in the
22*
PHYSIOLOGY.
257 
258          TniIE TEACIIErn'S ASSISTAN-T.
S. I'P. Ca!:L":cp.
principles of physiology, you may and should find
time for givilng mnaiiy valuable hints and sugges tioins bearing upon the sll)ject.  If you cannot teachl
anatomy, you may speak of some of the laws of
health.  The sul)jects of ventilation, diet, clothing,
exercise, etc. may be considered, and much valu able information may be given in relation to eacli
of them.  Let the importance of the whole subject
lead you to do what you can. It is to be hoped
that the time will arrive, when our youth will remain
in the school-room long enoiough to receive a more
thloroughl course of instruction, than it would  be
practicable to undertake to give in many of our
schools, under existing circumstances.  But something you may do in the way of encouraging anll interest in all thlose. manly exercises and games which
tend to the true development of the physical powers.
It is indeed lamentable to see to what an extent the
mere intellect is cared for, while no regard is paid
to the cultuLre of the corporeal powers and faculties.
In a lecture recently given before the American
Institute of Instruction,'Professor S. R. Calthrop
thus playfully hlits the prevailing feeling and customins, and suggests a remedy:
"Some time ago I read a tale, which related that
a certain gentleman was, once on a time, di,gging a
deep hole in his garden.  HIe had, as I myself had
in my younger days, a perfect passionl for diggilng
holes, for the mere pleasure of doing, it; but the
hole which he was now digging was by far the deepest wl-ich he hllad ever attempted.  At last hle became 
PIIYSIOLOGY.                 259
An Amusing Story.
perfectly fascinated, carried away by his pursuit,
and actually had his dinner let down to him by a
bucket.   Well, he dug on, late and early, when,
jCnt as lie was plunging in his spade with great
energy for a new dig, he penetrated right through,
and fel down, down, to the centre of the earth.
"To his astonishment, he landed upon the top of
a coach, which was passing at the time, and soon
found himself perfectly at home, and began to enter
into conversation with the passenger opposite to
him, a very gentlemanly-looking man, enveloped
entirely in a black cloak.  He soon found out that
the country into which his lot had fallen was a
very strange oie. Its peculiarities were thus stated
by his gentlemanly fellow-passenger.' Ours, Sir,'
said hlie,'is called the country of Skitzland. All
the Skitzlanders are born with all their limbs and
features perfect; but when they arrive at a certain
age, all their limbs and features which have not been
used drop off, leaving only the bones behind. It is
rather dark this eveniing, or you would have seen
this more  plainly.   Look forward there at our
coachman: hlie consists simply of a stomach and
hlands these being the only things lie has ever used.
Those two whom you  see chatting together are
brothers in misfortune; one is a clergyman, the
other a lawyer; they have neither of them got any
legs at all, though each of them possesses a finely
developed understanding; and you cannot help re marking what a massive jaw the lawyer has got.
Yonder is Mr., the celebrated millionnaire, -
PIIYSIOLOGY.
259 
THE TEACHER'S ASSISTANT.
Story, continued.
he is just raising his hat; you see hle has lost all the
top part of his head,- indeed, lie has little of lhis
head left, except the bump of acquisitiveness and the
faculty of aritllhmetical calculation.  There are two
ladies, members of the fashionable world: their case
is very pitiable, they consist of notllingl whatever but
a pair of eyes and a bundle of nerves. There are two
members of the mercantile world: tl-hey are mulcliilig somne sandwiches, you see, but it is merely for
the sake of keeping up appearances, as I can assure
you, froim my  own personal knowledge, that they
have no digestive organs whatever.  As for myself,
I am a schoolmaster.  I have been a hard student
all my life, at school and at college, and moreover I
have had a natural sympathly with mny fellow-men,
and so I am blessed with a brain and heart entire.
But see here.'  And he lifted up his cloak, and lo!
underneath, a skeleton, save just here!' See, here
are the limbs I never used, and therefore they have
deserted me.  All the solace I now have consists in
teaching the young, children to avoid a similar doom.
I sometimes show them what I have shown you.  I
labor hard to convince them flat most assuredly the
same misfortune will befall them which has hlappenled to me and to all the grown-up inhabitants;
but even then, I grieve to say, I cannot always succeed.  AIany believe that they will be lucky enoughl
to escape, and some of the grown-up iinhabitants
pad themselves, and so cheat the poor children into
the belief that they are all right, thoLughl all the
elder ones know better.  You will now perceive the
260 
PIIYSIOLOGY.                 261
The Skitzlanders.
reason why all the gentlemen you see wear such
tight pantaloons: they pretend that it is fashionable,
but in reality it is in order to prevent their false
legs from tumbling out. Surely my case is miserable enough; my only hope consists in the idea of
educating the rising generation to do better.  No
doubt it is easy to persuade them to do so in the
country from which you come, but I assure you,'
added he, with a heart-felt sigli,  that it is sometimes very hard to do so here. Nearly all of us,
then, have lost something of our bodies.   Some
have no head, soie no legs, some no heart, and so
on; the less a manl has lost, the higher he ranks in
the social scale;  and our aristocracy, the governing body, consists of the few individuals who have
used all their faculties, and therefore now possess
them all.'
" At this moment a dreadful earthquake broke
out, and an extempore volcano shot the gentleman
who had listened to this interesting narration right
up to the crust of the earth again, and, by a strange
and fortunate chance, shot liim up into the very
hole which he had been digging, and he discovered
himself lying down at the bottom of the hole, feeling just as if he had awakened from a dream; and,
to his surprise, hlie heard distinctly the voice of his
wife crying out from the top,' Come, come, dear,
you're very late, and supper is getting quite cold!'
"The name of the country of Skitzland, trans lated into the vulgar tongue, is the planet Earth,
and America is one of the portions thereof. If we
261
PHYSIOLOGY.
4t 
THE TEACHER'S ASSISTANT.
The Application.
were to look round in a circuit of a hundred miles,
how many of the Skitzland aristocracy should we
find, think you?  What a dropping off of limbs
and features there would be, if the letter of the law
of Skitzland were carried out! But it is absolutely
certain that this is in effect the law of nature,
which does not act, it is true, all in a moment, but
which slowly and truly tends to this. The Hindoo
ties up an arm for years together, as a penance,
thinking thereby he does Brahma service; the limb,
with fatal sureness, withers away and rots.   The
prisoner in solitary confinement has his mind and
faculties bound, fettered, and tied, and, by a law as
fixed as that which keeps the stars in their piaces,
the said prisoner's mind grows weaker, feebler, less
sane, day by day. School-children are confined six
long hours in a close school-room, sitting in one
unvarying posture, their lungs breathing corrupted
air, no single limb moving as it ought to move,
not the faintest shadow of attention being paid to
heart, lungs, digestive organs, legs, or arms, all
these being bound down and tied, as it were; and
so, by the stern edict of Hleaven, which, when man
was placed upon earth, decreed that the faculties
unused should weaken and fail, we see around us
thousands of unhealthy children whose brains are
developed at the expense of their bodies, the ultimate consequence of which will be deterioration of
brain as well as body.
"What is the remedy for all this? I have before
stated, that, in large, crowded cities, gymnastic
262
0 
-~~~~R~IG                6
What may be done.
training, systematically pursued as a study, is the
only thing which seems possible to be done, and
most assuredly will be beneficial wherever it is introduced. But there is a different method of phlysical education, which can be pursued either exclusively or in association with gymnastics, which can
be followed up either in the country, or in towns,
where playgrounds can be obtained.   This is the
method which I have invariably pursued myself,
niiamely, the systematic pursuit of health and
strength by all manner of manly sports and games.
I myself learned to play and love these games at
school and at college.   I have given them now
nearly four years' trial in my school, and every
day convinces me more and more of their beneficial results."
DRAwING. -  This branch is deserving of more
attention than it has yet received in our schools.
An ability to draw will prove of advantage to all
classes of people; for all will find occasions on
which it will be pleasant, if not positively valuable,
to be able to exercise skill in drawing. To the
mechanic, this subject is of the utmost importance;
and one who is well skilled as a draughltsman will
be fat more successful than one who is not, other
things being equal.
The facilities for imparting instruction in this
branch have been greatly increased within a few
years, and there are many excellent elementary
treatises and pattern-cards within reach of all.  I
e
2 6 "j'
DRAWING. 
THE TEACIHER'S ASSISTANT.
History.
can see no reason why the exercise of drawing may
not be introduced into most of our schools. It will
give a pleasant variety to school lessons; and minutes, that might otherwise be spent in idleness or
mischief,  may  be usefully employed  in copying
models.   While, therefore, I would  insist  upon
thorough training in the branches alluded to ill
previous letters, I would certainly encourage pupils
to improve some of their leisure minutes in practising onl drawing-lessons.   But  do  not imagine,
nor allow your pupils to feel, that they can become
proficients in the art of drawing by receiving a
few hours' instruction.  It will be only by patient
and persevering study and effort, and by long-continued practice, that one can acquire a desirable
degree of skill and readiness.  Let this be understood from the beginning, and here, quite as much
as in any other branch, insist oni care and thoroughless.,
IHISTORY.- Something of history should be taught
in our schools   In the study of geography, the
teacher will have frequent opportunities for coimmuinicating some historical information; and these,
if wisely improved, will awaken in the minds of his
pupils a desire to know more, and induce them to
investigate for themselves.   So  much  history as
relates to our own country ought to receive part'cular attention in our schools; and there would
be ample time for it if pupils would be regular in
their attendance, and continue at school for a few
264 
Z.           j iSTORY.                                                     26
HISTORY.
A Pleasing Exercise.
months longer than they have been wont to do.
The  adoption of any plan or exercise that will
awaken an interest will result in good. I do not
intend to give any particular instruction in relation
to the study of history, but merely to call your
attention to it, and to advise that you give it as
much consideration as circumstances will allow.
My eye just meets with a little exercise or game
bearing upon this subject, which may be turned to
good account.  The following I take from the New
York Teacher, though the plan described has been
previously published.
The tether or some pupil fixes his mind or
thoughts upon some individual, place, or event of
historical notoriety, and the other members of the
class ask questions to ascertain what person, place,
or event is thought of. One having selected, mentally, a subject, the others question him, and receive
answers somewhat as follows:  Qzuestion. Is thle subject you have in mind an
individual, place, or event?
Answer. An individual.
Q. Now living, or dead?
A. Dead.
Q. Male or female?
A. Male.
Q. Did he live in Europe, Asia, Africa, or Amer
ica?
I.LI Europe.
In Ellgland, France, Spain, Italy, or Russia?
In France.
265
I
A.
Q.
A.
23 
TI'ITH  TEACHER'S ASSISTANT.
Questions and Answers.
Q. Within five hundred years, or within a century?
A. Within a century.
Q. Within fifty years?
A. No.
Q. Was he celebrated as a king, statesman, warrior, poet, or philosopher?
A. As near a warrior as anything you have mentioned, and, though not a statesman, he was connected with national affairs.
Q. Was he connected with the French Revolution of 1792?
A. He was.
Q. Was he a Royalist or Republican?
A. Republican.
Q. Did he die in France?
A. IHIe did.
Pemark by some of the class.  Then it is not
Bonaparte.
Q. Did lie die a natural death?
A. He did not.
Q. Was he murdered by Charlotte Corday?
A. He was not.
Remark. Then it is not Marat.
Q. Was he Jacobill or Girondist?
A. Jacobin.
Q. Was he a leader of the Jacobin party?
A. Yes.
Q. Is he noted for his cruelty during the "Reign
of Terror"?
A. He is.
266
I 
HISTORY..                  2G7
Exercise, continued.
Q. Robespierre?
A. It is Robespierre.
Game is won by the questioners.
Another pupil has a subject.
Q. An individual, an event, or a substance?
A. An event.
Q. Did it transpire in Europe, Asia, or America?
A. America.
Q. Within fifty years?
A. No.
Q. Within a hundred years?
A. Yes.
Q. Before the American Revolution, or after?
A. Before.
Q. Was the event brought about by the agency
of man, or was it a natural event?
A. Effected directly by maln.
Q. A disastrous or fortunate event?
A. Disastrous to some, fortunate to others; but
we consider it fortunate, because its results have
been good.
Q. Was it a national event?
A. Its results were at least national.
Q. Hlad England any interest ill this event?
A. She had.
Q. Did it transpire in the Eastern, Middle, or
Southern States?
A. Eastern.
Q. On land, or on water?
A. On water. 
Q. Was there any loss of life or property?
267
HISTOR,Y.. 
TIE TEACHER'S ASSISTANT.
Singing.
A. Of property, but not of life.
Q. Was the property destroyed tea?
A. It was the destruction of the cargo of tea in
Boston Harbor.
This game is instructive and amusing in the
school, the home circle, or at social gatherings.  It
exacts an extensive and an accurate knowledge, and
strengthens the memory. It also requires considerable skill to ask questions in a connected, chain4-like
manner, and is therefore an excellent mental discipline.  It induces a search into the characters of
individuals, and into the cause, nature, and effects
of events, thus making pupils more philosophical
and more self-reliant.
This exercise might be introduced into history
classes one dav in a week, in place of recitation,
and scholars might prepare for it as for a recitation.
SINGING. - Vocal music has already assumed a
somewhat exalted position in some schools, and yet
in scarcely any have its merits been fully estimated.
It is, indeed, less than a score of years since schoolroom songs were a very great novelty; and we can
well remember that those who first favored their
introduction were strongly censured by parents and
others.  It was regarded by many as a monstrous
innovation.   For children to go to school, term
after term, and sit, aching, on wretched seats, in
still more wretched school-houses, caused no regret,
o
because such penance seemed to be an essential
part of school life; but for school-boys and school
~28 
$INGIG.                    269
Lowell Mason's Views.
girls to sing,- who ever heard the like? It was a
great waste of time; and, moreover, it caused the
little ones to be happy, and for a brief time to forget their aches, which, it was thought, would be a
perversion of the object of schools. Such was the
feeling very generally. But a pleasant change has
come " over all the land"; and now the joyous
songs of merry pupils may be heard in a large
number of our best schools, alike promoting their
happiness and cheering them on in the performance
of the less agreeable duties of the school-room, and
meeting the approval of all kind and intelligent
people.
Though we cannot sing,- our school days having
been passed all too early for receiving any instruction in singing,- we would strongly advocate the
teaching of music in all our schools. It is a good
disciplinary exercise, and its indulgence always
tends to give an air of cheerfulness to the schoolroom. But we would have the songs, and the sentiments of the songs, of a truly pure and elevating
character. We have no partiality for the practicenow, we feel, quite too common- of having lessons
and recitations set to music. This we think a per,
version of the object. We fully agree with that
veteran of song, Lowell Mason, whose name has
become so intimately connected with the music of
our land, who says: " Music's highest and best influence is of a moral nature; and the. introduction
into schools of such songs as tend to mere levity,
frolic, or idle mirth, or such as are low, coarse, or
23 *
269
SINGING. 
270          Tli, TiACHIIER'S ASSISTANT.
The Boy and the Bobolink.
vulgar, in thought or in language, or such as contain equivocal or ambiguous expressions, is most
deeply to be regretted."
The following remarks on the " Power of Music"
I take from the Indiana School Journal. The little
incident named is certainly full of interest.
" In looking over an old'newspaper' printed several years ago, I came across this beautiful piece,
which struck me as being true to nature.
" Leaning idly over a fence, a few days since, we
noticed a little four-years-old'lord of creation,'
amusing himself, in the grass, by watching the frolicsome flight of birds, which were playing around
him. At length a beautiful bobolink perched on a
bough of an apple-tree which extended within a
few yards of the place where the urchin sat, and
maintained his position, apparently unconscious of
his close  proximity to one whom birds usually consider a dangerous neighbor.
" The boy seemed astonished at his impudence,
and, after regarding him steadily for a minute or
two, obeying the instinct of his baser part, he
picked up a stone lying at his feet, and was preparing to throw it, steadying himself for a good
aim. The little arm was drawn backward without
alarming the bird, and' bob' was I within an ace'
of danger, when lo! his throat swelled, and forth
came nature's plea:'a-link, a-link, a-link, bob-alink, bob-a-link, a-no-sweet, a-no-sweet! I know it,
I know it, a-link, a-link, don't throw it, throw it,
throw it,' &c. And he didn't. Slowly the little 
SINGING.      271~~~~~~~~~~~~~~~~~~~~~~~~~~~
"Could n't cos he sung so."
arm fell to its natural position, and the now despised stone dropped. The minstrel charmed the
murderer! We heard the songster through, and
watched his unharmed flight, as did the boy, wifti
a sorrowful countenance. Anxious to hear an expression of the little fellow's feelings, we approached
him and inquired,' Why did n't you stone him, my
boy? you might have killed him and carried him
home.'
"The poor little fellow looked up doubtingly, as
though he suspected our meaning, and, with an expression half shame and half sorrow, he replied:
'Could n't cos he sung so!'
"Who will say that'music hath no charms to
soothe the savage breast,' or aver that God hath
not made melody to move the purer fountains of
our nature, to awaken those sympathies that are
kindred to heaven, the angels, and to God himself?
