m :TEACHERS ^MANVALS ^p^^, No. 9. H ow TO T rain the M emory. By Rev. R. H. QUICK, Author of "Educational Reformers." "^\L/..^>s.i^ \ (73-h) E-L-KELLOGG-O^Co NEWyoRK • iy- CHICAGO ffiffi SEf^BNTEENrH YEA%I The S chool J ournal ^ is published weekly at $2.50 a year. Amos M. Kel- logg and Jerome Allen, two teachers of life-long ^ experience and progressive ideas, devote their whole time to editing it. Established 17 years ago it is to« W day the best known and widest circulated educational weekly in the country. This reputation has been won "^ strictly on its merits, as its subscribers know, and you ^ will too (if not now a subscriber), if you send for 9 ^ free sample copy. NINTH YEAR! The T eachers' I nstitute JL. is published monthly at $1.25 a year ; 12 large 44 pa|fc papers constitute a year (most othsr educational ^ monthlies publish but 9 or 10). It is edited by the same editors as the School Journal, and has, ever ^ since it was started in 1878, been the most popular monthly educational published, circulating in every W state — a national paper. This was because it was practical — little theory and much practice — crammed ^, with it. Sample free TEN1H YEA%! T reasure- T rove "1^ is a beautiful illustrated 36 page monthly, for the boys and girls. Price, $1,00 a year. We must refer you "A' to our circular for particulars about this charming paper, for we have not room here to tell you the half IPT of its value. Sample free. E. L. KELLOGG &- CO., Educational Publishers. NEW YORK AND CHICAGO. HOW TO TRAIN THE MEMORY. The Three A's. By R. H. quick, AUTHOR OF " EDUCATIONAL REFORMERS." New York and Chicago : E. L KELLOGG & CO. 1888. Vje", n- The paper here reprinted owes its origin not to psychological study but to school-room experience. R. H, Q. Redhill, Surrey, Eng. May 28, 1888. W3^T9 1 HOW TO TRAIN THE MEMORY: Copyright, 1888, by E. L. KELLOGG & CO. HOW TO TRAIN THE MEMORY. THE THREE A'S. With the object of illustrating the connec- tion between the theory and practice of educa- tion, that is, between the conception of what is to be done, and the means of doing it, I offer the following remarks on Memory, and its treatment in the school-room. Whatever we see or become conscious of by way of our senses has an effect upon our minds; also everything that we think or The mind wish. Whether that effect is in holds its im- all cases indestructible is not a pressions. settled point, though some very singular occur- rences have proved that we retain far more than we ourselves suppose. A remarkable case has been reported from one of the London hos- pitals, of a man who in the delirium of fever suddenly began to speak in an unknown tongue. The language was at last identified as Welsh. When the man recovered, he said that he had spoken Welsh when a boy, but had since lost it, and could not when in health remember a word (3) 298 HOW TO TRAIN THE MEMORY. of it. So it may be that all impressions are per- manent; but however this may be, our minds retain the residua of a vast number of impres- sions, many more than we can remember or re- call at will. When a past impression returns to our consciousness, we are said to have an " idea," or a " re-presentation," of that impres- sion. These " ideas" are seldom perfect. They may be very faint, and although they return to our consciousness when suggested by some si- milar impressions or ideas, we may have no power of recalling them by an effort of the will. And when they do come back to consciousness, they may be incomplete, or even partly incorrect. Suppose, e.g., I hear a name for the first time: to-morrow I might be unable to recall it, though a similar sound might suggest ^ ^ * it to me without my wishing it. If I wished to recall it, I might produce a sound somewhat like it, and not feel quite sure whether this was exactly the name or not. I have taken here a very simple instance. In other cases the *' idea" tnust be incomplete, if not incorrect. When we have seen a picture that has interested us, we retain an impression that will for a time give us an "idea" of the picture, though an imperfect one. The power of recollection, or bringing readily into consciousness correct ideas of past impressions, is a power which may be indefinitely increased by judicious prac- (4) DIFFERENT KINDS OF MEMORY. 299 tice. Teachers know this well, and to this power of the mind, at least, they attach due import- ance. In every school-room then, much time and energy are devoted to this " cultivation of the memory." But we should probably succeed better if we attended a little more to theory, and studied the nature of the faculty we wished to cultivate. There seem to be different kinds of memory, so to speak. One person can remember words, another numbers, another places, another never forgets a face, different kinds These different kinds of memory depend partly on natural ability, partly on training. At Trinity College, Cambridge, there are in residence over 400 undergraduates, of whom rather more than 100 change every year. Yet the porters who have to know every one by sight, very rarely ask a name more than once. Still more extraordinary is the way in which they remember every one's address. They are in fact perfect walking address-books. Knowl- edge of this kind is mostly kept as long as it is wanted and then thrown over; but when I re- turned to Cambridge after an absence of ten years, 1 was amused to find that the porter re- membered the letter of the staircase on which I had lived, although till reminded by him, I doubt if I could have told this myself. Illit- erate people are sometimes so thrown upon the (5) 300 HOW TO TRAIN THE MEMORY. resources of their memory that, from exercise, this becomes extraordinarily powerful. There have been cases of such people doing a great deal of complicated buying and selling, and trusting to their memories with as much suc- cess as other people trust to their account books. The way in which the memory is strengthened by habit is, I think, well illus- trated by the following anecdote, trivial as it is in itself. A country postman once told me he was in the habit of getting an occasional lift in a butcher's cart, and he then saved the butch- er's man trouble by taking orders for him at houses that lay off the road. When several things were ordered, he had some difficuly in keeping them exactly right in his head till he rejoined his friend; but the butcher took not only these orders, but orders at houses for miles round, and without difficulty kept them all in his head till he went back to the shop; nor did he ever make a mistake, however numerous the orders might be. I have given these instances to show you how memory is developed by practice. And you will observe that the general memory is not strengthened by these special developments. The college porter and the butcher are like other men, except with reference to the special class of facts they have to remember. Neglect of these very obvious truths has led * (6) SENSATIONAL MEMORY. 30I to much injurious action in the school-room. The maxim of the old scholars was that so often repeated by Casaubon — " Tafitum quisqiie sett quantiun memoridtenet : Every man knows just what he remembers." The modern school- master in this, as in other matters, has taken his cue from the old scholars. But for want of careful discrimination of the different kinds of memory he has often developed a kind of mem- ory which is least valuable, if indeed it is not in- jurious to the other powers. We must all have met with the following experience. We are engaged in thought, when a question on some subject not Sensational connected with our thoughts is memory, put to us. For some seconds we go on think-, ing, and though retaining the sound of the question, we are quite unconscious of its mean- ing. We then turn our attention to it and, as it were, read off the meaning from the idea of the words which we have retained. From this, we discover that the sensational and intellect- ual functions of the brain are pefectly distinct. Each of these functions has its peculiar kind of memory, and it would seem that sensa- tional memory may be developed at the expense of the intellectual. Certainly the two do not necessarily grow together, and stupid people and even idiots often have great power of sen- sational memory, />., memory for mere sounds; (7) ^ 302 HOW TO TRAIN THE MEMORY. with which we may classify the memory of facts retained without consciousness of their connec- tion with other facts or with one another. This probably has given rise to the French proverb — Beaucoup de rn^more et peu de Jugement, and Pope says: " Thus in the soul while memory prevails The solid power of understanding fails. " I have known some singular instances of the strength of this kind of sensational memory in persons of weak intellect. I have met with the case of a lad who, though he knew nothing else, knew the times of arrival and departure of most of the trains in and out of London, which he studied every month in Bradshaw. A pupil in a school where I was master had a remarkable faculty for learning by heart, though he was very dull in other respects; and his memory was so purely sensational, that when he was set to learn the Kings and Queens of England with dates, so as to be able to write them down, he learnt the list of Kings and the list of dates sep- arately, and wrote them without endeavoring to connect them in his mind; i.e., he wrote first the list of Kings without thinking of dates, and then the list of dates without thinking of Kings. We discovered this by one of the dates having dropt out, so that in modern times the kings did not come to the throne till their death. On being (8) CULTIVATING THE SENSATIONAL MEMORY. 303 asked about this, he explained his mode of pro- cedure. Now, it cannot be denied that most school teaching of children tends to cultivate the sen- sational memory mainly, if not ^^^^ teaching exclusively. The school-master of children culti- wants some ostensible examinable vates the sensa- results of his teaching, and he tional memory, gets this most easily by making his pupils simply learn by heart. There is a tendency in both teacher and pupils to make learning go easily, so to say, and exercise soon gives great power to the sensational memory; so that if it is not over- driven it jogs along with much satisfaction to its possessor and his teacher. As Brudenell Carter has well said, the child who uses his sen- sorium to learn words, is using an instrument perfected for him by the great Artificer; but when he comes to use his intelligence, he no longer uses a perfect instrument, but a faculty which is as yet only partially developed. He cannot therefore use it so easily. He must make an effort and puzzle his head before his intel- ligence will act at all. I was lately hearing some children say tables. " What is 7 eights ?" I asked, and got the prompt answer, *' 56." " How many eights added together make 56 ?" I asked next, and no answer at all was forthcoming. The first question was addressed to the sensational memory, the second to the intellectual. Another (9) 304 HOW TO TRAIN THE MEMORY. instance occurs to me. A lady who had just given a lesson in an elementary school to some young children, told me she began to talk about geographical definitions. " You know," said she, " that an isthmus is a narrow piece of land join- ing two continents." " Connecting, teacher !" shouted the children. "Very well," said she, " connecting two continents. Now, who can tell me what is meant by connecting?" and she found that not a child had the smallest notion. Now as things run far more smoothly when the sensational memory only is exercised, we Neglect of the cannot be surprised that so much intellectual use is made of it; but the develop- memory stupe- ment of this kind of memory and fying- the neglect of intellectual memory leads to the stupefying of our children. '' They won't think" complains the schoolmaster quite pathetically. Why will they not? They think about their games, about their schoolfellows, about their masters, about their homes. They think shrew 'ly* enough on these subjects, and perceive many an error in the master, of which he too might think with advantage; but about school work, they certainly seem to have no power or will to reflect on anything. Very much of this comes from the common notion that the first school lessons must exercise the sensational memory. Children learn Kings and Queens, capital and county towns, tables, parts of speech, (10) SCHOOL WORK TO DEVELOP STORING POWER. 305 declensions, conjugations, and the like, and they are not expected to have any conception what- ever to connect with these sounds; so they naturally acquire the habit of using in the school-room the sensational memory only, and when the habit is well established the luckless schoolmaster is appalled by their seeming stup- idity.* School work then, as a rule, makes too much of sensational memory. Next, it develops the carrying rather than the storing School work memory. The mind by practice should develop can acquire the art of rapidly storing power, getting up a lesson, and as rapidly forgetting all about it. This "carrying power" is especially useful to barristers and actors, and they perform * I have been asked, " Do you then condemn learning by heart?" To which I reply: " No, but learning by heart is not all of the same kind." What I object to, is learning that exercises nothing but the sensorium. If the children are interested in what they learn, the sensorium is in no danger of being over-developed. But the general notion is, let words be learnt by heart first, and then the intelligence will play its part afterwards. I have heard of a schoolmaster who, in teaching his boys to read, enjoined them never to think of the meaning — that would only distract their atten- tion. " One thing at a time is my maxim," said he. It is against this " unhappy divorce of words and things" (as Comenius calls it) that I wish to protest. If I cannot get a hearing as "theorist," I would appeal to results. The great difficulty of all schoolmasters is, that children, after the ordinary preparatory course, never look for a meaning in the words of the book. Surely " God's great gift of speech" must have been "abused," when learners no longer expect words to mean anything. (II) 3o6 HOW TO TRAIN THE MEMORY. great feats of this kind. Actors study parts they are likely to act often, but they get up a part that is wanted only for a special occasion, and a part thus got up is forgotten immediately after the performance. The memory adapts itself won- derfully to circumstances. A friend of mine, who has to review a great many books, tells me that when he has read a book he remembers all about it till the review is written, and then he gets rid of the subject from his mind as easily, and, as far as he knows, as completely as he gets rid of the book from his table. Now the getting up of lessons fosters this habit of mind. The mind has to lade itself with certain knowledge and " carry " it for a few hours, and then it drops it, not without a feeling of relief. " The tear for- got as soon as shed " is a well-known character- istic of childhood, and so too is the task forgot as sooti as said. Unfortunately, our competitive examinations place a very high premium on the cultivation of this kind of memory. I remember in a large school a prize was offered for the best examination in a certain set of books on a period of English history. When the appointed day arrived some cause of delay arose, and it was announced that the paper would not be set for a fortnight. One of the boys, who was very successful in such examinations, thought himself much injured by this alteration. He had pre- pared himself, he said, for the day fixed, and in (12) THE THREE A S. 307 consequence of the change he would have to go all over the subject again; if he did not, in a fortnight's time it would have entirely gone out of his head. This carrying power is no doubt useful in some circumstances, but it is not memory, if we consider memory as the hoarding power of the mind; and its extreme development in the school-room is no doubt injurious. We learn, then, that the schoolmaster, in trying to cultive the memory, too often cultivates the wrong kind of memory; first, that i_. , . , ^. 1 J The three A's. which IS merely sensational, and secondly, that which is merely the carrying as opposed to the storing power of the mind. How then should memory be cultivated ? I arrange a plan under what I term " the three A's." The three A's are ATTENTION, ARRANGEMENT, ASSOCIATION. I. The art of memory is the art of attention, said Dr. Johnson; and another thinker has de- clared that genius itself is noth- ing but the power of continuous ^" ^^^' attention. The mind's power of retaining an idea varies as each of the following three things — ist, the strength of the first impression, which strength depends on the whole mind's being concentrated on forming the idea, in other words, on the amount of attention given it; 2nd, the length of time during which the thought keeps possession of the mind; 3rd, the (13) 3o8 HOW TO TRAIN THE MEMORY. frequency of its renewal, i.e., the number of times it is brought back into consciousness. The first thing to be secured then is attetition. As we all know, there is such a thing as volun- tary attention, when the mind resolves to fix itself on a certain subject and does so. We are constantly expecting young people to give volun- tary attention to the work before them, and we say that the power of voluntary attention is of the very greatest importance. No doubt it is. But voluntary attention is one of the highest functions of the trained intellect, and nothing is more ridiculous than to make great demands on the voluntary attention of young people. It is, in fact, to expect at the outset of their intel- lectual training just what that training will in the end give them, where it is perfectly successful. In the early stages, we must think more of in- voluntary than of voluntary attention, and by means of it must cultivate a habit of atte^iding. Even involuntary attention is not continuous in the very young. We see the infant attracted by some object, say a bunch of keys. In a few seconds it throws it away and grasps at a watch- chain. In a few seconds more it turns from this to look about for something else. Here we have the power of attention in the earliest stage of all; and in the next, i.e., in young children, there is, as we all know, a restlessness which can be satis- fied only by perpetual change in the direction of (14) ATTENTION. 