Pictures 
 
 In 
 Language Work 
 
 Weaver 
 
 i ■'■';■ 
 
LIBRARY OF CONGRESS, 
 
 - — 
 
 Chap Copyright No 
 
 ShelfcUJ S6 
 
 UNITED STATES OF AMERICA. 
 
PICTURES 
 
 IN 
 
 LANGUAGE WORK 
 
 BY 
 
 / 
 
 W_ WEAVER 
 
 SECOND EDITION, FROM NEW PLATES 
 
 rwfa 
 
 SYRACUSE, H". Y. 
 
 C. W. BARDEEN, PUBLISHER 
 
 1896 
 
 Copyright, 1896, by C. W. Bardeen 
 
L^y. ' 
 
CONTENTS 
 
 Introduction 
 
 Chap. I. Pictures in Beginning Classes 
 Chap. II. Home-Made Charts 
 Chap. III. Second Year Work 
 Chap. IV. Third Year Work 
 
 Chap. V. 
 Chap. VI. 
 
 Page 
 
 9 
 13 
 20 
 24 
 29 
 
 Fourth and Fifth Year Work 36 
 
 Advanced Work 40 
 
 Chap. VII. Miscellaneous Suggestions - 45 
 
 Chap. VIII. Collecting and Arranging Pic- 
 tures ... . 48 
 
 Pictures for Class Work 54 
 
 (7) 
 
INTRODUCTION 
 
 The translation of thought into spoken and 
 written language, and the translation of written 
 and printed language into thought, should be two 
 co-ordinate aims in primary school work. 
 
 The true object of teaching reading is to enable 
 the pupil to get the thought which the author puts 
 into his language. The prevailing practices in 
 many schools assume that the chief object of teach- 
 ing primary reading is to teach the pupil to pro- 
 nounce certain words. This practice is a funda- 
 mental error in education. Pupils by the present 
 practices are led to infer that reading is the process 
 of successively naming the words of the exercise ; 
 that studying a reading lesson is poring over the 
 words ; and later, they infer that studying a his- 
 tory or grammar lesson is saying the words to them- 
 selves, and that reciting the lesson is nothing more 
 or less than repeating those same words. 
 
 If pupils from the first day in school would learn 
 that every word is the sign of an idea : that no 
 
 (9) 
 
10 PICTURES IN LANGUAGE WORK 
 
 word is fully known until it has revealed to them 
 the idea behind it ; and if this were emphasized 
 throughout the primary grades, it would be impos- 
 sible for the higher grade pupils to pore over lessons 
 for hours without a suspicion of the meaning of the 
 text. 
 
 The material used for teaching primary reading 
 should contain thoughts attractive enough to enlist 
 the child's interest. This is being recognized by 
 compilers of recently published series of reading 
 books. 
 
 Composition should be taught before reading ; 
 especially in the primary grades should the daily 
 advance steps in reading be preceded by similar 
 advance steps in spoken or written composition. 
 
 Composition is the translation of thoughts and 
 ideas into words and sentences. In the process, 
 thought is a pre-requisite. From whence shall the 
 thoughts come ? Children think by suggestion. 
 
 Objects, of which a limited supply is available, 
 and pictures, which can be secured in abundance, 
 should be used to suggest thoughts for these compo- 
 sition exercises in the primary grades. 
 
 It is the object of this monograph to show how 
 pictures may be used and how they should be used 
 
INTRODUCTION 11 
 
 in the various grades of school work as aids in 
 teaching English composition. The methods here 
 outlined may perhaps not effect an entire cure of 
 the evil of thoughtless reading, but that they will 
 assist in producing better results is the hope of the 
 author. 
 
CHAPTER I 
 
 PICTURES IN BEGINNING CLASSES 
 
 In an other place we shall speak of the collection 
 and proper arrangement of material for this work. 
 Pictures for use in any class should be well printed 
 and attractive. For primary classes it is essential 
 that the pictures should contain but one prominent 
 feature. The frontispiece to this work is given 
 as a model in this respect. In it a great deal is 
 suggested and very little is shown. 
 
 Before proceeding with a description of the class 
 work, a word about class-teaching, in general may 
 not be amiss. 
 
 The object of intellectual education is training in 
 right thinking and instruction in knowledge ; but 
 instruction is valuable only when it leads to assimi- 
 lation on the part of the pupil, and assimilation 
 comes only by thinking ; so, therefore, briefly, the 
 business of the teacher is to keep the mind of the 
 child at work in the proper channels. 
 
 The aim of the teacher in the following picture 
 (13) 
 
14 PICTURES IN LANGUAGE WORK 
 
 lesson should be to keep the minds of all the chil- 
 dren before her at work upon the material before 
 them. This can not be done in primary classes by 
 talking to them. Nor are all the pupils led to 
 thinking, where the business of answering the 
 queries of the teacher is by tacit consent delegated 
 to a few of the most favored in the class. Gener- 
 ally, the questions should be for all pupils ; although 
 occasionally questions may be framed for the bene- 
 fit of a particular pupil. 
 
 Concert answers may serve a purpose in reviews, 
 but are never to be allowed where questions are 
 primarily intended for instruction. v 
 
 Questions intended for instruction should not be 
 addressed to any individual pupil. Pupils should 
 be encouraged to raise their hands or give some 
 other signal when ready to answer such a question. 
 After sufficient time has elapsed for even a dull 
 pupil to have an answer ready, one or two pupils in 
 succession may be called upon to answer. 
 
 If a class is well trained, something like the fol- 
 lowing is the result. A question is asked. Some 
 hands go up at once, these are re-inforced until the 
 majority of the hands are up. A pupil is asked to 
 answer. The answer is given. No sign of approval 
 
IN BEGINNING CLASSES 15 
 
 or disapproval comes from the teacher. Some 
 hands go down. The owners evidently endorse the 
 answer just given. Of those whose hands remain 
 up, another one is called, more hands go down. 
 This gives the teacher an opportunity to follow the 
 mental operations of each one. 
 
 If desired, pupils may arise from their seats 
 instead of raising their hands. Or where a series 
 of questions is asked, a definition to be developed, 
 or a problem to be solved, the pupils may be 
 required to write their answers to the several 
 questions, and, if necessary, number them to corres- 
 pond to the order of the questions. 
 
 Let us suppose that every pupil in our class has a 
 copy in sight of the picture on the following page. 
 If possible, all should have copies on their desks or 
 in their hands. 
 
 By skilful questions, draw out of the children 
 sentences and write the same on the blackboard. 
 The sentences must be the children's own. The 
 thoughts expressed must be of their own thinking, 
 and as soon as possible they should be taught to 
 give expression to them in complete sentences. 
 After a short exercise, and all exercises in this class 
 should be short, the following may be on the black- 
 board. 
 
IN BEGINNING CLASSES 17 
 
 This is Joe. 
 
 Joe has a broom. 
 
 He is a poor boy. 
 
 This is the children's first composition and if 
 adroitly managed they will feel that it is their 
 own. 
 
 Several days may be spent in adding to this com- 
 position, and after the whole is completed the several 
 parts should be copied on charts and preserved for 
 frequent reviews and drills. 
 
 The following charts were actually prepared from 
 this engraving by a class : 
 
 I 
 I see Joe. 
 Joe has a broom. 
 He is a poor boy. 
 
 II 
 
 Joe sees a man. 
 
 I cannot see the man. 
 
 He says, " Good morning." 
 
 Ill 
 Joe can work for the man. 
 He wants money to buy shoes. 
 Joe does not beg. 
 
18 PICTURES IN LANGUAGE WORK 
 
 IV 
 
 Joe has a sister. 
 
 She cannot work. 
 
 He is kind to her. 
 
 This, then, was the process of translating the 
 
 child's thought into written forms. The reading 
 
 lesson followed, and in it the same word-forms were 
 
 placed in different relations, and the process was to 
 
 translate the new combinations in thought. 
 
 In the same series with the above were a number 
 
 of reading charts from which I selected these : 
 
 I 
 
 The poor boy has no hat. 
 
 A man sees the boy and buy* a hat for him. 
 
 The boy says, " Thank you.'' 
 
 He is a kind man. 
 
 II 
 
 A man can ivork for money. 
 
 He can buy his boy a hat. 
 
 The boy -can not work. 
 
 The boy has a sister. 
 
 The man will buy shoes for her. 
 
 Ill 
 
 The poor broom can not work. 
 
 The broom can not say " Good morning." 
 
 Has the broom a hatf 
 
IN BEGINNING CLASSES 19 
 
 As the vocabularies of the children become 
 enlarged, the reading lessons increase in attract- 
 iveness and interest. The reading lesson should 
 appear familiar enough to tempt them to see ' ' what 
 it says ". It is a great mistake to have pictures 
 with every reading lesson. The children read from 
 the pictures and not from the words. 
 
 Throughout the first year this work should be 
 continued. The new words which are to enter into 
 the children's vocabularies should always be intro- 
 duced in the composition lessons before they enter 
 into the reading lesson. 
 
 While this distinction of composition and read- 
 ing lessons is made here for convenience, it is not 
 necessary that the two be separated in teaching. I 
 will repeat that reading and composition are two 
 co-ordinate subjects, and should go hand-in-hand 
 throughout the primary school course, at least. 
 
 During the latter part of the year, a little inde- 
 pendent work may perhaps be expected from the 
 pupils in composition but it should consist exclu- 
 sively of picture work. 
 
CHAPTER II 
 
 HOME-MADE CHARTS 
 
 The blackboard is undoubtedly the most valuable 
 piece of school-furniture. For purposes of instruc- 
 tion nothing takes the place of it, and the statement 
 that the best school is that which is founded on 
 chalk needs no qualification. Instruction is neces- 
 sary to enable the pupil to acquire knowledge, but 
 frequent repetition of the acquired knowledge is 
 necessary to fix the same in the mind of the child. 
 