Let the sweet tones of music break upon the ears
of the dull school-boy, and hlie will awake with new
life and energy.   Pour the notes of melody into
the ears of thie wilful child,.and you disarm him;
the anger will fall from his heart, and he will be come obedient and attentive. Let music be the
first to break the silence of the school-room in the
morning, and the chords of young hearts that are
put in motion  will continue to vibrate  during
the day. Happy will be the time when not only the
tones of our school-bells can be heard all over the
land, but whlen the notes of our schlool-childreln,
in the morning, breaking upon the silent atmos
271
SINGING. 
THE TEACHER'S ASSISTANT.
Give Attention to Music.
phere along the Atlantic coast in the East, shall
reverberate along the Gulf of Mexico, and the echo
be heard ill California."
Then I would say, give some attention, daily, to
vocal music. This may be done without any detriment to other branches. Indeed, I believe it will
prove a pleasant auxiliary in all the work of the
school-room. If your pupils are sad, or dull, or
uneasy, or too playful, call upon them to sing one
or two sweet songs, and the result will be highly
salutary. All angry and dull feelings will at once
be dispelled, and a spirit of cheerfulness will be
produced throughout the school.  You may safely
introduce music, and devote some time* to it daily,
without any fear of encroaching uponl other branches,
for it will prove a help, and not all illjury.  Such,
at least, is the belief of
Your sincere friend,
C.
272 
LETTER XIX.
DECLAMATION.- STUDY OF NATURE.- STUDY OF
WORDS.- MISCELLANEOUS ENOWLEDGE.
MIY DEAR FRIEND:
IN this letter I purpose to speak of two or three
other exercises which should receive occasional
attention inll school.
DECLAMIATION. -In a large number of schools
the speaking of pieces receives some attention, but
only in a few does it occupy the time and care
which its importance demands. If a half-day semimonthly should be devoted to declamation, and the
several performances should be made subjects of
faithful criticism, much good would result from the
exercise. It is, however, of the utmost importance
that whatever is done be well done. Improper
positions, disagreeable tones, indistinct enunciation,
or bad habits of any kind, should receive prompt
attention, and be corrected  if possible.   While,
therefore, I would urge you to require exercises
in declamation, I would earnestly advise that you
guard against the practice, quite too common, of 
THE TEACHER'S ASSISTANT.
Declamation.
allowing the repetition of words and sentences to
be considered as satisfactory declamations. Lead
your pupils to study their pieces with a particular
view of ascertaining the writer's ideas, thoughts,
and feelings, and then encourage them to give
correct and  forcible utterance  to the same.   A
mere formal and monotonous style of speaking,
performed simply as a required exercise, will be of
but little service. Strive to awaken an interest in
the subject, which will induce your pupils to engage in it with an earnestness which cannot fail of
leading to right study and correct expression and
delivery.
The plan, adopted, in some schools, of devoting
every alternate Wednesday afternoon to exercises
in declamation and composition, is a very good one,
and if judiciously managed will do much to awaken
a desirable amount of interest both on the part of
pupils and their parents.  Many of the latter will
feel inclined to spend an hour or two in the schoolroom to listen to such exercises as I have alluded
to, and an interest once awakened in this way will
become expansive and permanent. The introduction of such exercises may increase your labors, but
thile results will be highly gratifying in themselves,
and their influence upon the daily studies of school
will be favorable.  On the afternoons devoted to
these miscellaneous exercises the girls call take part
in dialogues, in reading original essays, or in giving
select readings.
274 
POLITICAL ECONOMY.            275
Study of Nature.
POLITICAL ECONOiMY. - In a country like ours, all
should have some knowledge of the constitution and
of the laws.  Much valuable and interesting iniformation oil these points may be given in the form of
brief and familiar lectures, if it is found inconvelnient to make use of a regular text-book, - thoulgh
the latter is preferable. It would certainly be well
if our youth could all be made familiar with the
matter contained in such a work as Shepard's
Constitutional Text-Book, or some work covering
the same ground.   Such knowledge would tend
to make them intelligent and independent citizens
and voters.
STUDY OF NATURE.-You may do much to awaken in your pupils a love for the study of Nature,
How many "live and move" in the midst of the
most beautiful and sublime works of Nature,works full of instruction, - and yet see nothing,
learn nothing.  Let it be your aim to lead your pupils to move about with observing eyes and listening
ears, -eyes and ears trained to draw from Nature
whatever is lovely and instrtuctive. Our Heavenly
Father has thrown before us the great book of Nature wide open, and so plain are its great lessons
that he" who runs may read," and learn, if he will.
Can you not learn and teach a lesson from the fol
lowing pretty lines, from the pen of S. G. Goodrich, so extensively and favorably known as Peter
Parley?
POLITICAL ECONOMY.
275 
THE TEACHER'S ASSISTANT.
A Metrical Lesson.
A LESSON FOR TEACHERS.
"I saw a child some four years old
Along a meadow stray;
Alone she went, unchecked, untold,
Her home not far away.
"She gazed around on earth and sky,   Now paused, and now proceeded;
Hill, valley, wood,- she passed them by
Unmarked, perchance unheeded.
"And now gay groups of roses bright
In circling thickets bound her;
Yet on she went, with footsteps light,
Still gazing all around her.
"And now she paused, and now she stooped,
And plucked a little flower, A simple daisy't was, that drooped
Within a rosy bower.
"The child did kiss the little gem,
And to her bosom pressed it;
And there she placed the fragile stem,
And with soft words caressed it.
"I love to read a lesson true,
From Nature's open book,
And oft I learn a lesson new
From childhood's careless look.
"Children are simple - loving - true;
'T is Heaven that made them so;
And would you teach them, be ~o too,
And stoop to what they know.
"Begin with simple lessons, -things
On which they love to look:
Flowers, pebbles, insects, birds on wings,   These are God's spelling-book.
276
4;, 
STUDY OF NATURE.             277
Rev. Thomas Hill quoted.
"And childrenf know His A B C,
As bees where flowers are set:
Wouldst thou a skilful teacher be?
Learn, then, this alphabet.
"From leaf to leaf, from page to page,
Guide thou thy pupil's look,
And when he says, with aspect sage,
'Who made this wondrous book?'
"Point thou with reverent gaze to Heaven,
And kneel in earnest prayer,
That lessons thou hast humbly given
May lead thy pupil there."
"c In childhood the senses are open to the reception of truth from the outward world. A child sees
and    hears a thousand things that escape the observatio     n          of a  m an.  Train him in the usual mode of
education, and he soon loses the habit of attending
to outward things, learns to tread upon the insect
and         to pass by the flowers, to let the birds sing unnoticed,        and the pebble glitter untouched.   But
give   him     a  t iue   education, including in his studies,
as a prominent part, the elements of chemistry, botally,        and zoology, and his eye shall not become dim
nor his ear dull of hearing; in manhood his heart
will be open to the sweet influence of the flowers,
and to the grandeur of the starry heavens; he will
read the meaning of each singing-bird, and catch
the true expression of the solemn tones of the thunder. When the forest ocean surges under a July
breeze, an     d  the clouds sail majestically through the
bl ue   sky, they will fill his heart with emotions un                    24
277
STUDY OF NATURE. 
THE TEACHER'S ASSISTANT.
The Influence of Flowers.
known to one who despises these glorious works of
the Most High as being mere matter."*
In cultivating a love for the beautiful in Nature,
you will, at the same time, be promoting true mental growth, and developing the better feelings of the
heart. A boy who delights in hill And valley, woodland and lake, -one whose heart is made joyous as
he beholds the blossoming tree and opening flowers, will not be wholly reckless and wayward. By
kindly influences he may be led "through Nature
up to Nature's God," and his heart may be made to
swell with gratitude towards that great and good
Being, who rolled up the mountains and spread out
the earth with all its beauty and loveliness.
To one who has been brought to
"Find tongues in trees, books in the running brooks,
Sermons in stones, and good in everything,"
there will be a sincere delight in attending to the
culture of flowers, which speak so unequivocally of
the great goodness of Hiim who has made the
flowers, -
" To comfort man, to whisper hope,
Whene'er his faith is dim; -
For whoso careth for the flowers
Will much more care for him."
Whenever we see a house, with its neat flowergarden and well-trained vines and shrubbery,
whether it be in the thriving village or away from
the " busy haunts and noisy shops," up among the
* Rev. Thomas Hill.
278 
STUDY OF NATURE.             279
A Love for Flowers.
hills or mountains, we  always feel that  the indwellers have hearts  that feel for others' woes.
"God, who careth for the flowers," will not be unmindful of those who appreciate the beauties, as well
as the utilities, of his handiwork. What a bright,
joyous, chleerful'aspect would the earth wear, if all
who dwell thereon would plant and cultivate a few
flowers?  It would not only tend to strew man's
pathway to the tomb with flowers, but also to
shed a sweet fragrance around his daily walks
and vocations. Then will not teachers do what
they can to foster a flower-loving spirit? If they
will, they will be amply compensated by the reflex
influence in promoting a genial disposition in the
hearts of the little ones under their charge.,Whenever we see a happy boy or girl gayly tripping along
the school-ward path, with a bunch of flowers,
whether culled from the garden or road-side, for
the teachler's desk, we always feel that in the young
heart which prompted the gift the teacher will find
a ready and cheerful obedience to his wishes.
We  hope the time is not distant, when  every
teacher will feel it not only a duty, but a privilege,
to cultivate in the hearts of the youth a refined love
for music, paintings, and flowers; feeling assured
that thereby much will be done to promote both
lthe happiness and true usefulness of their pupils.
And, when it shlall be deemed an essential part of
a school-yard to have a neatly arranged flower-plot,
we shall find the love of school increasing, and a
growing dislike for coarse and uncourteous acts on
279
STUDY OF NATURE. 
THE TEACHER'S ASSISTANT.
Study of Words.
the part of the young.  Whatever tends to adorn
and beautify the place in which children spend
much of their' time, will leave a pleasing and lasting impression upon their young and tender hearts.
In the language of Keats:
"A thing of beauty is a joy for ever;
Its loveliness increases; it will never
Pass into nothingness, but still will keep
Full of sweet dreams, and health and quiet breathing:
Therefore, on every morning let's be wreathing
A flowery band to bind us to the earth."
And, as another says, "if rightly wreathed, the
band will bind us to Heaven no less."
STUDY OF WORDS. - This may be made highly
interesting and instructive, and if you can succeed
in awakening a true spirit of investigation, you will
at the same time open a way in which your pupils
will employ much time that would be otherwise
spent in idleness or in a useless manner. But few
realize how much valuable information may be
gained from an investigation into the origin of
words and phrases.  Sir James Mackintosh has well
said, that, "in a language like ours, where so many
words are derived from other languages, there are
few modes of instruction more useful or more amusimg than that of tracing out the etymology and
primary meaning of the words we use. There are
cases in which knowledge of more real value may
be conveyed from the history of a word, than from
the history of a campaign." Let me call your
280 
STUDY OF WORDS.             281
Illustrations given.
attention to a few cases that occur to me.  I will
first refer to two or three words still in use, applied to objects quite different in their material or
mechanism from the object to which the name was
originally given. The article has been materially
changed, though the name remains unchanged. Of
this class are ink-horn, powder-horn, &c., so called
from the fact that they were composed of horn.
A part of a plough, now made of metal, is still
called mould-board, the name given when it was
made of wood, or board.
Our word " window," and the phrase " Open the
window," will possess a new interest to pupils when
told that formerly windows were constructed so that
they opened as doors,- a mode now in use to some
extent. They were wind-doors, or doors for the
admission of air. Hence it was quite appropriate to
speak of opening a window, or wind-door, - though
it would seem more fitting now to speak of " raising
a window.".
The word villain, or villein, as it was formerly
spelt, simply meant a servant.employed on a villa
or farm. A boor was a farmer, and a neighbor was
only a nigh boor.  A coward was one who cowered
in the presence of an enemy.
Case-knife had its origin in the time when every
man carried his own knife in a case. The name is
still retained, though the case is not used.
Hlow often is the word ringleader used, and yet
how few have the remotest idea of its origin,   and
how significant it becomes when we trace it, and
24*
28-1
STUDY OF WORDS. 
THE TEACHER'S ASSISTANT.
Further Examtnples.
learn that it is derived from the practice, which
men associating to oppose law have sometimes
adopted, of signing their names to articles of agreemelt, in a " ring," so that no one could tell who
signed first,- as such a one would be considered
the most guilty. Though the practice is not in use
with us, we still use the word as expressive of the
leading person in any wrong-doing, always considering the "ringleader" of a party as the most influential, and, in cases of damage or wrong-doing, the
most reprehensible.
Our word candidate is derived from a Latin word
signifying white, -those who were candidates for
office in Rome being required to wear  a white
gown.  If all candidates for office ill our times
should be required to dress in white, our streets
would present quite a gala appearance.
The ward windfall is quite an expressive word
with us.  By the tenure of some of the estates in
England, the felling of trees was prohibited, the
timber being reserved for the royal navy. If any
trees were prostrated by the wind, they became the
property of the occupant of the grounds. Hence a
tornado was quite a god-send or "windfall" to tenants of estates. With us the term is used to express any pecuniary fortune received by any one.
The word blackguard is said to have originated in
the fact that a number of filthy, ragged, and roguish boys attended the Horse Guards at parade in
St. James's Park, to black the boots of the soldiers,
etc. These, from their constant attendance about
282 
-~   ~    SUYOFWRS                          8
STUDY  OF -WORDS.
Blackguard. - Humbug.
itI time of Guard meeting, received the appellation
of "blackguards," -a term now applied to a class
of persons who are many degrees below a common
boot-black.
The word humbug-, perhaps quite too common
with us, is said to be a corruption of Hamburg.
"During a period when war prevailed on the Continiient, so many false reports and lying bulletins were
fabricated at Hamburg, that at length, when  any
one wished to signify his disbelief of a statement,
he would say,'You had that from Hamburg,' or,
'That is Hamburg,' and, finally,' That is a humbug.' 
The expression "under the rose" had its origin
from the fact that confessionals, or the ceilings of
the rooms, were ornamented with representations
of the rose.
The word quarantine is often used by those who
comprehend neither its origin nor signification.  It
is derived from the Italian word quarantina, meaning forty.  It was customary among the Venetians,
by whom the practice was originated, to confine
vessels at quarantine forty days, it being generally
believed that, if contagion did not spread within
that time, there need be no apprehension thereafter. The time for the detention with us varies
with circumstances.
The  expression "robbing Peter  to pay Paul,"
has been explained as follows: "In the time of Edward VI., much of the lands of.St. Peter, at Westminster, were seized by his M1ajesty's ministers and
courtiers; but, to reconcile the people to the rob
2 8 li 
THE TEACHER'S ASSISTANT.
Husband. - Wife.
bery, they allowed a portion of the income to be
appropriated to the repairs of St. Paul's Church.
"The origin of the phrase,' Mind your p's and
q's,' is said to have been a call of attention, in the
old English alehouses, to the pints and quarts being
scored down to the unconscious or reckless beerbibber."
"Some  words," says Trench, in  his excellent
work oil the Study of Words, "having reference to
the family and the relations of family life, are not
less full of teaching.  For example,'husband' is
properly'house-band,' the band and bond of the
house, who shall bind and hold it together. Thus
old Tusser, in his Points of Ihusbandry: -
' The name of the husband what is it to say?
Of wife and of household the band and the stay.''
So that the very name may put him in mind of his
authority, and of that which he ought to be to all
the members of the house.  And the name' wife'
has its lessons too, although not so deep a one as
the equivalent words in. some other tongues.  It
belongs to the same family of words as' weave,'
'woof,'' web,' and the German'weben.'  It is a
title given to her who is engaged at the web and
woof, these having been the most ordinary branches
of female-industry, of wifely employment, when the
language was forming. So that in the word itself
is wrapped up a hint of earnest in-door, stay-at-home
occupations, as being the fittest for her who bears
this name."  Again, the author just quoted says:
"You will often be able to glean knowledge from
284 
STUDY OF WORDS.             285
Information from Words.
the names of things, that will prove both curious
and interesting. What a record of invention is presented in the names, which so many articles bear,
of the place from which thley first came, or the person by whom they were first invented.   The bayonet tells us that it was first made at Bayonne; cambrics, that they came from Cambray; danmasks, from
Damascus; arras, from the city of the same name;
cordwain, or cordovan, from Cordova; currants,
firom Corinth; the guinea, that it was originally
coined of gold brought from the African coast so
called; camlet, that it is woven, at least in part, of
camel's hlair. Such has been the manufacturing
progress of England * that we now send our calicoes
and muslins to India and the East; yet the words
give standing witness that we once imported them
thence; for calico is from Calicut, and muslin from
Moussul, a city in Asiatic Turkey."
We shall find some words used by ancient writers, but not now in use, which were quite as expressive as those substituted for them.   Among
these are deathsman for executioner; scatterling,
for vagabond or spendthrift; moonling for lunatic,
&c.   In teaching geography, how much interest
you may impart to the lesson by explaining the
meaning or origin of certain words or names. For
example, if "Alabama" occurs, say that it was an
Indian word, signifying "Iere we rest."  It is said
that a peaceful tribe of the aborigines, being driven
from their home, wandered about until they came
* The author resides in London.