309 thought. If the teachers neglect this simple truth about the nature of the mind, unpleasant consequences are likely to ensue. The children will soon cease to attend even to instructions which for a little while may be well suited to them. When they are no longer occupied with the matter in hand they speedily become " naugh- ty," that is, each child's energy takes an inde- pendent direction, and the harmony of the class is at an end. To restore it, the teacher has re- course to punishments, and thus from their earliest years children are accustomed to look upon learning as one of the chief troubles of life. Instruction in its first stages then, should aim at securing the involuntary attention of the children, and should gently foster the increasing power and habit of attending to one thing with- out wandering. Later on, when the mind has some power of dwelling on a subject, pains must be taken to cultivate voluntary attention. There are studies especially valuable in this way, as e.g.^ geometry; but the main thing is to get the whole mind concentrated on the work in hand, whatever it may be. This habit of concentra- tion is fostered by letting school exercises and preparation be done without fixing a definite duration for the work. If boys have no induce- ment to get the work done soon, they will ac- quire a pottering habit, and their minds will (is) 3IO HOW TO TRAIN THE MEMORY. wander; but if they may turn to occupations more pleasurable to them as soon as the work is completed, they will put out all their strength to come to the end. Over-hurrying is indeed likely to take the place of pottering, but it is pehaps the lesser evil of the two, or at least, the easier of correction. But I have been considering continued atten- tion generally, rather than intensity of attention at the outset, which is the cause of strong first impressions. Now intensity of attention, with the young at all events, depends entirely on that almost unaccountable thing which we call "in- terest." When the mind is interested, all its powers are ready for action; when uninterested, it seems in a state of coma. Whenever then we can arouse interest we are likely to impress the memory. The converse of this is recognized in. the affairs of every day. Suppose, e.g.^ an ac- quintance invites us to dinner and we, having accepted the invitation, forget the engagement and do not go; the reason of our non-appearance is regarded as an insult, and that for an obvious reason. Our forgetfulness is a proof that we were not much interested by the invitation, for if we had been we should not have forgotten it* * President Lincoln on one occasion put this very humorously. He asked General McClellan why he had not seen him at a levee. "I forgot it," said McClellan, who was not at the time in an amiable frame of mind. " Ah," said the President, "that reminds me of a case I was in when I was at the bar. A woman accused a (i6) THE CONCEPT MUST BE DWELT UPON. 3II Similarly, in the school-room, if the master were to announce to the school " The French elections have been fixed for the i8th of October; try to remember that" — the chances are that the i8th of October would not remind a single boy of the elections. But if he said " On the i8th of October there will be a total eclipse of the sun, and it will be dark in the middle of the day," — nobody would fail to expect this when the day arrived. And so we find everywhere that our knowledge, i.e.^ the area brought within our ken by memory, spreads just where we take an in- terest and nowhere else. The first step then to- wards bringing about healthy exercise of the memory, must be the awakening of interest in the thing to be remembered. But when a vivid first impression is once secured, the mind must dwell upon the idea be- fore it is allowed to pass out of consciousness; otherwise speedy e concep . . .,1 must be dwelt recollection will be impossible. „„^„ ^ upon. We see this from the way in which novels are forgotten now that the supply is un- limited, and boys devour them in great numbers. Years ago, when novels were not easily obtained, we did not hurry over the feast, and our im- pressions were more lasting than those of the young novel-readers of now-a-days, who remind man of rape. In cross-examining, I asked her why she had not told her husband about it for some days. What do you think she said? She said, I forgot to^ (17) 312 HOW TO TRAIN THE MEMORY. one of the old joke about reading Tai Thou- sa?id a Year. In school-teaching, the concepts, when accurately obtained, are often not prop- erly dwelt upon, and it is no unusual thing for a master to finish off all the definitions with his first Euclid lesson. He assumes that when once the concept is formed it will remain in the boy's head forever; w^hereas it must be dwelt upon till the mind is familiar with it: and further, it must be brought back again and again into con- sciousness, so that it may present itself uncalled- for whenever it is wanted. For in the mind well furnished and well trained, the ideas will deserve the eulogy pronounced by James I on his courtier Sir Henry Wotton: They will never be in the way, and they will never be out of the way. This brings us to the third thing necessary, viz., frequent repetition. All great authorities in school matters are agreed on the ^®P®^^^^°" necessity of a good foundation, i.e.^ of knowing thoroughly the things taught first. There is indeed, a great difference in the various notions about knowl- edge. Some people mean the exercise of the sensational memory only; others, like Pesta- lozzi, mean thorough grasp of elementary ideas. Some teachers, again, require in every subject thorough mastery of tables by the sensational memory, and at the same time full play of the (i8) EXAMPLE. 313 intellectual memory about ideas which the tables serve to suggest and connect. But all alike re- quire that the ground should be gone over again and again till the recollection, and bring- ing the idea back into consciousness, takes place without effort. Only then has the knowledge become a part of the mind's available property. The following amusing passage from an admir- able little book, Jacob Abbott's " Teacher," puts before us very clearly the difference between the perfect and the partial action of the memory: — " Can you say the Multiplication Table ?" said a teacher to a boy near him in class. " Yes, sir," said he promptly. " Begin at 9 X I " said the teacher. The ^ boy went through the 9's slowly but quite cor- rectly. "Begin again," said the teacher, " and I will try an experiment. Mind you don't stop till you get to the end." Directly the boy had begun the 9's the teacher also began saying aloud the 7's. The boy went on a little way and broke down. " I know the table, sir," said he, "but I can't say it because you put me out." " Very well," said the teacher; "say the Alpha- bet." Directly he began, the teacher started also, beginning at another place, but this time the boy went on to the end without difficulty. " You see, now," said the teacher, " that though you know both the Multiplication Table and the Alphabet you know them in very different ways." (19) 314 HOW TO TRAIN THE MEMORY. Now the things which the mind will have to use frequently we want thoroughly mastered, and this cannot be secured without frequent repetition. But then arises one of the teacher's greatest difficulties. The mind, especially the mind of the young, will enter into nothing in which it is not interested; and mere repetition is a deadly foe to interest. How then is in- terest to be kept up while ideas are brought back into consciousness often enough for the mind to be able to recall them without effort ? The true secret is, as I believe, to make as little use as possible of merely sensational memory, and to vary the mode of bringing the idea back to the mind. Take, for instance, the Multipli- cation Table, which is learnt and perhaps must be learnt at first by the sensational memory: it is easy to ask questions in a variety of ways so as to set the mind to w^ork upon it. Suppose, e.g., the 4 line is known, the teacher may ask. If I take i^ and 4 and 4 and add them together, how many4's should I have? — what will that make? If ten 4's are 40, and I take away 4, how many 4's are left ? — how many would that be ? When the children are more advanced they may say tables in a variety of ways, e.g., the teacher may say, Name all the multiples of seven less than 100. Name the odd multiples of nine under 100. Go up all the numbers to 100 and say which are prime numbers and which are mul- (20) NEED OF VARIETY IN REPETITION. 315 tiples. Exercises of this sort teach pupils not only to recollect with ease, but also to use the truths recollected.* In his efforts to get variety in the manner of repetition without changing the substance, the teacher should employ the various senses wherever this is possible. Need of variety The ear, the voice, the eye, the in repetition, hand, may often be exercised about the same matter. The effect of using more senses than one is in itself a capital thing for the memory. The idea formed by the action of the two senses is stronger than that formed by the action of one. To test this, you may try the experience of seeing how much of a printed sentence you can take off by reading it to yourself and then writing it without book, and how much you similarly take off when you read the passage aloud. You will find that the eye and ear together are stronger than the eye alone. We next come to the ASSOCIATION OF IDEAS, which as James Mill long ago pointed out, is a powerful instrument in the hands of the thoughtful edu- cator; for by this association of ideas, one idea, *We must not forget, however, that brain-work takes time; and no one without experience in teaching would believe how often the mind has to connect 9x6 with 54 say, before the first immediately suggests the last. The necessary amount of repetition could per- haps hardly be secured if we always associated brain-work with it. (21) 3l6 HOW TO TRAIN THE MEMORY. as a matter of course, suggests another, and the mind tends to form established trains or se- quences. These sequences are under the in- fluence of custom, of pleasure, and of pain; and all these depend in some measure on the educa- tor. As we are now considering the memory only, I will not discuss the larger question of habit, which is a result of the tendency in both mind and body to act in established sequences; but in passing, I cannot help remarking on the folly of associating in the minds of children pain and disgust with the things which we wish them to become attached to. As Locke says, the very sight of the cup from which we have been accus- tomed to take nauseous physic is unpleasant to us, and we can relish nothing we drink out of it. Why, then, do we so often make books instru- ments of torture to children, especially the chil- dren of the poor, if we do not wish them to hate the sight of a book all their lives ? Why do those who love religion so often inflict tedious relig- ious services on children, unless they wish the children to shun religious services as soon as they are their own masters ? But this by the way. We are considering association of ideas as a help to memory. The singular ease with which the mind runs along established trains may be readily tested by say- ing the Alphabet forwards and then trying it backwards. I do not know, by the way, why (22) PRACTICAL SUGGESTIONS. 317 this particular train is so well established in all of us, unless it be that it was one of the first sequences of any length to which the mind be- came accustomed. Now our knowledge, in order to be of any use to us, must not lie in the memory, a pile of isolated facts, but must be worked up into trains along which the mind will work without effort. In the words of an old writer; '' There are per- sons who have laid in vast heaps of knowledge which lie confusedly and are of no service to them for want of proper clues to guide into every spot and corner of their imagination; but when a man has worked up his ideas into trains, and taught them by custom to communicate easily with one another, then arises order, and he may reap all the benefit they are capable of conveying; for he may travef over any series of them without losing his way and may find any- thing he wants without difficulty." (Abraham Tucker's Light of Nature?^ We see now how the teacher may strengthen the pupil's memory. He must not require them, as the authors of most school- books do, to perform the tour de Practical sug- r e . . gestions. force of committmg to memory a huge number of disconnected facts, but he must awaken in them a perception of all the con- necting links between what is already known and what is to be remembered. Mnemonics, as you (23) 3l8 HOW TO TRAIN THE MEMORY. know, give purely arbitrary connections between the things to be remembered. This sort of con- nection is better than none at all, but it is far inferior to connections which lie in the things themselves. When anything new is to be re- ceived, the pupils should be led to compare it with what they already know and to mark simi- larities and differences. Too often, pupils are raced along and made to acquire imperfectly, by sensational memory only, a large quantity of sounds; and similarities which might be a great assistance to them become a mere source of confusion. E-g--, a boy learns the verbs in the the verbs in the Latin grammar from the begin- ning of the active of anio to the end of the pas- sive of audio. In this case, things which should be for his wealth prove an occasion of falling; for the similarity between the conjugations, and between active and passive voice, leads to all kinds of wrong combinations. But if the active of anio is made familiar to the learner and he has then to learn the passive of amo or to go on to the active of the next conjugation, he may compare what he knows with what he has to learn, and by this means may materially lighten his labor. School-masters in large schools have a similar experience in remembering boys. If two boys a good deal alike enter the school at the same time, the masters often go on confusing the one with the other; but if a boy enters the (24) ARRANGEMENT. 319 school, who is a good deal like another whose facer has already become familiar, there is no confusion, because the masters think of him as the new boy who is so like the boy they already know. Before I quit the subject of connection of ideas, I must give a caution which we all stand in need of. By the time we have grown up, w^e have formed in our minds all kinds of trains of ideas, and by habit we have got to think of these associated ideas as if they were one simple idea; and hence we attribute to other people, often indeed to our pupils, the possession of the whole connected series, when they have but a part. We expect them, too, to keep up with us when we are going along a well-worn high road, and they are, so to speak, on the other side of the hedge and have to scramble along over a very rough country. A little more knowledge of the operations of the mind would cure a good deal of the shool-master's impatience. 3. The last of the three A's, ARRANGE- MENT, is closely related to the second, Associa- tion. When things are well ar- j ^, .J r J Arrangement, ranged, the mind can form good '^ trains of ideas; and natural connections, as I have said, are far better than artificial; indeed, memory of real connections is the memory of great in- tellects, memory of isolated facts is the memory of idiots. Very great care then should be taken (25) 320 HOW TO TRAIN THE MEMORY. by the teacher to put the different things to be retained in good order. In Thomas T&te's ''Philosophy of Education" is the following story, which well illustrates the power of ar- rangement in assisting the memory: — * " Betty," said a farmer's wife to her servant, "you must go to town for some things. You have such a bad memory that you xamp e. ^j^^yg forget something, but see if you can remember them all, this time." " I'm very sorry, ma'am," says Betty, " that I have such a bad memory; but it's not my fault; I wish I had a better one." "Now mind," said her mistress, " listen carefully to what I tell you. I want suet and currants for the pudding." " Yes, ma'am, suet and currants." " Then I want leeks and barley for the broth; don't forget them." "No, ma'am, leeks and barley; I shan't forget." "Then I want a shoulder of mutton, a pound of tea, a pound of coffee, and six pounds of sugar. And as you go by the dressmaker's tell her she must bring out calico for the lining, some black thread, and a piece of narrow tape." "Yes, ma'am," says Betty, preparing to depart. "Oh, at the grocer's, get a jar of black currant jam," adds the mistress. The farmer, who has been quietly listening to this conversation, calls Betty back when she has started, and asks her what she is going to do in the town. " Well, sir, I'm * I have no. quoted with verbal accuracy. (26) AN EXAMPLE. 