 The chief objection to the blackboard is the 
 necessity for erasing the exercises from day to day, 
 and whenever it is desired to review former lessons 
 considerable time is required to prepare them. 
 This difficulty can easily be met by copying the 
 exercises on suitable charts. The following descrip- 
 tion will enable any teacher, with a little skill, to 
 prepare a supply of convenient charts with compar- 
 atively little labor and a trifling expense. These 
 charts have advantages over the ones prepared by 
 
 publishers. For primary education, where a con- 
 
 (20) 
 
HOME-MADE CHARTS 21 
 
 sideration of the individual is of the highest im- 
 portance, it is well nigh impossible to secure a chart 
 or book suited to the widely different classes. The 
 teacher alone knows the wants of the small children, 
 and it is possible for her to prepare the reading 
 charts for her own classes. 
 
 The support can be prepared by any mechanic, 
 or perhaps by a pupil of the school. It consists of 
 an upright two inches square and six or seven feet 
 high. Where the school-room has a raised plat- 
 form, a hole may be cut into one comer of it, into 
 which the upright may be fitted . In the absence of 
 a platform, the upright may be fitted into a block 
 of wood. The top of the upright has a tenon 
 which fits into the mortise in the middle of a cross- 
 piece two inches square and from two to three feet 
 long. To this cross-piece are nailed the charts, 
 and one cross-piece should be secured for each 
 set of charts. The mortise-joint should be just 
 free enough to allow the cross-piece to which the 
 charts are attached to be readily removed and 
 replaced by another. The top of this cross-piece 
 may have a groove into which the different charts 
 may be more securely fastened ; but it will be 
 found sufficient to place the chart across this cross- 
 
22 PICTURES IN LANGUAGE WORK 
 
 piece and to tack on a thin strip across the top, 
 driving flat-headed nails through the strip and 
 charts. 
 
 With this arrangement both sides of the chart 
 may be used equally well. It is generally best to 
 fasten the sheets to the cross-piece and print them 
 afterwards. A heavy manilla paper, which can be 
 secured at almost auy store, in sheets 24x40 inches, 
 will answer every purpose. For small charts the 
 sheets may be fastened at the middle ; for longer 
 charts, at the ends. For printing the charts a large 
 sized shading-pen, which can be secured from any 
 school-supply dealer for 25 cents, is excellent. A 
 little practice according to the directions which 
 accompany each pen, will enable any teacher to 
 write with it as freely and rapidly as with chalk. 
 Should pictures be desired, they can be cut from 
 magazines and pasted on the charts. 
 
 If it is not possible to secure or use the support 
 mentioned above, the charts may be made of single 
 sheets of manilla paper, folded once and hung over 
 a string stretched between two nails driven into the 
 wall. 
 
 It is hardly necessary for me to say in this con- 
 nection that all the charts should be prepared with 
 
HOME-MADE CHARTS 23 
 
 the greatest care, and that not only the letters and 
 figures but the arrangement and general appear- 
 ance should be worthy of imitation. This is a 
 particular recommendation for charts, that being 
 permanent, the teacher can afford to spend more 
 time in the preparation of them than in putting 
 lessons on the blackboard. 
 
CHAPTER III 
 
 SECOND YEAR WORK 
 
 A few weeks ago I came into a primary grade 
 during the language period. Picture cards were 
 distributed and the pupils were told to write about 
 the pictures. No hint, no explanation, no prelim- 
 inary " drawing out " of pupils, no instruction. 
 
 The pupils worked painfully and slowly ; every 
 now and then some little hand would go up as 
 a signal of distress, and in response to a request 
 the teacher would write an unknown word upon the 
 blackboard. 
 
 After a reasonable time the slates were examined. 
 One of them contained this exercise neatly written : 
 I see a tree. 
 I see a boy. 
 I see apples. 
 The boy has a basket. 
 I see a fence. 
 There was little variety. 
 The sentences were limited to what was seen. 
 
 (24) 
 
SECOND YEAR WORK 25 
 
 There was no little value in the exercise. The 
 children had been trained to know that they did 
 not know the spelling of a word. They had been 
 taught to write script fairly well and to use periods 
 and capitals. The exercise, however was almost 
 entirely devoted to training in the mechanical parts 
 of seeing and writing. It was right that the exer- 
 cise should be this but it should have been at same 
 time a thought exercise. 
 
 How can these lessons be arranged not only 
 so that the child sees the object before the eye, but so 
 that these objects may stir up the wells of thought 
 within him ? 
 
 The methods followed in many text-books serve 
 the purpose admirably, but these need to be supple- 
 mented by additional lessons. This is the objection 
 to the books, that the pupils having them and turn- 
 ing over and over the pages become familiar with 
 the pictures before they take them up in class, and 
 consequently lack that interest which is taken in 
 new things. 
 
 Let the reader bear in mind that while we are 
 considering the use of pictures we are not forgetting 
 that there are many other ways of teaching lan- 
 guage, and that many other exercises should be 
 
26 PICTURES IN LANGUAGE WORK 
 
 given ; and that these picture lessons are but a part 
 of the work in language-teaching. 
 
 This morning, I went before a class of fifty second- 
 year pupils, and put into the hands of each one a 
 copy of the picture on page 16. 
 
 " Can any one see an apple tree? " I asked, and 
 without saying anything more I told them that we 
 were going to write something on the board about 
 this picture ; that I would write and they should 
 tell me what to write. " As soon as any one can 
 think of something to write I am ready.'" .Many 
 hands went up. I called on a boy and as he spelled 
 the words I wrote the sentence : 
 
 The boy has a broom. 
 
 I erased the first two words and told them I 
 wanted a better word for their place. All began to 
 think. Several hands went up. Several words 
 were given and used as subjects. One boy sug- 
 gested, "Sam," and the sentence : 
 
 Sam has a broom, 
 was the choice of the class, so the others were 
 erased. After fifteen minutes, we had : 
 
 Sam has a broom. 
 
 He will try and get some apples for his mother. 
 
 He will take them home in his hat. 
 
SECOND YEAR WORK 27 
 
 His mother will cook the apples for dinner. 
 
 Sam's father will buy him a new coat. 
 
 While writing this I purposely omitted periods, 
 and made mistakes in capitals, and took care to 
 commend those who noticed the mistakes. After the 
 work was written I called the attention of the class 
 more particularly, to the new words ; apples, buy, 
 cook, broom, were all examined. The lesson was 
 then erased and all began to write on their slates. 
 
 After thirty minutes, forty out of fifty pupils had 
 written the exercise on their slates ; many of them 
 without the variation of a word : some, with a few 
 words changed, but having at the same time correct 
 sentences. 
 
 This was a lesson in language. The apostrophe 
 was introduced for the first time and all of them 
 had used it correctly. The words were spelled cor- 
 rectly and the writing was neat. It was a lesson in 
 observation, the imagination was exercised, and 
 probably the memory training was the most valu- 
 able part of the lesson. Without a conscious effort 
 they retained an exercise equal to a page of their 
 reader. 
 
 It is important that such exercises should be writ- 
 ten in a clear, bold hand so that it may be readily 
 seen from all parts of the room. 
 
28 PICTURES IN LANGUAGE WORK 
 
 At first, until the class is properly trained, the 
 blackboard composition may be copied instead of 
 being written from memory ; but it will form an 
 invaluable training if pupils are taught to observe 
 the whole of a thing at a time, which they are 
 required to do, if it is to be erased before they 
 begin to copy it. It will save much time during 
 their school-life if they are taught this. 
 
 Odd minutes of the day may be used for a drill 
 like the following. Let sentences be written, short, 
 at first, and gradually lengthened ; let the pupils 
 have just a glance at them then erase and require 
 the pupils to write them. Making a contest of this 
 ex rcise will add zest to it. 
 
CHAPTER IV 
 
 THE THIRD YEAR 
 
 In the third year the pupil should begin to write 
 with a special aim. The description of objects, 
 class-mates, and pictures is made the special work 
 of this grade in many courses of study. The teacher 
 of the ungraded school may inquire what he shall 
 do in the absence of a course of study. Let me 
 repeat here that particularly in primary classes 
 reading and composition should be taught together. 
 It is easy to do this in ungraded schools. After 
 the class has finished the reading lesson, the com- 
 position work may be explained before the pupils 
 are sent to their seats. Every day's composition 
 should aim to require pupils to use the new words 
 which will appear in the reading lesson of the 
 following day ; as well as the new words of the 
 preceding days. 
 
 Such excellent methods for teaching description 
 are given in Principles of Teaching, by Prof. J. T. 
 Gaines, that I need do no more here than refer to 
 them. 
 
30 PICTURES IN LANGUAGE WORK 
 
 In all those lessons in which the aim is instruc- 
 tion, the whole class should have copies of the 
 same picture. In composition, however, they need 
 much training, and for purposes of training it may 
 be desirable for the different pupils to have differ- 
 ent pictures. After the exercises are written collect 
 the pictures and compositions and appoint a com- 
 mittee of two or three pupils to pin the pictures to 
 compositions which are supposed to describe them. 
 A number of cards having on them the same geomet- 
 rical units in different positions may be distributed. 
 At first, the pictures should vary considerably, but 
 as the pupils acquire more and more skill the varia- 
 tion may be less and less. Descriptions which do 
 not enable the committee to select readily the object 
 or picture described may be re-writtcn by the 
 authors. 
 
 A book of methods which has until recently been 
 very widely used as a text-book in Normal schools 
 and Reading Circles contains the following " Meth- 
 ods ", among others, for teaching composition : 
 
 Teach pupils to describe objects; men with whom they are 
 familiar, houses and each other. 
 
 Teach them to use the period, interrogation, etc., the hyphen 
 and apostrophe. 
 
 This is a fair specimen from the old books on 
 
THE THIRD YEAR 31 
 
 Methods of Teaching. What possible assistance 
 such directions could have been to the young teacher 
 is not easily to be seen : but the examinations 
 required the candidate to be proficient in Methods 
 and he studied the subject for the examination. 
 He perhaps took the book along to school the first 
 day, and tried to follow it conscientiously. He did 
 not get far in the book until he met a quotation like 
 the one given above. 
 
 " Teach the pupil to describe objects." How could 
 he teach, if he had never learned, himself. In his 
 day and generation, the schools did not teach pupils 
 to describe objects. " But," you say, " a teacher is 
 not supposed to be entirely devoid of sense." Very 
 true, but the author of such books admitted that 
 the teacher was unable to help himself and wrote a 
 book to aid him ; the teacher desired to secure the 
 wisdom of experience and turned to the book and 
 found it not ; and finally he relapsed into the hope- 
 less condition of plodding his daily round of routine 
 work. 
 