285
STUDY OF WORDS. 
286         THE TEAcHER' S ASSISTANT.
Examples continued.
to the banks of a river, where they stopped, exclaiming, "Al-a-ba-ma!" or, "Here we rest."
Azores comes from a word meanling hawk, and is
applied to a group of islands on which this bird
abounded.
Cape is from the Latinl caput, meaning the head.
A cape is the head of the land.
The name " Lena," signifying sluggard, is given
to a certain river in Asia which is very sluggish
inl its flow.
Holland is from " hollow land," a large portion
of the country being so low as to render it necessary to construct embankments, or dikes, to prevent
the infiowinig of the sea.
Ladrones comes from a word meaning thieves.
So named by Magellan, on account of the thievish
propensities of the inhabitants.
Patagonia, from the Spanish patagon, meaning
large feet. Magellan so called the country from
the fact that the natives seemed to have feet of
extraordinary size.
Porto Rico means " rich harbor."
Schuylkill, from the Dutch, meaning "hidden
creek." The first explorers of the Delaware passed
the mouth of the Schuylkill without observing it.
Winnipiseogee, the name  of a beautiful lake
among the highlands of New Hampslhire, is said to
have come from an Iniianl word signifying "the
smile of the Great Spirit."
But these cases will suffice to give you an idea
of the interest that may be awakened in the study
of words. As helps in this particular, I would refer
286
THE TEACHER'S ASSISTANT. 
MISCELLANEOUS KNOWLEDGE.        287
Books referred to.
you to Trench on the Study of Words, and to
Webster's or Worcester's unabridged Dictionary.
From either of these works you may derive a vast
amount of interesting and valuable information.
If you will keep by you a small blank-book, in
which you may record such words and phrases as
come under your observation, you may, at the end
of a year, have a collection that you will highly
prize.  If you can induce your pupils to adopt a
similar plan, you will do much to awaken in them
a spirit of observation and investigation.
MISCELLANEOUS KNOWLEDGE. -Improve every opportunity for imparting general information, and
awakening an interest in passing events. Almost
every newspaper will furnish you some pertinent
topics. If you meet with an account of any event
or transaction of importance, make it the subject
of a few minutes' conversation, and explain whatever may be necessary. If places are named, have
them pointed out on the map, thus both fixing in
the mind the event itself and the locality of the
same. So far as possible, give a practical turn to
all miscellaneous exercises. By exercising a little
judgment and care, you may introduce all the exercises named in this letter without interfering with
any of the regular and prescribed studies of the
school; and their introduction will add to the geineral interest and progress of the school in other
matters.
Your sincere friend,
C. 
LETTER XX.
PRIMARY SCHOOLS.
MY DEAR FRIEND:
I IMAGINE you may express some surprise at the
subject of this letter.  Perhaps you will exclaim,
"What have I to do with primary schools?"  If so,
I will say, that I hope you may, at some time, become qualified to take charge of one, though I confess that I have doubts on this'point. We may
differ somewhat in our estimates of these schools.
In my opinion, they have never been properly appreciated nor suitably cared for. Lying as they do
at the very foundation of a system of education,
they are too often regarded as unimportant, though
unavoidable, appendages to our common-school system. Teachers of moderate attainments and without experience are often employed in them, merely
because their services can be secured at a lower
rate of compensation. But, in reality, these schools
are of the first consideration, and they should receive
the services and influence of the best of teachers.
As it is in them that the young receive their earliest school impressions, it must be readily seen that 
r~~~PRMR SCOLS 
Early Influences.
it would be no easy matter to over-estimate their
true importance. The influence of wrong discipline, erroneous teaching, or improper example, in
these schools, will be felt unfavorably in all our
higher schools and seminaries of learning. While
I hardly dare hope that you will ever become a
model teacher of a primary school, I do hope the
few lines I may write on this subject will tend to
form ill your mind a just estimate of the influence
of such a school in our educational system.
We well know that the instructions and influences to which we were exposed ill early childhood
were those which most strongly and indelibly impressed thlemselves upon our minds and characters.
How  many  lessons which we  then learned, how
many sights which we then saw, how many impressions which we then received, seem closely inwoven
into our very natures, and to be fresh and forceful
in our memories, while many of the lessons and
scenes and incidents of a later period are either
wholly forgotten, or but dimly and imperfectly remembered!  How many there are who pass through
life constantly suffering from the influences of the
exaggerated or fictitious stories and representations
to which they listened in childhood's tender years,
-influences which maturer years and riper judgment cannot entirely eradicate, though they may
bring a sort of conviction of their falsity! Hiow
many superstitious notions and absurd ideas have
been so thoroughly inwroughlt into our early being,
that no after-training or culture could remove them!
25
289
PRI31ARY SCHOOLS. 
THE  TEACHER'S ASSISTANT.
Importance of Early Training.
How many foolish prejudices and senseless antipathies the young have received from persons with
whom they have associated, or from the circumstances by which they were surrounded!  How
many, during the first few years of their existence,
have formed and fostered those uncharitable feelings,
and those distorted and unseemly habits, which
have tended to darken and embitter the whole current of subsequent life!
In view of considerations like these, how essential
is it that special care and attention be devoted to
the early training of the young! The lessons and
teachings, the scenes and the habits, which exert
their influences during the first six or eight years of
existence, make more lasting impressions than those
of any score of years of after life. The little songs
and hymns, the maxims and the verses, which lisping children learn by slowly repeating as their
mothliers dictate, find so secure a lodgment in the
mind, that no future lessons can wholly supplant
them. A distinguished statesman once said, "Let
me make the songs for thie youth, and I care not
who make the laws." With far more of truth one
might say, " Let me have the control of the young
during the first four years of their school life, and I
care not who has their subsequent management."
But notwithstanding the immense importance of
early training, how sadly and how extensively is it
neglected or perverted!  In how many instances
are children not only not taughlt to go in the way
they oughlt, but are left to go in their own way, or,
290 
PRIMARY SCHOOLS.             291
Early Teachings should be correct.
what is worse, left exposed to such examples and
impressions as will most surely lead them in the
way in which they ought not to go!  How many of
those untoward manifestations which are so often
made in the community, and of those feelings of
insubordination and disorganization which so frequently and so greatly shock good citizens, owe
their origin to the neglected or perverted opportunities and privileges of early youth!
If such are ever the tendencies or results of injudicious or wrong early training, or of neglect, it
must seem obvious that primary schools should
assume a high position in the public estimation.
In       them the young receive their first and most enduring school impressions.   In them  they form
habits and views which will "grow with  their
growth, and strengthen with their strength."  Most
truthfully and expressively has the poet said,
"The mind, impressible and soft, with ease
Imbibes and copies what she hears and sees,
And through life's labyrinth holds fast the clew
That first instruction gives her, false or true."
How desirable, then, that these early lessons and
influences should be of the right kind, and imparted
in the right way! The mind of a child may be
easily turned from a correct course by ill-judged
and unwise plans, or by the chilling effects of neglect, on the part of those under whose care they pass
their early years, - and some trivial circumstance,
or some apparently insignificant cause, bearing
291
PRIMARY SCHOOLS. 
292            THiE TEACHER'S ASSISTANT.
Parental Indifference.
upon the youthful mind, may  give a change or
tinge to the whole future life.
It would seem that parents acted less wisely in
relation to this subject than in any other concern.
The judicious and skilful husbandman does not
neglect his young trees and leave them to assume
uncomely shapes, or to be dwarfed and choked by
rank weeds or from want of proper culture, with
the idea that they are soon to be removed to a different situation. Hie will rather watch them with
special interest, and train them with extra care, that
they may prove specimens worthy of transplantation.
Knowing full well that
"As the twig is bent the tree's inclined,"
he will labor most assiduously to see that every
vine and treelet assumes and retains the right
"be t"; and, if he has occasion to employ any one
to asist him in their culture and training, he will
wisely select some one of known skill and judgment.
The farmer who has a colt to be trained, does not
manifest indifference as to whom the task shall be
committed; nor does he hazard injury and loss by
intrusting the work to incompetent hands, with a
view to saving a few dollars and cents; for he well
knows that much of the animal's value and usefulness will consist in the manner in which he is
"broken" to work and travel;.- and yet how
passing strange is it that parents are often less wise
and less interested in relation to the moulding and 
PRIMARY SCHOOLS.             293
An Incident in Germany.
training of the immortal minds of their offspring,
and that, for a trifling pecuniary saving, they will
risk the happiness and usefulness of those whom
God has intrusted to their charge!
Those employed to teach in our primary schools
should not only be well qualified in a literary point
of view, but they should abound in every lovely and
desirable trait of character. Decided, kind, affectionate, pleasant, and active, all their movements,
actions, and expressions should be such as may be
safely and profitably imitated. The teacher of a
primary school should be a pattern of every good,a model worthly of the closest imitation. George B.
Emersoln, Esq., a distinguished educator, in speaking of a recent visit to schools in Germany, thus
strongly and beautifully testifies to the importance
of elementary schools, and at the same time gives
some valuable hints on teaching thle alphabet.
"The most striking and beautiful lesson I heard
in Germany was in Dresden, conducted by a mall
of very high qualifications.  It was a lesson in teachiig the alphabet.  Young ladies and young gentlemen are very apt to think,' What a drudgery this
is!  Only think, that, with my  qualifications, I
should be content to teach the beggarly elements!
What a position!  0, that I could be in a sphere
fitter for my capacities!'  That is a great and fundamenltal mistake which leads any teacher to utter
such words.   There is no lesson ever taught in any
school so important as the alphabet.  Teaching our
crabbed English language is the hardest thing in
25
PRIMARY SCHOOLS.
293 
294          TIlE TEACHER'S ASSISTANT.
Teaching the Alphabet.
the world.  Our language is the hardest one to read,
from the fact that there is not the most remote connection between the words used and the sounds expected. There cannot be a higher office than that
of giving the very elements of instruction.
" What was very striking, in connection with the
school at Dresden, was, that the teacher had a class
of about forty boys, all nearly of the same age, and
none of them less than seven years old, coming for
the first time to learn the alphabet. Those sensible
people, who wish to make as much as possible of
their scholars, do not allow their children to be
taught the alphabet before they are seven years old.
The admirable teacher of these boys began by drawing a fish, and asking the boys to tell what it was.
Some said it was a fish, some that it was a picture
of a fish; but some that it had no color, and therefore was not a picture, but something the teacher
drew. So they arrived, after a series of questiolns,
at tlhe conclusion that it was a drawing of a fish;
not a picture, because that would have color; and
not a fish, because that would have life.  Then all
the class were called on to say, together,' That is a
drawing of a fish.' As that would form a good sentence, they were required to repeat it till they could
utter it as well as possible, giving every articulate
sound clearly. Then he would ask each one to read
the sentence.  Then, from a set of large blocks, he
selected the letters to spell the word fishI, and, havilg shown them to the class, hlie asked thlem to
select the letters to spell it, then to go to their seats
294
TIIF, TEACHER'S ASSISTANT. 
PRIMARY SCHOOLS.             295
A Valuable Suggestion.
and draw the letters on their slates. Some would
succeed well, and some would fail entirely; but to
those that failed there was no reproof, though to
those that succeeded words of encouragement were
given.
"In about ten minutes he called on the boys
again, and inquired,' What is a fish?' and put several questions to lead them to think about a fish,
and would converse with them about the facts in its
natural history; and at each conclusion he would
make them express their conclusion as well as their
organs could utter it. That was the striking thing,
-the lesson in making sentences, in speaking good
German, and in pronouncing correctly.
The first thing to be noticed here is the fact that
a gentleman of the highest intelligence, possessed
of all knowledge, a beautiful knowledge of natural
history, did not think himself degraded in the least
degree by teaching the alphabet.  Another thiing to
be noticed was, that those things which, in the old fashioned schools, were considered unsuitable, they
were encouraged to do, - that is, to make pictures.
Another thing that was very noticeable, was the
thoroughness with which the languages were taught
in the gymnasia.  The master would have forty
boys of just the same age and the same attainments.
The little which the teacher attempted to teach at
one time was a striking feature of the instruction.
A single short sentence of three words was given;
but in regard to them he led them to observe every thing, and reviewed everything they had become
295
PRI,'4ARY SCHOOLS. 
THE TEACHER'S ASSISTANT.
Rev. Dr. Lothrop.
familiar with, and they were kept familiar with it
by continual repetition. After they had learned a
single sentence, they were to use that in making
other sentences.  The degree of thoroughness with
which this instruction was given almost transcends
belief."
I trust the extract just given, together with what
I may add, will tend to elevate, in your mind, the
primary school, and though you may never become
a teacher of such a schlool, it is very desirable that
you should possess right views and a proper estimate of its true importance in the great system of
popular education. If you clearly understand the
subject, you may do muchi for the dissemination of
correct sentiments.
* The Rev. Doctor Lothrop, a member of the School
Committee of the city of Boston, thus speaks of
primary schools:   " As parts of a great system of public instruction,
it is scarcely possible to attach too much importance
to the primary schools. They are the base of the
pyramid, and in proportion as the base is enlarged
and its foundations strengthened, the superstructure can be reared with ease and rapidity, in graceful proportions, and to a towering height.  Under
the improvements which are now in operation, and
others that will be introduced, it is hoped that the
children in the primary schools will be rescued from
that waste of time and misdirection of powers hitherto unavoidable, and so instructed and carried
forward, as that every child, on attaining the requi
296 
-~~~PIAYSHOS                                       9
PRI.NhARY SCHOOLS.
The School-House.
site age, shall be competent and qualified, not only
to enter the grammar schools, but to improve the
privileges and advantages there offered. And in
proportion as the children entering the grammar
schools come thoroughly qualified and prepared,
these schools themselves will be improved, and
a large number of pupils pass through them at
an age sufficiently early to allow them to enjoy the
benefit of the high schools, before the time arrives
at which they wish to leave school for some active
employment. Thus, by improving the primary, we
improve the grammar, extend the advantages of the
high schools, and make our whole system of public
instruction, of popular education, what it ought to
be, progressive and not stationary."
As you may, at some time, aspire to teach one of
these elementary schools, let me, in brief, give you
a few hints bearing upon them.
The School-House. - When it is remembered
that children are educated and influenced by what
they see, as well as by what they hear, it would
seem very important to have the surroundings of
childhood's days pleasant and attractive.   Especially should this be true of the school-house, in
which the little ones receive tleir earliest school
impressions. The spot itself should be one of Nature's choicest, -one which will be inviting to the
eye. The school-room should be constructed with
particular reference to the comfort and convenience
of the children. The walls should be covered with
297 
THE TEACHER'S ASSISTANT.
Hours of Confinement.
maps, paintings, mottoes, and drawings; and if a
case could be provided for the reception of such
objects of interest as the children, or others, may
bring to the school-room, it will prove an additioniial attraction, and become truly valuable ill connection with those pleasant Object Lessons which
should occupy so prominent a part of instruction
in primary schools. A pleasant school-house and
yard will have a very happy influence on the early
school days of children.
The Hours of Confinement. -In  most of our
schools the younger pupils are confined quite too
many hours in the day. It is no great pleasure for
little four-years-old boys or girls to go to school and
sit still, on hard seats, some six hours daily, -and
it is extremely unreasonable to require them to do
so. For all under the age of seven or eight years,
two or three hours daily of school confinement
will prove sufficient.  Let the remainder of the
time, usually allotted to school exercises, or rather
to motionless position, be' spent upon the playground, and let the teacher watch them there, that
she may teach them how to play. How many valuable lessons might be given on the play-grounid,
by judicious efforts in cultivating those kindly and
friendly feelings which ought to prevail in all communities,- lessons in patience, self-denial, forgiveness, sympathy, generosity, &C.
The Exercises of the Primary School. -These
298 
-~~~PIAYSHOS                                        9
Rules and Maxims for Teachers.
should be made brief and interesting.  The blackboard and slate, and simple pieces of apparatus,
should be in frequent use. But it will not be
necessary that I give any detailed list of suitable
exercises.   An  excellent " Manual  for  Primary
Schools" is soon to be presented to the public,prepared by one * who has taken a deep and judicious interest in these schools. From an examination of the plan and some of the contents of the
book, in manuscript, we are persuaded it will be a
work of inestimable value to teachers and schools.
This work, and Hooker's " Child's Book of Common Objects," will be so fruitful of hints and information, that I can do no better than refer you
to them.
I will close this letter by giving a few plain and
simple hints, in the form of rules for teachers and
pupils.
RULES AND MAXIMS FOR THE TEACHER.
1. Endeavor to set a good example in all things.
2. Never overlook a fault or let it go unnoticed;
but always forgive when you find true sorrow for an
error.
3. If possible, get at thle truth of every charge,
and decide neither in word nor deed until the case
is clear. Hasty words and acts often cause teaclhers sorrow.
* John D. Philbrick, Superintendent of Schools in the city of
Boston.
299
PRI'DARY SCHOOLS. 
THE  TEACHER'S ASSISTANT.
Rules for the Children.
4. Never punish when anger influences you or
the offender.
5. Prepare yourself for every lesson, and encourage your pupils to ask questions; and if they ask
some that you are not able to answer, frankly acknowledge your inability.