32 1 going to get tea, sugar, a shoulder of mutton, coffee, coffee — let me see, there's something else." " That won't do," said the farmer; "you must arrange the things, as the parson does his sermon, under different heads, or you won't remember them. Now you have three things to think of — breakfast, dinner, and the dress- maker." "Yes, sir." "What are you going to get for breakfast ?" " Tea and coffee and sugar and jam," says Betty. " Where do you get these things?" " At the grocer's." " Very well. Now what will be the things put on table at dinner ?" " There'll be broth, meat, and pudding." " Now what have you to get for each of these ?" " For the broth I have to get leeks and barley, for the meat I have to get a shoulder of mutton, and for the pudding I must get suet and currants." " Very good. Where will you get these things ?" " I must get the leeks at the gardener's, the mutton and suet at the butcher's, and the barley and currants at the grocer's." "But you had something else to get at the grocer's ?" "Yes, sir, the things for breakfast — tea, coffee, sugar, and jam." " Very well. Then at the grocer's you have four things to get for breakfast and two for dinner. When you go to the grocer's, think of one part of his counter as your breakfast table and another part as your dinner table, and go over the things wanted for breakfast and the things wanted for dinner. Then you will (27) 322 HOW TO TRAIN THE MEMORY. remember the four things for breakfast and the two for dinner. Then you will have two other places to go to for the dinner. What are they ?" " The gardener's for leeks, and the butcher's iot meat and suet." "Very well. That is three of the four places. What is the fourth ?" " The dressmaker, to tell her to bring out calico, thread, and tape for the dress." " Now," said her master, *' I think you can tell me everything you are going for." "Yes," said Betty; "I'm going to the grocer's, the butcher's, and the gardener's. At the grocer's I'm going to get tea, coffee, sugar, and jam for breakfast, and barley and currants for dinner. But then I shall not have all the things for dinner, so I must go to the butcher's for a shoulder of mut- ton and suet, and for leeks to the gardener's. Then I must call at the dressmaker's to tell her to bring lining, tape, and thread for the dress." Off goes Betty and does everything she has to do. " Never tell us again," said her master, "that you can't help having a bad memory." I hope I have by this time shown you that even such imperfect science as we have ought to influ- ence practice in the schoolroom. ^ y* We have seen that there are dif* ferent kinds of memory. The sensational action of the brain has its memory, and the intellectual has its memory. We have our choice, to some extent at least, which kind of memory we will (28) PRACTICAL SUGGESTIONS. 323 develop in our pupils, and we mostly develop that which works easiest, the sensational. Science would teach us that this is wrong, and that we should endeavour to make intellectual memory take the place of sensational. Next we found that the mind has two very distinct powers, which may be called the carrying and the hoarding powers. The carrying power has its uses in special circumstances, and can never be neglected so long as there are examinations to prepare for; but the hoarding power is one of the principal faculties of the mind, for the in- tellect without a hoarded treasure of truth works to little purpose, as a flour-mill with no corn in it. The mind then must be taught not how to carry, but how to hoard; and for this purpose we must cultivate its interests, we must accustom it to continued attention, we must teach it how to arrange its ideas and connect them in trains, so that one idea mav call up others bearing on the same subject. Perhaps the gist of what I have said will be seen most clearly if we take a subject and see how the previous considerations will affect the teaching. Learning poetry has always occupied a large place in the curriculum, though till quite lately the poetry learnt in our great Practical sug- schools was nearly all of it Latin. gestions. Has any attempt been made to secure the right (29) 324 HOW TO TRAIN THE MEMORY. sort of memory in this case ? Very seldom, I believe. We always go back to our own child- hood and make our own experience the test of the general experience; and adopting this plan, I call to mind the time when on joining a new class I began in the middle of Gray's Ode and learnt: *' Alas, regardless of their doom, The little victims play; No thought have they of ills to come, No care beyond to-day. " I very well remember puzzling myself by trying to think who the little victims could possibly be, what their doom was, and why they didn't mind it. Still in this case I hoarded the words, and some eight or ten years afterwards I managed to attach some meaning to them; but on being moved to a public school (Harrow) I found that the carrying power was the truly valuable one. I wanted to " get my remove," and I found my getting it would depend in a great measure on the quantity of Ovid I could say by heart. I therefore managed to carry in my head for a little while a great quantity of verses, of which I never attempted to construe a dozen. I got them up by parrot memory only: they were nothing but sounds, and oddly enough it was an understood thing that we were not required to know the meaning ! In this case great im- portance was attached to memory, but to memory of the wrong kind. This was at Har- (30) PRACTICAL SUGGESTIONS. 325 row. At another public school (Winchester), in days gone by, there was an attempt made to cultivate both the hoarding and the intellectual memory by the following ex- pedient: — In every examination while he re- mained in the school a boy might take up the Latin and Greek repetition which he had pre- pared for his first and subsequent examinations, so that he gained a store which was kept and increased as he went up the school. Thus the hoarding memory was encouraged. Besides this, he was not allowed to say anything he could not construe, so here was some precaution taken against mere sensational memory. In a little book published some years ago by the Rev. Henry Fearon, he says that he knew at Winchester a boy who could construe and repeat 14,000 lines from Latin and Greek poets. This Winchester plan had some very good points in it; [but as the boys were left to learn up the repetition in their own way, the great probability is that in learning by heart they had little consciousness of the meaning, for both young and old have a tendency to avoid think- ing; and in a foreign language the sounds do not so readily suggest ideas as in our own lan- guage. I remember asking a lad if he ever thought of the meaning when he repeated Latin poetry, "Yes," he said, '^ sometimes— w//^/z / can't think of the Latin.'' (31) 326 HOW TO TRAIN THE MEMORY. For this and other reasons good pieces of English poetry should be learnt^ that, is not car- ried for a few days but hoarded ^' for life. For this purpose they must be much more elaborately studied than poetry usually is. The ordinary way is for the teacher to set so much to be got up, and the children then read it over and over till they can '' say" it. Sensational or parrot memory is therefore used at first if not at last also. True, many teachers will say; but this must be the case here as in almost all learning. Your Inno- vators would have nothing learnt by heart with- out full understanding; but full understanding is seldom possible. Who can say that he fully understands the highest utterances of great poets and thinkers ? Are we then to learn only the inferior things which we can perfectly un- derstand? And if you admit that the child can understand very little perfectly, you must admit that he should learn what he does not under- stand: in other words, you grant him the use of his sensational memory. In reply to this, I contend that it is the educa- tor's business to develop the memory which is most important and least able to take care of itself. It is indeed true that comprehension, even in adults, is far from perfect, and in children it is very imperfect indeed; but instead of as- suming that children can't understand, and so (3-2) ILLUSTRATION OF LEARNING A ROEM. 327 getting them accustomed not to expect sense, the educator should train them to endeavor to understand. The child, when he begins to learn, will be ready to say with the Student in Faust : "Ein Begriff muss bei dem Worte sein — The words must surely have a meaning." But the schoolmaster too often answers like Mephisto- pheles : " Schon gut! Nur muss man sich nicht allzu angstlich qualen — No doubt they have, but you need not bother yourself about it." The educator will try to make children discontented till the words have a meaning for them.* Remembering that the mind works only where it is interested, the master will choose a piece of established excellence, simple in its character, and of such a nature , "lustration of , ^ . , learning a poem. that It may connect itself with what the children already care about. The children must like the piece. And it is inter- esting to the teacher to find what they like best. I have often • tried the following plan with great success. I have selected six or eight poems which I knew were thoroughly good and suitable for the children. Everybody then has a paper and pencil. The teacher then reads a * It is a most interesting question how far children who have not suffered from " teaching" do actually expect words to have meanings. At first they learn only the words they want, and every sound they acquire has its meaning : but they soon get to like jingles as such. I am by no means sure that the child is always so exigeaiit as Goethe's student. (33) 328 HOW TO TRAIN THE MEMORY. piece to the class, and everyone (the teacher in- cluded) awards marks to it, 10 being the highest possible. When as many pieces have been thus read and marked as time will allow, the class read out in turn the marks assigned, the teacher giving his marks last. He thus finds which pieces are the most popular, and the children are much interested in comparing their estimates with his. He selects some piece which he finds popular, say Cowper's poem " The Loss of the Royal George^'' which is sure to be a favorite. As I have said, a careless master will simply set the piece to be learnt: a careful master may make the opposite mistake of preparing a great quan- tity of information and trying to enforce on his pupils' memories the date of Cowper's birth and death, his melancholy, his friendship with the Unwins, and much else which is not at all to the purpose. All this literary information does not interest the yoiing and is never ac- quired by them except for the examiner. But the master may ask the boys about ships, about the difference between merchantmen and men- of-war, about the size of men-of-war and the number of their crews, about Portsmouth and its advantages as a harbour. I say he will ask^ for it is better to get information from the boys, or at least their conception, which will have been formed on all subjects that interest them; (34) AS TO QUESTIONS ON THE POEM. 329 and it is a good rule that the master should always talk as little as possible. The master may then tell the story of the disaster. He will say that this event was not in itself of such great importance as some other similar misfortunes, as e.g., the loss of the Captaifi, but it has become celebrated through a poem. He will then recite the poem to them. He will next take a verse at a time and ask questions about the meanings of the words and phrases. He will ask espec- ially for any incident of the story which is re- ferred to in the poem ; e.g., after reading the verse beginning ** A land-breeze shook the shrouds," he will ask, On what coast of England is Spithead? What wind was it that upset the Royal George? And afterwards, with reference to the line, " His fingers held the pen," he will ask. How was the Admiral engaged when the accident happened? A remark suggests itself to me about question- ing. I think it will be well worth the master's while to have thought out most of his questions beforehand, and to ^^ *° questions have marked his book in such a way that a glance will tell him what questions he purposed asking. Next, if he asks the class collectively, two or three boys will answer, and the rest will feel they have no chance and will think of something else. If, on the other hand, he passes questions, a good deal of time is (35) 330 HOW TO TRAIN THE MEMORY. wasted; and besides, the first boy asked has not so much time to think as the last boy to whom the question descends: moreover, the last boy asked may have got some hint from previous guesses. Perhaps the best way is this: after asking a question and pausing the time requisite for thought, whether one second or twenty, to glance down one's list of the boys' names and stop the pencil at some name which one pro- nounces; if its owner is not ready with the right answer, the master answers for him and gives him a negative mark; but if he answers right, the master gives him a positive mark; if the answer is partly right, a mark may be given equivalent to O. In this way, the attention of the whole class is kept up. The marks cannot be made to give a fair result at the end of each lesson, and they should not be added together till after a series of lessons, when many questions have been asked. Before the class have the poem to learn, they should have heard the master recite it on more than one occasion, and they should also have read it aloud to him. At this stage, attention may be called to the epithets by such question- ing as this: "What is the shore which they were near called ?" " Their native shore." " Why called native ?" " The poet says she had sprung a leak. What kind of leak does he mention ?" " A fatal leak." " What does this mean ?" (36) AS TO QUESTIONS ON THE POEM. 33 1 The main difficulty in learning poetry is to remember the order in which the verses come. The master should be careful to make the pupil observe any connection of thought in the con- secutive verses. If the poem is a good one, the fitness of the order will come out on examina- tion, and the perception of this fitness will assist the intellectual memory. The principle of asso- ciation of ideas may be turned to account in another way also. Instead of reading one verse over and over, read always two verses. Read together several times the first and second, then the second and third, then the third and fourth. This way of forming a chain has been developed by Dr. Pick, and made the basis of many in- genious experiments. In hearing the piece, the master should not prompt by giving the next word, but he should give the sense of what follows, and in this way lead the boy to depend on his thinking-memory. When the piece is known, it must be recited very slowly and distinctly and with strict atten- tion to the meaning. The boy reciting should stand as far as possible from the master. It very much enlivens these recitations (which take too much time to occur often) if the boys all mark the reciter and read out the marks, the master announcing his last. The boys will take great pains in their endeavor to get their marks near the master's. (37) 332 HOW TO TRAIN THE MEMORY. We will suppose this and other pieces to have been learnt. In many schools, pieces of English poetry when once learnt are never Use o poetry. ^j^Qught of again. In these schools^ the only things which are learnt to be remembered are Latin and Greek grammars. But good Eng- lish poetry is at least as well worth remembering as doggerel verses about Latin genders. Let it be understood then, that the poetry will be useful again and again in school work. From time to time pieces may be written from memory. Some- times the most emphatic word in each line may be underlined in these written pieces; sometimes the subject in each clause; sometimes the epithets; sometimes the prepositions or adverbs; and so on. Or the pupils may be required not to write the whole piece, but to write in column a list of the prepositions in it, with the words governed by them. Or the pupils may be told to mention any similes that occur in such and such a piece which they have learnt. Then papers may be set which will test not only the verbal, but also the intel- lectual knowledge of the poems. E.g., " State everything that you can make out from the poem itself about the burial of Sir John Moore." Sometimes a question that can be more briefly answered will test intelligence as successfully. Take for instance, Charlotte Smith's First Swal- low. In the first verse she writes — (38) USE OF WORDS. ^;^^ " The oaks are budding, and beneath, The hawthorn soon will bear the wreath, The silver wreath of May. " I lately asked, " In what month was the poem written? Give reasons for your answer." Al- most all the boys answered, "May, because the wreath of May is mentioned." But the more thoughtful said, " April, because the swallow had just come, and the hawthorn would soon have the wreath of May." Questions about the meaning and connection of different sentences are most important, because if the boys understand the words ,• .1 4. u 1 Use of words. in connection, they cannot be al- together wrong about the meaning of the sepa- rate words. Besides, it is a great matter to make them attend to the thought expressed by the whole sentence. Everyone who has taught knows the tendency to disintegrate sentences, and give a meaning to words or clauses which the least thought of the context would prove to be untenable; as e.g., in the fearful case, lately mentioned by an inspector, of a boy's explaining "his native air" as "the 'air of his own 'ead." But it would be very good for all of us, young and old alike, if we had to give an account of the exact sense in which we use words. I have heard it said of a songstress that she had a nice voice, but her singing did not give pleasure, be- cause she was "seldom in the middle of the note." I am much mistaken if scrutiny would (39) 334 HOW TO TRAIN THE MEMORY. not show that our words are often like the sounds produced by this lady, and that we are not in the middle of the meaning of them. The young are specially likely to form false associa- tions of words and meanings; as in the case of the boy who was asked the meaning of wholesale and replied that it meant retail. I recently set some words from the poetry my pupils had been learning, and they had to give the meaning, and also make a sentence for each with the word in it. The results were, in some cases, by no means creditable to the master; but I am far indeed from having attained my own ideal in this matter, or in any other. The word '■''flank'' was by several said to mean the back. Some said a holster was a pistol, some that a. peer was a man without an equal, and worst of all, not a few who had learnt the line " The sheen of their spears was like stars on the sea," thought that the sheen was the handle. I believe we very few of us have any notion how small the working vocabulary of the young is; and the words outside this working vocabulary they will not trouble themselves to understand, unless their attention is specially called to them. For this reason, as well as others, we should make them thoroughly familiar with the exact mean- ing of all the words in their store of poetry, and we should take care that each word should sug- gest the line in which it occurs. A few minutes in the daily poetry lesson may be spent in ask' (40) USE OF WORDS. 