 The normal schools of the past and unfortunately 
 a few of the present have the same tendency to stifle 
 their pupils. In Methods they show what is to be 
 done and what is to be avoided, yet make few 
 attempts to show how things are to be taught. 
 
32 PICTURES IN LANGUAGE WORK 
 
 The test of the correctness of a description is that 
 it will enable the reader to form the same mental 
 picture that existed in the mind of the author. 
 Our ideas of words depend largely upon our experi- 
 ence, andjfas no two persons have had the same 
 experiences, the meanings attached by any number 
 of persons to a given sentence must necessarily vary 
 greatly. 
 
 A description is a word-picture and the same 
 rules that are followed by the artists may be con- 
 sidered as governing the formation of word-pictures. 
 Every picture contains one or more prominent 
 objects to which all the rest are subsidiary. The 
 description aims to seize upon the various features in 
 the order of their relative importance. - The advan- 
 tages of a print or a sketch over a word-picture are 
 the advantages of the finished house over a pile of 
 building material : the one is ready for us to enjoy ; 
 the other we build as we gather the elements from the 
 several sentences. A good word picture therefore, 
 aims to introduce the whole of the subject to the mind 
 simultaneously, and, consequently, the details are 
 omitted but the prominent features are described in 
 such a way as to suggest their surroundings. 
 
 The following familiar example from Shakspere 
 illustrates this : 
 
THE THIRD YEAR 
 
 33 
 
 But look, the morn in russet mantle clad 
 Walks o'er the dew of yon high eastern hill. 
 
 A description should concern itself with the 
 appearance, the actions, and the position of the 
 object described. How are these things to be 
 taught ? 
 
 Let us suppose our subject is the following picture. 
 
 It will be enough for one lesson probably to have 
 pupils form sentences describing the positions of the 
 different persons : 
 
 These persons sit in the kitchen. 
 
 Grandfather sits by the table. 
 
 Emma stands by his knee. 
 
34 PICTURES IN LANGUAGE WORK 
 
 John stands by his side near the table. 
 
 Their mother sits behind the table near the hearth. 
 
 If the pupils are slow in doing this repeat the 
 exercise for several days with similar pictures. 
 After this step has been well learned, let the pictures 
 be taken again and the actions of the several persons 
 described. 
 
 Grandfather holds up a toy and laughs. John tries 
 to get it and Emma cries for it. Their mother laughs 
 at them. 
 
 After this step has been learned they may be 
 taught to describe the several persons. To do this 
 it is advisable to begin with simpler figures. The 
 following picture would do well for this purpose. 
 
 After these steps have been well learned a lesson 
 like the above may, with simple pictures, be given* 
 
THE THIRD YEAR 35 
 
 and the several steps required in one or more days. 
 Here I wish to protest against the prevailing 
 method of supposing that young children can do 
 no composition or language work aside from filling 
 out blanks. The advocates of this system would 
 suggest this method. Let the teacher write on the 
 board sentences like the following : 
 
 Grandfather is a toy. 
 
 John is to get it. 
 
 Emma is for it. 
 
 Others would recommend the teachers to write a 
 series of questions and require the child to write the 
 answers. Neither of these methods is likely to 
 give the children the power of independent work, 
 and both are based upon the " supposition that the 
 child has no brains ". 
 
CHAPTER V 
 
 FOURTH AND FIFTH YEARS 
 
 Story writing may be required before the pupil 
 has passed the third year ; but in the fourth and 
 fifth years, story writing may be made a special 
 aim. Description necessarily enters into every 
 story. Besides describing the appearance of the 
 personages or objects when writing a story, the 
 story- writer gives their history, and the work of 
 teaching story-writing may be made of special 
 moral value, if pupils are led to express their judg- 
 ments of the actions or characters under considera- 
 tion. 
 
 By this time children should have learned the 
 art of sentence-making and it should be possible to 
 lead them to divide their composition into para- 
 graphs. 
 
 Suppose that a picture is assigned, and the sen- 
 tences are written on the board as they are given 
 by the pupils. Afterwards, lead the pupils to col- 
 lect the sentences that are related in thought, into 
 paragraphs. 
 
 (36) 
 
FOURTH AND FIFTH YEARS 
 
 37 
 
 The composition given below was selected from a 
 number that were written about the picture which 
 
 is here given. The class had been drilled in this 
 
38 PICTURES IN LANGUAGE WORK 
 
 kind of work for nearly a year and had spent two 
 periods of forty minutes each on this subject. 
 
 JOHN AND MARY 
 
 John lives in a small house. He is nice, neat boy. He has a 
 little sister. Her name is Mary. 
 
 One day John was helping his mother. When the work was 
 done, his mother sent him on an errand. His sister went with 
 him 
 
 When they came down the street they saw some boys throw 
 stones at a kitten. The boys ran away from it to go after a big 
 wagon which came by. 
 
 Mary and John saw the poor little kitten, and took it home. 
 Their mother gave them some milk for it. The little kitten is 
 most afraid to drink the milk. 
 
 I think boys should be kind to animals. 
 
 The following composition selected from a num- 
 ber written about the picture on page 16, illustrates 
 the same point : 
 
 THE POOR BOY 
 
 Once there was a lady who was very poor. I suppose her 
 husband was dead, or she would not have been quite so poor. 
 Her little son, whose name was Joe, was a very good boy. So 
 he tried to earn money. Do you want to know how he did it ? 
 Well, I will tell you. It looks to me like he goes around clean- 
 ing sidewalks. From the way he looks in the picture, he looks 
 like he has finished his work for a lady, and is holding out his 
 hat to get his pay. 
 
 I can see the trees, and they look very shady, little Joe looks 
 cool, in his bare feet. I suppose Joe lives in a house, if he has 
 
FOURTH AND FIFTH YEARS 39 
 
 one to live in. When night comes, little Joe will go to bed and 
 sleep all night long. Then he will dream of what he has done 
 for his mother. Then when it is morning, he will go out and 
 work till night again. I think if all girls and boys would do as 
 Joe does, there would be less trouble in the world. 
 
 No school exercise has for its special aim the cul- 
 tivation of the imaginative powers of the child. 
 They may be exercised in the study of geography 
 and history ; but it is only incidentally. These 
 picture-lessons may be arranged so that they may 
 become excellent means to this end. 
 
 A picture represents one of a series of actions or 
 events. The child in writing a story from a picture 
 makes an effort in imagination to reproduce the 
 whole series leading up to and following what is 
 depicted in the illustration. He is performing the 
 same operations which the scientist perforins when 
 he restores the extinct animal from a fossil bone ; 
 or the archaeologist who restores a buried building 
 from the broken ruins. 
 
CHAPTER VI 
 
 ADVANCED WORK 
 
 I assigned the following picture to a class which had 
 
 • 
 
ADVANCED WORK 41 
 
 been trained considerably in this kind of work. 
 They were expected to select their own subjects and 
 do their own writing. 
 
 Among the compositions I found some with the 
 following suggestive yet widely different subjects : 
 
 The German Student. 
 
 Evils of Smoking. 
 
 Why the Dog Follows him. 
 
 Cruelty to Animals. 
 
 How Big he Feels ! 
 
 The Dog-Trainer off Duty. 
 
 In the higher grades the culture of the imagina- 
 tion by means of picture-lessons may be carried on 
 still farther. The dullest boy could write a compo- 
 sition about the picture on the following page, and 
 almost any girl would want to say something about 
 what it suggested to her. 
 
 Advanced pupils should not have so much assist- 
 ance as those in lower grades. 
 
 The picture following was given to a High School 
 Class and the exercises showed that many of the 
 pupils gave the subject no little study. It may be 
 considered a model subject for such an exercise. 
 It is suggestive and yet leaves nearly every detail 
 to be filled out by the pupil. 
 
 Pictures of historical events are of great value, 
 
£--x 
 
ADVANCED WORK 43 
 
 as are also pictures of places. When a pupil has 
 been taught to describe pictures of landscapes he 
 can better understand the text of his geography 
 lesson. 
 
 But pictures need not be required. After the 
 drill in descriptive and story-writing which has 
 been indicated in the preceeding pages pupils 
 should be prepared to do independent work of no 
 mean order. 
 
 I have a very distinct recollection of my first 
 composition. I was about twelve years old and had 
 never had a previous drill. The teacher distrbuted 
 a number of sheets of paper on which he had before 
 written the subjects. Education was the one that 
 fell to my lot. I can now see the sheet. I remem- 
 ber too that it was a very clean, white sheet, with 
 the subject written at the top in a highly orna- 
 mental style, and I remember that when it was 
 finished one page was entirely filled and the other 
 about half. And I can see how they were filled ; 
 but I do not remember what was written on it. 
 
 The teaching of composition has vastly improved 
 since that time, and it is due to the high order of 
 the training which the masses are now receiving 
 that the editorial rooms of our newspapers and 
 
44 PICTURES IN LANGUAGE WORK 
 
 magazines are being deluged with such torrents of 
 manuscripts, of which a thousandth part of the 
 really meritorous ones never come to the light. 
 
 But the methods indicated above are no better 
 now than twenty years ago, and while an occasional 
 pupil may be able to write on abstract subjects yet 
 the large number need something more suggestive. 
 
 Assign to pupils Washington for a subject and 
 they will hand you a very satisfactory compilation 
 or facts from the encyclopaedia and the history ; but 
 describe for your class as A^ividly as possible a cer- 
 tain scene in the career of Washington and assign 
 it for a subject, and they will take pleasure in 
 describing the events that lead up to and spring 
 from the incident : if properly trained they will add 
 comments of their own, as the narrative progresses. 
 
 I said to a class a few days ago, " I have in mind 
 a picture of a boy, a policeman and a pig ; " and 
 requested them to write a composition using these 
 characters. I received some amusing and strik- 
 ingly original compositions. 
 
CHAPTER VII 
 
 MISCELLANEOUS SUGGESTIONS 
 
 Children should be taught by method ; not neces- 
 sarily by a method but by some method. In graded 
 schools it is important that the children be required 
 to work according to the same methods. 
 