6. Take special pains with the dull and backward
children. It is the highest merit to be able to interest and teach the dull.
7. Remember that you are laying the foundations
of knowledge, and therefore aim at thoroughness.
Not how much, but how well.
8. Encourage cleanliness of person; neatness of
desk, books, floor, &c.
9. If possible, secure good ventilation. Raise the
windows during recess and at noon.
10. Improve  every opportunity  for imparting
moral instruction, and making moral impressions.
11. Daily add to your own stock of knowledge,
never forgetting that knowledge is power.
12. Let all your intercourse and dealings with
your pupils be characterized by a spirit of love for
them, and a desire to do them good.
13. Be yourself taught of Him who took little
children in his arms and blessed them.
RULES AND MAXIMS FOR THE CHILDREN.
These may be repeated daily, by the pupils, in
concert.
1. We must be gentle and kind to each other.
300 
PRIMARY SCHOOLS.             301
Rules and Maxims.
2. We must love and obey our teachers.
3. We must always act and speak the truth.
4. We must never speak evil of others.
5. We must be honest in all things.
6. Wee must attend to our lessons and to the
words of our teacher.
7. We must use no bad words.
8. We must be neat, and keep our books and
desks clean and free from marks.
9. We must never be absent, unless we are sick.
10. We must never be tardy.
11. We must be kind to all.
12. We must always speak pleasantly.
13. We must not get angry.
14. We must love and obey God.
15. We must at all times Do RIGHT.
These maxims and rules will be suggestive to you
and to your pupils. It will be well, occasionally,
to make one a subject for familiar remarks,   and
particularly after your attention, or that of the
school, has been called to its violation.
Your sincere friend,
C.
301
PRI.IARY SCHOOLS. 
LETTER XXI.
HABITS.
MY DEAR FRIEND:
THUS far I have written principally in relation to
the daily studies of the school, and to its discipline
and general management. These of course are all
important, but they by no means cover the whole
ground of your labors. You have something more
to do, and, consciously or unconsciously, you are
daily imparting other lessons, which will prove a
benefit or an injury to those under your charge.
Influences of some kind you must and will daily
impart. See to it that they are of the right kind.
Do not for a moment imagine that your pupils
have received all that is due from you when you
have heard them " say their lessons." By word
and example you must give to them many a lesson
not given in their text-books. Your constant effort
must be, not only to make them proficients in their
book-lessons, but also to do what you can to promote correct habits of thought, expression, and
action. Your example and your expressed views
must be the main agencies in this direction. Be 
=~~~~~AIS            30
Train your Pupils for Life's Duties.
sure that your example is a worthy one, and also
that your views are correct in themselves, and
clearly understood by your pupils. Consider that,
when a few brief years shall have passed away, the
boys and girls now under your training will be men
and women,- acting their parts in the great drama
of life. iHow those parts shall be acted depends,
in a great degree, upon the instructions and impressions they receive from you, -their teacher. Constantly and earnestly, then, try so to train and
influence them that they will become men and
women in the highest and truest sense,- ever acting well their parts, and diffusing good to all around
them.  In an important sense teachers reproduce
themselves in their pupils, - and. what they are,
their pupils will become. Aim, therefore, to teach
them such lessons as they will most need when they
become men, -such as will tend to make them
good citizens, agreeable associates, faithful in the
discharge of every duty that may devolve upon
them.
I wish more particularly, in this letter, to call
your attention to a few points to which you should
direct attention frequently, as tending to the formation of habits which are alike essential to happiness
and usefulness.  In many cases your known and
clearly expressed views in relation to these habits
will be sufficient.   Aim, then, not only to have
your view~ so clearly understood that they will be
felt, but also be sure to have them fully confirmed
by examples of the clearest propriety.   Precept
HABITS.
303 
THE TEACHER'S ASSISTANT.
Regularity.
without example may accomplish somewhat; precept followed by wrong example will often prove
worse than powerless; but precept and example,
in harmonious action, will be powerful indeed.
How often is the usefulness of one who is eminent
for scholarly attainments greatly abridged by the
indulgence of some unfortunate or unbecoming
habit! In view of this, let me urge you to inculcate, by constant example and precept, attention to
the following particulars:
1. Regulacrity. - It is too true that many pupils
in our schools are very irregular in their attendance.  Reasons wholly unimportant or quite frivolous draw them from the school-room, and cause
them to regard their school duties as ofsecondary
importance.  Strive to impress upon their minds
the importance of regularity in the performance of
their duties. He only is successful as a merchant,
mechanic, farmer, or professional man, who applies
himself with regularity to the peculiar duties of his
calling: he, and he only, can become what he ought
to be, as a scholar, who applies himself with undeviating regularity to the duties of the school. Habits
of regularity formed here will be felt for good in all
subsequent life,   while habits of indifference and
irregularity in relation to school duties will manifest themselves for evil in all the business relations
of life. 
2. Punctuality.- The habit of punctuality is as
304 
HABITS.                   305
The Quaker's View.
rare as it is important. In all the arrangements of
life, inconvenience, and often loss, are experienced
from a want of promptness or punctuality on the
part of some. In how many of our churches are
the exercises interrupted by the entrance of tardy
ones!  How often are the operations of some committee delayed by the dilatoriness of some member
or members! How much annoyance would be
avoided in all business operations, if all were scrupulously punctual! A certain committee, consisting of ten members, were to meet at ten o'clock, and
the business was such as to require the presence of
all.  Nine were promptly on the spot, but the tenth
came a half-hour behind the time.  As he entered
the room, he gave a very indifferent apology for his
tardiness, when an honest Quaker who was a member of the committee rebuked him in these words:
" Friend, thee may have some right to waste thirty
minutes of thine own time, but thee certainly has
no right to waste two hundred and seventy minutes
of the time of those on the committee with thee.'?
Daily inculcate the importance of exact punctuality
in relation to every duty and every engagement.
If you can train your pupils to exactness in all
their school duties and exercises, you will, at the
same time, do much to establish a habit of punctuality. Hle that is punctual in regard to little things
will be so in regard to matters of greater importance.
8. Neatness.- - Habits of neatness and cleanli               26*
305
HA,BITS. 
THE TEACHER'S ASSISTANT.
Courtesy and Politeness.
ness are so essential to our comfort and happiness,
that no opportunity for urging attention to them
should be allowed to pass unimproved. Do what
you can, from time to time, to promote a regard for
tidiness of personal appearance and apparel, and
care and neatness in the use of books, arrangement of desk, etc. Not only inculcate the importance of having a "place for everything and everything in its place," but also of having all things
arranged with a due reference to neatness. iHabits
of neatness formed in youth will be permanent, but
if a lad indulges in careless and slovenly habits
during the first twelve or fifteen years of his life
it will be almost impossible to eradicate the same.
"Good or bad habits formed in youth generally
accompany us through life."
4. Courtesy and Politeness.- Many a man of
high qualifications and rare talents has, in a good
degree, been lost to the community on account of a
lack of courteousness, or from some forbidding trait
of character. True courtesy and politeness, mailifested on all occasions and in an unassuming way,
will give to him who exhibits them a most desirable
influence and power. Let a regard to these be daily
encouraged in your school. Make it one of your
requirements that all questions shall be properly
proposed, and all answers courteously given, -and
also that the entire demeanor of your pupils, not
only towards their teacher, but also towards each
other, and all with whom they may have to do, shall
306 
HABITS.                   307
True Symmetry of Character.
be in strict accordance with rules of propriety and
courtesy.   Attention to these  particulars in the
school-room will be promotive of good order and
happiness there, and at the same time tend to establish such habits as will be strong helps to success
and usefulness in any department of business. If
merchants could realize the difference between a
trulv courteous boy, and one who is the reverse, the
former would always be preferred, and the latter
left to seek employment of a different nature.  The
instances are not uncommon in which a customer
is driven from a store by direct rudeness or lack
of politeness on the part of some lad there employed.
Let me then urge you, not only to give attention
to the cultivation of such habits as I have named,
but also to encourage and promote, in every suitable
way, the formation of all habits that will tend to
make good citizens and agreeable associates. Let
your aim be, not only to teach the lessons of the
book, but also to form true symmetry of character
by duly developing every pleasing and desirable
trait, and by checking the growth of every habit
which may tend to impair one's usefulness, or to
detract from one's influences as a companion or
friend.
Your sincere friend,
C.
307
HABITS. 
LETTER XXII.
SCHOOL EXAMINATIONS AND EXHIBITIONS.
31Y DEAR FRIEND: —
IN this my last letter for the present, I will eindeavor to give you my views on two other points in
relation to which you have expressed an interest
and a desire to have advice.  These are "School
Examinations and Exhibitions."
With many teachers and committees there seems
to be a partial confounding of these two terms, so
that an examination often degenerates into a mere
exhibition; but we believe an exhibition in no true
sense ever becomes an examination. Considering
that the two are quite different in their character
and results, and that each has its appropriate place
and influence in the great work of education, I will
briefly give you a few thoughts on each.
I. ExAMINATIONS.- Many teachers have a serious dread of examinations.  I think you have experienced something of this; and yet, if you will
calmly view the subject, you will find that the earnest and faithful teacher need have 1no undue anx 
~~~~xAIAIN.                          0
Anecdote.
iety or trouble on this subject.  The true object of
an examination is to ascertain the nature and extent of mental discipline that pupils have gained.
It is not simply and solely to ask them certain questions to be found in the books they have studied,
but to test, in every proper manner, their understanding of the various principles, facts, and
thoughts that should have been developed by the
studies to which attention has been given during
the term.
Hlow, then, ought examinations to be conducted?
It has frequently been the case, at public examinations, that teachers have asked all the questions;
and, I am sorry to add, some teachers have done
the profession injustice, by making special and individual assignment of questions and topics, and drilling their pupils on them preparatory to the day of
examination.  Says an experienced teacher, "We
recollect an amusing anecdote of a class in geography, which the teacher had drilled in his set questions, till they could answer every one before it was
asked; and he felt confident'they would do themselves and him great credit. Indeed, his main reliance was on this class, and when he commenced their
examination, it was with a very confident and triumphant air.  As the questions passed along down
the class, and were answered with the rapidity of
thought, the village minister and the doctor and
parents began to open their eyes with astonishment
at the remarkable proficiency which the boys had
made. The teacher was so elated at the result, that
.EXAMINATIONS.
309 
THE TEACHER'S ASSISTANT.
The Lad who lived in Guinea.
lie did not observe that one of the boys, whose place
was at the foot of the class, was absent; and as
he passed to the head again, the question was
this:' In what country do you live?'' Guinea!'
shouted the boy.'What country?' repeated the
teacher, wishing to give the pupil time to recollect
himself.' Guinea!' was again the thundering response; and the lad looked as though he was not to
be frowned out of it either.' You mean, no doubt,
that you live in the United States of America,'
quietly suggested the teacher.'No, sir; the boy
that lives in the United States of America is at
home. He was sick to-day, and could n't come.'"
On another occasion, some small boys were undergoing examination in geography. They could readily point out, on the outline map, and give the
names, of all the grand divisions, etc. A gentleman
present, wishing to test the knowledge of the little
fellows, said: "Boys, let me ask you a question.
What is Asia?"  Here was no response.  "Is it
land or water, or what is it?" The boys continued
silent.  They were not used to such questions as
that.  They could point out Asia on any map,they knew it by its shape, -but they seemed to
have no more idea of it than though it were an
arbitrary character, like A or B.
Some contend that the teacher should ask all the
questions; others, that the teacher should be silent,
and the examining committee propound the questions. We believe that neither of these is the true
course, but that both parties should participate in
310 
EXAMINATIOX5.               311
Thle True Mode.
the exercises. We will suppose a class is called in
arithmetic.  The teacher says to the examiners:
" This class has progressed as far as Proportion.
Some of the members, I think, understand all they
have passed over; others, who have been irregular
in their attendance, or less studious than they ought
to have been, may not be so perfect. In our daily
recitations some uniformly do well, while others
frequently fail. In questioning them to-day, unless
they appear better than they usually do, you will
find the same diversity." With remarks of this
kind the examination may be introduced, and then
questions may be asked by both teacher and committee. It need not annoy the teacher if some
questions fail to receive correct answers.  This is
to be expected. Neither teachers, committees, nor
pupils should expect to have the exercises of examinlation-day faultless. The true wish and aim
should be to exhibit the correct standing of the
scholars, -to ascertain what they. do not understand, as well as what they do.
With classes sufficiently advanced, it will be an
excellent plan to have a quarterly examination, in
which answers to the several questions shall be
written by the pupils.  This course has many advantages, which will be obvious to any one.  In
conducting an oral examination, I would recomnmend that some subjects or topics should be selected, and that pertinent questions be asked, without
any reference to the phraseology of the questions
in the text-book.  In otlher words, let it be the aim
311
EXAMINATIONS. 
THE TEACHER'S ASSISTANT.
Exhibitions.
of both teachers and committees to ascertain whether
the scholar has ideas, or merely words.
II. EXHIBITIONS. - The object of an exhibition is
somewhat different from that of an examination;
or, rather, the object is twofold:  first, to interest
and train the pupils in certain drill-exercises, in
themselves important; and, secondly, to interest
parents and friends, by exhibiting evidence of skill
and correct instruction in certain departments.
Such exercises may indicate what can be done,
with special effort, in a particular direction; they
will be beneficial to the pupils, if riglitly conducted,
and at the same time afford an opportunity for enlisting the interest of parents and citizens. Rightly
managed, examinations and exhibitions are productive of much good; but, too often, the good effects of
both are lost by the improper manner in which they
are conducted. In the exercises of an exhibition,
consisting usually of declamation and composition,
special care should be taken to avoid such as are ill
the slightest degree of an'immoral tendency.  It is
believed that many schools would be greatly benefited by giving a public and well-arranlged exhibition
once a year, only let it be distinctly understood that
it is an exhibition, and not an examination; that it
does not indicate the proficiency of the scholars in
their usual studies, but is rather designed to show
what they can do, with special effort and training, in
particular departments. With this understanding,
we may welcome school exhibitions as an important
312 
i.XIIIBITION5.                      313
Avoid Haste.
means of awakening parental interest, and inciting
an ambition in the pupils well to perform their
parts. I have sometimes thought that examinnations, as they have been conducted, tended to encourage haste rather than thoroughness. If pupils
have been able to answer a few questions from different portions of the book, it has been deemed
sufficient; and yet they. might have done this without having been thoroughly instructed in a single
rule. On such occasions, too much importance is
attached to the amount passed over, and too little
to the manner in which it has been done.
I would againi urge you to guard against undue
haste in school progress.  The whole tendency of
our times is in this direction. We live in an age of
liaste. There is haste in travelling, haste in businiess, haste in learning, haste in eating, haste in all
things.   But, nevertheless, it is true that great
waste and loss often attend great haste. A train
of cars is thrown from the track; lives are lost;
limbs are broken; property is destroyed. All was
the result of an unpardonable attempt to gain two
minutes of time.  Alas! how many, in rash efforts
to gain a few moments of time, have been, as it
were, thrust into eternity!
A few years ago, a noble steamer, with upwards
of four hundred human beings, and a rich cargo of
merchandise, left Liverpool for New York.   The
joyous company were borne rapidly onward, and
were fast approximating the port for which they had
sailed.  A  dense fog hung over the "face of the
2
313
LXIIIBITIONS. 
THE TEACHER'S ASSISTANT.
The Steamer.
mighty deep," rendering navigation perilous; but
all were "homeward bound," and " haste" was the
watchword.  The noble ship was  urged onward,
and, as it were participating in the general feeling,
she almost leaped from billow to billow.  All were
joyous and delighted at the progress that was making, and the gallant commander was often congratulated upon the speed of his ship and the prospect of
a quick passage, when, almost within sight of the
longed-for haven, a sudden crash was heard, which
sent a thrill and a chlill tlrough every heart; and
in less than four hours that proud steamer, with her
rich cargo and more than three hundred human
beings, was in the caverns of the deep.  The telegraphic wires immediately commuiicated the sad
intelligence to all parts of our country, sending
keen distress and bitter-anguish and crushing disappointment to many a bereaved heart. It was called
a "sad accident"; but it was in reality the consequence of uniwarrantabl)le haste, an undue desire to
gain a few hours of time, or to be reported under
the heading,       THE SHORTEST PASSAGE ON RECORD! Yet the entire blame was not chargeable to
the commander, but in part certainly to that state
of the public mind which would not b)e satisfied
with aniythilng short of extra speed.  And this same
spirit and tendency prevail in relation to the education of youth,    an impatient, unreasonable haste.
Children are too early pressed into school, ulduly
urged onward, and prematurely taken from the
school and pressed into life's service, with  minds
314 
EXHIBIITIONS.                 315
Nature's Teachings.
but imperfectly disciplined, with intellects but partially cultivated. And yet the fault is not wholly
in the teachers, but quite as much in the parents,
who influence and control thie teachers.   As, then,
you engage in the great work of instruction, do
what you can to disseminate true and wise views,
and secure right action; ever discountenancing
undue haste; ever regarding Nature's teachings; -
" First the blade, then the ear; after that, the full
corn in the ear."