335 ing such questions with reference to poetry already stored as, ''Where does the word 'co- horts' occur?" "In what line is the 'Sea of Galilee ' mentioned ?" " In what way is a ' girth ' mentioned in The Ride to Aix .?" " What instance can you give of the use of the word ' bayonets ?' " I have gone into detail in this matter, because I thought that I could in this way best show you how our theory or conception of our task will make itself felt in our practice, i.e.^ in our method of working.* But these details are, in them- ■* I lately had a visit from a friend who is a schoolmaster, heartily interested in his profession. He wished to see my boys at work; and when he went into the school- room, he found them writing poetry from memory. Some of them were sitting biting their pens and quite aground. My friend went to these boys and asked, " Why do you stop ?" "I can't remember what comes next, sir." " How do you try to remember ?" This was a puzzling question. It seemed that some boys sat hopelessly trying to think of the next word, though with small prospect of doing so. Some kept saying the part they knew to themselves, in the hope that their mind would, so to speak, acquire velocity enough to carry them over the sticking-point. Others tried to think of the subject, and what was wanted to continue it at the point of difficulty. These investiga- tions proved very interesting to both of us, and I wondered very much that I had never made them before. My friend went on to inquire Jww the boys learnt their poetry. I had talked this matter over with them, and had, as far as precepts went, put them on what I considered the right way of learning; but I found from their answers, and from a letter I got each boy to write afterwards on the subject, that these boys though intelligent and no longer child- ren, made more use of the sound than of the sense in learning by heart. The natural divisions of the subject were little thought of. We do not as a rule inquire as we should how the work is done; and, intent on examining results, we do not observe the process by which our pupils' minds have reached them. But if we would re- move our centre of interest from our own minds to the minds of (41) ;^^6 HOW TO TRAIN THE MEMORY. selves, of very small importance. The great thing for us to bear in mind is that we are superintending the development of our children's powers, and must subordinate all details to this central truth. In ordinary school-life, when our energy and temper barely last out to the end of our day's work, we are too apt to lose sight of "theory" altogether, and to content ourselves with a kind of " practice " which will hardly bear thinking of. We have, perhaps, a half-conscious- ness of this, and turn to what we consider neces- sary relaxation as soon as possible. But there is little chance of improvement, if we settle down into a routine of this kind. In my opinion, a teacher is wasting most valuable opportunities, if he or she does not carefully note down, in private, what the various school exercises ought to do; where they seem to fail; how they may be improved. These private notes are almost necessary to give a continuity to our efforts, as well as to hoard our experiences. If teachers were in the habit of rendering to themselves an account of their work, and keeping a written record for their own eyes only, much of the wretched parrot-learning of the shool-room would soon cease, and there would be far less danger than heretofore of what Mr. Brudenell Carter has too justly called f/ie artificial produc- tion of stupidity in schools. our pupils, and observe these at work, we should become better judges of results and should gain increased power of improving them. (42) SEND ALL ORDERS TO 33 E. L. KELLOGG & CO., ^EW YORK A^D CHICAGO. NEW BOOKS. TO be published by us in the fall of 1888. Copies of any of these books will be sent post-paid, if ordered before Sept. 1, for two-thirds the retail price and delivered at once on issue. Welch's Talks on Psychology. Cloth, 16mo, about 130 pp. Price, 50 cents. Ready August 1. Welch's Teachers' Psycholog^y. Cloth, 16mo, about 325 pp. Price, S1.25. Ready about September 1. Both these are by A. S. Welch, President of the Agricultural College, at Ames, Iowa. We predict for them great popularity. Gardner's Town and Country Schot)l Buildings. Cloth, quarto, about 180 pp. Price, $3.00. Ready September 1. By the veteran architect and writer, Mr. E. C. Gardner, of Springfield, Mass. Contains about 35 designs of school-houses of all grades, but especially of country school-houses, in all about 100 illustrations, floor plans, etc. Send for circular containing full description, etc. Southwick's Quiz Book on Theory and Practice of Teaching. Cloth, 12mo^ about 200 pp. Price, 75 cents. 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A set of 13 cards, each containing a short lesson in language, writing, arithmetic, drawing, etc.. for employing children when not reciting. Ready September 1. In neat envelope. Title copyrighted. TEACHERS' MANUALS SERIES. 7. Huntington's Unconscious Tuition. 8. Hughes' How to Keep Order. An entirely new and original work, by the author of "Mistakes in Teaching." 9. Quick's How to Train the Memory. Revised and rewritten by the author of " Educational Reformers." 10. Hoffmann's Kindergarten Gifts. Paper. 16mo, about 50 pp. each. Price, 15 cents each. HELPS FOR TEACHERS. |UR well known and popular periodicals for teachers are ; The School Journal. WEEKLY: $2.50 A YEAR. The Teachers' Institute AND PRACTICAL TEACHER. MONTHLY; $1.25 A YEAR. AMOS M. KELLOGG and JEROME ALLEN, Editors. The object of these papers is to lift the work of teaching out of me- chanical routinism, and make the very name of our profession synony- mous with intelligence and hon ;r. 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(This has been the result in thousands of cases.) 4 THEY believe that the teachers of this country are only too anxious to do better work, and are earnestly ask- ing ''HOW?" 5 THEY believe that the scholar is advanced only as the • teacher is— by skillful instruction. These journals are really text-hooks of education. The price of the School Journal (weelcly) is $2.50 ; of the Teachers' Institute (monthly) is $ 1 .25 per year. They will be found worth many times their price — in fact, they are indispensable. They each have an immense circula- tion, and the publishers are thus enabled to expend on them the large sums that are needful to make them the BEST that can be made in the hght of to-day. Whatever other papers you may take, you cannot afford to be without either the Institute or Journal. E. L. Kellogg &- Co., Ed. Pubs.. 25 Clititon PL, N. Y. HELPS FOR TEACHERS. SPECIAL REASONS FOR SUBSCRIBING FOR THE SCHOOL JOURNAL OB TEACHERS' INSTITUTE AND PRACTICAL TEACHER. THERE are the strongest reasons why every teacher should read an educational paper— the poorest is worth more than its price. But there are many special reasons why he should read the School Journal, or TeAlChebs' Institute and Pbactical Teacheb. Read a few of them. IThey are the recognized exponents of the application of educa- ■ tional principles in teaching, thus making Teaching a Science. By insisting on this, an immense advance has been made. As ours is really a New Republic since the war, so in education, a new era is upon us. The fogies deny it, but it is useless ; old things are passing away. 2 These papers have been the prime causes of the great movement ■ that is sweeping over this country. They have been assailed by the routinists and school-room mechanics, but in spite of opposition they have inaugurated brighter days for the ten millions of children in America. The new ideas are bound to penetrate every school-room in the land. When the history of the "New Education" is written, the services of these papers will be recognized. 3 They are made to be positive, practical helps to the teacher in the « school-room. They are intended, if he can read ten minutes In them before school, to enable him to teach better all day long. They are not a collection of theories and essays, but contain methods and principles of teaching. More than this, they will fit their readers for more remunerative places ; they have doubled the salaries of many tG3.cliGrs» 4 These papers are full of ideas ; not only do they give methods, but ■ they breathe suggestiveness of better things for the children in every line. They are living things, and make teachers live. 5 The editors are trained men ; they have worked long and success- » fully in the school-room ; they have been principals of normal schools, and instructors in teachers' institutes. They know what they are talking about when they write for teachers. 6 The staflf of writers assisting the editors are the successful teachers - and educational thinkers of the country. The leading normal schools report their methods of teaching. Whoever can throw light on the subject of education is sought for. 7Thev are full of skilled brain- work bearing on teaching ; not of ■ cold, theoretical essays, nor of pieces scissored out of other journals. 8 The educational movements of the times are fully portrayed. The 9 reader sees what " is going on ; " he can mark the marching on of the educational column. 9 The papers are very cheap. The School Joubnal comes weekly, ■ and you get 800 pages of most valuable material in a year, equal to five ordinary volumes of 400 pages each, all for »3.50. Ihe Insti- tute has twelve numbers each year — equal to two ordinary volumes of 600 pages each ; all for »1.86. SBND ALL ORDERS TO 1 TJ. L. KELLOGG & CO., 25 CLINTON PLACE, N. F. , ^ Finally the Journal outranks all weeklies, and the Institute *^» all monthlies, in circulation. (Note that the publishers give them more advertising patronage, and at higher figures, than any other educationals— a pretty sure indication of the importance of the papers : chey know they reach the live teachers of the country.) The Journal is the oldest educational weekly in the world— (start- ed in 1870)— and was felt to be of so much value, that the Board of Education of New York City supplied it to the teachers, free, for sev- eral years. It is published at the great metropolis of the Western Continent, where the best and freshest thought on all subjects finds expression. No matter what other educational paper or papers you are taking, even if a dozen, you will need either the Journal or Institute. Each is an apparatus that adds to the power of the teacher in the school-room as a sewing machine or steam engine adds power to its owner. WHAT SUBSCRIBERS SAY. The School Journal and the Teachers' Institute have each a vital relation to the work of the teacher. They have called forth innumerable expressions of esteem ; there is but room for a fevr out of the vast number of earnest testimonials. These are from those holding the highest positions in the land. From COL. P. W. Parker : " The deep and heartfelt inter- est I have In yovur papers is owing :o the fact that you have done and are doing pioneer work for better education, and that work is having an immense influence for good all over this continent. The inspiration given by your columns is that there is something far bet- ter for the children than what we now have; that, if there is not a "New Education," there is a true education by no means yet fully applied. Everywhere I ^o I hear on all sides unstinted praise of the Journal and Institute, and the E raise comes from teachers who elieve in progress. My heart is with you in this glorious work." From Luther Hill, County Supt. Sussex Co., N. J. : "I have been a reader of the New York School Journal for several years, and I regard it as a most valuable help to teachers in their work. Its increased use in the county the past year, increased the usefulness of those reading it." BRIEF WORDS.-" I think the Institute by far the best edu- cational paper I ever saw." '* I owe my success as a teacher to the In- stitute." " I could not do with- out it, no matter what it cost.' * "I find I cannot get along without it, even if I have other educational papers." " I have taught for 20 years, but have learned more in one year from the Institute than in all that 20 years," ** Every teacher that desires to live with living educators will find the In- stitute the paper for him." If there were room, 1,000 testimonials of the practical value of these papers could be given. The above are samples. They show the papers are fitted to aid the teacher to higher useful- ness and skill. E. L. Kellogg &- Co,, Ed, Pubs,, 2^ Clinton PL, N, Y, SEND ALL ORDERS TO E. L. KELLOGG <& CO., NEW YORK AND CHICAGO. ARE you intending to purchase any books for your School Library ? If so, do you know that we sup ply these as well as teachers' books at a large dis- count? We keep a large stock on hand of the most care- fully selected books. Our list of 1,000 will be sent to any address on application. During the past year we have furnished a large number of schools with books, and have yet to learn of the s.ightest dissatisfaction. The advantages of dealing with us are : 1. The best possible selection of books to choose from. ^ 2. A classified catalogue to aid in selection. 3. The lowest possible prices for cash. 4. Large stock and prompt shipment. Correspondence invited. Send for list of our prices. LIVE, energetic teachers will find congenial and ^ profitable work on our publications. Several such now in our employ are earning much more than at teaching. We offer liberal terms to agents of ability who mean business, to represent The School Journal; The Teachers' Institute; Treasure-Trove ; The National Question Book; and our large list of Teachers' Books. Opportunities to work occur at every county institute, teachers' meeting, or a personal canvass may be made from school to school. Send for terms and sample copies, but don't bother us unless you mean business. Books for Teachers. ■INDUSTRIAL =EDUCAT10N= Laves Industrial Education, Industrial Education ; a guide to Manual Training. By Samuel G. Love, principal of the Jamestown, (N. Y.) public schools. Cloth, 12mo, 330 pp. with 40 full-page plates containing nearly 400 figures. Price, $1.75 ; to teachers, $1.40 ; by mail, 12 cents extra. 1. Industrial Education not understood. Probably the only man who has wrought out the problem in a practical way is Samuel G. Love, tKe superin- tendent of the Jamestown (N. Y.) schools. Mr. Love has now about 2,400 children in the primary, advanced, and high schools imder his charge ; he is assisted by fifty teachers, so that an admirable opportunity was offered. In 1874 (about fourteen years ago) Mr. Love began his experiment ; gradu- ally he introduced one occu- pation, and then another, u:itil at last nearly all the pupils are following some form of educate ing work. 2. Why it is demanded. The reasons for introducing it are clearly stated by Mr. Love. It was done because the educa- tion of the books left the pu. pils unfitted to meet the prac- tical problems the world asks them to solve. The world does not have a field ready for the student in book-lore. The state- ments of Mr. Love should be carefully read. 3. It is an educational book. Any one can give some formal work to girls and boys. What has been needed has been some one who could find out what is suited to the little child who is in the " First Reader," to the one who is in the "Second Reader," and so on. It must be remembered the effort is not to make carpenters, and type-setters, and dress- makers of boys and girls, but to educate them by these occujpa- tions better than wimout them. --LOVE' SEND Alili ORDERS TO 2 E. L. KELLOGG & CO.. NEW YORK & CHICAGO. 4. It tells the teacher just what to do. Every teacher should put some form of Manual Training into his school. At pres- ent the only ones are Gymnastics, Writing, and Drawing. But there are, it is estimated, more than thirty forms of Industrial Work that may be made educative. The teacher who studies this book will want to try some of these forms. He will find light on the subject. 