 In primary grades the compositions are generally 
 written on properly ruled slates. It is easy to 
 secure a systematic arrangement. 
 
 Nothing looks so slovenly as a bundle of papers, 
 of assorted colors, assorted sizes, irregular edges ; 
 some written with pencil ; others, with red ink ; 
 others, with black ; some, having the name at the 
 top ; others, elsewhere ; and many with no name 
 at all. 
 
 I give herewith a method not claiming that it is 
 better than others, but merely as a suggestion for 
 the arrangement of written work. 
 
 For pencil, a pad 8x10 inches is perhaps most 
 
 desirable. The paper should be unruled, and of 
 
 such a quality that a card with ruled lines, placed 
 
 (45) 
 
46 PICTURES IN LANGUAGE WORK 
 
 underneath it, will afford sufficient guide to those 
 who need it. On this card there should be a short 
 line on the upper left hand corner for the name, 
 and at the right for the date. A little below this 
 and in the middle another short line for the subject. 
 The other lines should not be less than a half-inch 
 apart, and a marginal line three-fourths of an inch 
 from the left edge of the paper is often found con- 
 venient, 
 
 Too little time is spent in finishing the composition 
 and too little consideration is given to the com- 
 position by the teachers. In all advanced classes 
 the corrected composition should be copied on good 
 paper with pen and ink in a neat style. It is more 
 desirable for the pupils to have composition books 
 into which to copy their finished and corrected 
 work. The Bull tin Composition Bool- is an excel- 
 lent one. If it is used the teacher should closely 
 follow the methods of correcting compositions there 
 given. 
 
 What a refhetion on the teacher is it to find the 
 composition books of a class carelessly written, 
 blotted, torn, and mutilated ; to have in them incor- 
 rect spelling, careless punctuation and entire lack of 
 arrangement ! 
 
MISCELLANEOUS SUGGESTIONS 47 
 
 Whether the compositions are written od paper 
 or in books the pupils should be particularly 
 encouraged to take a just pride in their work. It 
 will add to the value of the exercise, if they are 
 taught to ornament them, and for this purpose it is 
 well to have at hand a book of ornamental letters, 
 tail-pieces and head-pieces. 
 
 A device that may be used in primary classes 
 with good results is to clear the platform, and have 
 several pupils arranged in a tableau, or performing 
 a pantomime for the class to describe. A little 
 stage might be erected in one corner, and the pupils 
 having the most creditable exercises might be 
 appointed to arrange the tableau for a succeeding 
 lesson. 
 
 A few days ago in a second reader class, I took 
 out a boy and girl, and gave one a brush the other 
 a broom. We had a few chairs and a small table 
 placed on the platform. I told the two to go in and 
 " play housekeeping"; the others were to describe 
 what they saw. The exercise was much enjoyed 
 and the results were highly gratifying. 
 
CHAPTER VIII 
 
 COLLECTING AND ARRANGING PICTURES 
 
 Those who attend educational meetings often 
 hear the common complaints of the teachers whose 
 success would be unbounded if their committee 
 would only furnish them the necessary apparatus. 
 Whenever a method is proposed they are ready to 
 endorse it but think it out of the question for them 
 to make anything out of it under the conditions sur- 
 rounding them. Our hopes for educational progress 
 do not depend on such ; but on those who are will- 
 ing " to prove all things " by a fair trial " and hold 
 fast to that which is good." 
 
 As was stated before, two classes of pictures are 
 needed. Of a few pictures enough copies should 
 be secured to supply every member of the class. 
 These are to be used for instructing pupils as has 
 been intimated in the foregoing pages. In addition 
 to these a great variety of suitable pictures should 
 be collected on which the pupils are to try their 
 independendent efforts. For doing this every pupil 
 
 (48) 
 
COLCECTING AND ARRANGING PICTURES 49 
 
 may have a different picture ; although it may be a 
 saving of time to the teacher, if all the pupils have 
 the same picture for this purpose. 
 
 As these pictures are collected, let boxes with 
 proper labels be provided for them ; and after they 
 have been used let them be returned to their boxes 
 and laid away for another year. Such things are 
 the working tools of the teacher's profession, and we 
 should expect him to be provided with these things 
 as well as expect the physician to be provided with 
 his box of surgical instruments. For a teacher of 
 an ungraded school who requires only a few copies 
 of each picture, a Globe letter file will be a conven- 
 ience for keeping a collection classified and easily 
 accessible. A supply of card-board boxes, neatly 
 labelled, will serve all purposes. 
 
 Below we give a simple classification. 
 
 In graded schools a single classification will prove 
 sufficient. For an ungraded school classifications 
 for the several grades may prove necessary. 
 I. Language. 
 
 1. Simple Descriptions. 
 
 2. Complete Descriptions. 
 
 3. Subjects for Stories. 
 II. Moral Lessons. 
 
50 PICTURES IN LANGUAGE WORK 
 
 III. Object Lessons. 
 
 IV. Geography. 
 
 1. Natural forms. 
 
 2. Cities, &c, &c. 
 V. History. 
 
 Of course many pictures will serve several of these 
 purposes. Each box may contain envelopes in which 
 the classification is made closer. Tims in the box 
 containing pictures for Moral Lessons there may be 
 envelopes containing subjects for teaching kindness, 
 helpfulness, patriotism, &c, &c. 
 
 Collections of miscellaneous pictures may easily 
 be made. A well-printed wood-engraving is always 
 to be preferred to a badly colored advertising card. 
 In making collections teachers should remember 
 that they are educating the tastes of their pupils. 
 
 If I may be allowed to digress once more from 
 my subject, I wish to say that every primary teacher 
 should have a table with a collection of picture 
 scrap-books, to which the little folks may be allowed 
 to go when they have finished their work. An 
 indestructible scrap book may be made by sewing- 
 together in book -form variously colored pieces of 
 silesia and pasting the pictures on with flour-paste. 
 
 I cannot close without making an apology to my 
 
COLLECTING AND ARRANGING PICTURES 51 
 
 readers for burdening this essay with seemingly 
 trifling details ; but my experience as a teacher 
 has convinced me that we err in forgetting that the 
 success of the whole depends on a thorough knowl- 
 edge and careful execution of the details of daily 
 work, and that attention to the more trifling details 
 of teaching may make what would otherwise be 
 weary plodding, a work of joy and satisfaction. 
 
Specimen Pictures 
 
 for 
 CLASS WORK 
 
 Simple descriptions, - - - Nos. 1-7 
 
 Fuller descriptions, - Nos. 8-15 
 
 Subjects for Stories - - - Nos. 16-77 
 
 History, Nos. 78-83 
 
 (53) 
 
No. 1 
 
 (54) 
 
No. 3 
 
 (55) 
 
No. 5 
 
 (57) 
 
No. G 
 
 (58) 
 
No. 7 
 
 (59) 
 
No. 8 
 
 (60) 
 
No. 9 
 
 (61) 
 

 
a!! 
 
 S 
 
 
 P?j$m 
 
 (63) 
 
(64) 
 
(65) 
 
(66) 
 

 ^ 
 
 y 
 
 i ■* 
 
 • 
 
 
 
 
 TliTiiiini'ii 
 
 (67) 
 
4h^ 
 
 (68) 
 
(69) 
 
(70) 
 
(71) 
 
(72) 
 
No. 23 
 
 \%J 
 
 
 . 
 
 A 
 
 
 F: 
 
(74) 
 
(75) 
 
No. 26 
 
 
 
 mm§ 
 
 
 
 Jj 
 
 
 1 
 
 i* 
 
 (76) 
 
No. 2 
 
 (77) 
 
No. 38 
 
 (78) 
 
No. 29 
 
 (79) 
 
No. 30 
 
No. 33 
 
 (81) 
 
No. 33 
 
 - H?***f ~La *j^J 
 
 (82) 
 
(83) 
 
No. 36 
 
 ~**fe. 
 
 No. 37 
 
 (84) 
 
No. 38 
 
 No. 39 
 
 (85) 
 
«*-*o 
 
 (86) 
 
No. 43 
 
 €3831 
 
 No. 43 
 
 (87) 
 
No. 44 
 
 Xo. 45 
 
No. 47 
 
 No. 48 
 
 No. 49 
 
 (89) 
 
iTTTTTT 
 
 No - 50 BBL 
 
 No. 51 
 
 No. 52 
 
 (90) 
 
#.*#••# tW&0\i 
 
 No - 53 TOJro i) 
 
 .1 
 
 No. 54 
 
 No. 55 
 
 1 -alB!/ 1 ' 
 
 :A; 
 
 ^^^-V-'¥- ■= 
 
 (91) 
 
No. 56 
 
 No. 57 
 
 No. 59 
 
 (92) 
 
No. 60 
 
 No. 61 
 
No. 63 
 
 No. 63 
 
 (94) 
 
bifec^ 
 
 No. 64 
 
 No. 65 
 
 (95) 
 
No. 66 
 
 No. 67 
 
 (96) 
 
No. 68 
 
 No. 69 
 
No. 70 
 
 
No. 72 
 
 No. 73 
 
 (99) 
 
No. 74 
 
 (100) 
 
(101) 
 
No. 76 
 
 (102) 
 
No. 77 
 
 (103) 
 
No. 78 
 
 (104) 
 
No. 79 
 
 (105) 
 
No. 80 
 
 (106) 
 
No. 81 
 
 (107) 
 
No. 82 
 
 (108) 
 
No. 83 
 
 '%& I 
 
 
 mm 
 
 (109) 
 
No. 84 
 
 (110) 
 
LIST OF PUBLICATIONS 
 
School Bulletin Publications 
 
 NOTE.— Binding is indicated as follows : B boards, C cloth, L leatherette, 
 M manilla, P paper. Size as follows : 8:416 indicates 8vo, pp. U16; 12:393 in- 
 dicates 12mo, pp. 393 ; 16:389 indicates 16mo, j)p. 3S9. Numbers preceding the 
 binding and size give the pages in the Trade Sale catalogue on which the 
 books are described. 
 
 Books starred may be had also in the Standard Teachers' Library, 
 manilla binding, at 50 cts. each. Unless expressly ordered to be sent in this 
 binding, such volumes are always sent in cloth. 
 