But it is quite time that I bring this letter. to a
close. I might urge upon your consideration the
importance of regarding the laws of physical exist
ence, so that the " house you live in" may be kept
in a sound and usable condition.  I might dwell
upon the importance of regularity and system in
all your habits and arrangements, and caution you
against the too common tendency of overtasking the
powers of endurance by giving extraordinary hours
either to labor or amusement.   I hope, however,
that your own good judgment will lead you to consider the whole subject, and to act according to the
dictates of true wisdom.
If aught I have written in these letters shall
throw any light about your path as a teacher of
youth, or shall encourage or stimulate you to
greater effort in your noble calling, I shall not
regret that I have written.  Let me say, in concluding, what I have already, directly or indirectly,
s.aid in previous letters, that if you would look for 
THE TEACHER'S ASSISTANT.
Closing Remarks.
true success as an instructor, you must engage in
your labors with a strong desire to do good.  Difficulties and perplexities you will often meet with;
but if you love your work, and engage in its performance with thie right motives, you will surmount
all obstacles, and prove an ornament to your profession.  Do  not forget that the chief fruits of your
labors will be in the future, and that they may mature unseen by you, ever perpetuating and extending themselves.  While, therefore, your duty is to
labor in " the living present," strive earnestly and
prayerfully to have the results of your efforts such
as will prove a blessing to the future.  With  an
abiding sense of your dependence upon Infinite
Wisdom for support and direction, go forth cheerfully to your daily labors, and strive so to act your
part, that when, with you, time shall be no more,
you may receive from the Great Teacher the soulcheering plaudit, " AVELL DONE."
Your sincere friend.
C.
316 
APPENDIX.
27* 
NOTE.
The Author has, from time to time, received letters asking
information on points embraced in the following pages. The
various rules, regulations, etc., which are given, are not presented as models adapted to the peculiar wants and circumstances of every teacher; but it is believed that they embody
the substance of what will be wanted, and each teacher must
change or modify according to the condition or wants of his
own school. They will, it is hoped, prove valuable as suggestive aids. Many of them are such as have proved satisfactory
with teachers of competent judgment and ability. 
APPENDIX A.
MANUAL OF SCHOOL DUTIES.
THE following excellent hints and rules were prepared
by A. Parish, Esq., one of the most accomplished and successful teachers in New England. Mr. Parish is Principal of the Springfield (Mass.) High School,- a position
he has occupied for many years. The Manual of School
Duties, which we here give, has been well tried by its
author, and others, and with uniformly good results. It
will be well for the teacher to read these rules monthly,
and accompany the same with such remarks as may be
deemed pertinent.
TO A PUPIL ON ENTERING TH:E SCHOOL.
It is taken for granted, that your special object in becoming a member of this school is, to obtain such benefits
as it may be able to afford, for the improvement of the
mind, that you may be more useful;- for the cultivation
of your manners, that you may be better able to render
yourself agreeable to those around you; -for the cultivation of your moral feelings, that your own personal happiness may be increased.
While it is expected that the teachers will be faithful in 
320                 APPENDIX.
General Directions.
imparting instruction, and in directing the general operations of the school, in the most thorough and agreeable
manner, certain duties no less important for the success of
the school are to be faithfully and honestly performed on
your part, as pupils.
The following directions are given, that all may know,
at the beginning, what their duties are, as pupils, and on
what conditions they are permitted to enjoy the privileges
of this school.
GENERAL DIRECTIONS.
I. Resolve, on being received as a member of this
school, to comply cheerfully with all the requirements of
the teachers; and faithfully perform every duty assigned
you.
II. Always manifest and cultivate a kind and accommodating disposition towards schoolmates, - and respect towards teachers.
III. At all times let the school-room be regarded as sacred to study and mental improvement.  Never indulge in
rudeness, childish trfling, loud and boisterous speaking, or
anything that would be considered unbecoming in genteel
company.
IV.  Resolve, to lend your'influence, in every possible
way,. to improve the school, and elevate its character.
DEPORTMIENT.
Remark. - It is as much a part of your education to
correct bad habits and obtain good ones,- to cultivate
good manners, and learn to conduct with propriety on all
occasions, -as to be familiar with the studies pursued in
school. Read carefully and remember the following particulars.
320
APPENDIX. 
M?ENDIX.                 321
Stillness. - Promptness.
STILLNESS.
1. On entering the school, pass as quietly as possible to
your seat, taking care to close the door gently, and avoid
making  unnecessary noise with the feet in crossing the
room.
2. Take out books, slate, etc. from your desk with care,
and lay them down in such a manner as not to be heard.
Avoid making a rustling noise with papers, or noisily
turning over leaves of books.   Never let the marking of
a pencil on your slate be heard.
3. Be careful to keep the feet quiet while engaged in
study; or, if it be necessary to move them, do it without
noise.
4. In passing to and from recitations, observe whether
you are moving quietly. Take special care if you wear
thick -shoes or boots, or if they are made of squeaking
leather.
5. Avoid the awkward and annoying habit of making a
noise with the lips while studying.
6. Scuffling, striking, pushing, or rudeness of any kind,
must never be practised, in the least, under any circumstances, within the school building.
PROMPTNESS.
1. Be punctually at School.- Be ready to regard every
signal without delay, -to commence study, at once, when
"study hours" begin, -  to give immediate and undivided
attention, when a teacher addresses you, either individually, with the class, or with the whole school.
2. On appearing in the school-room after an absence
from one or more exercises, your first duty will be to present a written excuse specifying the time and cause of the
absence.
321
APPENDIX. 
322                 APPENDIX.
Neatness.- Scholarship.
NEATNESS.
MOTTO. -"' A place for everything,- and everything in its place."
Remark. -The habit of observing neatness and order
should be cultivated as a virtue.
1. Let your shoes or boots be cleaned at the door-steps;
always use the mat, if wet, muddy, or dirty.
2. Never suffer the floor under your desk, or the aisles
around it, to be covered by papers, or anything else dropped
on it.
3. Avoid spitting on the floor; it is a vulgar, filthy
habit.
4. Marking or writing on the desks, walls, or any part
of the building, or school premises, with pencil, chalk, or
other articles, manifests a bad taste, or a vicious disposition to deface and destroy property. None but a vicious,
reckless, or thoughtless person will do it.
5. Knives must never be used in cutting anything on a
desk.
6. Particular care should be observed to avoid spilling
ink anywhere in the school building.
7. Let your books, etc. be always arranged in a neat
and convenient order in your desk and upon it.
8. After using brooms, dust-brushes, etc., always return
them to their places.
9. Be ambitious to have every part of our school in so
neat and orderly a condition, that visitors may be favorably impressed with this trait of our character.
SCHOLARSHIP.
MOTTO.-" Knowledge is power."
Remark.-  Three things should ever be sought for by
the scholar in all his studies and recitations.  They are
the index of scholarship.
322
APPENDIX. 
APPENDIx.                 323
Recitations. - Miscellaneous.
I. Aim at perfection.
II. Recite promptly.
III. Express your thoughts clearly and fully.
1. Let the tone of voice be distinctly audible and perfectly uttered. Let your words be phosen with care, so
as to express your thoughts precisely.
2. Determine to solve every difficult point in your lesson
yourself, (if possible,) rather than receive assistance from
another.
3. Scholars are in no case to assist each other about
their lessons, in study hours, except by permission, for
very special reasons.
RECITATIONS.
1. A scholar must never stay from recitation, because
he "has no lesson."  If you have a good excuse, give it to
your teacher, and go and hear the others recite.:
2. A  scholar must never have anythintg in his hands
during recitation, nor during study hours, except what
strictly belongs to the exercise in which he is engaged.
3. Do not rest satisfied with learning your lesson so as
to "guess you can say it"; be able to give a clear and
full account of it when you recite.
MISCELLANEOUS.
1. All communications with the scholars are to be avoided during the hours of study and recitation. This comprehends whispering, - writing notes, or on the slate, -signs,
etc. Every pupil should study as if there were no one else
in the room, with perfect silence.
2. Ask questions about lessons of teachers to whom you
recite; as they are responsible for your improvement;otherwise one may be overburdened with business which
properly belongs to another.
323
APPENDIX. 
324                 APPENDIX.
Rules for Teachers.
3. No books are to be read in school hours, except such
as belong to the studies and exercises of the school.
4. No scholar should go off the school grounds during
recess, except with permission.
5. Never meddle with the desk or property of another
scholar, without liberty.
6. Caps, bonnets, and all outer garments must be placed
on the hook assigned to each pupil, immediately on entering school.
7. Boys must never wear caps or hats in the school
room.
8. Always be in your own place, and busy about your
own duties.
9. Finally. Bear constantly in mind how short may be
the time allotted you to enjoy the privileges of school, and
how important an influence they may exert on all youx
future life.
APPENDIX B.
RULES FOR TEACHERS.
THE following Rules, with a few slight changes  and
additions, are taken from the "Teacher and Parent":  1. From your earliest intercourse with your pupils, inculcate the necessity of prompt, cheerful, and exact obedience.
2. Unite firmness with gentleness; and let your pupils
clearly understand that you mean exactly what you say.
324
APPENDIX. 
APPENDIX.
Rules for Teachers.
3. Never promise anything, unless you are quite sure
you can give, or do, what you promise.
4. Never threaten a definite punishment for an anticipated offence.
5. Study the dispositions of your pupils, and adapt your
modes of discipline to the same.
6. Never be late at school.
7. Be courteous in action and expression.
8. Never tell a pupil to do anything, unless you are sure
he knows how it is to be done; - or show him how to do
it, and then see that he does it.
9. Always punish a pupil for wildtl disobedience; but
never punish Unduly, or in anger; and in no case give a
blow on the head.
10. Never let your pupils see that they can vex you, or
make you lose your self-command.
11. If pupils are under the influence of an angry or petulant spirit, wait till they are calm, and then reason with
them on the impropriety of their conduct.
12. Never yield anything to a pupil because he looks
angry, or attempts to move you by threats and tears. Deal
mercifully, but justly too.
13. A little present punishment, when the occasion arises,
is more effectual than the threatening of a greater punishment, should the fault be renewed.
14. Never allow pupils to do, at one time, what you have
forbidden, under the like circumstances, at another.
15. Teach the young that the only sure and easy way.to
appear good is to be good.
16. Never allow tale-bearing.
17. If a pupil abuses your confidence, make him, for a
time, feel the want of it.
28
325 
326                 APPENDIx.
Questions for Self-Examination.
18. Never allude to former errors, when real sorrow has
been evinced for having committed them.
19. Encourage, in every suitable way, a spirit of diligence, obedience, perseverance, kindness, forbearance, honesty, truthfulness, purity, and courteousness.
20. Never speak in a scolding and fretful manner, but
use tones of gentleness. Some teachers defeat their objects
by using harsh and boisterous tones.
21. Be consistent in your requirements and uniform in
your practice.
22. Set a good example in all things.
23. Constantly aim at thoroughness in teaching.
24. Inculcate habits of neatness.
25. In conduct be what you wish your pupils to become;
avoid what you wish them to avoid.
APPENDIX C.
QUESTIONS FOR SELF-EXAMINATION.
THE following are some of the questions prepared for
the teachers of Elementary Schools in Prussia. If all
teachers would seriously examine themselves by the use
of these questions, how much greater would be their interest and success!
1. In commencing the day, have I consecrated myself
anew in prayer to my Creator?
2. Have I implored His blessing on the labors of the
326
APPENDIX.
N 
APPENDIX.
Questions for the Teacher.
day, especially seeking his favor for the children confided
to my care?
3. Have I implored aid especially for such of my pupils
as have the greatest need of assistance?
4. Have I commenced the day full of strength and confidence in God?
5. Have I sufficiently reflected, before school hours, on
what I have to do through the day; and have I suitably
prepared myself for my duties?
6. Are my cares and efforts extended equally to all my
pupils, or do I manifest more interest in some than I do in
others?
7. Has my attention been more particularly directed,
and according to their need, to those among them who
were weaker or more idle than the rest? Or, consulting
only my own taste, have I occupied myself more willingly
with the nmost intelligent, and those most desirous of being
instructed?
8. In what manner have I influenced the moral progress
of my pupils?
9. With regard to that which is exterior, have I required
order, quietness, suitable manners, cleanliness?
10. Have I been guilty of any negligence in these re spects from idleness or inattention?
11. Have I not, from disgust, abandoned to their evil
propensities some children who resisted all my efforts?
12. Have I not, without confessing it to myself, con demned some among them as incorrigible?
13. And have I not thus neglected one of my most im portant duties; that of never despairing of the improve ment of a single child confided to me?
14. When  it has been necessary to censure, punish, or
recall to duty by exhortation, have I done it with calmness,
327 
328                 APPENDIX.
Questions for the Teacher.
reflection, and in an impressive manner? Or have I yielded to precipitancy, impatience, anger, and want of charity?
or, on the other hand, have I been too indulgent?
15. Am I in general just with regard to my pupils?
16. Have I not an ill-judged aversion to some, and predilection for others?
17. Do I not yield in general to the influence and disposition of the moment, and am I not thereby unequal, and
capricious; sometimes very kind, and sometimes causelessly
in a bad humor, or even passionate and violent?
18. When it is necessary to reprove or punish, do I seek
always to bear in mind the particular character of the pupil
with whom I have to do, in order to guide myself accordingly in my reproof or punishment?
19. Do I always distinguish offences which proceed from
levity, indolence, or rooted habits, from those which are the
result of evil dispositions?
20. Have I not sometimes unconsciously excited the desire of praise, and promoted vanity or selfishness?
21. Has there not been in my conduct, thoughtlessness,
levity, harshness, and want of love, or even pleasure in inflicting pain?
22. Have I sought to obtain over the parents of my pupils the influence which I ought to endeavor to acquire, if I
am faithful in my vocation?
23. Have I, to-day, made any progress in knowledge
and virtue?
24. Have I labored to improve myself in my vocation,
even out of the hours in which are presented to me positive
and regular occupation?
328
APPENDIX. 
APPIDIX.                   329
Rules for Pupils.
APPENDIX D.
RULES FOR SCHOLARS.
RULES TO BE DAILY REPEATED IN CONCERT BY THE
CHILDREN IN A PRIMARY SCHOOL.
1st. I must be silent when the bell rings.
2d.  I must always mind my teacher.
3d.  I must come to school every day.
4th. I must never be tardy.
5th. I must not be idle.
6th. I must not lie.
7th. I must not steal.
8th. I must not swear.
9th I must not be angry.
10th. I must not strike nor hurt any one in anger.
11th. I must be pleasant and kind to all.
12th. I must forgive all who offend or injure me.
13th. I must be clean in my clothes, my face, and my hands.
14th. I must be decent in all my ways.
15th. I must not destroy my books or my slates.
16th. I must not injure any of the furniture of the school.
17th. I must always try to do right.
18th. I must remember these rules, and try to keep them.
RULES RELATING TO PUPILS. *
1. Every scholar on entering the school grounds shall
* Taken from the published regulations of the public schools of
Norwich, Conn.
28 *
APPENDIX.
329 
i, 30        ~A I'1.';;',: f         Ipl.
Rules for Pupils.
go directly to his school-room, or to such portions of the
grounds as are assigned for recreation; and none may
loiter on the walks or steps, or in the halls or anteroom=,
for conversation or other purposes. And on leaving, they
shall pass in a quiet and orderly manner directly from the
school grounds and premises.
2. Unexcused tardiness is regarded, and may be pun ished, as a misdemeanor; also leaving the grounds or
school during school hours without permission. And no
excuse or request, save in case of sickness or of some
sudden necessity, may be entertained by a teacher, unless
made by the parent or guardian in person, or in writing,
over his or her signature.
3. No pupil is expected to be absent from school, except
on account of sickness or some other urgent cause; and an
excuse from the parent or guardian of the pupil in person,
or by writing over his or her signature, shall be required
for all absences. And in all cases, the teacher may require
an examination of the pupil in the lessons recited by his
class during such absence. In case of such irregularity in
attendance as, in the judgment of the teacher, to incapacitate the pupil from advancing with his class, the teacher
may transfer such pupil to the next lower class; or the
Board may, if necessary, order such pupil to a school of
the next lower grade.
4. No scholar is expected to appear at school with unclean and slovenly person, or with garments indecently torn
or soiled. Such pupil shall be sent to the wash-room for
greater cleanliness, or may be ordered home for decent
apparel; and his conduct shall be reckoned as a misdemeanor.
5. No disrespectful, profane, or obscene language shall
be uttered in or about the grounds or rooms of any school 
Ai'Pl:NDIX.                               331
Rules  f,r Teaclhers and Pupils.
house.  The use of such language shall be regarded as a
misdemeanor of thie highest kind, and shall be punishable
by the teacher.  All such cases may be referred to the
Board, who may suspend such offender, or, in incorrigible
cases, expel him from the school. And no scholar suspended or expelled, for this or, any other cause, shall be
admitted, during such sentence, into any school under the
government of the society.