5. It must he noted that a demand now exists for men and women to give Industrial Training. Those teachers who are wise will begin now to study this important subject. The city of New York has decided to introduce it into its schools, where 140,000 pupils are gathered. It is a mighty undertak- ing, but it will succeed. The people see the need of a differ- ent education than that given by the books. Book education is faulty, partial, incomplete. But where are the men and women to come from who can give instruction ? Those who read this book and set to work to introduce its methods into their schools will be fitting themselves for higher positions. The Lutheran Observer says :— " This volume on Manual Teaching ought to be speedily introduced into all the public schools. It is admir- ably adapted for its purpose and we recommend it to teachers every- where." The Nashville American says :— " This is a practical volume. It embodies the results of many years of trial in a search after those occupations that will educate in the true sense of the word. It is not a work dealing in theories or abstractions, but in methods and details, such as will help the teacher or parent selecting occupations for chil- dren." West Virginia School Journal.—'* It shows what can be done by a resolute and spirited teacher." Burlington Free Press,— "An excellent hand book." Prin. Sherman Williams, Glens Falls, N. Y.— "I am sure it will greatly aid the solution of this difficvdt problem." Prof. Edward Brooks, Late Principal Millersburg, (Pa.) Normal School.—" It is a much needed work ; Is the best book I have seen." Supt. S. T. Button, New Haven.— "The book is proof that some practical results have been reached and is full of promise for the future. Supt. John E. Bodley, Minneapolis.—" I know of no one more com- petent to tell other superintendents and teachers how to introduce Man- ual Training than Prof. Love." Oil City Blizzard.—" The system he has marked out must be a good one, or he would never have allowed it to go out." Buffalo Times.—" Teachers are looking into this subject and this will help them." ■»*oston Advertiser.— " A plain unvarnished explanation." Jamestown, N. Y. Evening Journal.- " In the hands of an intelligent teacher cannot fail to yield satisfactory results." SEND ALIi ORDERS TO E. L. KELLOGG & CO., NEW YORK & CHICAGO. 3 Curries Early Education, ** The Principles and Practice of Early and Infant School Education." By James Currie, A. M., Prin. Church of Scotland Training College, Edinburgh. Author of *' Common School Education," etc. With an introduction by Clarence E. Meleney, A. M., Supt. Schools, Paterson, N. J. Bound in blue cloth, gold, 16mo, 290 pp. Price, $1.25 ; to teachers, $i oo ; by mail, 8 cents extra. WHY THIS BOOK IS VALUABLE. 1. Pestalozzi gave New England its educational supremacy. The Pestalozzian wave struck this country more than forty years ago, and produced a mighty shock. It set New Eng- land to thinking. Horace Mann became eloquent to help on the change, and went up and down Massachusetts, urging in earnest tones the change proposed by the Swiss educator. What gave New England its educational supremacy was its reception of Pestalozzi's doctrines. Page, Philbrick, Barnard were aU his disciples. 2. It is the work of one of the best expounders of Pes- talozzi. Forty years ago there was an upheaval in education. Pes- talozzi's words were acting like yeast upon educators ; thou- sands had been to visit his schools at Yverdun, and on their return to their own lands had reported the wonderful scenes they had witnessed. Rev. James Currie comprehended the movement, and sought to introduce it. Grasping the ideas of this great teacher, he spread them in Scotland ; but that country was not elastic and receptive. Still, Mr. Currie's presentation of them wrought a great change, and he is to be reckoned as the most powerful exponent of the new ideas in Scotland. Hence this book, which contains them, must be considered as a treasure by the educator. 3. This volume is really a Manual of Principles of Teaching. It exhibits enough of the principles to make the teacher intelligent in her practice. Most manuals give details, but no foundation principles. The first part lays a psychological basis—the only one there is for the teacher ; and this is done in a simple and concise way. He declares emphatically that teaching cannot be learned empirically. That is, that one can- not watch a teacher and see how he does it, and then, imitat- ing, claim to be a teacher. The principles must be learned. 4. It is a Manual of Practice in Teaching. SEND Alili ORDERS TO 4 E. L. KELLOGG & CO. , NE W YORK & CHICAGO. It discusses the subjects of Number, Object Lessons, Color, Form, Geography, Singing, and Reading in a most intelligent manner. There is a world of valuable suggestions here for the teacher. 5. It points out the characteristics of Lesson-Giving — or Good Teaching. The language of the teacher, the tone of voice, the question- ing needed, the sympathy with the class, the cheerfulness needed, the patience, the self-possession, the animation, the decorum, the discipline, are all discussed, This latter term is defined, and it needs to be, for most teachers use it to cover all reasons for doing — it is for " discipline " they do every- thing. 6. It discusses the motives to be used in teaching. Any one who can throw light here will be listened to ; Mr. Currie has done this admirably. He puts (1) Activity, (2) Love, (3) Social Relation, as the three main motives. Rewards and Punishments, Bribery, etc., are here well treated. The author was evidently a man ' ' ahead of his times ;" every- where we see the spirit of a humane man ; he is a lover of children, a student of childhood, a deep thinker on subjects that seem very easy to the pretentious pedagogue. 7. The book has an admirable introduction. By Supt. Meleney, of Paterson, N. J., a disciple of the New Education, and one of the most promising of the new style of educators that are coming to the front in these days. Taking it all together, it is a volume that well deserves wonderful popularity. Adopted by the Chautauqua Teachers' Beading Union. Philadelphia Teacher.—" It is a volume that every primary teacher should study." Boston Common School Education.—" It will prove a great boon to thousands of earnest teachers." Virginia Educational Journal.—" Mr. Currie has long been esteemed by educators." Central School Journal.— " Books like this cannot but hasten the day for a better valuation of childhood." North Carolina School Teacher.—" An interesting and timely book." FOR READING CIRCLES. ** Payne's Lectures " is pre-eminently the book for Reading Circles. It has already been adopted by the New York, Ohio, Philadelphia, New Jersey, Illinois, Colorado, and Chautauqua Circles, besides many in counties and cities. Remember that Qur edition is far superior to any other published. SEND Alili ORDERS TO E, L. KELLOGG & CO., NEW YORK & CHICAGO. Shaw's Rational Question Book, ** The National Question Book." A graded course of study for those preparing to teach. By Edward R. Shaw, Prin- cipal of the High School, Yonkers, N. Y.; author of " School Devices," etc. Bound in durable English buckram cloth, with beautiful side-stamp. 12mo, 350 pp. Price, $1.50 ; net to teachers, postpaid. This work contains 6,000 Questions and Answers on 22 Different Branches of Study. ITS DISTINGUISHING FEATURES. 1. It aims to make the teacher a better teacher. •' How to Make Teaching a Profession" has challenged the attention of the wisest teacher. It is plain that to accomphsh this the teacher must pass from the stage of a knowledge of the rudiments, to the stage of somewhat extensive acquire- ment. There are steps in tliis movement ; if a teacher will take the first and see what the next is, he will probably go on to the next, and so on. One of the reasons why there has been no movement forward by those who have made this first step, is that there was nothing marked out as a second step. 2. This book will show the teacher how to go forward. In the preface the course of study usually pursued in our best normal schools is given. This proposes four grades; third, second, first, and profes- sional. Then, questions are given appropriate for each of these grades. Answers follow each section. A teacher will use the book somewhat as fol- lows : — If he is in the third grade he will put the questions found in this book concerning numbers, geography, history, grammar, orthography, and theory and practice of teaching to himself and get out the answer. Having done this he will go on to the other grades in a similar manner. In this way he will know as to his fit- ness to pass an examination for BEND ALL ORDERS TO 6 E. L. KELLOGG & CO., NEW YORK & CHICAGO. these grades. The selection of questions is a good one. 3. It proposes questions concerning teaching itself. The need of studying the Art of Teaching is becoming more and more apparent. There are questions that will prove very suggestive and valuable on the Theory and Practice of Educa- tion. 4. It is a general review of the common school and higher studies. Each department of questions is followed by department of answers on same subject, each question being numbered, and answer having corresponding number. Arithmetic, 3d grade. English Literature, 1st grade. Geography, 2d and 3d grade. Natural Philosophy, " U. S, History, 2d and 3d grade. Algebra, professional grade. Grammar, Ist, 2d, and 3d grade. General History, profess, grade. Orthography and Orthoepy ,3d grade. Geometry, " " Theory and Practice of Teaching, Latin, " " 1st, 2d, and 3d grade. Zoology, '* " Rhetoric and Composition, 2d grade. Astronomy, " " Physiology, 1st and 2d grade. Botany, " " Bookkeeping, 1st and 2d grade. Physics, " " Civil Government, 1st and 2d grade. Chemistry, " " Physical Geography, 1st grade. Geology, " " 5. It is carefully graded into grades corresponding to those into which teachers are usually classed. It is important for a teacher to know what are appropriate questions to ask a third grade teacher, for example. Exam- iners of teachers, too, need to know what are appropriate questions. In fact, to put the examination of the teacher into a proper system is most important. 6. Again, this book broadens the field, and will advance education. The second grade teacher, for example, is exam- ined in rhetoric and composition, physiology, book-keeping, and civil government, subjects usually omitted. The teacher who follows this book faithfully will become as near as possi- ble a normal school graduate. It is really a contribution to pedagogic progress. It points out to the teacher a road to professional fitness. 7. It is a useful reference work for every teacher and priv- ate Ubrary. Every teacher needs a book to turn to for questions, for example, a history class. Time is precious ; he gives a pupU the book saying, " Write five of those questions on the black- board ; the class may bring in answers to-morrow." A book, BEND ALL ORDEitS 10 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 7 made on the broad principles this is, has numerous uses. 8. Examiners of teachers will find it especially valuable. It represents the standard required in New York and the East generally for third, second, first, and state diploma grades. It will tend to make a uniform standard throughout the United States. WHAT IS SAID OF IT. A Great Help.— "It seems to be well adapted to the purposes lor which It is prepared. It will undoubtedly be a great help to many teachers who are preparing to pass an examination."— E. A. Gastman, Supt. Schools, Decatur, 111. Very Suggestive.—"! consider it very suggestive. As a book for class-room use it can serve a very important object by this suggestive- ness, which is the peculiar quality of the book. Many of the questions suggest others to the teacher, and thus open her mind to new aspects of the book she is teaching. Such questions aid pupils in looking up mat- ter which they have previously acquired, and yet supply the charm of novelty."— B. C. Gregory, Secretary of N. J. Reading Orcle. Helpful to Young Teachers.—" It will prove a helpful book to young teachers who wish to review the studies which it treats."— T. M. Bal- LiET, Supt. Schools, Springfield, Mass. Well Fitted for its Purpose.—" I find it well fitted for its purpose in testing the acquaintance of students with the principles that govern the several departments of science and their application to special cases. I can see how a teacher can make good use of this book in his classes."— D. L. KiEHLE, Supt. of Public Instruction, St. Paul, Minn. Without a Peer.—" It is without a peer."- J. M. Greenwood, Supt. Schools, Kansas City, Mo. Best for its Price.—" It is the best book for its price that I ever pur- chased."— Miss Eva Quiglet, teacher at La Poi-te, Cal. Best of the Kind.—" It is decidedly the best book of the kind I ever examined."— D. G. Williams, Ex-Co. Supt. York County, Pa. Will Furnish Valuable Ideas.— "It presents a larger variety than usual of solid questions. Will repay very largely all efforts put forth by examiners and examined, and lead to better work in the several branches. The questions have been carefully studied. They are the result of thoughtful experience, and will furnish valuable ideas."- Chas. Jacobus, Supt. Schools, New Brunswick, N. J. J. H. Hoose, Prin. of the Cortland (N. T.) Normal School, says :— " It will be helpful to those persons who cannot enjoy an atteudence upon courses of study in some good school." Hon. B. G. Northrup, of Connecticut, says:— "It is at once concise and comprehensive, mmu ati Q and instructive. These questions seem to show the young teacher what he d fs not knov) and ought to know, and facilitates the acquisition of the desired knowledge." School Education (Minn.) says :— " Many a young teacher of good mind, whose opportunities have been meagre, and who does not yet know how to study effectively in a scientific spirit, may be stimulated to look up points, and to genuine progress in self -improvement by such a book as this. The questions are systematically arranged, worded with judgment, and are accompanied by numerous analyses of various sub- jects." SEND ATX ORDERS *0 8 E. L, KELLOGG & CO., NEW YORK <& CHICAGO. The Journal of Education, (Boston) says:— "Its aim is to improve teachers to know and do better work thi-ough improvement. It is a good book to have on any teacher's desk— one that can be used quickly to help a teacher over any tight place. In an examination of several hundred questions we are impressed with the correctness, clearness, and conciseness of the author." The Indiana School Journal, says :— " This is one of the best books of its class we have seen. It is carefully graded, and if properly used will be a valuable aid for teachers. Question Books, when used as an aid in reviews, in adding supplementary and test questions, are helpful and to be commended." Common School Education, says:— "Those who wish to advance in knowledge and ability will do well to possess the ' National Question Book.' " The Western School Journal, says :— " The ' National Question Book ' presents questions of common sense character, and answers them in such clear and concise terms as should distinguish the examination papers of our teachers and pupils. It is far ahead of anything of the kind we have yet seen." The Educational News, (Phila.) says:- "The 'National Question Book ' will prove a valuable help to teachers in preparing their ques- tions for either examination or review. The questions are judiciously selected and searching in their character. The book is prepared by a progressive, practical teacher, and ought to meet with much favor." The National Educator (Pa.) says :— " Every teacher in the Fnited States should have a copy of the book." The Educational Courant (Ky.) says :— " The book is an excellent one, and covers a wide range. For review the teachers and pupils will find it convenient, the former especially so." The Mich. School Moderator, says :— " The ' National Question Book ' is more than a mere question and answer book. It seeks to guide to correct pedagogical principles." The School Herald (Chicago) says :— " This volume is really a contrib- ution to educational progress. It is a question book and a good deal more. It points out to the teacher a road to professional fitness. If the volume were a question book and nothing more, it would deserve well, for it has superior merits as a question book." The Journal of Education (La.) says :— " Is full of useful information, logically arranged, and the plan unfolded with good judgment. A course of study is proposed, such as is followed in our best normal schools." Canada School Journal, says:— "The proper use of these questions and answers will be of service to the student preparing to teach, and the teacher in his daily work. The questions seem weU selected and the answers clear and explicit " AGENTS WANTED. Thousands of copies of this useful book have been sold by- agents in all parts of the country. One live teacher in Michigan has sold nearly 800 copies in five months. At our liberal terms, there need not be the slightest doubt of success. Write for terms and territory. SEND ALL. ORDERS TO E. L. KELLOGG <& CO., NEW YORK & CHICAGO. Vaynes Lectures on the Science and Art of Education. Reading Circle Edition. By Joseph Payne, the first Professor of the Science and Art of Edu- cation in the College of Preceptors, London, England. With portrait. 