 A DAY of My Life, or Everyday Experiences at Eton. 22 C 16:184. ... $1 00 
 Ackerman (Mrs. M. B.) Review Questions to accompany Hendrick's His- 
 tory of the Empire State. 45 P 12:15 05 
 
 Adams. Wall Map of the State of New York, 68x74 inches, 41 C 5 00 
 
 Aim (F.) Method of Learning the Butch Language. 38 C 12:135 1 25 
 
 Aids to School Discipline. Per box 47 1 25 
 
 Supplied separately; per 100 Merits, 15 cts.; Half Merits, 15 cts.; 
 Cards, 15 cts.; Checks, 40 cts.; Certificates, 50 cts. 
 
 Air Test Bottles. Per set of 3, in cloth case 1 00 
 
 Alden (Joseph). First Principles of Political Economy. 43 C 16:153 75 
 
 Alexandrow (F.) MetJwd of Learning Russian. 38 C 12:135 1 25 
 
 Key 25 
 
 Arabic Self -Taught. 38 C 12:104 1 25 
 
 * Arnold (Thomas). Stanley's Life of, J. S. Carlisle. 15, 17 C 16:252. ... 1 00 
 
 Ascham (Roger). Sketch of, by R. H. Quick. 17 P 16:55 15 
 
 * Biography, by Samuel Johnson. 15. 17 C 16:252 1 00 
 
 Complete Works. 17 C 16:, 321, 273, 376, 374 4 vols 5 00 
 
 BAL.L (J. W.) 1000 Questions-and- Answers in Drawing. 41, 46 L 16:67. 40 
 
 Instruction in Citizenship. L 12:63 40 
 
 Barbera (Piero). Educational Publications in Italy. 17, 37 P 8:14 15 
 
 Bardeen (C. R.) Infection and Immunity. P 8:20 ; 25 
 
 ■ (C. W.) * Manual of School Law. 43 C 16:276 1 00 
 
 Geography of the Empire State. 40, 43 C 8:120 75 
 
 * Roderick Hume. The Story of a New York Teacher. 15, 22 C 16:295 1 25 
 
 The Little Old Man, or the School for Illiberal Mothers. 15 C 16:31 ... 50 
 
 Verbal Pitfalls. A manual of 1500 misused words. 26, 37 C 16:223. . 75 
 
 The Tax-Payer and the Township System. 25 P 8:20 25 
 
 Teaching as a Business for Men. 25 P 8:20 25 
 
 The Teacher's Commercial Value. 25 P 8:20 25 
 
 The Teacher as He Should Be. 25 P 8:24 25 
 
 Effect of the College-Preparatory High School. 24 P 8:5 15 
 
 History of Educational Journalism in New York. 17, 25, 43 P 8:45. . . 40 
 
 The Song Budget. 29Psmall4:76 15 
 
 The Song Century. 29 P small 4:87 15 
 
 The Song Patriot. 29 P small 4:80 15 
 
 The Song Budget Series Combined. 39 C 4:250 60 
 
Barnard (Henry). American Journal of Education. Vols. I-V, VIII, 
 
 IX, XVI, XVII, XXIII, XXIX. Each, Half -turkey, 8: about 800. ..$5 50 
 
 Letters, Essays, Thoughts on Studies and Conduct. C 8:552 3 50 
 
 Kindergarten and Child Culture Pajjers, etc. C 8:784 3 50 
 
 American Pedagogy. C 8:510 3 50 
 
 Military Syste?ns of Education. C 8:960 5 50 
 
 The Ed'l Labors of, by Will S. Monroe. 23 L 16:35 50 
 
 (H.) Oral Training Lessons. 29 C 12:136 75 
 
 Basedow (J. E.) Sketch of, by It. H. Quick. 17 P 16:18 15 
 
 Bassett (J. A.) Latitude, Longitude and Time. 30, 33, 40 M 16:42 25 
 
 Bates (S. P.) Methods of Teachers' 1 Institutes. 28 C 12:76 60 
 
 Batsdorf (J. B.) The Management of Country Schools. 25, 27 P 8:33. ... 20 
 
 Beebe (Levi N.) First Steps among Figures. 30, 31 C 16:326 1 00 
 
 Pupil's Edition. C 16:140 45 
 
 Beesau (Amable). The Spirit of Education. C 16:325, and Portrait... . 1 25 
 
 Bell (Andrew). An Old Educational Reformer. 17 C 16:182 1 00 
 
 Bennett (C. W.) National Education in Europe. 25 P 8:28 15 
 
 History of the Philosophy of Pedagogics. 17, 21 L 16:43 50 
 
 Binner (Paul). Old Stories Retold. 34 B 16:64 25 
 
 Blakely (W. A.) Chart of Parliamentary Rules. 37 P 16:4 25 
 
 Bradford (W. II.) Thirty Possible Problems in Percentage. 30 M 16:34. 25 
 
 Briggs (F. II.) Boys and Hoio to Re-Make them. 25 P 8:24 25 
 
 Industrial Training in Reformatory Institutions. 25 P 8:24 25 
 
 Bristol (H. C.) Honesty Cards in Arithmetic. 28,30 50 cards, 3x4>£. .. 50 
 
 Browne (M. Frances). A Glimpse of Grammar-Land. 34 P 8:24 15 
 
 * Buckham (Henry B.) Handbook for Young Teachers. 15, 23, 27 C 
 
 16:152 75 
 
 Buffalo Examination Questions. 46 L 16:110. 1st Year : 2d and 3d 
 
 Years, each 50 
 
 Bugbee (A. G.) Exercises in English Syntax. 36 L 16:85 35 
 
 Key to the same. L 16:36 35 
 
 Bulletin Spelling Pads, 70 pages. Each 15 
 
 Book-Keeping Blanks. Press-board, 7x814, pp. 28. Each — 15 
 
 Composition Book. M 8:44 15 
 
 Class Register. Press-board cover, Three Sizes, (a) 6x7, for terms 
 
 of twenty weeks ; or {b) 5x7, for terms of fourteen weeks. 47 
 
 Pp.48 25 
 
 (c) Like (6) but with one-half more (72) pages 35 
 
 Pencil Holder, numbered for 60 pupils. 48 2 00 
 
 Ink- Well Filler, holding one quart. 48 1 25 
 
 Number Fan. 30, 11x15 inches 1 00 
 
 Bumham (W. P.) Duties of Outposts V. S. Army. 33 C 24:171 50 
 
 Burritt (J. L.) Penmanship in Public Schools. P 12:62, and chart 60 
 
 Butler (Nicholas Murray). The Place of Comenius. 18, 24 P 16:20 15 
 
 CABANO (Lopes de). Method of Learning Portugese. 38 C 12:175 1 25 
 
 Key 25 
 
 Caesar's Conspiracy of the Helvetians. 45 P 16:20 10 
 
 Canfield James H.) Rural Higher Education. 24, 25 P 8;24 15 
 
 (2) 
 
* Carlisle (J. S.) Two Great Teachers, Ascham and Arnold. 15, 17 C 
 
 16352 $1 00 
 
 Catalogue of Rare hooks on Pedagogy. P 24:58 06 
 
 of School Bulletin Publications. P 16:100 06 
 
 Cheney(F.) A Globe Manual for Schools. 40 P 16:95 25 
 
 Civil Service Question Book. 46 C 16 :282 1 50 
 
 Clark (Noah T. ) Chart of IT. S. History. 42 P 8J^xl2„ Each 6c. ; per doz. 50 
 
 Code of Public Instruction, New York, 1888. 43 L 8:1075, net 2 50 
 
 Colored Crayon, for Blackboard, per box of one dozen, nine colors. . . 25 
 
 Collins (Henry.) The International Date Line. 30, 33, 40 P 16:15 15 
 
 Comenius (John Amos). Orbis Rictus. 18 C 8:232 3 00 
 
 * Life and Educational Works, by S. S. Laurie. 15, 17. 18 C 16:272.. . . 1 00 
 
 Sketch of, byR. H. Quick. 17 P 16:25 15 
 
 Portrait of, P 22x28 1 00 
 
 Conif ort (George F. ) Modern Languages in Education. 25 P 16:40 25 
 
 Constitution of the State of New York. P 16:63 10 
 
 Cooper (Oscar R.) Compulsory Laws and their Enforcement. 24 P 8:6.. 15 
 
 Craig: (A. R.) The Philosophy of Training. C 12:377 2 00 
 
 Crain (J. H.) 70 Review Lessons in Geography. 40 P 16:60 25 
 
 Cube Koot Blocks, carried to 3 places. 30 1 00 
 
 Cyclopaedia of Education. 14 C 8:562 3 75 
 
 DANIELS (Blanche R.) Outlines of English Literature. 38, 45 C 12:102. 50 
 
 Danish and Norwegian Conversation Rook. 38 C 24:128 75 
 
 Davis (W.W.) Suggestions for Teaching Fractions . 30 P 16:43 25 
 
 Fractional Apparatus, in box. 30 (Not mailable) 4 00 
 
 De Graff (E. V.) Practical Phonics. 37 C 16:108 75 
 
 Pocket Pronunciation Rook. 37 M 16 :47 15 
 
 * The School-Room Guide. 15, 23, 27, 28 C 16:396 1 50 
 
 Development Lessons. C 8:301 1 50 
 
 The School-Room Chorus. 29 B 4:147 35 
 
 Calisthenics and Disciplinary Exercises. 33 M 16:39 25 
 
 •De Guinips (Roger). Pestalozzi, his Aim and Work. 15, 17, 19 C 12:331.. 1 50 
 
 Denominational Schools. Discussion of 1889. 24 P 8:71 25 
 
 Dickinson (John W.) The Limits of Oral Teaching. 24, 27, 29 P 16:24.. 15 
 
 Diehl (Anna Randall-). .1 Practical Delsarte Primer. 33, 34 C 16:66. ... 50 
 Diplomas, printed to order from any design furnished. Specimens sent. 
 