6. Every pupil who shall, either accidentally or otherwise, injure any school property, whether pertaining to th%
buildings, grounds, or apparatus, or deface or defile them
by pictures, marks, writing, or otherwise, shall within one
week, or as soon thereafter as the nature of the case
admits, make good all such injury or defacement, or be
suspended from the school till permission to return be
given by the Board. And any wilful injury or defacemen; shall be punishable as a misdemeanor; and such
offender is-liable to th6 action of the civil law.
APPENDIX E.
RULES AND REGULATIONS APPLYING TO
TEACHERS AND PUPILS.
OPENING OF SCHOOL.
1. It shall be the duty of the teachers to be present at
their respective school-rooms fifteen minutes previously to
0 
332                 APPENDIX.
Rules for Teachers and Pupils.
the time for opening the school, punctually to observe the
school hours, and faithfully to devote themselves to the
public service.
MORNING EXERCISES.
2. The morning exercises of all the schools shall commence with the reading of the Scriptures; and it is recommended that the reading be followed with prayer by the
Leacher.
MORALS AND MANNERS.
3. The teachers shall use every suitable influence to
lead their pupils to the formation of correct moral habits,
and shall inculcate the importance of good manners.
DISCIPLINE.
4. The teachers shall practise such discipline in,.their
schools as would be exercised by a kind, judicious parent
in his family, and shall avoid corporeal punishment in all
cases where good order and obedience can be maintained
without it.
5. Pupils are expected to render prompt and cheerful
obedience to the requirements of their teachers, to conduct
towards them with becoming propriety, and to observe a
kind and courteous demeanor towards each other. And
when a pupil shallbe guilty of grossly immoral conduct, or
if, after due admonition and effort to reform him, he shall
persist in conduct which interrupts the order and progress
of the school, he shall at the discretion of the visiting committee be expelled.
6. The teachers shall exercise a special supervision over
the conduct of their pupils, while in school, or whenever
they come within the school buildings or grounds,.and, as
332
APPENDIX. 
-~~~~APE~x                    3
APPENDIX.
Rules for Teachers and Pupils.
far as practicable, while coming to, and returning from
school.
VENTILATION, HEALTH, ETC.
7. The teachers shall carefully preserve neatness in the
school-rooms, by having them properly swept and cleaned;
and they shall also give vigilant attention to the ventilation
and temperature of their rooms.
INJURIES TO SCHOOL BUILDINGS.
8. The teachers shall prescribe such rules for the use
of the yards and out-buildings connected with the schoolhouses, as shall insure their being kept in a neat and
proper condition; and in case any pupil shall wilfully
deface, defile, or otherwise injure the school buildings,
trees, or other property, he may be suspended from school
by the district committee.
ATTENDANCE AT SCHOOL.
9. As regularity and punctuality of attendance are indispensable to the success of a school, it is important to maintain the principle that necessity alone can justify absence;
and sickness, domestic affliction, and necessary absence from
town, are regarded as the only rightful causes of nonattendance.   In every instance of absence, the teacher
shall be authorized to require a written excuse from the
parents or guardians of the pupil.
TARDINESS.
- 10. Tardiness shall be accounted a misdemeanor, and be
treated as such, except when it is excused by a written
statement from the parents or guardian.
333 
oo'34                           APPENDIX.
Books for Teachers.
IRREGULARITY.
11. The pupil cannot appreciate too highly the impor-tance of continuing in school until the term has closed; the
practice of leaving the school near the close of the term is
exceedingly injurious, both to those who leave and those
who remain. It is earnestly desired of parents and guardians, that they use their influence effectually to do away
with this evil, and all the evils of irregular attendance.
APPENDIX F.
BOOKS FOR TEACHERS.
EVERY teacher, who would hope to become truly useful
and eminent in his profession, should cultivate a habit of
reading.  Remembering  that "knowledge  is power," lie
should be constantly learning.  There are but few works
of a strictly professional nature. These we shall enumerate first, and then give a list of books which will be found
extremely valuable as books of reference. While we do
not attempt to give the titles of all the good books now
before the public, we do intend to name only such as we
know to be valuable.
THEORY AND PRACTICE OF TEACHING.  By David P. Page,
M. A., late Principal of the iNew York State Normal School.
THIE HISTORY OF EDUCATION IN EUROPE AND AMERICA,
collected from the most reliable Sources, with an Introduc tion, by Henry Barnard, LL. D. A work of great worth. 
APPENDIX.                  335
APPENDIX.
Books for Teachers.
POPULAR EDUCATION. By Ira Mayhew, late Superintendent
of Schools, Michigan. 12mo. pp. 467.
AMERICAN EDUCATION, - its Principles and Elements.  By
Edward D. Mansfield.
AMERICAN INSTITUTIONS, and their Influence.  By Alexis de
Tocqueville.
SCHOOL AMUSEMENTS; or, How to make the School Interest  ing. By N. W. Taylor Root.
DAVIES'S LOGIC OF MATHEMATICS. The Logic and Utility
of Mathematics, with the best Methods of Instruction, Ex  plained and Illustrated. By Charles Davies, LL. D.
The seven volumes named above are published by A. S.
Barnes and Burr, New York, under the title of "School Teachers' Library." We will only say, that any teacher will find
the volume first named worth far more to himn than the cost of
the entire set.
MY SCHOOL AND SCHOOLMASTERS; or, The Story of my Ed  ucation. By Hugh Miller. Boston: Gould and Lincoln.
1 vol. 12mo. pp. 551.
This is the autobiography of a vecry remarkable self-educated
man. It is an excellent illustration of the acquisition of knowledge and character under difficulties.
THE SCHOOL AND THE SCHOOLMASTER.  In Two Parts.  Part
I. by Alonzo Potter, D. D.  Part II. by George B. Emer  son, A. M. 12mo. pp. 552.
THE TEACHER. Moral Influences employed in the Instruction
and Government of the Young. By Jacob Abbott. 12mo.
pp. 352.
The two volumes last named are published by Harper and
Brothers, New York, and are worthy a place in every library.
THE FIRESIDE;  or, Hints on Home  Educatioi.  Boston:
Crosby, Nichols, & Co. 16mo. pp. 325.
This volume abounds in valuable hints.  It shoulh be read
by every teacher and parent.
THE LIFE AND CORRESPONDENCE OF THOMAS ARNOLD D. D.,
335 
APPENDIX.
Reference Books.
late Head-Master of Rugby School.  By A. P. Stanley, A.M.
London and New York.  8vo.  pp. 490.
LOCKE AMSDEN; or, The Schoolmaster. By D. P. Thompson.
Boston: Bazin and Ellsworth.  12mo.  pp. 231.
TEACHING A SCIENCE; the Teacher an Artist. By Rev.
Baynard Pt. Hall, A. MI.   New  York: Charles Scribner.
19mo. pp. 305.
THE DISTRICT SCHOOL AS IT WAS.  By Warren Burton.  Bos   ton: Phillips, Sampson, & Co.
TIHE TEACHIIERS' LNSTITUTE; or, Familiar Hints to Young,
Teachers.  By.William B. Fowle.  12mo.  pp. 258.
THE TEACHER TAUGHT; or, The Principles and Modes of
Teaching,.  By Emerson Davis, D. D.  122mo.  pp. 79.
TIlE TEACHERS' MANUAL.  By Thomnas IH. Palmer.  Boston:
Ticknor and Fields. 12mo. pp. 263.
LECTURES ON SCHOOL-KEEPING.  By S. R. Hall.  Boston:
J. P. Jewett & Co.
LECTURES ON EDUCATION.  By Horace Manni.  12mo. pp. 338.
CONFESSIONS OF A SCIHOOLMASTEIE.  By WAilliam A. Alcott,
Mi. D.  New York: Ivison and Phlinney.  12mo.  pp. 316.
NORMAL SCHOOLS, and other Institutions, Agencies, and Means
designed for the Professional Education of Teachers.  By
Henry Barnard, LL. D.  Hartford: Case, Lockwood, & Co.
8vo. pp. 435.
NATIONAL EDUCATION IN EUROPE:  being an Ac(count  of
the Organization, Administration, Instruction, and Statistics
of Public Schools of different Grades in the different States.
By Henry Barnardl, LL. D.  12mo.  pp. 878.
These two volumes by Dr. Barnard contain a vast amount of
valuable information.
EDUCATIONAL BIOGRAPHY; or, Mlemoirs of Teachers, Educa  tor.s, and Promoters and Benefactors of Education, Litera  ture, and Science. By Henry Barnard, LL. D. YVol. I.
New York: F. C. Brownell. 12mo. pp. 524.
This work promises to be one of rare merit and value, and
well deserves a place in every teacher's library.
3 ol (") 
-~~~~APEDX                 33
PReference Books.
SCHOOL ARCHITECTURE.   By I-Ienry Barnardl, LL. D.  WAith
many Illustrations.  New  York: A. S. Barnes and Burr.
Large 8vo.
PENNSYLVANIA SCHOOL ARCHlITECTURE.  A Manual of Di  rections and Plans for Grading,, Locating, Constructing, Heat  in, Ventilating, and Furnishing Common School-houses. Byr
Thomas HII. Burrowes. 8vo. pp. 276.
COUNTRY SCHOOL-HOUSES: containing Elevations, Plans, andl
Specifications, with Estimates, Directions to Builders, Sug  gestions as to School Grounds, Furniture, Apparatus, &C.,
and a Treatise on  School-house Architecture.  By James
Johonnot.  New York:  Ivison and Phinney.
The three volumes last named contain a vast amount of information on very important subjects.  They should be in every
school-teacher's library.
MEFNTAL PHItLOSOPHY: including the Intellect, Sensibilities,
and Will.  By Joseph Haven, late Professor of Intellectual
and Moral Philosophy in Amherst College.  Boston:  Gould
and Lincoln.  12mo.  pp. 58.
TIIE ENGLIISH POETS. WAVith Critical Notes. By RPev. J. R.
Boyd.  New York: A. S. Barnes and Burr.
Thlis series of five volumes includes \Milton, Young, Thoimson, Cowper, and Pollok, -  each made  interesting and intelligible by judiciously arranged explanatory notes.
IVE3STFIA:'S  DICTIONARY',  UNABRIDGEI).   This work,  pub  lished by G. and C. Mlerriam, Springfield, IMass., should be
in every library.  No teacher can afford to be without it.
It contains an inexhaustible fund of information.
WVORCESTER'S DICTIONAIY, UNA1BRIDGED.   This work, pub
lisbed( by HIlickling, Swan, and Brewer, of Boston, will deserve
a place in every library.
ILI1PP;1NCOTT'S PlONOUNCING GAZETTEER.   A  complete Pro  Poun,:ing Gazetteer or Geographical Dictionary of thle Wlorld.
Philadlelphllia: J. B. Lippincott & Co.   12mo.  pp. 2182.
Tlis is unsurpassed, and indeed has no10 rival in the departrcnt of whi.ch it treats.
29
337'
APPENDIX. 
338           APPRNI)IX.~~~~~~~~~~~~~~~~~~~
Reference Books.
APPLRTON'S CYCLOPFDIA OF BIOGRAPHY, Foreign and Amer  ican, einbracifng a Series of Original Memoirs of the most
Distinguished Persons of all Times. With 600 Engravings.
One large 8vo. A truly excellent and useful volume.
A  BIOGRAPHICAL DICTIONARY:  comprising a Summary Ac  count of the Lives of the most Distinguished Persons of all
Ages, Nations, and Professions. By John L. Blake, D.D.
Philadelphia: H. Cowperthwait & Co.  8vo.  pp. 1366.
APPLETON'S NEW AMERICAN CYCLOPFDIA: a Popular Dic  tionary of General Knowledge. Edited by George Ripley
and Charles A. Dana. New York: D. Appleton & Co.
This work is to be in fifteen volumes, large octavo. Six volumes have already been published, and firom these we feel
warranted in saying that the work is eminently worthy of public
patronage. It will constitute a library of itself,- containing a
vast amount of information on subjects in general and of prominent individuals. As a work of reference it will prove invaluable.
THESAURUS OF ENGLISH WORDS AND PHRASES: SO arranged
and classified as to facilitate the Expression of Ideas and
assist in Literary Composition. By Peter Mark Roget. Re  vised and edited, with a List of Foreign Words defined in
English, and other Additions, by Barnas Sears, D. D., Presi  dent of Brown  University.  Boston:  Gould and  Lincoln.
12mo. pp. 510.
CRABB'S  ENGLISH  SYNONYMES EXPILAINED.  With copious
Illustrations and Explanations, drawn from the best Writers.
New York: Ilarper and Brothers. 8vo. pp. 535.
ON TIlrE STUDY OF WORDS.  By Richard Chenevix Trench,
B.D., Professor of Divinity, King's College, London. New
York:  Redfield.  12mo.  pp. 231.
CHAMBERS'S CYCLOPEDIA OF ENGLISH LITERATURE.  Bos  ton: Gould and Lincoln. 2 vols. 8vo. pp. 2400, and more
than 300 elegant illustrations.
A selection of the choicest productions of English authors,
from the earliest to the present time. A most valuable work.
CYcI.?;.nDIo A OF AM.IERICAN LITERATURE: embracing  Per
'338
APPEiNl)lX. 
APPENDiX.                  339
reference Books.
sonal and Critical Notices of Authors, and Selections from
their Writings. From the earliest Period to the present Day.
With Portraits, Autographs, and other Illustrations.  By Evert
A. Duyckinck and George L. Duyckinek. New York: Charles
Scribner. 2 vols. Royal 8vo. pp. 1500.
THIE ENCYCLOPEDIA OF ALL NATIONS: comprising a com  plete Physi(al, Statistical, Civil, and Political Description of
the World; exhibiting its various Rivers, Mountains, Lakes,
Plains, &c.; the Natural History of each Country, Beasts,
Birds, Fishes, Shells, Minerals, Insects, Plants, &c.; and the
Productive Industry, Commerce, Political Institutions of all
the Empires, Kingdoms, and Republics of the Globe; includ  ing, the late Discoveries of Drs. Barth, Kane, and Livingstone.
Also a General View of Astronomy.  By Hug,h MIIurray,
F. R. S. E., assisted by Professors Jameson, WVallace, Swain  son, and Hooker.  Edited by Elbridge Smith, A. 1\M., Principal
of the Norwich Free Academy.  The whole embellished with
MIaps, Charts, and over 1,100 Engravings.  Norwich: Henry
Bill.  2 vols.  pp. 1670.  Very valuable.
TiiuF GRAIMMAR OF ENGLISHI GRAMMARS.  By Goold Brown.
New York: W. an(d S. Woodl.  Large 8vo.  pp. 1028.
This volume should be in the hands of every teacher.  It is
emphatically the Grammar of Grammars.
IlfSTORY AND CIRON.TOLOGY.  The World's Prog,ress.  With
Chart.  12mo.  pp. 716.
GEINE  AL LITERATURE  AND  THE  FINE ARTS.  By George
Ripley and Bayard Taylor.  12mo.  pp. 647.
THE USEFUL ARTS. By Dr. Antisell. 12mo. pp. 690.
UNIVERSAL BIOGRAPHY.  By Parke Godwin.  12mo. pp. 821.
UINIVEFRSAL GEOGRAPHY:  a Comprehensive Gazetteer of the
World.  12mo.
SCIENCE: including Natural History, Botany, Geology, Min  eralogy,', &c. By Samuel St. John.
These six volumes, published by S. A. Rollo & Co., New
York, are intended to comprise a comprehensive view of the
whole circle of human knowledge; in other words, to form a
3 a' 9
APPENDIX. 
340                 APPENDIX.
I'eference PBooks.
General Cyclopedia in a portable shape, for popular reference,
for family libraries, for teachers, for school libraries, and for the
general reader.
OUTLINES OF UNIVERSAL.IhSTORY, from the Creation of tile
World to the Present Time.  By George Weber.  Boston
Hickling, Swan, and Brewer. 1 vol. -Royal 8vo. pp. 559.
Il this work we find the principles of historical perspective
applied to the annals of the world with wonderful success.
Though a vast multitude of objects are introduced to the reader,
there is not the least indistinctness or confusion.
MATHEMATICAL DICTIONARY; andcl Cyclopedia of MIatliemat  ical Science. Comprising Definitions of all the Terms em  ployed in Mathematics,- an Analysis of each Branch, and of
the Whole, as forming a single Science.  By Charles Davies
and WVilliam G. Peek.  New York:  A. S. Barnes and Burr.
1 vol. 8vo. pp. 592.
ELEI;MIENTS OF CRITICISM.  By Henry Home, of Klames, one
of the Lords Commissioners of Justiciary in Scotland(l.  Edited
by Rev. James R. Boyd.  New York: A. S. Barnes and Burr
12mno.  pp. 486.
BOUVIlER's  FAMILIAR  ASTRONOMIY: illustrated by Celestial
3laps and upwards of Two Hundred finely executed En  gravings.  To which are added(l, a Treatise on the Globes, and
a Comprehensive Astronomical Di(itionary.  Pl,.iladelphia
Childs and Peterson.  8vo.  pp. 499.
FAMILIAR SCIENCE; or, The Scientific Explanation of the
Principles of Natural and Physical Science, and their prac  tical and familiar Applications to  the Employmenlts and
Necessities of Common Life.  Illustrated by nearly Two
Hundred Engravings.  By David A. Wells, A. MI.  Philadel  phia: Childs and Peterson.  8vo.  pp. 566.