16mo, 350 pp., English cloth, with gold back stamp. Price, $1.00 ; to teachers, 80 cents ; by mail, 7 cents extra. Elegant new edition from new plates. Teachers who are seeking to know the principles of education will find them clearly set forth in this volume. It must be remem- bered that principles are the basis upon which all methods of teach- ing must be founded. So valu- able is this book that if a teacher were to decide to own but three works on education, this would be one of them. This edition contains all of Mr. Payne's writ- ings that are in any other Ameri- can abridged edition, and is the only one with his portrait. It is far superior to any other edition pubhshed. Joseph Payne. WHY THIS Edition is the best. (1.) The side-titles. These give the contents of tiie page. (2.) The analysis of each lecture, with reference to the educa- tional points in it. (3.) The general analysis pointing out the three great principles found at the beginning. (4.) The index, where, under such heads as Teaching, Education, The Child, the important utterances of Mr. Payne are set forth. (5.) Its handy shape, large type, fine paper, and press-work and tasteful binding. All of these features make this a most val- uable book. To obtain all these features in one edition, it was found necessary to get out this new edition. Ohio Educational Monthly.— "It does not deal with shadowy theories : it is intensely practical." f hiladelphia Educational News.—" Ought to be in library of every progressive teacher." Educational Courant.— " To know how to teach, more i; needed than a knowledge of the branches taught. This is especially vaiuable." Pennsylvania Journal of Education.— "Will be of practical value to Normal Schools and Institutes." SEND ALL ORDERS TO 10 K L. KELLOGG & CO., NEW YORK & CHICAGO. West Virginia School Journal.— "Especially pleased with the appear- ance of this volume." Educational Courant.— " Deals with principles rather than methods." Albany Evening Journal.— "Teachers who are seeking the principles of education will tind them set forth here." American Journal of Education.—" Ought to be read by the school oflBcers of every district." Philadelphia Teacher.—" By following which the teacher may become successful." Supt. J. M. Greenwood, Kansas City. -"I regard Payne as the Horace Mann of England. I wish 200,000 copies could be put into the hands of teachers," Col. F. W. Parker.—" One of the books I recommend all my pupils to buy, read, and study. I use it in my Professional Training Class as a text-book." W. W. Speer, Cook Co. Normal School. Ill,— " I was instrumental in distributing several hundred of these lectures while Supt. of Mar- shall, County, Iowa. A. J. Rickoff, Late Supt. of Yonkers Schools,— " These lectures squarely advocate the best and most advanced doctrines of education. You have placed the teachers under obligation by publishing them." Jas. McAllister, Supt. Philadelphia Public Schools.— "I consider it as one of the most valuable books on education." D. L. Keihle, Sunt, of Schools, Minnesota.—" One of the best books on the Science of Education." Tennessee Journal of Education.—" This firm is doing a grand thing in publishing this book." Canada Educational Monthly.—" No teacher who aims to be pro- gressive should fail to master its contents." Normal Advocate.—" Should be in the hands of every one who pre- sumes to aid in shaping an immortal mind." Philadelphia Ledger.—" A volume worth its weight in certificates to any teacher." Boston Journal of Education.—" Mr. Payne ranks among the best educators of modern times and the work should be in the library of every teacher.'' Boston Advertiser.—" Those who would like to see a change in our mechanical method, will welcome this book." Springfield Eepublican.— " Will prove a valuable addition to the library of progressive teachers." Independent.—" The new method is more clearly stated in this volume than in any other volume of equal compass." FOR READING CIRCLES. " Payne's Lectures " is pre-eminently the book for Reading Circles. It has already been adopted by the New York, Ohio, Philadelphia, New Jersey, Illinois, Colorado, and Chautauqua Circles, besides many in counties and cities. Remember that our edition is far superior to any other published. SEND Alili ORDERS TO E. L. KELLOGG & CO., NEW YORK & CHICAGO. 11 Shaw and T)onneWs School T>evices, *' School Devices." A book of ways and suggestions for teachers. By Edward R. Shaw and Webb Donnell, of the High School at Yonkers, N. Y. Illustrated. Dark-blue cloth binding, gold, 16mo, 224 pp. Price, $1.25 ; to teach- ers, $1.00 ; by mail, 9 cents extra. ^A BOOK OF "WAYS" FOR TEACHERS.^,^ Teaching is an art ; there are *' ways to do it." This book is made to point out " ways," and to help by suggestions. 1. It gives " ways " for teaching Language, Grammar, Read- ing, Spelling, Geography, etc. These are in many cases novel ; they are designed to help attract the attention of the pupil. 2. The *' ways " given are not the questionable " ways " so often seen practiced in school-rooms, but are in accord with the spirit of modern educational ideas. 3. This book will afford practical assistance to teachers who wish to keep their work from degenerating into mere routine. It gives them, in convenient form for constant use at the desk, a multitude of new ways in which to present old truths. The great enemy of the teacher is want of interest. Their methods do not attract attention. There is no teaching unless there is attention. The teacher is too apt to think there is but one*' way "of teaching spelling; he thus falls into a rut. Now there are many " ways" of teaching spell- ing, and some *' ways " are better than others. Variety must exist in the school-room ; the authors of this volume deserve the thanks of the teachers for pointing out methods of obtain- ing variety without sacrificing the great end sought — scholar- ship. New " ways " induce greater effort, and renewal of activity. 4. The book gives the result of large actual experience in the school-room, and will meet the needs of thousands of teachers, by placing at their command that for which visits to other, schools are made, institutes and associations attended, viz., new ideas and fresh and forceful ways of teaching. The devices given under Drawing and Physiology are of an eminently practical nature, and cannot fail to invest these subjects with new interest. The attempt has been made to present only devices of a practical character. 5. The book suggests " ways " to make teaching effective ; it is not simply a book of new *' ways," but of *' ways " that wilj produce good results. SEKB ALti ORDEaS TO 12 E. L. KELLOGG & CO., NEW YORK & CHICAGO. WHAT IT CONTAINS. ""Ways" of teaching- Lang-uage— Geography— Spelling— Reading- Arithmetic — History — Physiology — Drawing— Penmanshij)-- Personal Suggestions— School-Room Suggestions— Outside the School-Room— Seat Work. The first chapter on Language contains : A Way to Prepare Pictures for Young Pupils— Supplying the Proper Word— A Language Lesson— Weekly Plan of Language Work for Lower Grammar Grades- Writing Ordinals— Correcting Bad English— For Beginners in Composi- tion—Word Developing— An Easy Exercise in Composition— Composi- tion from Pictures— Plan for Oral Composition— Debating Exercises- Language DriU in every Lesson— Letter Writing— Matter for Letters — Forms for Business Letters— Papers Written from Recitation Notes- Equivalent Forms of Expression— Devices for U^e of Capitals— Excerpts to Write Out from Memory— Regular Plan in Composition Writing— To Exercise the Imagination— Suggestions about Local Subjects for Com- positions—A Letter Written upon the Blackboard by all the Class- Choice of Words— Order of Criticism— A Plan for Rapid Correction of Compositions— To File and Hold Essays— Assigning a Subject for a Com- position— Character Sketches— Illustrative Syntax— A Talk on Language — A Grammar Lesson, Device for Building up the Conjugation of the Verb— The Infinitive Mood— Shall and Will— Matter for a Talk on Words — Surnames. At the end of the volume is inserted a careful selection of Bible Read- ings for every school day of the year, with the pronunciation of diflB- cult words— a provision that will be appreciated by those who are obliged to hunt each morning for a proper selection for school devo- tions. Mr. E. B. Shaw, of the Yonkers High School, is well known, and Mr. Webb Donnell, of the East Machias (Me.) Academy, is a teacher of fine promise ; they have put together a great variety of suggestions that cannot fail to be of real service. Home and School.—" Is just the book for every teacher who wishes to be a better teacher." Educational Journal.—" It contains many valuable hints." Boston Journal of Education.—" It is the most humane, instructive, original educational work we have read in many a day." Wis. Journal of Education.—" Commends itself at once by the num- ber of ingenious devices for securing order, industry, and interest." Iowa Central School Journal.—" Teachers will find it a helpful and suggestive book." Canada Educational Monthly.—" Valuable advice and useful sugges- tions." Normal Teacher. — " The author believes the way to manage is to civ- ilize, cultivate, and refine." School Moderator.— " Contains a large amount of valuable reading. School government is admirably presented.'' Progressive Teacher.— "Should occupy an honored place in everjf teacher's library." Ed. Courant. — " It will help the teacher greatly." Va. Ed. Journal. — " The author draws from a large experience." Country and Village Scb«ols — " Cannot fail to be serviceable." SEND AliL ORDERS TO E. L. KELLOGG & CO., NEW YORK & CHICAGO, 13 Parkers Talks on Teaching. Notes of " lalks on Teaching" given by Col. Francis W. Parker (formerly Superintendent of schools of Quincy, Mass.), before the Martha's Vineyard Institute, Summer of 1882. Reported by Lelia E. Patridge. Square 16mo, 5x6 1-3 inches, 192 pp., laid paper, English cloth. Price, $1.25 ; to teachers, $1.00 ; by mail, 9 cents extra. The methods of teaching employed in the schools of Quincy, Mass. , were seen to be the methods of nature. As they were copied and explained, they awoke a great desire on the part of those who could not visit the schools to know the underly- ing principles. In other words, Colonel Parker was asked to explain why he had his teachers teach thus. In the summer of 1882, in response to requests. Colonel Parker gave a course of lectures before the Martha's Vineyard Institute, and these were reported by Miss Patridge, and published in this book. The book became famous ; more copies were sold of it in the same time than of any other educational book what- ever. The daily papers, which usually pass by such books with a mere mention, devoted columns to reviews of it. The following points wiU show why the teacher will want tliis book. 1. It explains the *' New Methods." There is a wide gulf between the new and the old education. Even school boards understand this. 2. It gives the underlying principles of education. For it must be remembered that Col. Parker is not expounding his methods, but the methods of nature. 3. It gives the ideas of a man who is evidently an ** educa- tional genius," a man born to understand and expound educa- tion. We have few such ; they are worth everything to the human race. 4. It gives a biography of Col. Parker. This will help the teacher of education to comprehend the man and his motives. 5. It has been adopted by nearly every State Reading Circle. 8£ND Alili ORDERS TO 14 E. L. KELLOGG & CO., NEW YORK & CHICAGO. The Indiana State Reading Circle alone have ordered 1500 copies. Besides this, many County Reading Circles have adopted it. 6. The new methods placed *'the Quincy schools from twelve to twenty-five per cent, above the average of the towns in the same comity." (This county is Norfolk — the one that Boston is in.) This is the statement of George A. Walton, of the Massachusetts Board of Education. 7. The Quincy methods (according to Mr. George A. Wal- ton) are adopted wherever they are known, and where the teachers have the skill and permission to employ them. 8. This book has created more interest in Europe than any other American book on education. Normal Teacher. (Ind.)— " Probably no volume will attract the atten- tion of the teachers of this country so much as this." Journal of Education (Va.)— "No teacher can read it without receiv- ing fresh ideas." The New England Journal of Education (July 12, '83), published a page criticism by Prof. Payne. When this met the eye of Rev. A. D. Moyes, one of the editors, he wrote two pages of fervid approval and that influential paper became the friend of the New Education. " We recommend the book to every teacher." New York Teachers' Companion.— " The Colonel is a warrior; his battle cry is freedom of the teachers from ruts, rust, routine, and servile imitation." Philadelphia Teacher.—" His greatness consists in his courageous application of the truth." Chicago Advance.—" They (the ' talks ') will be very helpful to teachers." Chicago Evening Journal.—" They constitute the best, most compre- hensive, and authoritative pi'esentation of the Quincy schools." Chicago Daily News.—" Valuable materials for thought and study." Burlington Hawkeye.— "Wc arc pleased with the common sense and reasonttbleness of any principle laid down and methods recom- mended." Boston Commonwealth.—" Are of interest to all teachers." Troy Times.—" They are hints on which the intelligence of the teacher is left free to act." New York Tribune.— " Suggestive to instructors. The clear direc- tions for following the methods so brilliantly inaugurated at Quincy will be of interest to all students of pedagogy." Philadelphia Ledger.—" Francis W . Parker holds what in some re- gards, is even a higher place than that of the Chief Executive, the great- est teacher and organizer of the common schools that this country now possesses." (From along review.) Philadelphia Record.— 'His talk is informal by knowledge; and his knowledge is booked by experience." The Moderator. 'Michigan.)— In spite of all that has been published they constitute the best presentation of the Quincy method.' ' SEND ALL ORDERS TO E. L. KELLOGG & CO., NEW YORK & CHICAGO. 15 Evening Post. (N. Y.)— "He has done more than any one in this country hitherto, to make it impossible for the teachers of the future to succeed without studying carefully and well the minds and hearts of the children." (From a long review.) Detroit Free Press.—" What the system (Quincy) is would take more space to tell than we have to spare, but the educator will find it out- lined here." National Tribune (Washington, D.C.)—" We cannot too highly recom- mend the lucidity with which he sets forth the principles of the New Education." Indianapolis School Journal.—" There is much that is good put in a new way.' Prest. Thos. Hunter, N. T. City Normal College, says :— " I consider it an invaluable addition to the literary pedagogue ; he has given expres- sion to the best thoughts of the best educators of all times and all coun- tries, and stamped these with the impress of his own originality.'' Prest. David H. Cochran, Polytechnic Institute, Brooklyn, says:— "I find them full of most valuable suggestions." Prof. John Kennedy, N. Y. State Conductor of Institutes, says:— "I find the work as I anticipated, running over with sound philosophy and stimulating suggestions." Prof. F. P. Lantry, N. Y. State Conductor of Institutes, says :— "Full of sensible and practical suggestions." City Supt. E. V. DeGraff, Paterson, N. J., May, '83, says :-" He has done more than any other man to exemplify and explain elementary teaching." Asst. Supt. Thos. F. Harrison, N. Y. City, says :— "Its plain and forci- ble statement of sound principles and common sense methods must greatly assist to the adoption of much-needed reforms in elementary education." Asst. Supt. N. A. Calkins, N. Y. City, says:— "He invites to a careful study of the child as the means of learning how to teach." Prest. Jerome Allen, Minn. State Normal School, May, '83, says:— " Col. Parker's ' Talks on Teaching ' should be in the hands of every teacher ; its publication marks a most important era." Prest. E. A. Sheldon, Oswego State Normal School, says :— " They can but be very suggestive and helpful." City Supt. Edwin P. Seaver, Boston, Mass., says :— " The book is very interesting, and full of its author's weU-known enthusiasm." City Supt. Henry A. Wise, Baltimore, says :— " It is full of valuable suggestiions ; I strongly recommend it." City Supt. John B Peaslee, Cincinnati, says:— "The work is full of suggestive ideas." City Supt. George Howland, Chicago, says:- "Parker is doing & «ood work." State Supt. D. L. Keihle, St. Paul, says :— " I shaU do all I can to make our teachers acquainted with it." State Supt. T. H. Paine, Nashville, says :— " I commend it to all teach- ers who wish to advance in the art ol teaching." Principal J. W. Barker, Buffalo, says :— " A leading characteristic is its naturalness." Prest. B. F. Shaub, :Millersville, Pa., Normal School, says:-"! am confident his book will help any one who reads it." SEND ALL ORDERS TO 16 E. L. KELLOGG <& CO., NEW YORK & CHICAGO, Tatridges " Quincy 0[iethodsy The " Quincy Methods," illustrated ; Pen photographs from the Quincy schools. By Lelia E. Patridge. Illustrated with a number of engravings, and two colored plates. Blue cloth, gilt, 12mo, 686 pp. Price, $1.75 ; to teachers, $1.40 ; by mail, 13 cents extra. When the schools of Quincy, Mass., became so famous under the superintendence of Col. Francis W. Parker, thou- sands of teachers visited them. Quincy became a sort of "educational Mecca," to the disgust of the routinists, whose schools were passed by. Those who went to study the methods pursued there were called on to tell what they had seen. Miss Patridge was one of those who visited the schools of Quincy ; in the Pennsylvania Institutes (many of wliich she conducted), she found the teachers were never tired of being told how things were done in Quincy. She revisited the schools several times, and wrote down what she saw ; then the book was made. 1. This book presents the actual practice in the schools of Quincy. It is composed of *' pen photographs." 