 41 (a) Bond paper, 14x17, for 25 or fewer 5 00 
 
 " 50 6 50 
 
 (b) " k ' 16x20," 25 or fewer 5 50 
 
 50 7 25 
 
 (c) Parchment, 15x20, " 1 3 50 
 
 Each additional copy 75 
 
 Donaldson (James). Lectures on Education. 17 C 16:185 1 00 
 
 Dudevant (A.) French and English Commercial Correspondence. 39 C 
 
 12:107 50 
 
 Durham (W. H.) Carleton Island in the Revolution. 15 C 16:128 1 00 
 
 EDUCATION as Viewed by Thinkers. 21, 24 P 16:47 15 
 
 * Intellectual, Moral, and Physical, Herbert Spencer. 15,21 C 16:331. 1 00 
 
 for the People, in America, Europe, India, and Australia. 22 C 8:176. 1 25 
 
 (3) 
 
Edwards (A. M.) Graded Lessons in Language. Nos. 1-6. 36 P 8:86, 
 
 each per dozen $1 00 
 
 500 Every Bay Business Problems in Arithmetic. 500 cards, lj^x3>£, 
 
 with Key, 28,30 50 
 
 500 Pertinent Questions in Civics, with Answers. 28, 43 P 16:54 15 
 
 The same, with Questions on 250 slips of cardboard, in box. 28, 43. 50 
 
 Historical Game, " Our Country ". 100 cards, 2J4x3%. 28, 42 50 
 
 Historical Cards. 3J4x5J4. 28, 42 
 
 (a) General History. 200 cards 1 00 
 
 (b) United States History, Part I. 92cards 50 
 
 (c) United States History, Part II. 108 cards 50 
 
 ('/) I 'nited States History, Complete. 200 cards 1 00 
 
 Outline and Topic Book in U. S. History. P 8 :212 50 
 
 Geographical Game," Our Country". 100 cards, 234x3%. 28,42 50 
 
 Geographical Cards. 3^x5*4- 28, 40 
 
 (a) Part I. Physical Geography and North America. 100 cards 50 
 
 (6) Part II. T lie Rest of the World. lOOcards 50 
 
 (c) Complete. 200cards 100 
 
 Emerson (A. W.) Composition and Criticism. 30 L 16:82 40 
 
 (H. P.) Latin, in High Schools. 25 P 8:9 25 
 
 Kssays on the Kindergarten. 19, 27 C 12:175 1 00 
 
 FARNHAM (Geo. L.) The Sentence .Method of Reading. 34 C 10:55. ... 50 
 
 Fitch (Joshua G.) The Art of Qtu s timing. 20, 21. 26 I' 16:36 15 
 
 7'he Art of Securing Attention. 20. 24, 26 P 16:43 15 
 
 Lectures on Teaching, Reading Club Edition. 2\ C 12:436. 1 25 
 
 Foreign Languages. See pp. 38, 39 
 
 Fowle (Wm. B .) The Teachers" Institute. 28 12:238 1 00 
 
 Franck (F.) The German LetU r- Writt r, with the Forms of Polite Cor- 
 respondence, and English Explanatory Notes. 39 P 16:112 40 
 
 * Franklin (Benj.) Autobiography. 15 C 16:241 100 
 
 Frcebel (Friedrick). Autobiography of. 17, 19 C 12:183 1 50 
 
 GAINES (J. T.) Principles of Teaching. 21, 25 P 8:63 20 
 
 Geometry Test Pa-pi rs, by Wm. Smith. Packages of 100, 8Ux 10. 32.. . 1 00 
 
 Geddes (Patrick). Industrial Exhibitions. P 16:57 25 
 
 German Self -Taught. 39 P 16:87 40 
 
 Gill (John). School Management. 27 C 16:276 1 00 
 
 Godard (Harlow). An Outline Study of U. S. History. 42 L 10:146 50 
 
 Goethe (J. F. von). Egmonf, with English Nutes. 39 C 16:1 10 40 
 
 Gore (J. Howard). Manual of Parliamentary Practice. 37 C 16:112 50 
 
 Goulding (Matilda P.) Eloresj A Botanical Game. 28 cards, 2%x3*4. 42. 50 
 
 Granger (Oscar). Metric Tables and Problems. 30 M 10:23 25 
 
 Grant (James). History of the Burgh Schools of Scotland. 1 1, 22 C 8:591. 3 00 
 
 Grasby (\V. Catton). Teaching in Three Continents. 22 12:344 1 50 
 
 Gray (Thos. J.) Methods and Courses in Xormal Schools. 24 1' 8:19 15 
 
 Griffin (Ida L.) Topical Geography, with Methods. 40 L 12:142 50 
 
 Griffith (Geo,) Outline Blackboard Maps. 40. Per set 8 00 
 
 HAHN (F.) The Child's German Book. 39 P 16:87 40 
 
 (4) 
 
Hailmana (\V. N.) Primary Kindergarten Helps. 19, 27 B 8:58 $ 75 
 
 The New Education. Vol. VI and last. 19 C 8:146 2 00 
 
 Sketches from tlie History of Education. 17, 25 P 8:39 20 
 
 Hall (Marcella W.) Orthoepy Made Easy . 37 10:100 75 
 
 Hamilton Declamation Quarterly. Vol. I. (all published). 35 C 
 
 10:337 1 00 
 
 Harlow (W. B.) Early English Literature. 38 C 16:138 75 
 
 Harris (W. T.) Natural Science in the Public Schools. 29, 33 L 16:60. ... 50 
 Horace Mann. P 16:50 15 
 
 The Theory of Education. 21, 24 P 16:54 15 
 
 The Educational Value of Manual Training. 24, 26 P 8:14 15 
 
 Art Education Tlie True Industrial Education. 24, 26 P 8:9 15 
 
 University and School Extension. 24 P 8:12 15 
 
 The General Government and Public Education. 24 P 8:8 15 
 
 Report on Pedagogical and Psychological Observation. 20, 24 P 8:6. . . 15 
 
 H eer mans (Forbes). Stories of the Far West. C 16:260 1 25 
 
 *Helps to Self -Culture. 15 C 16:241 1 00 
 
 Hendrick (Mary F.) Questions in Literature. 38 B 16:100 35 
 
 (W) " The Table is Set." A Comedy for Schools. 34, 16:30 15 
 
 School History of the Empire Slate. 43, 45 C 12:201 75 
 
 Hennig (Carl V.) Anatomical Manikin. 33 M 8:18 1 00 
 
 Hinckley (Mary P.) Longfellow Exercise for 50 Pupils P 8:12 10 
 
 Hinsdale (B. A.) Pedagogical Chairs in Colleges 24 P 8:11 24 
 
 * Schools and Studies. 15, 21 C 12:362 1 50 
 
 Hoose (J ames II.) Studies in Articulation. 37 C 16:70 50 
 
 * On the Province of Methods of Teaching 15, 28 C 16:376 1 00 
 
 Pestalozzian First- Year Arithmetic. 19, 30, 31 B 16:217 50 
 
 Pupils' Edition. B 16:156 35 
 
 Second Year Arithmetic. B 16 :236 50 
 
 Hornstone Slating, the best crayon surface made. 48, per gallon — 8 00 
 
 Slated Paper, per square yard (if by mail, 60 cts.) 48 50 
 
 Hoss(Geo.H.) Memory Gems. 34, 38 P 16:40 : 15 
 
 1 1 otchkiss (Viala P.) Lessons in Object Drawing. 41 L 4:82 50 
 
 Hughes (James L.) Mistakes in Teaching. 26, 27 C 16:135 50 
 
 How to Secure and Retain Attention. 20, 26 C 16:98 50 
 
 Huntington (Rt. Rev. F. D.) Unconscious Tuition. 24 P 16:45 15 
 
 Hutton (H. H.) A Manual of Mensuration. 30, 32 B 16:168 50 
 
 ITALIAN and English Correspondence. 38 P 12:90 50 
 
 JACKSON (E. P. Class Record Cards. 47 90 white and 10 colored 
 
 cards 50 
 
 Jacotot (Joseph). Sketch of by R. II. Quick. 17 P 16:28 15 
 
 Jewell (F. S.) Grammatical Diagrams. 36 C 12:207 75 
 
 Johnson's C hart of Astronomy . On enamelled cloth, 40x46 inches — 3 50 
 Juliand (Anna M.) Brief Views of U. S. History. 42 L 16:69 35 
 
 KAROLY (Akin). T lie Dilemmas of Labor and Education. C 12:77... 1 00 
 
 Kay (David). Education and Educators. 21 C 12:490 2 00 
 
 Keller (C.) Monthly Report Cards. 47 2%x4 inches, Per hundred 21.. 1 00 
 
 (5) 
 
Kennedy (John). The Philosophy of School Discipline. 24 P 16:23 1 15 
 
 Must Greek Go ? 25 L 16:66 50 
 
 Kiddle (Henry) 3,000 Grammar Questions, with Answers 36 C 16:220 1 00 
 
 Kindergarten Essays. 19, 27 C 12:175 1 00 
 
 Knott (E. E.) The Beady Reference Law Manual. 43 C 8:3S1 2 00 
 
 LANE (Fred N.) Elementary Greek Education. 17 L 16:85 50 
 
 * Laurie (s. s.j John Amos Comenius 15, 17, 18 C 16:272 1 00 
 
 Lawrence (E. C.) Recreations in Ancient Fields. C 12-177 1 00 
 
 Lees (James T.) T he Claims of Greek. 25 P 8:16 25 
 
 Locke (John). Sketch of by R. II. Quick. 17 P 16:27 15 
 
 Lowrie (R. W.) Hoiv to obtain Greatest Benefit from a Book. 38 P 8:12. . 25 
 
 M'CULLY'S Perforated Erasers. 48. Per doz 1 00 
 
 •Mace (W. II.) A Working Manual of American History. 15,42C10:297 10O 
 
 McCosh (James). Essay* on tht Higher Education. 25 C 8:120 75 
 
 McKay (John S.) 100 Experiments in Natural Science. 33 P 16:50 15 
 
 * Mann (Horace). Thoughts for a Young Man. 15 C 16:241 100 
 
 Sketch of by W. T. Harris. 16:50 15 
 
 Maps for the Wall. See page 41. 
 
 Bfaps, Belief Maps. Switzerland. 40, 41 11x17%, $3.50; 23x34, $10.00. 
 