MAURY'S GEOGIRAPHY OF THE SEA. This excellent work is
published by Harper and Brothers, New York. It is well
illustrated with wood-cuts and charts.
THE EARTtI AND MAN: Lectures on Comparative Physical
Geography, in its Relation to the History of Mankind.  By
Arnold Guyot. Boston: Gould and Lincoln. 12mo. pp. 334.
340
AIIIIENDIX. 
APPENDIX.                 341
Books for School Libraries.
THE HAND-BOOK OF HOUSEHOILD SCIENCE. A Popular Ac  count of Heat, Light, Air, Aliment, and Cleansing, in their
Scientific Principles and Domestic Applications. By Edward
L. Youmans. New York: D. Appleton & Co.  12mo. pp.470.
THE CIIEMISTRY OF COMMION LIFE.  By James F. Johnston.
Illustrated with numerous Wood Engravings. New York:
D. Appleton & Co. 2 vols. 12mo.
TREATISE ON ENGLISH PUNCTUATION.  Designed for Letter  Writers, Authors, Printers, Correctors of the Press, and for
School Use. With an Appendix, containing Rules on the
Use of Capitals, a List of Abbreviations, Hints on Preparing
Copy and on Proof-Reading, Specimen of Proof-Sheets, &c.
By John Wilson. Boston: Crosby, Nichols, & Co. 16mo.
This is unquestionably the best work of its kind now before
the public. Every teacher should own it.
Fowler and Wells, New York, publish some very good books.
"How to Write," "I How to Talk," etc. will be found exceedingly useful to all classes.
APPENDIX G.
BOOKS FOR SCHOOL LIBRARIES.
MIANY school libraries have been established within the
last ten years. The usefulness of these will depend greatly
upon the character of the books selected to furnish them.
The press is teeming with books for the young, but many
of the volumes issued are entirely unsuitable, and their
circulation will do harm and not good. The following
we commend as interesting and instructive books for school
or family libraries.
29*
341
APPENDIX. 
~~342        ~       APPENDIX.
Books for School Libraries.
ROLLO'S TRAVELS. By Jacob Abbott.  Rollo on the Atlantic;
Rollo in Switzerland; Rollo on the Rhine; Rollo in London;
RolIo in Paris; Rollo in Geneva, etc. 10 vols. Boston:
Brown, Taggard, & Chase.
These are beautiful 16mo vols, each containing about 225
pages, and full of instruction pleasantly expressed. They will be
read with pleasure and profit by adults as well as by children.
SEEDTIME AND HARVEST. Tales from the German of Rosalie
Koch and Maria Burg. By Trauermantel. WVith six colored
Illustrations. 1 vol. 16mo.
WELL BEGUN IS HALF DONE; AND, THE YOUNG ARTIST.
Tales translated from the German. By Trauermantel. With
six fine Illustrations, printed in oil colors. 16mo.
A WILL, AND A WAY.  Tales from the German of T. Michel
and Aug. Moritz.  By Trauermantel. With six colored Illus  trations.  1 vol.  16mo.
TIlE AGE OF CHIVALRY. Or, King Arthur and his Knights
of the Round Table.  By the Author of" The Age of Fable."
Illustrated with Engravings. 121n2mo.
THE LIFE OF WASHINGTON, FOR CHILDREN.  By E. Cecil.
Illustrated with Engraving,s. 16mo.
NANNIE'S JEWEL-CASE;  OR,  TRUE  STONES  AND  FALSE.
Tales translated from the German. By Trauermantel. With
six fine Illustrations, printed in oil colors. 16mo.
THE BoY OF MOUNT RIIIGI. By Miss C. M. Sedgwick,
author of "Home," "Live and Let Live."  16mo.
THE  JUVENILE LIBRARY.   By Mrs. Tuthill, Mary Howitt,
and others. In sets of 14 volumes, uniform in size and style,
embellished with engravings. Put up in neat boxes.  18mo.
The titles are: - I will be a Lady; I will be a Gentleman;
A Strike for Freedom; The Boarding-School Girl; Onward,
Right Onward; Anything for Sport; Happy Days; Child hood of Mary Leeson; Ellen Stanley; The Boy of Spirit;
When are we Happiest? Hurrah for New England; Keep er's Travels; The People of Bleaburn.
The twenty-one volumes last named are very neatly pub 
APPENDIX.                 843
Books for School Libraries.
lished by Crosby, Nichols, & Co. of Boston. They are at once
attractive and instructive.
KNOWLEDGE IS POWER.  A View of the Productive Forces of
Modern Society and the Results of Labor, Capital, and Skill.
By  Charles Knight.  Boston: Gould and Lincoln.  1 vol.
12muo. pp.502.
FRANCONIA STORIES. By Jacob Abbott. New York: Itlar   per & Brothers. 10 vols. 16mo.. Comprising Malleville,
Mary Bell, Ellen Linn, Wallace, Beechnut, Stuyvesant,
Agnes, Mary Erskine, Rodolphus, and Caroline.
These are highly interesting stories, each complete in itself,
-and imparting intellectual and moral instruction in a manner
charming to the young.
ILLUSTRATED HISTORIES. By Jacob Abbott. New York:
Harper & Brothers.  Comprising 22 vols. 16mo, written in
an attractive and interesting style, embracing biographies of
the following persons: Cyrus the Great, Darius the Great,
Xerxes, Alexander the Great, Romulus, Hannibal, Pyrrhus,
Julius Coesar, Cleopatra, Nero, Hernando Cortes, Alfred the
Great, William the Conqueror, Mary Queen of Scots, Queen
Elizabeth, Charles I., Charles II., Josephine, Marie Antoi    nette, Madame Roland, Henry IV., Christopher Columbus.
These volumes may be had separately if desired.
MARCO PAUL'S TRAVELS AND VOYAGES, in the Pursuit of
Knowledge.   By Jacob Abbott.   New  York:  Harper  &
Brothers. 6 vols. 16mo, each containing about 200 pages;
being Marco Paul in New York, on the Erie Canal, in the
Forests of Maine, in Vermont, in Boston, and at the Spring    field Armory.
These volumes are at once amusing and instructive. They
represent Marco Pautl as a lad, travelling in the places named,
.under the guidance of a competent instructor, who, in an enter  taining manner, imparts all desired information.
THE AIMWELL STORIES.  Boston:  Gould & Lincoln.  This
series is admirably adapted to amuse and instruct the young.
There are 6 vols. 16ino. Being,,
343
APPENDIX. 
344                 APPENDIX.
Books for School Libraries.
I. OSCAR; or, The Boy who had his own Way.
Il. CLINTON; a Book for Boys.
III. ELLA; or, Turning over a New Leaf.
IV. WtIIISTLEiR; or, the Mlanly Boy.
V. MIARCUS; or, The Boy-tamier.
VI. JESSIE; or, Trying to be Somebody.
TIIE POOR BOY AND TIIE MIERCIIANT  PRINcEF; or Elements
of Success, drawn faom the Life and Character of the late
Amios Lawrence.  By William lM. Thayer.  Boston: Gould
and Lincoln. 16mo. pp. 349. An excellent volume.
COWD'IERY'S MIORAL LESSONS.   Philadelphia:  Cowperthwait
& Co.  A book wvorthy of a place in every school an(l famnily.
TilE COTTAGE LIBIARY.  10 vols.  This juvenile series was
prepared by S. G. Goodrich, -  widely known as Peter;ar   ley.  They are published in iNew York by Sheldon & Co.,
and are good( books.
AUTOIIOGRAPIIY OF BENJAMIN  FRANKILIN:  with a Narra   tive of his Public Services.  By  II. HIastings Weld.  New
York: Harper & Brothers. 8vo. pp. 549. This is a very
interesting book.
MIERRIE EN('GLAND.  By Grace Greenwood.
TIe: D.ESErT HOME; or, Adventures of a Lost Family in the
Wilderness.  With 12 Illustrations.
TIIE BOY-HUNTERS;  or, Adventures in Search of a White
Buffalo. With 12 Illustrations.
TIl YOUNG VOYAGEURS; or, The Boy-Hunters in the North.
With 12 Illustrations.
TIIE Busu-BoYs; or, The History and Adventures of a Cape
Farmner a(nd his Family, in the Wild IKaroos of Southern
Africa. With 12 Illustrations.
TANGLEWOOD TALES FOR GIRILS AND BOYS.  Being a Second
Wonder-Book.  rIy Nathaniel Ilawtlhorne.  With fine Plates.
A  WONDEiR-BoOK  FOR  GIIRLS  AND Boys.   By  Nathaniel
IHawthorne. A Series of Six Stories, illustrative of Classical
iytholog,y.  Embellished with many beautifutl Plates.
TRUE  STORIES FROMI HISTORY AND BIOGRAPHY.  By Na
344
APPENDIX. 
APPENDIX.                 345
Books for School Libraries.
thaniel Hawthorne.  Comprising the whole History of Grand  father's Chair, and Biographical Stories of Benjamin West,
Sir Isaac Newton, Samuel Johnson, Oliver Cromwell, Benja  min Franklin, and Queen Christina. With Illustrations.
The eight volumes last named are published by Ticknor &
Fields, Boston, who also publish many other valuable works
for libraries.
Delisser and Proctor of New York publish a very attractive
series of books under the title of "The Household Library."
The following are the titles:   I. THE LIFE AND MARTYRDOM OF JOAN OF ARC.  By
Michelet.
II. THE LIFE OF ROBERT BURNS.  By Carlyle.
III. LIFE, TEACHINGS, AND DEATH  OF SOCRATES.   By
Grote.
IV. LIFE OF COLUMBUS. By Lamartine.
V. LIFE OF FREDERICK THE GREAT.  By Macaulay.
VI. LIFE OF PETER THE GREAT.
VII. LIFE OF MAHOMET. By Gibbon, with Notes.
VIII. LIFE OF TORQUATO TASSO.
IX. LIFE OF OLIVER CROMWELL.
X. LIFE OF LUTHER.  By Chev. Bunsen.
XI. DR. FRANKLIN'S AUTOBIOGRAPHY.
SPARKS'S LIFE OF WASHINGTON, and SPARKS'S LIFE OF
FRANKLIN, are good books for school libraries.
ARCTIC EXPLORATIONS.  The Second Grinnell Expedition in
Search of Sir John Franklin, 1853,'54, and'55. By Elisha
Kent Kane.  Philadelphia: Childs &Peterson.  2 vols.  8vo.
This exceedingly interesting work is copiously illustrated,
containing upwards of three hundred engravings from sketches
by the author. It should be in every library of our land, and
will be read with great interest by all classes.
SHIP AND SHORE, in Madeira, Lisbon, and the Mediterranean.
1 vol. 12mo.
LAND AND LEE. In the Bosphorus and 2Egean; or, Views of
Constantinople and Athens. i vol. 12mo.
345
APPENDIX. 
346                 APPENDIX.
Books for School Libraries.
DECK AND PORT; or, Incidents of a Cruise in the U. States
Frigate Congress, to California, with Sketches of Rio Janeiro,
Valparaiso, Lima, Honolulu, etc. 1 vol. 12mo.
THREE YEARS IN CALIFORNIA.  Being an Authentic History
of California from the Time it came under the United States
Flag down to the Present Time.   1 vol.  12mo.
THE SEA AND THE SAILOR. With Notes on France, Italy, &c.
1 vol. 12mo.
The five volumes last named were written by the late Rev.
W. Colton, and they are at once interesting, instructive, and
amusing. They are reliable works. Published by S. A. Rollo,
New York.
HARPER'S STORY-BOOKS.  A series of Narratives, Dialogues,
Biographies, and Tales, for the Instruction and Entertainment
of the Young. By Jacob Abbott.
There are some 12 or 15 volumes of these books already published; and they are full of instructive and entertaining reading.
Published by Harper & Brothers, New York.
E. O. LIBBEY & Co., of Boston, have in course of publication a series of books for children, under the general title of
"American  Biography."   Three volumes    " Captain John
Smith," "Israel Putnam," and "Benedict Arnold "- have been
published. They are well written and beautifully printed, and
must be favorite books with the young.
FROM POORIIOUSE TO PULPIT; or, The Triumphs of the late
Dr. John Kitto, from Boyhood to Manhood.   By William M.
Thayer. Boston: E. 0. Libbey & Co. 16mo. pp. 349.
PHILLIPS, SAMPSON, & Co., Boston, publish a set of the Rollo
Books, 14 vols., which are excellent for school libraries. The
same firm publish many valuable books for libraries. Among
them may be named Hume's and Macaulay's Histories of England; Prescott's Histories; British Essayists, etc.
346
APPENDIX. 
A1'PLNDIX.                  347
PRules and Regulations.
APPENDIX H.
RULES AND REGULATIONS FOR SCHOOL
~-  ~LIBRARIES.
TilE following rules and regulations have been adopted
for many of the school libraries of Connecticut.  If they
are not just what may be desired, they may prove valuable
in a suggestive point.
"I. The district committee, clerk, and treasurer, shall
constitute a Board of Trustees, who shall have a general
charge of the Library, appoint a suitable person to act as
Librarian, and said Trustees shall, at the annual meeting,
make a report to the district respecting the number of volumes and condition of the Library.
"II. 1. The Librarian shall be responsible to the Trustees for all matters connected with the Library, and upon
accepting the office, he shall give to the Trustees a receipt,
containing the names of all the volumes, and stating the
condition of the same,-  and upon surrendering his trust,
he shall give unto them a satisfactory account of the volumes intrusted to him.   If new books are added after
he enters upon his duties, he shall give to said Trustees
an additional receipt, containing the names and condition
of the same    For his services, the Librarian'shall receive such compensation as the Trustees may decide to be
sufficient.
"2. The Librarian shall keep a book in which he shall
record the names of those entitled to receive books, and
the number of each book delivered, the time of its delivery,
347
APPI-NDIX.
0 
348                 APPENDIX.
APPENDIX.
Pules and Regulatiolns.
and to whom delivered.  IHe shall also keep a fair cata logue for the use of those who desire to select books.
"IIl. The Library shall be kept in such place as the
Trustees may direct, and at the expense of the district.
"IV. Each book shall be well covered, distinctly num bered, and contain the name or number of the district to
which it belongs, and no number shall be changed.
"V. Books may be drawn by the inhabitants of the dis trict, subject to the rules and regulations hereafter named.
Mlinors may draw in their own names, but on the responsi bility of their parents or guardians. If the number of ap plicants for books shall at any time, exceed the number of
volumes ready for delivery, only one volume shall be
allowed to a family.
"1. Only one volume shall be taken by one person at a
time, and any one 1having drawn a book must return it
before hle can be allowed to draw another.
"2. Books may be drawn at such times as the Trustees
may decide.
"3. No book shall be retained longer than two weeks
at a time, -provided, however, if the same book is not
wanted by any other person, it may be taken for an additional two weeks.
"4. The drawer shall be subject to a fine of 10 cents
per week for every octavo kept more than two weeks, and
5 cents per week for every smaller work.
"5. If a volume is kept more than four weeks, the person so keeping it shall be notified of his delinquency by
the Librarian, and if not returned within a week thereafter,
it shall be considered as lost, and the holder be fined accordingly.
" 6. If any volume shall be injured or destroyed, it shall
be made good by the person in whose name it was drawn;
348 
APPENDIX.                 349
Apparatus.
and if it belongs to a series, the damage to the set shall
be paid.
"7. The Librarian shall have a set of these rules posted
where they can be seen."
APPENDIX I.
SCHOOL MOTTOES, RECORDS,
ETC.
APPARATUS.
So- far as possible, every school should have a supply of
apparatus designed for the illustration of certain principles,
etc. The use of this will tend greatly to interest and instruct pupils.  The "Holbrook School Apparatus" is the
only set within our knowledge intended expressly for our
common schools. It is certainly a very useful set, and can
be had at a very moderate price. It consists of the following articles:  Orrery.
Tellurian.
Geometrical solids.
Terrestrial Globe.
Numeral Frame.
Magnet.
Text-Book, or Teacher's Guide to Illustration.
This apparatus, with many other valuable articles, is now
manufactured and sold extensively by Geo. & C. W. SlIerwood, Chicago, and may be made exceedingly useful in tlhe
hands of an intelligent teacher.
30
349
APPENDIX.
APPARATUS, 
850                 APPENDIX.
School Mottoes.
SCHOOL MOTTOES.
Short and appropriate mottoes learned by children will
be remembered and felt during life. It is well for teachers
to have them placed upon the school-room walls or upon
the blackboard, and occasionally to make one the subject
of conversation or remark.
I will try.
I will not be tardy.
Always ready.
Who does the best he can, does well.
I will never be absent.
Excelsior. Higher and higher; but only step by step.
"The pure in heart shall see God."
An error confessed is half redressed.
Speak the truth; act the truth; think the truth.
If we would excel, we must labor.
I can if I will.
I must try to do right.
Only the truly good are truly happy.
I must never violate my conscience.
Thou, God, seest me.
Always speak the truth.
Labor conquers all things.
Dare to do right.
Study first, - amusements afterwards.
By perseverance we overcome difficulties.