2. It gives abundant reasons for the great stir produced by the two words " Quincy Methods." There are reasons for the discussion that has been going on among the teachers of late years. 3. It gives an insight to principles underlying real educa- tion as distinguished from book learning. 4. It shows the teacher not only what to do, but gives the way in which to do it. 5. It impresses one with the spirit of the Quincy schools. 6. It shows the teacher how to create an atmosphere of hap- piness, of busy work, and of progress. 7. It shows the teacher how not to waste her time in worry- ing over disorder. 8. It tells how to treat pupils with courtesy, and get cour- tesy back again. 9. It presents four years of work, considering Number, Color, Direction, Dimension, Botany, Minerals, Form, Lan- guage, "Writing, Pictures, Modelling, Drawing, Singing, Geography, Zoology, etc., etc. 10. There are 686 pages; a large book devoted to the reaUties of school life, in realistic descriptive language. It is plain, real, not abstruse and uninteresting. 11. It gives an insight into real education, the education urged by Pestalozzi, Froebel, Mann, Page, Parker, etc. SEND Alili ORDERS TO E. L. KELLOGG & CO., NEW YORK & CHICAGO. 17 12. It exemplifies the teachings of Coh F. W. Parker in the •* Talks on Teaching." It must be remembered that the "Talks" were from the notes taken by Miss Patridge, the author of this book. To understand what the teaching is that Col. Parker would have in the schools, one must read this book, or attend his school at Normal Park, 111. Pa. SchoolJournal :— " The book will be of historical significance." N. Y. School Bulletin :— "Should be one of the first dozen books in the teacher's library." Boston Journal of Education :—" Affords a clear insight into the methods and work at Quincy." Iowa Teacher :— " The best of it is that the underlying principles are explained." Chicago Practical Teacher :— "Miss Patridge has done her work thoroughly and well." N. C. Teacher :— " The story of the Quincy method is well told." La. School Journal :— " The work ought to be in every public school library." Chicago Intelligence :— " It is really a manual for the prim- ary teacher." Teachers' Quarterly :—" Beautifully told in this vol- ume." Cincinnati School Journal :— " The book explains the underly- ^g principles." S. W. Journal of Education :— "Miss Patridge has done the work excellently well." Indiana School Bulletin :— " Full of good suggestions." Pa. Teacher :— " No teacher can read it without receiv- ing ideas and helpful suggestions." Pa. School Journal :— " This book has a mission." Nat. (Pa.) Educator :— " Every progressive teacher will get more benefit from it than from any other published." Our County and "Village Schools :—" Reading this volume will produce a revolu- tion." Ed. Courant :— " Has the power, fervor, and style of Parker." Wis. Journal of Education :— " By far the most complete manual of the 'New Education." 111. School Journal:— "It is without question the fullest, richest, and most suggestive volume for grade teachers, and also for superintendents, that it has been our portion to examine." Normal Exponent :— " Every teacher should read it." W. Va. School Journal :— " It is a fountain from which new and refreshing draughts may be drawn." Philadelphia Teacher :—" Abounds with hints; will prove a precious guide." Chicago Advance :— " In the presence of such a book we pause with reverence." School Education :—" Is a very desirable book." Phrenological Journal:— "It is the application of principles." Christian Advocate :—" Well worth the perusual of teachers." Texas School Journal :— " No primary teacher can afford to do without this work." Springfield Republican :— " The earnest teach- er will find it helpful." Quebec Ed. Record :— " Pleased that it is on the list of books for teachers." The Critic :— " Gives a helpful insight into the theory of Education." Interior :—" Well worthy of study." Inter- ocean :— " One of the books that should be found in every teacher's desk." Detroit Free Press:- Will take a high place in educational literature." S. S. Times :—" First and best for the Sunday school teacher is Quincy Methods." SEND AWJ ORDERS TO 18 E. L. KELLOGG & CO., NEW YORK & CHICAGO. Tales Thilosophy of Education, The Philosophy of Education. By T. Tate. Revised and Annotated by E. E. Sheib, Ph.D., Principal of the Louis- iana State Normal School. Unique cloth binding, laid .paper, B31 pp. Price, $1.50 ; to teachers, $1.20 ; by mail, 7 cents extra. There are few books that deal with the Science of Educa- tion. This volume is the work of a man who said there were great principles at the bottom of the work of the despised schoolmaster. It has set many a teacher to thinking, and in its new form will set many more. Our edition will be found far superior to any other in every respect. The annotations of Mr. Sheib are invaluable. The more important part of the book are emphasized by leading the type. The type is clear, the size convenient, and print- ing, paper, and binding are most excellent. Mr. Philbrickso long superintendent of the Boston schools hold this work in high esteem. Col. F. W. Parker strongly recommends it. Jos. MacAlister, Sunt. Public Schools, Philadelphia, says:— "It is one of the first books which a teacher deserves of understanding the scien- tific principles on which his work rests should study." S. A. Ellis, Supt. of Schools, Rochester N. Y. says :— " As a pointed and judicious statement of principles it has no superior." Thos. M. Balliet, Supt. of Schools^ Reading. Pa., says :—" The work is a classic on Education." J. M. Greenwood, Supt. Schools, Kansas City, says :—" I wish every teacher of our country owned a copy and would read it carefully and thoughtfully." Prest. E. A. Skeldon, Oswego Normal Schools, says :— " For more than 20 years it has been our text-book in this subject and I know of no other book so good for the purpose." Bridgeport Standard.—" A new generation of thinkers will welcome it ; it has long held the first place in the field of labor which it illus- trates." S. W. Journal of Education.— "It deals with fundamental principles and shows how the best educational practice comes from them." The Interior.—" The book has long been held in high esteem by thoughtful teachers." Popular Educator.— " Has long held a high place among educational works." Illinois School Journal.—" It abounds In good things." Philadelphia Eecord.— " Has been ranked among educational classics for more than a quarter of a century." Educational News.—" Tate was the first to give us the maxims from the ' known to th^ unknown ' etc." SEND ALL ORDERS TO E. L. KELLOGG & CO., NEW YORK & CHICAGO. 19 Fitclfs Lectures on Teaching. Lectures on Teaching. By J. G. Fitch, M.A., one of Her Majesty's Inspectors of Schools. England. Cloth, 16mo, 395 pp. Price, $1.35 ; to teachers, $1.00 ; by mail, postpaid. Mr. Fitch takes as his topic the application of principles to the art of teaching in schools. Here are no- vague and gen- eral propositions, but on every page we find the problems of the school-room discussed with definiteness of mental grip. No one who has read a single lecture by this eminent man but will desire to read another. The book is full of sugges- tions that lead to increased power. 1. These lectures are highly prized in England. 2. There is a valuable preface by Thos. Hunter, President of N. Y. City Normal CoUege. 3. The volume has been at once adopted by several State Reading Circles. EXTRACT FROM AMERICAN PREFACE. " Teachers everywhere among English-speaking people have haUed Mr. Fitch's work as an invaluable aid for almost every kind of instruc- tion and school organization. It combines the theoretical and the prac- tical ; it is based on psychology ; it gives admirable advice on every- thing connected with teaching— from the furnishing of a school-room to the preparation of questions for examination. Its style is singularly clear, vigorous and harmonious." Chicago Intelligence.— " All of its discussions are based on sound psychological pi-inciples and give admirable advice." Virginia Educational Journal.— "He tells what he thinks so as to be helpful to all who are striving to improve." Lynn Evening Item.—" He gives admirable advice." Philadelphia Record.—" It is not easy to imagine a more useful vol- ume." Wilmington Every Evening.—" The teacher will find in it a wealth of help and suggestion." Brooklyn Journal.—" His conception of the teacher is a worthy ideal for all to bear in mind." New England Journal of Education : " This is eminently the work of a man of wisdom and experience. He takes a broad and comprehensive view of the work of the teacher, and his suggestions on all topics are worthy of the most careful consideration." Brookl3ra Eagle: "An invaluable aid for almost every kind of in- struction and school organization. It combines the theoretical and the practical ; it is based on psychology ; it gives admirable advice on every- thing connected with teaching, from the furnishing of a school-room to the preparation of questions for examination." Toledo Blade : " It is safe to say, no teacher can lay claim to being well informed who has not read this admirable work. Its appreciation is shown by its adoption by several State Teachers' Roading Circles, as a work to be thoroughly read by its members." SEND ALL ORDERS TO 20 E, L. KELLOGG & CO., NEW YORK & CHICAGO. The Tractical Teacher , Writings of Francis W. Parker, Principal of Cook Co. Normal School, 111., and other educators, among which is Joseph Payne's Visit to German Schools, etc. 188 large 8vo pages, 7KxlO)^ inches. Cloth. Price, $1.50; to teachers, $1.20 ; by mail, 14 cents extra. New edition in paper cover. Price, 75 cents ; to teachers, 60 cents ; by mail, 8 cents extra. These articles contain many things that the readers of the " TS,lks on Teaching" desired light upon. The space occupied enabled Col. Parker to state himself at the length needed for clearness. There is really here, from his pen (taking out the writings of others) a volume of 830 pages, each page about the size of those in " Talks on Teaching." 1. The writings in this volume are mainly those of Col. F. W. Parker, Principal of the Cook County Normal School. 2. Like the " Talks on Teaching" so famous, they deal with the principles and practice of teaching. 3. Those who own the " Talks" will want the further ideas from Col. Parker. 4. There are many things in this volume written in reply to inquiries suggested in " Talks." 5. There is here really 750 pages of the size of those in *' Talks." *' Talks" seUs for $1.00. Thisfor $1.20 and 14cents for postage. 6. Minute suggestions are made pertaining to Reading, Questions, Geography, Numbers, History, Psychology, Peda- gogics, Clay Modeling, Form, Color, etc. 7. Joseph Payne's visit to the German schools is given in full ; everything from his pen is valuable. 8. The whole book has the breeze that is blowing from the New Education ideas ; it is filled with Col. Parker's spirit. PARTIAL LIST OF CONTENTS- Beginning's. Reading-— laws and principles ; Ruling Slates ; Number and Arithmetic; Geography; Moulding; History; Psychology; Peda- gogics; Examinations; Elocution; Questioning on Pictures; on Flow- ers ; on Leaves ; Rules in Language : Answers to questions respecting the Spelling-Book ; List of Children's Books on History ; The Child's Voice; Ideas before Words; Description of Pictures; Teaching of 1: of 2; of 3; of 4; etc. ; Form and Color; Breathing Exercises; Paper Folding ; Verbatim report of lessons given in Cook Co, Normal Schoc^. Busy Work ; Answers to Questions in Arithmetic, etc. ; Why teachers drag out a monotonous existence ; Teaching of language to children ; Supplementary Reading— list of books ; Structural Geography ; Letters from Germany; Hand and Eye Training; Clay Modeling ; List of Edu- cational Works ; Joseph Payne's visit to German Schools, etc., etc. SEND ALL ORDERS TO E. L, KELLOGG & CO., NEW YORK & CHICAGO. 21 CIRCL NOJ niNDiTUDIES -FOR yoUNG TEACHER^ ^ JEROME V^LLENPHD'^ The Reading Circle Library. No. 1 . Allen's Mind Studies for Young Teachers By Jerome Allen, Ph.D., Associate Editor of the School Journal, formerly President of th« St. Cloud ( Minn. ) Normal School. 16mo, large, clear type, 128 pp. paper cover. Price, 30 cents ; to teachers, 24 cents ; by mail, 3 cents extra. Limp cloth, 50 cents; to teachers, 40 cents; by mail, 5 cents extra. Special rates for quanti- ties. Fourth thousand now ready. This little volume attempts to open the subject of Psychoid ogy in a plain way, omitting what is abstruse and difficult. It is written in language easily comprehended, and has prac- tical illustrations. It will be wanted by teachers. 1. Some knowledge of Mental Science is indispensible to the teacher. He is dealing with Perception, Attention, Judg- ment. He ought to know what these mean. 2. The relation between Teaching and Mind Growth is pointed out ; it is not a dry treatise on Psychology. 3. It is a work that will aid the teacher in his daily work in dealing with mental facts and states. Popular Educator.—" The teacher will find in it much information as well as incitement to thought." Tared Sanford, School Com., Mt. Vernon, N. T.— " From aU points of view it must prove of great worth to those who read it. To the earnest teacher in search of information concerning the principles of Psychol- ogy it is to be highly commended." Irwin Shepard, Pres. Normal School, Winona, Minn.—" I am much pleased with it. It certainly fills a want. Most teachers need a smaller briefer, i nd more convenient Manual than has before been issued.' S. G. Love, Supt. School, N. Y.— " I want to say of it that it is an excellent little book. Invaluable for building up the young teacher in that kind of knowledge indispensable to successful teaching to-day.' Prof. Edward Brooks.—" The work will be very useful to young teachers." E L KELLOCC- &'CO NEWyoRK6'CHICACO 6BND ALL ORDERS *0 22 E. L. KELLOGG & CO., NEW YORK & CHICAGO. No. 2. Autobiography of Frcebel. Materials to Aid a Comprehension of the Works of th« Founder of the Kindergarten. 16mo, large, clear type, 128 pp. Unique paper cover. Price, 30 cents ; to teachers, 24 cents ; by mail, 3 cents extra. Bound in limp cloth, 50 cents ; to teachers, 40 cents ; by mail, 5 cents extra. This little volume will be welcomed by all who want to get a good idea of Froebel and the kindergarten. 1. The dates connected with Froebel and the kindergarten are given, then follows his autobiography. To this is added Joseph Payne's esti- mate and portrayal of Froe- bel, as well as a summary of Froebel's own views. 2. In this volume the stu- dent of education finds ma- terials for constructing, in an intelligent manner an estimate and comprehension of the kin- dergarten. The life of Froebel, mainly by his own hand, is very helpful. In this we see the working of his mind when a youth ; he lets us see how he felt at being misunder- stood, at being called a bad boy, and his pleasure when face to face with nature. Gradually we see there was crystallizing in him a comprehension of the means that would bring har- mony and peace to the minds of young people. 3. The analysis of the powers of Froebel will be of great aid. We see that there was a deep philosophy in this plain German man ; he was studying out a plan by which the usually wasted years of young children could be made pro- ductive. The volume will be of great value not only to every kindergartner, but to all who wish to understand the philoso- phy of mental development. La. Journal of Education.—" An excellent little work.' W. Va. School Journal.—" Will be of great value." Educational Courant, Ky.— " Ought to have a very extensive circu- lation among the teachers of the country," Educational Record, Can.—" Ought to be in the hands of every pro- fessional teacher." FRIEDRICH FR(EBEL. SEND ALL ORDERS TO E. L. KELLOGG <& CO., NEW YORK <& CHICAGO, 23 No. 3. Hughes' Mistakes in Teaching. By James L. Hughes, Inspec- tor of Schools, TorontOjCan- ada. Cloth, 16mo, 115 pp. Price, 50 cents ; to teach- ers, 40 cents; by mail, 5 cents extra. Thousands of copies of the old edition have been sold. The new edition is worth double the old ; the material has been in- creased, restated and greatly improved. Two new and im- portant Chapters have been added on " Mistakes in Aims," and " Mistakes in Moral Train- ing." Mr. Hughes says in his preface : '* In issuing a revised edition of this book it seems fitting to acknowledge grate- fully the hearty appreciation that has been accorded it by American teachers. Realizing as I do that its very large sale indicates that it has been of service to many of my fellow teachers, I have recognized the duty of enlarging and revis- ing it so as to make it still more helpful in preventing the common mistakes in teaching and training. " Ninety-Six important mistakes are corrected in this book. This is the only edition authorized by the writer. The Schoolmaster (England)— "His ideas are clearly presented." Boston Journal of Education.— '"Mr. Hughes evidences a thorough study of the philosophy of education. We advise every teacher to invest 60 cents in the purchase of this useful volume." New York School Journal.—" It will help any teacher to read this book." Chicago Educational Weekly.—" Only long experience could fur- nish the author so fully with materials for sound advice." Penn. Teacher's Advocate.— "It is the most readable book we have seen lately." Educational Journal of Virginia.— "We know no book that contains so many valuable suggestions.*' Ohio Educational Monthly.—" It contains more practical hints than any book of its size known to us." Iowa Central School Journal.