 Palestine 22x35 10 00 
 
 Griffith's Outline Blackboard Maps. 40 Per set 8 CO 
 
 Dissected Maps. United States sawn into States 75 
 
 The Same, New York State Sawn into Counties 75 
 
 Onondaga County. Cloth, 4x4}4 feet. 41 10 00 
 
 New York State. Cloth, 61x76 inches. 41 5 00 
 
 Outline Maps (6x9) of New York, 40, 43. Per pad of 50 15 
 
 Marble (A. P.) Powers of School Officers. 25, 43P 16:27 * 15 
 
 Marehetti (c j .) Method of Learning Italian. 39 C 12:218 1 20 
 
 Key 24 25 
 
 Marenholtz-Iiuelow (Baroness) School Work-shop. 24, 26 P 16:27 15 
 
 Child and Child Nature. Frcebel's Ed'l Theories. 19,20, 27 C 12:207. 1 50 
 
 Maudsley (ii.) Sex in Mind and Education. 20,24 P 16:42 15 
 
 Maxwell ( \V .11.) Examinations as Tests for Promotion. 24 P 8:11 15 
 
 The Ti-xt-Books of Comenius, with cuts from the Orbis Pictus. 
 
 1 8 8 :24 25 
 
 Meese (John L>.) Facts in Literature. 38 P 16:38 15 
 
 Meiklejohn (j. M. D.) Tht New Education. 19, 24, 26 P 16:35 15 
 
 An Old Educational Reformer. (Dr. Andrew Bell.) 17 C 16:182 1 00 
 
 lUcissner (M.) Method of Learning German. 38,39C12:238 1 25 
 
 Michael (o. is.) Algebra for B< ginm rs. 32 C 16:120 75 
 
 Mill (John stuait) Inaugural Address at St. Andrews. 21, 25 P 8:31. . . 25 
 
 Miller (Warner). Education as a Ihp't of Government. 25 P 8:12 15 
 
 Mills ((/. I). B.) The Tree of Mythology. C 8:281 3 00 
 
 Milne (James M.) Teachers'' Institutes, Past and Present 17 P 8:22 25 
 
 Milton (John). A Small Tractate of Education 21, 24 P 16:26 15 
 
 Sketch of, by R. H. Quick. 17 P 16:55 15 
 
 Minutes of the International Congress of Education, 1889. 14 C 12:4 vols. 5 00 
 
 (6) 
 
Missouri, Civil Government of, Northam. 43 C 16:151 8 75 
 
 Monroe (Will S.) Labors of Henry Barnard. 17, L 16:35 50 
 
 Morey (Amelia). Outline of Work in Elementary Language. 36 C 16:139. 50 
 Mottoes for the School Room. 7x14. 47, Per set 100 
 
 NEW YORK Question Book, with all the Questions of the Uniform, 
 State, Cornell, Scholarship, and Normal Entrance Examinations, 
 to March 31, 1890, with Answers. 43, 44, 46. 8:461. P $1.00 ; C. ... 2 00 
 
 The same, Supplement No. 1, to June, 1891. M 8:63 25 
 
 The same, Supplement No. 2, to June, 1892. M 8 :139 25 
 
 The same, Supplements Nos. 1 and 2, in one volume. C 8:202 1 00 
 
 * The same, Uniform only, Supplement No. 5, 1894-5. 16:203 1 00 
 
 * The same, Supplement No. 6, 1895-6. 16:212 1 00 
 
 * The same, Questions in Drawing : Aug., 1892, to Aug., 1896. 16:221. 1 00 
 
 The same, Questions in Arithmetic. P 16:54 25 
 
 The same. Questions in Algebra, Book-keeping, Physics. P 16:56.. 25 
 
 The same, Questions in Am. History, Civil Gov't, and School Law, 
 
 P 16:112 25 
 
 The same, Questions in Methods and School Economy. M 16:48. ... 25 
 
 The same, Questions in Geography. M 16:44 '.25 
 
 The same, Questions in Physiology. M 16:48 25 
 
 * State Examination Questions to 1894. 15, 46 C 16:402 1 00 
 
 The same, for 1895. P 16:27 10 
 
 The same, for 1896. P 16:29 10 
 
 The Questions in Book-keeping, with Answers. 46 P 16:31 10 
 
 Civil Government of the State of, Northam. 43 C 16:231 75 
 
 Code of Public Instruction. Latest edition. 43 L 8:1075 2 50 
 
 History of the Empire State, Hendrick. 43, 45 C 12 :203 75 
 
 Natural History, and Cabinet Reports. Write for information. 
 
 Northam (Henry C.) Civil Government. 43 C 16:231 75 
 
 The same for Missouri. 43 C 16:151 75 
 
 Fixing the Facts of American History. 4Z C 16:300 75 
 
 Conversational Lessons Leading to Geography. P 16:39 25 
 
 Northend (Chas.) Memory Selections. Three Series. 34,38. Each.... 25 
 
 *The Teacher and Parent. 15 C 16:350 1 00 
 
 Northrop (B. G.) High Schools. 25 P 8:26 25 
 
 Northrup (A. J.) Camps and Tramps in the Adirondacks. 15 C 16:302. 1 25 
 Number Lessons. On card-board, 7x11, after the Grube Method 10 
 
 OSWALD (John). Dictionary of English Etymology. 36 C 16:806 2 00 
 
 * PAGE (David P.) The Theory aud Practice of Teaching. 15, 23, 27, 28 
 
 C 16:448 * °° 
 
 Pardon (Emma L.) Oral Instruction in Geography. 40 P 16:29 15 
 
 Parsons (James Russell, Jr.) Prussian Schools. 22 C 8:91 1 00 
 
 French Schools through American Eyes. 22 C 8:130 1 00 
 
 * Patrick (J. N.) Elements of Pedagogics. 15, 21 C 16:224 1 00 
 
 Pedagogical Pebbles. 16:90 5 
 
 Pattee (F. L.) Literature in Public Schools. 38 P 8:48 20 
 
 Payne (Joseph). Lectures on the Art of Education. 21 C 16:281 1 00 
 
 (7) 
 
Payne (W. II.) A Slwrt History of Education. 17 C 16:105 $ 50 
 
 Pedagogical Prirners. Each 25 
 
 1. School Management. :27 M 1645. 2. Letter- Writing. M 16:37. 
 
 Perez (B.) Tlie First Three Years of Childhood. 19, 20, 27 C 16:295 1 50 
 
 Tiedemami's Recordof Infant Life. 20, 24 M 16:46 15 
 
 Periodicals. The School Bulletin. 13 Monthly, 16 pp., 10x14. Per year. 1 00 
 
 Bound Vols. I-XXII. C 200 pp., each 2 00 
 
 The Hamilton Declamation Quarterly. Bound volume I. 35 C 16:337. 1 00 
 
 The School Room. Bound volumes I-V. Each 1 50 
 
 The New Education. Bound volume VI. 19 C 8:146 2 00 
 
 * Pestalozzi (J. H.) His Aim and Work, De Guimps. 15, 17, 19 C 16:296. 1 50 
 
 Sketch of by R. H. Quick. 17, 19 P 16:40. 15 
 
 How Gertrude Teaches her Children. 19 C 12:320 1 50 
 
 Pestalozzian Arithmetics. 19, 30, 31 B 1st Year, pp. 217. 2d Year, 
 
 16 :236. Each 50 
 
 Lessons on Number and Form, by C. Reiner. 19, 44, 45 C 16:439 3 00 
 
 Pick (Dr. E.) Dr. Pick's French Method. 39 L 16:118 1 00 
 
 Memory, and the Rational Means of Improving it. 20, 39 C 16:193 1 00 
 
 Pitcher (James). Outlines of Surveying and Navigation. C 16:121, 50 
 
 Plumb (Chas. G.) Map Drawing of New York. M 8:16 25 
 
 Pooler (Chas. T.) Chart of Civil Government. 43 P, 12x18, per hun 5 00 
 
 Hints on Teaching Orthoepy. 37 P 16:15 10 
 
 Preece (Mrs. Louise). Physical Culture. Illustrated. 33 C 4:292 2 00 
 
 Prentice (Mrs. J. B.) Review Problems in Arithmetic. 30, 45, 46 P 16:93. 20 
 
 Key to the above. P 16:20 25 
 
 Review Questions in Geography. 40, 45 P 16:48 15 
 
 Primers of School Management and of Letter- Writing. 27 M pp. 45, 37. 
 
 Each 25 
 
 * QUICK (R. H .) Essays on Educational Reformers. 17 C 12:331 1 00 
 
 REDWAY (J. W.) School Geography of Pennsylvania. 40 L 16:98 35 
 
 Regents' Examination Paper. 45. Per 1,000 half-sheets in box 3 00 
 
 Examination Pens. 45. y± gross, 25 cts. Per gross, post-paid. . . 1 00 
 
 Fourth Year Latin. Ccesar's Conspiracy. 45 P 16:20 10 
 
 Selections in American, German, and French Ligature. 38, 39, 45 
 
 L 16:56. 25 cents. With music, 35 cts, Each separate, P 10 
 
 Examination Record. 45. For 432 scholars, $3.00 ; 864 scholars. 6 00 
 
 Examination Syllabus, in U. S. History. 45. P per dozen 50 
 
 Questions to June, 1882. (No later are printed.) Eleven editions. 
 