We must try to be good and do good.
Learning is better than silver and gold.
IHe liveth long who liveth well.
We must aim at thoroughness.
Never put off till to-morrow what can and should be
done to-day.
;350
APPENDIX. 
APPENDIX.
School Pecords.
I must obey my teacher.
We should be kind to our schoolmates.
"If sinners entice thee, consent thou not."
Better late than never,- but better still, never late.
If we would have friends, we must be friendly.
As we sow, so shall we reap.
A tree is known by its fruits.
We must not whisper in school.
Be slow to promise, quick to perform.
Do as you would be done by.
Diligence will insure success.
Evil communications corrupt good manners.
To err is human; to forgive, divine.
"A good name is better than great riches."
Fear God and keep his commandments.
SCHOOL RECORDS.
Every teacher should keep a careful record of the daily
recitations and deportment of his pupils. It would, however, be a very difficult matter to give a formula adapted to
the wants of all schools. Each teacher must aim to have one
prepared with reference to the peculiar circumstances and
classification of his school. In giving the following formulas
it is intended merely to give such as may be used in our
common schools,-  and these even are designed to be suggestive, and not as models. If an account of recitations
and deportment is recorded but once daily, form No. 1
will answer. In this case let each pupil be made responsible for his own report; -that is, let each be required to
give, when called upon, the number of failures in recitation, and the number of errors in deportment, that he has
$gl' 
35                   APEDX
Form of P'o,cord.
made during the day.   The teacher should also keep a
private account, as a check against wrong reports from
pupils.   In form  No. 1, the upper line denotes deportment, and the lower one recitations. At the close of each
day, if a pupil has not failed in recitation, he will, when
called upon, report "10,"-  denoting that all his recitations have been correct.   If he has failed once, he will
report " 9," -  twice, " 8," etc.   " 10 "' will also denote
satisfactory deportment,- and every deduction from that
will denote a degree of deviation.  In form No. 2, a record of each recitation is made at the time (say four times
daily), and the deportment once daily,-  the figure to the
right of + indicating the deportment. In this 3 is the
highest mark for each; 0 denotes an entire failure or defect, either in recitation or deportment; a blank denotes
absence.   It will prove very serviceable if an  abstract
from these records is sent to parents weekly or monthly.
No. 1.
Pupils' Names.       Mon.    Tues.   Wedo.   Thurs.  Friday.  Total.
Tues.   Wedn. I Thurs.
Amos)ean.......9          10       10        9       109
I  10       l o 1
19.      10       7
8       10       9
I
5          6
7       6
M.ry Mason  _
i            
John all.............
Ellen Stone...........
Lucy Somers..........
Sarah Lum............
I
1
1
I.
I
I
352
APPENDIX.
Pupils' Names.
Amos Dean............
Mon.
10
9
8
9
Friday. I Total.
i
10:1 50
10 148
9.143
10 i -46
.I
. 118
119
i.
— II
I
i
Aloses Brown..........
7
6
Charles Ames..........
Mary Mason..........
I
I
i 
APPENDIX.
Manual Exercises.
No. 2.
Pupils' Names.    Monday.  Tuesday. Wednes.  Thursd.   I Friday.  Total.
Frederic Churchill, 3,3,233 3,83,3+3 2,3,3,2+3 3,3,3,3+3 3;3,.3,2+3 56+151
Frank Jameson,,3,3,;3,2+3 3,3,3,3+-3 3,3,3,3+3 2,3,3,3+3 3,2,3;3+3 62+15
George HI. Clark,  i2,3,2,2+2 2,2,3,373 3,1,2,3+2'2,2,1,3+2 2,1,3,2+2 44-11
William Northend,  
Chas. W. Tenney,!         l           _
Amos Dilatory,     1,2,1,2+12,1,1,2+21   2,1+11,2,2,2+2 3,1,2,1+0 29+ 6
Mary Stanley,                   __ =  I  l      l
Alice Tuck, 
Clara Nason,
Ellen Bartlett, 
NOTE. — III the two forms given, it has been considered sufficient
to fill only a few of the blanks,- enough to indicate the plan.
MANUAL EXERCISES.
It will contribute much to the happiness of pupils in
primary schools if they are required several times, daily,
to go through with certain manual exercises in concert.
Such exercises will also be promotive of health. After a
little careful practice, they will; with remarkable precision
and readiness, assume the position as the teacher calls the
number. Let perfect attention and promptness be required.
Two sets of these exercises follow, and the teacher can
add, change, or extend, as circumstances may render desirable.
SET NO. 1.
1. Sit erect.
2. Fold arms.
3. Extend right hand.
30*
353 
354                   APPINDIx.
Manual Exercises.
Extend left hand.
Extend both hands in front.
Clap three times.
Place right hand on head.
Place left hand on head.
Raise both'ands perpendicularly.
Clap twice.
All rise, -  without noise.
All face the north.
All face the east.
All face the south.
All face the west.
All sit, quietly.
All take slates (or books), without noise.
SET No. 2.
1. Hands clasped and resting on edge of the desk.
2. Arms folded and sitting erect.
3. Arms folded behind.
4. Ends of fingers resting on shoulder.
5. Fingers meet on top of the head.
6. Palms of the hands meet above the head, with one
clap.
7. Arms folded on the desk, head resting on them.
8. Arms akimbo, hands on the hips, fingers towards each
other.
9. Right hand extending, left hand on the hip.
10. Positions reversed.
11. Both hands extended horizontally.
12. From the 11th position, hands brought up perpen     dicularly, fingers shaking.
13. Soft part of the ends of the fingers tapping on the
desk, imitating the sound of rain.
354
APPENDIX.
4.
5.
6.
7.
8.
9.
10.
ii.
12.
13.
14.
15.
16.
17. 
A::':.":'Aid                      355
Subjects for Discussion.
14. Hands twirling one over the other, then brought sud      denly to the desk with a noise.
15. Right hand extended, left hand on breast.
16. Positions reversed.
17. Both hands crossed on breast.
18. Arms extended forcibly and carried back.
19. All rise.
20. All sit.
21. Assume a devotional posture,- hands on the face,
and head bending upon the desk.
22. Same as 1.
SUBJECTS FOR DISCUSSION.
If teachers would be truly successful, and keep alive a
progressive spirit, they should hold occasional meetings of
those employed in the same town, county, or State, for the
discussion of topics of a common interest. Such meetings
will prove highly beneficial to all concerned. The following subjects, and others suggested by them, may be very
profitably discussed: -
1. The proper age for attending school.
2. The studies and exercises adapted to primary schools.
3. Requisites for success in a teacher of a primary
school.
4. Should the Bible be used as an ordinary reading-book
in schools?
5. Ought the sexes to be educated together?
6. Should our Common Schools be free?
7. Should the Lancasterian system of teaching be en    couraged?
8. Some of the means for securing right discipline. 
AP?ENDI.
Subjects for Discussion.
9. Is a resort to corporal punishment ever necessary?
10. If corporal punishment is inflicted, should it be done
in the presence of the school?
11. Some of the means for true moral culture.
12. Ought the subject of "manners" to receive the atten       tion of teachers?
13. Should youth be taught only those things which will
be of practical use in life?
14. Ought Normal Schools to be supported by the State?
15. Some of the modes of teaching Reading; Spelling;
Grammar;  Geography; Arithmetic;  Composition;
Penmanship, etc.
16. To what extent should teachers render assistance to
their pupils?
17. What influence and authority should a teacher aim to
exercise out of school?
18. Should pupils be allowed to playin the school-room
during intermission?
19. Has the teacher any duties relating to the school-house,
yard, etc.
20. The evils of absence, and means for preventing the
same.
21. The evils of tardiness, and means for preventing the
same.
22. W'ill the possession of knowledge merely make one a
successfil teacher?
23. What are some of the requisites for success in teach      ing?
24. Some of the prominent causes of failure in teaching.
25. The best course to pursue in org,anizing a school.
26. Is it advisable to publish a special code of laws for the
government of a school?
27. Should teachers keep a record of attendance, recita     tion, and deportment?
356 
APPENDIX.                                   357
Subjects for Discussion.
28. The duties of teachers to the parents of their pupils.
29. The duties of parents to teachers.
30. Object-lessons, -  their importance and extent.
31. To what extent should oral teaching be adopted?
32. Should pupils be required to give answers in the pre      cise language of the text-book?
33. *How many branches may a pupil profitably pursue
at a time?
34. *Should pupils be required to study out of school
hours?
35. What use should be made of the Bible in school?
36. What should be the frequency and length of recesses?
37. WVhat exercises and amusements are best adapted to
recesses?
38. Are school prizes or rewards to be commended?
39. Some of the means of interesting and advancing dull
pupils.
40. Proper method of conducting recitations.
41. Whatshould be the frequency and length of vacations?
42. How should examinations be conducted?
43. Some of the means of professional improvement.
44. The duties of a teacher to his profession.
45. How shall parental interest and co-operation be se
cured?
46. Some of the advantages  of Teachers' Meetings and
Teachers' Institutes.
47. The relation of Common Schools to higher institutions.
48. The true importance of primary schools.
49. The difficulties and trials incident to the teacher's vo      cation.
50. The pleasures and rewards incident to the teacher's
work.
a The grade of school will modify this. 
858                   APLNDIX.
Subjects for Discussion.
51. The rights of pupils.
52. Truancy,-  its causes and cure.
53. The duties a teacher owes to the community.
54. The true relation of teachers and committees.
55. Should pupils be required to report their own accounts
of deportment and recitations?
56. School exhibitions,    how to be  conducted, and of
what good.
57. The true aim of the teacher
58. Which is the more important,- to keep youth from
temptation to wrong-doing, or to teach them to with      stand temptationl when exposed?
59. The true relation of teachers and schiool committees.
60. Under what circumstances should pupils be expelled
from school?
61; VWhat should be the true object of all disciplinary
measures?
THUE END,
358
APPENDIX. 
SHERWOOD'S SERIES OF* SPELLERS,
CONSISTING OF
Slierwood's Writing Speller,
,lherwoocl's Speller and PronouLncer,
Stlerwood's Speller and Definer.
ItECLAMATION, COMPOSITION, &c,
,sherw-ood's Primary Speaker,
I-ibbard's Declamation for the Million,
In three parts: Part I,-POETRY.  Part II,-DIALOGUES.  Part III,-PROSE.
Davis' Composition Writing,
Stone's Teacher's Examiner,
Nortl(. nd's Teacher's Assistant,
NVatson's Manual of Calisthenics,
NVat sen's Hand-Book of Gymnastics and
Catlisthenics.
CA,MP'S GEOGRAPHICAL SERIES.
CAMP'S PRIMARY GEOGRAPHY,
CAMP'S INTERMEDIATE G(EOGRAPHY,
CAMP'S HIGHER GEOGRAPHY,
CAMP'S MAPPING PLATES,
CAMP'S GLOBE MANUAL,
MITCHELL'S SERIES OF OUTLINE MAPS,
(Revised and Improved by DAVID N. CAMP.)
An important feature in the arrangement of the above works is the
speci:tl adaptation of the Geographies to the Outline Maps.
The Geographies present a most judicious selection of matter giving the important facts, and carefully avoiding the dry and profitless
detail- usually presented in text-books on the subject.
Teachers and others are referred to our Descriptive Catalogues of
Sc/l,oo Furniture, School Apparatus and Publications, for an extended
list of articles manufactured, published and sold by us. Inquire of
us for anything wantedfor Schools.
GEO.  &  C. W.  SHERWOOD, Chicago.
All
s
I 
G. & H. M. SHERWOOD'S
I
/___  A           ~~~~~~EI
n  
4
EXPLANATION.-Fig 1 represents a top view of the cover. Fig. 2, a top view of the well without the cover.  Fig. 3, a bottom view of the cover.  Fig. 4, an edge v'ew of the cover.  Fig. 5, a
view of well complete.  Fig 6, a key to screw on and unscrew cover.   The Ink well (Fig. 5) is
inserted into the desk through a hole bored for the purpose, so that the flange, (which is of considerably larger diameter than the bodv,) rests upon the suirfce of the desk, and is secured in
place by screws inserted in countersunk holes.  The flange of the well has turned down on its
outer edge a lip, which alone rests on the desk, leaving a space within. below the interior part of
the flange This space is provided for the purpose of allowing room in which pins or studs projecting downlward from the lower side of the cover may freely move   The pins have enlarged
ends, or heads, (as seen in Fig 4,) and are first inserted thr,ugh apertures made large enough
to admit them freely in the flange of the well, as represented ill cut (Fig 2.) From  these apertures extend concentrically in opposite directions, curved slots, just wide enough to  allow the
necks of the pins to pass freely, (as seen in Fig. 2.) The lower edges of these slots have a slight
inclination downward from the apertures, so that as the cover is turned round the heads of the 
pins become wedged against the inclined surfaces, and draw the cover closely down upon the well
on which it is made to fit tightly. The cover is fastened by means of a key, (Fig. 6 )
This new Well is simple, and it is confidently believed that, while it contains
the combined excellencies of the best wells now in use, it remedies the defects
of al l:
1 st.  By this invention a very convenient, neat and secure fastening for the
cover is produced which can only be removed with the key provided for it
which is to be kept by the teacher or janitor.
2d.  The Well itself, after being fastenedby two common screws, never has
to be removed-the glass lining only being removed when necessary for cleaning, which can be done by unscrewing the cap with a simple turn of the key.
34. It will not get out of order, as by its simplicity of arrangement there is
no liniiig to corrode.  It cannot burst and spill the ink-and cannot be removed,nd lost by the pupils.
4th.  It can be used in the holes where other wells have been inserted.
5th. It is economical, as the expenditure for each pupil (where double desks
are used,) is but twelve and a half cents for his whole school going time.
Price of Ink Well per dozen, $3.50, necessary keys furnished gratis.
Address GEO. & C. W. SHERWOOD,  118 Lake Street, Chicago.
r".         (    A (n W  rn2 $
5
I -.V
0 
a  V *            0
COMBINATION DESK AND SEAT.
ATTENTION is particularly called to this design of Combination
Desk and Seat, as being tasteful, convenient, cheap, and durable.
The Stanchions, or end pieces, are iron, to which the wood work is
fastened with screws, making the Desk convenient for shipping, as it
can readily be put together.
The expense of this Desk is but a trifle more than if made withl
clumsy wood ends, while it contains-the essential requisites of a good
Desk and Seat, being convenient to sweep around, and the shape of
the end pieces allows the pupil to get in and out of his seat without
difficulty. It is durable, and withal tasteful in its appearance.
The standard length of this desk is three feet six inches, for two
pupils, and it is made of four different sizes, with seats from 16 to 12
inches high, to accommodate all grades of pupils-size A being the
highest, then 13, C, and D, graded in regular order. In addition, there
is a Back and Seat, made to correspond with the others to place in the
rear of the room, or for a recitation seat. The Desk is permanently
fastened to the floor by means of screws. In grading where different
sizes are required in the same room, the smallest size should be placed
in front, and the largest at the back of the room.  Care should be
taken in ordering, to have all in each row across the room of the same
size.
Price, nicely finished, supplied with best Ink Well, screws for fastening, and all complete, boxed and delivered at any depot in the city.
Address,
GEO. & C. W. SHERWOOD,
118 Lake Street, Chicago, Ill.
Samples always on exhibition at our Store.
WOur Catalogue of School Furniiture sent on application.
d._-2 ___ ~_-__ L- t
.1 
AA V                   ) A                  C    -   >(\~~~
k                      A'4                   ~
C                    N                                                         V'4>\-         4
4            ~'~~~~~    -~~~~~   \ I,NAr
$1;              A           t~\   '\Th' >    \'~    >A\
V~~~~~~~~1 1      r~'
IV       1
I;
I I                                      ~\t
N~~~~~1          N N.
~'A                                     ~~~~~~.
~~~            ~    ~ ~~~~~~~~~~~~~~~~~~ I'4c~   4
'it,                       I  \,,,   I
A         A~~~~~~~~~~*
4'%                ~       ~      ~~~~~~~~~~~~~~~~~~~~N,  "\    3~
A,
4
'-'C    -                                                      A-'                                                                    A
'N'A
"VA-A'N,"'' "'
-~'Vr                                                   4        4,                                           4'         -4
A"                                                                                                                                             ~'4$
'~                 "~~~~~4"
\\,  )C                                            4"  -"A'  ~:%,,                   
N'                                         4''A,
C     7                   -             \'AA'\'                                  4'                    -'A        4
'A                                                                                    $4   k
U                                           ~                                                                   A
N'~'4'A'A'~'                                                  "A'                         4'
44,                         N N'                              -4'         N'V
-'~',                                                           C                                $\    ~                               +             "A
+\ Nj%  ;\ \                                                              ~                                   ~    t                        ~
N                                N                                                   '       N
N'A'   \
A-                                                                N''4,
I'V
~
'N~~~~~         ~~~~~~~~ -1 (1%
N'A
I4",
4'," 4'~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
A'       A J  A~~~~~~~~
) I . I
, I
i8,"I
N
li
,-, 4
'k
,
,,,,It
II'A
IN,,
I
I
,r,-I
I
"I.
y I
14        Nl
N \
I
I