—" We know of no book containing more valuable suggestions." New York School Bulletin— " It is sensible and practlcaL" JAMES L. HUGHES. SEND ALIi ORDERS TO 24 E. L. KELLOGG <& CO., NEW YORK & CHICAGO. No. 4. Hughes' Securing and Retaining Atten- tion, By James L. Hughes, Inspector Schools, Toronto, Canada. Author of Mistakes in Teaching. Cloth, 116 pp. Price, 50 cents ; to teachers, 40 cents ; by mail, 5 cents extra. This valuable little book has already become widely known to American teachers. This new edition has been almost entirely re-written and several new important chapters added. It is the only edition authorized by the author. The testimonials to the old edition are more than deserved for the new one. Educational Times. England.— " On an important subject, and admirably executed." School Guardian. England.—" We unhesitatingly recommend it." New England Journal of Education.—" The book is a guide and a manual of special value." New York School Journal.—" Every teacher would derive benefit from reading this volume." Chicago Educational Weekly.—" The teacher who aims at best suc- cess should study it." Phil. Teacher.— "Many who have spent months in the school-roonx would be benefitted by it." Maryland School Journal.— " Always clear, never tedious." Va. Ed. Journal.— " Excellent hints as to securing attention." Ohio Educational Monthly.—" We advise readers to send for a copy." Pacific Home and School Journal.— "An excellent little manual." Prest. James H. Hoose, State Normal School, Cortland, N. Y., says :— "The book must prove of great benefit to the profession. ' Supt. A. W. Edson, Jersey, City, N. J., says:— "A good treatise has long been needed, and Mr. Hughes has supplied the want." No. 5. The Student's Calendar. For 1888. Compiled by N. O. Wilhelm. Elegant design on heavy cardboard, 9x11 inches, printed in gold and color. Price, 60 cts. ; to teachers, 48 cents. ; by mail, 8 cts. In book form, for any year, paper cover. Price, 30 cts. ; to teachers, 24 cts. ; by mail, 3 cts. extra. This beautiful, novel, and useful calendar is designed to assist teachers in preparing exercises for Memorial Days, and also to suggest topics for " talks," compositions, etc. The idea is entirely new. Opposite each date is a very short life of some great man vs^ho was born or died on that day. The design is superb, and printing, etc., tasteful and elegant, making it an ornament for any room. SEND Alili ORDERS TO E. L. KELLOGG & CO., NEW YORK & CHICAGO. 25 Teachers' Manuals Series. Each is printed in large, clear type, on good paper. Paper cover, price 15 cents ; to teachers, 12 cents ; by mail 1 cent ex- tra. Liberal discount in quantities. There is a need of small volumes — " Educational tracts," that teachers can carry easily and study as they have opportunity. The fol- lowing six have been already selected. Every one is a gem. To call them the " Education- al Gem" series would be more appropriate. It should be noted that while our editions of these little books are as low in price as any other, the side heads, topics and analyses inserted by the editors, as well as the excellent paper and printing, make them far superior in every way to any other. No. 1. FITCH'S ART OF QUESTIONING. By J. G. Fitch, M. A., author of " Lectures on Teaching." 38 pp. Already widely known as the most useful and practical essay on this most important part of the teachers' lesson-hearing. No. 2. FITCH'S ART OF SECURING ATTENTION. By J. G. FrrcH, M. A., 39 pp. Of no less value than the author's "Art of Questioning." No. 3. SIDGWICK'S ON STIMULUS IN SCHOOL. By Arthur Sidgwick, M. A. 43 pp. " How can that dull, lazy scholar be pressed on to work up his lessons with a will." This bright essay will tell how it can be done. No. 4. TONGE'S PRACTICAL WORK IN SCHOOL. By Charlotte M. Yonge, author of " Heir of Redclyflfe." 35 pp. AU who have read Miss Yonge's books will be glad to read of her views on School Work. No. 5. FITCH'S IMPROVEMENT IN THE ART OF TEACHING. By J. G. Fitch, M. A. 25 pp. This thoughtful, earnest essay will bring courage and help to many a teacher who is struggling to do better work. It includes a course of study for Teachers' Training Classes. No. 6. GLADSTONE'S OBJECT TEACHING. By J. H. Gladstone, of the London ' Eng.) School Board. 25 pp. A short manual full of practical susrgestions ou Object Teachiriff. BEND ALL ORDERS TO 26 E. L. KELLOGG & CO., NEW YORK & CHICAGO, Kellogg s School 0\4anagement : " A Practical Guide for the Teacher in the School-Room." By Amos M. Kellogg, A.M. Sixth edition. Revised and enlarged. Cloth, 128 pp. Price, 75 cents ; to teachers, 60 cents ; by mail, 5 cents extra. This book takes up the most difficult of all school work, viz. : the Government of a school, and is filled vs^ith original and practical ideas on the subject. It is invaluable to the teacher who desires to make his school a " well-governed " school. 1. It suggests methods of awakening an interest in the studies, and in school work. "The problem for the teacher," says Joseph Payne, " is to get the pupil to study." If he can do this he will be educated. 2. It suggests methods of making the school attractive. Ninety-nine hundredths of the teachers think young people should come to school anyhow ; the wise ones know that a pupil who wants to come to school will do something when he gets there, and so make the school attractive. 3. Above all it shows that the pupils will be self -governed when well governed. It shows how to develop the process of self-government. 4. It shows how regular attention and courteous behaviour may be secured. 5. It has an admirable preface by that remarkable man and teacher. Dr. Thomas Hunter, Pres. N. Y. City Normal College. Home and School.—" Is just the book for every teacher who wishes to be a better teacher." Educational Journal.--" It contains many valuable hints." Boston Journal of Education.— "It is the most humane, instructive, original educational work we have read in many a day." Wis. Journal of Education.— " Commends itself at once by the num- ber of ingenious devices for securing order, industry, and interest. Iowa Central School Journal.—" Teachers will find it a helpful and suggestive book." Canada Educational Monthly.—" Valuable advice and useful sugges- tions." Normal Teacher.—" The author believes the way to manage is to civ- ilize, cultivate, and refine." School Moderator.—" Contains a large amount of valuable readiMg ; school government is admirably presented." Progressive Teacher.— " Should occupy an honored place in every teacher's library." Ed. Courant.— " It wUl help the teacher greatly.' Va. Ed. Journal.—" The author draws from a large experience." SEND Alili ORDERS TO E, L. KELLOGG & CO.. NEW YORK & CHICAGO. 37 Johnsons Education by T>oin g. Education by Doing : A Book of Educative Occupations for Children in School. By Anna Johnson, teacher to the Children's Aid Schools of New York City. With a prefatory note by Edward R. Shaw, of the High School of Yonkers, N. Y. Handsome red cloth, gilt stamp. Price, 75 cents ; to teachers, 60 cents ; by mail, 5 cents extra. Thousand of teachers are asking the question : ** How can I keep my pupils profitably occupied?" This book answers the question. Theories are omitted. Every line is full of instruction. 1. Arithmetic is taught with blocks, beads, toy-money, etc. 2. The tables are taught by clock dials, weights, etc. 3. Form is taught by blocks. 4. Lines with sticks. 5. Language with pictures. 6. Occupations are given. 7. Everything is plain and practical. EXTRACT FROM PREFACTORY NOTE. " In observing the results achieved by the Kindergarten, educators have felt that Frcebel's great discovery of education by occupations must have something for the public schools— that a further application of ' the putting of experience and action in the place of books and abstract thinking,' could be made beyond the fifth or sixth year of the child's life. Tins book is an outgrowth of this idea, conceived in the spirit of the 'New Education.' " It will be widely welcomed, we believe, as it gives concrete methods of work —the very aids primary teachers are in search of. There has been a wide discussion of the subject of education, and there exists no little confusion in the mind of many a teacher as to how he should im- prove upon methods that have been condemned." Snpt. J. W. Skinner, Children's Aid Schools, says:— "It is highly appreciated by our teachers. It supplies a want felt by all. ' ' Toledo Blade.—" The need of this book has been felt by teachers." School Education.—" Contains a great many fruitful suggestions." Christian Advance.— " The method is certainly philosophical." . Va. Ed. Journal.—" The book is an outgrowth of Froebel's idea." Philadelphia Teacher.—" The book is full of practical information." Iowa Teacher.— "Kellogg's books are all good, but ttiis is the best for teachers. The Educationist.—" We regard it as very valuable." School Bulletin.—" We think well of this boolc" Chicago Intelligence,—" Will be found a very serviceable book." SBND Alili ORDERS TO 28 E. L. KELLOGG & CO., NEW YORK & CHICAGO. Southwick's Handy Helps. Handy Helps. A Manual of Curious and Interesting Infor- mation. By Albert P. Southwick, A.M., Author of '* Quizzism and Its Key," etc. 16mo, cloth, 290 pp. Price, $1.00 ; to teachers, 80 cents ; by mail, 8 cents extra. 1. This volume contains five hundred questions that are of Interest to every reading man and woman in the United States. To hunt up an answer to even one of these would require sometimes days of research. 2. The vohune will be valuable to the teacher especially, because he is surrounded with an inquiring set of young beings. For instance, " What is the origin of the term John Bull ?" If asked this the teacher might be unable to answer it, yet this and many other similar queries are answered by this book. Such a volume can be used in the school-room, and it will enliven it, for many yoimg people are roused by the questions it contains. Something new can be found in it every day to interest and instruct the school. It is an invaluable aid in oral teaching, unequaled for general exercises, and interesting dull pupils. 4. It will afford refined entertainment at a gathering of young people in the evening, and really add to their knowl- edge. 5. The queries in it pertain to matters that the well- informed should know about. Here are a few of them : Animal with Eight Eyes ; The Burning Lakes ; Boycotting ; Burial Place of Columbus ; Bride of Death ; Bluebeard's Cas- tle ; City of the Violet Crown ; Dead Sea Fruit ; Doors that are Books ; Derivation of the words. Uncle Sam ; First use of the expression, " Defend me from my friends"; Flogged for Kissing his Wife ; How Pens aie Slit ; Key of the Ba stile ; Mother Goose ; Origin of All Fooi's Day ; Eeason Rhode Island has two capitals ; Silhouette ; Simplest Post-office in the World; Umbrella a mile Wide; "Sharpshooters" among fishes; Unlucky days for matrimony; Year with 445 days; Why black is used for mourning ; etc. , etc. 6. It is a capital book to take on a railroad journey; it- enter tains, it instructs. Home Journal.— "One can scarcely turn a pag'c without finding something he desires to learn, and which every well-read man ought to know. Interior.— "Immensely instructive and entertaining in school-rooms, families and reading circles. SEND AliL ORDERS TO E. L. KELLOGG & CO., NEW YORK & CHICAGO. 29 mpma. Reception T>ay. 6 ^os, A collection of fresh and original dialogues, recitations, declamations, and short pieces for practical use in Pubhc and Private Schools. Bound in handsome, new paper cover, 160 pages each, printed on laid paper. Price 30 cents each ; to teachers, 24 cents ; by mail, 3 cents extra. The exercises in these books bear upon education ; have a relation to the school-room. 1. The dialogues, recitations, and declamations, gathered in this volume being fresh, short, easy to be comprehended and are well fitted for the average scholars of our schools. 2. They have mainly been used by teachers for actual school exercises. 3. They cover a different ground from the speeches of Demosthenes and Cicero — which are unfitted for boys of twelve to sixteen years of age. 4. They have some practical interest for those who use them. 5. There is not a vicious sentence uttered. In some dialogue books profanity is found, or disobedience to parents encouraged, or lying NEW COVER. laughed at. Let teachers look out for this. 6. There is something for the yoimgest pupils. 7. " Memorial Day Exercises " for Bryant, Garfield, Lincoln, etc., will be found. 8. Several Tree Planting exercises are included. 9. The exercises have relation to the school-room and bear upon education. 10. An important point is the freshness of these pieces. Most of them were written expressly for this collection, and can be found nowhere else. Boston Journal of Education.— " Is of practical value." Detroit Free Press.—" Suitable for public and private schools." Western Ed. Journal,— " A series of very good selections," SBND AliL ORDERS TO E. L. KELLOGG & CO., NEW YORK & CHICAGO. Song Treasures. THE PRICE HAS JUST BEEN GREATLY REDUCED. Compiled by Amos M. Kellogg, editor of the School Jour- nal. Elegant green and gold paper cover, 64 pp. Price, 15 cents each ; to teachers, 12 cents ; by mail, 2 cents extra. 10th thousand. Special terms to schools for 25 copies and over. This is a most valua- ble collec- tion of mu- sic for all schools and institutes. 1. Most of the pieces have been se- lected by the teachers as favorites in the schools. They are the ones the pu- pils love to sing. 2. All the pieces " have a ring to them ;" they are easily learned, and will not be forgotten. 3. The themes and words are appropriate for young people. In these respects the work will be found to possess unusual merit. Nature, the Flowers, the Seasons, the Home, om* Duties, our Creator, are entuned with beautiful music. 4. Great ideas may find an entrance into the mind through music. Aspirations for the good, the beautiful, and the true are presented here in a musical form. 5. Many of the words have been written especially for the book. One piece, " The Voice Within Us," p. 57, is worth the price of the book. 6. The titles here given show the teacher what we mean : Ask the Children, Beauty Everywhere, Be in Time, Cheerfulness, Christmas Bells, Days ot Summer Glory, The Dearest Spot, Evening Song, G( ntle Words, Going to School, Hold up the Rierht Hand, I Love the Merry, Merry Sunshine, Kind Deeds, Over in the Meadows, Our Happy School, Scatter the Germs of the Beautiful, Time to Walk, The JoLy Workers, Tbe Teacher's Life, Tribute to Whittier, etc.. etc. SEND AliL ORDERS TO E. L. KELLOGG ubUcatlon0» THE SCHOOL JOURNAL. i6 large pages. Weekly, per yeai $3>6Q THE TEACHERS' INSTITUTE AND Practical Teacher. MoQthly, per yr, j .23 TREASURE-TROVE. An illus. paper for young people, Per year, 1 ,00 Love's Industrial Education. t2mo, cloth, 34Q pages, t .7 5 Currle's Early Education. x6ino, cloth, 300 pages, 1.25 The Reading Circle Library. ' No. I. Allen's Mind Studies for Teachers. .50 ** 2, Froebel's Autobiography. ,50 *' 4. Wilhelm's Students' Calendar. .30 ** 3. Hughes' Mistakes in Teaching. .50 •' 5. Hughes' Securing Attention. «50 Seeley's Qrube's Method of Teachihq Arithmetic. (Nearly ready.) Patrldgre's "Quincy Methods." Cloth, lemo, 686 pages, illustrated, 1 ,75 Parker's Talks on TeaQhlng, Cloth, i6mo, 196 pages, 1.25 Shaw's Natlongil Question Book. Cloth, i2mo, 356 pp. A'ei, postpaid, ! .50 The Practical Teachdr. I.50 Tate's Philosophy of Education. i.50 Fitch's Lectures on Teaching. 1 .25 Payne's Lectures op the Sci*. ENCE AND Art of Education. New edition. \ ,00 Shaw and Donnell's School De- viCES. Cloth, i6mo, 217 pages, | .25 Teachers' Manual Series, 6 Nos. each , 1 5 Kellogrg's School Management. .75 Johnson's Education by Doin(gf. .75 Southwick's Handy Helps. I.QO Reception Day. Six Nos, ,30 Song Treasures. A popular school music book. (ii> pp. Bright, original musie. , | 5 Pooler's N . Y. State School Laws .SO The Best Hundred Books. .20 ao per cent, discount to teachers, postage extra, (usually 10 per cent, of price) except those marked net. 25 Clinton Pl^ce, New York. NEW BOOKS FOF Allen's *'Mind SUuiies for Yoh By Prof. Jerome Allen, Editor > 019 820 160 1 thousand. i6mo, 128 pp., paper cover, 30 cts. : neat cloth binding. 50 cts. "Autobiography of FrcebeL" A clear statement in Frcebel's own words of the principles of the Kindergarten, with Joseph Payne's valuable lecture on Froebel, etc. i6nio, 128 pp., paper cover, 30 cts. ; neat cloth binding, 50 cts. H ughes' *' [Mistakes in Teaching." By James L. Hughes, Inspector of Schools, Toronto, Can. Revised and rewritten, with new matter. Authorized copyright edition. i6mo, cloth, 128 pp* Price, 50 cts. Hughes' *' Securing and Retaining Attention." Revised, re-written, and much enlarged. Authorized copy- right edition. i6mo, cloth, 128 pp.. Price, 50 cts. 20 per cent, discount to teachers, postage 5 cents each extra.. TEACHERS' MANUALS SERIES. This is a new series of short essays on educational subjects by the best writers, at a nominal price. NOW READY. ' No. 1. J. G. Fitch's "Art of Questioning." No. 2. J. G. Fitch's "Art of Securing Attention.'* No. 3. Arthur Sidgrwick's "On Stimulus In School." No. 4-. Charlotte M. Yongre's *' Practical Work In School." No. 5. J. G. Fitch's "Improvement In the Art of Teaching." Also a course of Study for Teachers^ Training Ctasses. No. 6. J. H. Gladstone's "Object Teaching." No. 7. Huntlngrton's " Unconscious Tuition." No. 8. Hughes' "How to Keep Order." No. 9. Quick's " How to Train the Memory." No. 10. Hoffmann's "Kindergarten Gifts." Each is printed in large, clear type, on good paper, with sideheads, topics, and analyses. From 32 to 64 pp. each, with paper cover. Price, 15 cts. ; to teachers, 12 cts. ; by mail, i cent extra. Remit in stamps. '"Liberal discount for quantities. E. L KELLOGG 6^' CO., Educational Publishers, 2S Gtlnton Place, ^. Y., 151 Wabash Ave., Chicagg.