 1. Complete with Key. 44,45,47C16:476 2 00 
 
 2. Complete. Same as above, but without the answers. Pp. 333... 1 00 
 
 3. Arithmetic. The 1,293 questions in Arithmetic. 30 M 16:93 25 
 
 4. Key to Arithmetic. Answers to the above. M 16:20 25 
 
 5. Geography. The 1,987 questions in Geography. M 16:70 25 
 
 6. Key to Geography. Answers to the above. M 16:36 25 
 
 7. Grammar. The 2,976 questions in Grammar. M 16:109 25 
 
 8. Grammar and Key. 36 C 16:198 1 00 
 
 9. Key to Grammar. M 16:88 25 
 
 10. Spelling. The 4,800 words given in Spelling. M 16:61 25 
 
* Rein <\\\) Outlines of Pedagogics. 15. 21 C 16:232 Si 25 
 
 Reiner (C.) Lessons on Number and Form as taught in a Pestalozzia 
 
 School at Cheam. Surrey. 19, 44, 45 C 16:439, 3 00 
 
 Reinhart (A.) Neglect of Bodily Development of American Youth. P 8:15. 25 
 
 Richardson (B. W.) Learning and Health. 24 P 16:39 15 
 
 Robinson (A. H.) Numeral Sclcool Register. M 2:16 25 
 
 Rousseau (J. J.) Sketch of by R. H. Quick. 17 P 16:30 15 
 
 Rooper (T. G.) Apperception, or M A Pot of Green Feathers ". 20, 25 L 
 
 16:59 50 
 
 Object Teaching, or Words and Things. 19, 41 L 16:56 50 
 
 Russian Conversation Book. 38 C 24:130 75 
 
 Ryan (G. TV.) School Record. 47 P. 56 blanks on each of 14 sheets. ... 50 
 
 SARIN (Henry). " Organization " vs. Individuality. 24 P 8:9 25 
 
 Salvo(D.) Method of Learning Spanish. 39 C 12:216 120 
 
 Key. P 12:33 25 
 
 Spanish and English Idiomatic Phrases. 39 C 24:160 75 
 
 Spanish and English Commercial Correspondence. 39 P 12:109 50 
 
 Sanford(H. R.) The Word Method in Number. 30,32. 6x3, 45 cards. 50 
 
 The Limited Speller. L 16:104 25 
 
 Sayce (A. H.) An Assyrian Grammar. 38 C 12:204 3 00 
 
 Scliepmoes (A. E.) Rise of the New York School System. L 16:32 35 
 
 Schiller (J. C. F. von). Maine Stuart. 39B16;163 40 
 
 Die Jungfrau von Orleans. 39 B 16:157 40 
 
 Willielm Tell. 39 B 16:165 40 
 
 Der Neffeals Onkel. 39 B 1G:72 40 
 
 School Room Classics. 24 P 16:40, each 15 
 
 IX. Maudsley's Sex in Mind and in 
 
 Education. 
 X. Educationas Yieivedby Think- 
 ers. 
 XI. Harris's Horace Mann. 
 XII. Dickinson's Oral Teaching. 
 
 XIII. Tiedemann's Record of Infant 
 Life. 
 
 XIV. Butler's Place of Comenius in 
 Education. 
 
 XV. Harris's Theory of Education. 
 
 Schreber (D. G. R.) Home Exercise for Health and Cure. 33 C 16:91 50 
 
 Seiderstruck (J. H. P.) Easy methods of Learning Latin. 38 C 12:144. 1 25 
 
 Shaw's Scholar's Register. 47 P 12:16. Per doz 50 
 
 Sheely (Aaron). Anecdotes and Humors of School Life. C 12:350 1 50 
 
 SherriU (J. E.) The Normal Question Book. C 12:405 1 50 
 
 Sherriff (Emily) The Kindergarten System. 19, 27 C 12:200 1 00 
 
 Skinner (Chas, E.) The Arbor Dag Man ual. 34 C 8:475 2 50 
 
 The New York question Book. C 8:461. See New York. 2 00 
 
 Smith (C. F.) Honorary Degrees in American Colleges. 25 P 8:9 15 
 
 (Edward). History of the Schools of Syracuse. 17. 22 C 8:317 3 00 
 
 (Geo. M.) Vocabulary to Caaar's Gallic War. 45 C 16:67 50 
 
 (Wm.) Geometry Test Papers 32 P Package of 100. 8)^x10 1 00 
 
 I. Huntington's Unconscious I'm- 
 
 Hon. 
 II. Fitch's Art of Questioning. 
 
 III. Kennedy's Philosophy of School 
 
 Discipline, 
 
 IV. Fitch's Art of Securing Atten- 
 
 tion. 
 V. Richardson's Learning and 
 
 Health. 
 VI. Meiklejohn's New Education. 
 VII. Milton's Tractate of Education. 
 VIII. Von Buelow's School Work- 
 
Song Budget, The. 234th Thousand. 29 P s 4:76 % 15 
 
 Century, The. 97th Thousand. 29 1' s 4:87 15 
 
 Patriot, The. 119th Thousand. 29 P s 4:80 15 
 
 Budget Music Series, including all the above. 29 C pp. 243 50 
 
 Gymnast, The. 29. .33 C 16:160 
 
 Songs from Arbor Day Manual. 29, 34 M 8:60 
 
 of the Lyceum League. 29 L 4:48 
 
 Sornberger (S.J.) Normal Language Lessons, 36 B 16:75 
 
 Southwiek (A. P.) Twenty Dime Question Book*, with full answers, 
 notes, queries, etc. 44, 46 P 16:40. Each 
 
 Advanced Series. 
 
 Physics. 33 
 
 General Literature. 38 
 
 General History. 42 
 
 Astronomy. 33 
 
 Mythology. 
 
 Rhetoric. 36 
 
 Botany. 33 
 
 Zoology. 33 
 
 ( 'hemistry. 33 
 
 Geology. 33 
 
 The 10 in one book, C $1.00 
 
 Elementary Series 
 
 3. Physiology. 33 
 
 4. Theory and Practice. 27 
 
 6. U. S. History and Civil Gov't. 42 
 
 10. Algebra. 
 
 13. American Literature. 38 
 
 14. Grammar. 36 
 
 15. Orthography & Etymology. 36,37 
 
 18. Arithmetic. 30 
 
 19. Physical and Political Geog. 40 
 
 20. Reading and Punctuation. 34 
 The 10 in one book, C SL00 
 
 Extra numbers, edited by C. W. Bardeen, 21. Temperance Physi- 
 ology, 33, 46 ; 22. Book-Keeping, 46 ; 23. Letter- Writing, 36, 46. 
 
 Each 10 
 
 Quizzism. Quirks and Quibbles from Queer Quarters. 44 P 16:25. 25 
 
 A Quiz Book of Theory and Practice. 27, 44. C 12:220 1 00 
 
 Spanish and English Correspondence. 39 P 12:109 50 
 
 * Spencer (Herbert). Education. 15, 21, C 16:331 1 00 
 
 * Standard Teachers' Library. Includes all those starred. 15 P. 
 
 Each 50 
 
 Stanton (Th.) The Woman Question in Europe. C 8:496 3 50 
 
 State Education for the People. 22 C 8:176 
 
 Steven, (Wm.) History of the Edinburgh High School. 1 
 
 Stilwell (Lamont). Practical Question Book. 46 C 12:400 
 
 Stone (Isaac). The Teacher's Examiner 12:214 
 
 Stowell (T. B.) Syllabus of Lectures on Physiology. 33 B 8:133 . . 
 Straight (H. II.) Aspects of Industrial Education. 25, 26 P 8:12 
 
 C 10:500. 
 
 1 25 
 
 2 00 
 1 50 
 
 7i 
 
 1 01 
 
 15 
 
 Swett (John). Manual of Elocution. 34 C 12:300 1 50 
 
 * TATE (Thos.) The Philosophy of Education. 15, 21 C 16:400 1 50 
 
 Taylor (H. F.) UnionSchoolBecordCards5x8inch.es. Per hundred.. 2 00 
 
 * Teacher's 3Ientor, The. 15 C 16:274 1 00 
 
 Thimm (F.) Manual\of Conversation, in Four Languages. 38 P 16:226. 60 
 
 Thomas (Flavel S.) University Degrees. 25 P 16:40 15 
 
 Thousand Questions in U. S. History. 42 C 16:200 1 00 
 
 Thoughts from Earnest Women. 38 16:36 15 
 
 Turing (Edward). Addresses, with Portrait. C 16:203 1 00 
 
 Tiedemann (D.) Record of Infant Life. 20, 24 P 16:46 50 
 
 TiUinghast ( Wm.) The Diadem of School Songs. 29 B s 4:160 ir 
 
 (10) 
 
UNDERWOOD (L. M.) Systematic Plant Record. 33 M 4:52 $ 30 
 
 Uniform Examination Taper, for Commissioners. 500 sheets 2 50 
 
 Examination Questions. See New York. 
 
 VAN W1E (C. B.) Outlines in U. S. History. 42 P 16:40 and map 15 
 
 Development Helps. 27 L 16:100 50 
 
 MetJwds in Common Brandies. 27 C 16:197 75 
 
 WEAVER (E. W.) Pictures in Language Work, 36 P 8:27 50 
 
 Welch (Emma). Intermediate Arithmetic Problems. 30 C 16:172 75 
 
 Key to above, C 16:30 [&&. 50 
 
 Wells (C. R.) Natural movement ^tmof Writing Books. 35 Nos. 1, 2, 
 
 per dozen 84 cts. Nos. 3-6, per dozen 96 
 
 Manual of the Movement Method in Writing. 35 P 4:44. Ill 25 
 
 A Lesson on Arm Movement in Writing. P 8:32 25 
 
 (W.H.) The Graded School. 12:200 100 
 
 Wheatley (Win. A.) German Declensions Made Easy. 39 P 16:28 15 
 
 Wilkin (Eva). Map Drawing Book of the Continents. 40 B 4:48 75 
 
 Map Drawing Book of the United States. 40 B 4:37 75 
 
 Descriptive Geography taught by means of Map Drawing. Teacher's 
 
 Edition. 40 B 4:129, with 49 Maps 1 50 
 
 Williams (Geo. A.) Topics in American History . 42 C 16:50 50 
 
 (Henrj'G.) Outlines of Psychology. 20 C 16:151 75 
 
 (John). Topical Lexicon. A Dictionary of Synonyms. 36 C 12:384. 1 25 
 
 (S. G.) History of Modern Education. 16 C 16:395 1 50 
 
 Wilson ( J. D. ) English Grammar Made Practical. C 16:112 75 
 
 Elementary English. 36 L 16:67 35 
 
 Wood (H. A.) Short Cuts in Arithmetic. 30 C 16:149 75 
 
 YAWGER (Rose N.) How to Celebrate Arbor Day. P 16:14 15 
 
 The Indian and the Pioneer. 15 C 8:335. . $3.00 ; or in Two Volumes, 3 50 
 
 Young (W. T.) T 'he Art of Putting Questions. P 16:65 15 
 
 (11) 
 
LIBRARY OF CONGRESS 
 
 019 840 761