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 TEACHERS 
 MANVAIS 
 
 No. 11. 
 
 The Argument for 
 
 & 
 
 ^^ Manual Training 
 
 P2Eu NICHOLAS MURRUT BUTLER, 
 
 President of the College for the Train- 
 ing of Teachers, N. Y. City. 
 
 Also a Course of Study in Manual Training. 
 
 (133) 
 
 EL-KELLOGG-O'-Co 
 
 NEWyoRK- Cf- CHICAGO 
 
The following paper was prepared at the request 
 of the officers of the American Institute of Instruc- 
 tion, and was read at the meeting of that body at 
 Newport, R. L, July 12, 1888. 
 
 N. M. B. 
 
 9 University Place, New York City, 
 October i, 1888. 
 
 Copyright, 1888, by Nicholas Murray Butler. 
 
 There being sufficient roo?n, the publishers have given 
 the course of study in Manual Training employed in the 
 Jamcstoum (JV. Y.) public schools, as an appendix. 
 
THE ARGUMENT FOR MANUAL TRAINING. 
 
 No phase of the history of civilization is more in- 
 teresting than that which deals with the theory and 
 practice of education. In the educational theory of 
 an age we find the summation of its philosophy ; in 
 the educational practice, an epitome of its activities. 
 The school is a microcosm, and properly studied it 
 will furnish us the clue to the proper estimation of 
 the status of every problem that vexed a particular 
 generation. It will not solve those problems, but it 
 will tell us how its contemporaries tried to solve 
 them. The reason for this is that the school is the 
 point of contact between each generation and its 
 successor. It is the only point at which one gene- 
 ration meets its successor systematically and with a 
 definite purpose in view. And to the attainment of 
 this purpose — the preparation of the rising generation 
 to take its place in life — it brings all its best energies 
 and all its ripest experience. 
 
 There is much confusion in the popular mind be- 
 tween the end and the means of educa- 
 tion, and this confusion effectually The end and the 
 
 , t , means of edu- 
 prevents any proper estimation of the 
 
 • j i i r cation, 
 
 meaning and the lessons of educa- 
 tional history. Unless this confusion is removed it 
 
 (3) 
 
374 MANUAL TRAINING. 
 
 will be impossible to understand the latest develop- 
 ment of pedagogic thought, the one which w T e are to 
 consider briefly in this paper. 
 
 The immediate end in all formal education is the 
 development of the mind's powers and 
 
 The means of ca p ac i t ies. This end is always the 
 
 education varv 
 
 c J same and is never absent. The means 
 
 from age to age. 
 
 of education, on the other hand, are 
 
 continually changing and depend upon two varying 
 factors — our knowledge of the child's mind and the 
 character of its environment. These two factors vary 
 with the progress of knowledge, and are not quite the 
 same in two consecutive decades, probably wholly 
 different in two consecutive centuries. The psy- 
 chology of Descartes is not that of Aristotle, nor is 
 the psychology of Locke that of Descartes: and 
 neither Aristotle, Descartes, nor Locke approximated 
 the knowledge of the working of the human mind 
 that we possess to-day. The changed conditions of 
 practical life and the altered characteristics of civil- 
 ization are even more marked than the advances in 
 mental science. It is far easier to contrast than to 
 compare the civilization of Greece at the time of 
 Socrates, of England at the time of the Stuarts, and 
 that of the New World to-day. The magnitude of 
 the changes and their rapidity do not admit of ap- 
 propriate expression and defy the power of statistics 
 to portray. It is plain, then, that the means of educa- 
 tion, — what is sometimes called its content as dis- 
 tinguished from its form, — should and must vary to 
 
PROGRESS IS CONTINUOUS. 375 
 
 keep pace with our widening knowledge and our 
 broadening and deepening civilization. Some diffi- 
 culty is found in making this argument plain, especi- 
 ally to teachers. They are quite unwilling, very 
 often, to believe that the curriculum in which they 
 themselves were trained and on which they are now 
 
 actively at work, is not the best — or at 
 
 11 t j 1 r • j c Progress in edu- 
 
 all events good enough tor an inden- ,. , 
 
 & & cational practice, 
 
 nite length of time. Many of them 
 
 would doubtless be considerably surprised could they 
 see clearly what changes are wrought almost an- 
 nually. The course of study in the common school 
 to-day is not just what it was ten years ago, and any 
 comparison between our school programmes and those 
 of Horace Mann would exhibit a striking diversity. 
 This diversity is even more marked in the manner of 
 imparting the instruction than in the material im- 
 parted. The truth is that progress in this, as in other 
 matters, goes on without our knowing it, and it is 
 only after the lapse of considerable time that the 
 visible effects of this progress engage oar attention. 
 It would be a gross error for those who attach 
 
 themselves to a new educational move- 
 
 , ,. Progress is con- 
 
 men t, to denounce preceding systems * 
 
 ' * & J tinuous. 
 
 and conditions as misleading, worth- 
 less, bad. The most beautiful flower depends for its 
 existence upon a clumsy and unattractive root. The 
 flower loses its beauty and attractiveness if torn from 
 the source of its life and strength. So it is. with edu- 
 cational systems. The last makes the next possible; 
 
 (5) 
 
37^ MANUAL TRAINING. 
 
 and the newest has quite enough to do without un- 
 dertaking the profitless task of pointing out how all 
 earlier systems would have failed had they been called 
 upon to do something which in the nature of the case 
 it was not possible for them to be called upon to do. 
 Growth is continuous. Each stage is necessary; and 
 it is worse than useless to attempt to exalt any one at 
 the expense of that which laid tne basis for it. Each 
 system and each theory of education may have been 
 the best for its own time. It can not be fairly judged 
 by the standards of a later period. All of these points 
 must be borne in mind in coming to the consideration 
 of the question, shall manual training be given a 
 place in the school curriculum ? — for that is the con- 
 crete form in which the latest development of educa- 
 tional thought presents itself to us. 
 
 The two phrases, " manual training" and " indus- 
 trial education," — the latter term being 
 What manual .* , , . . ., , . , . , 
 
 . . . intended to signify an education which 
 
 training means. . , . , . 
 
 recognizes and includes manual train- 
 ing, — are ambiguous and subject to serious miscon- 
 struction. It is a misfortune that no acceptable sub- 
 stitute for them has yet been found. Industrial edu- 
 cation is an education in which the training of the 
 pupil's powers of expression goes on side by side with 
 the training of his receptive faculties, and in which 
 the training of both is based on a knowledge of things 
 and not of words merely. Industrial education is not 
 technical education, though many persons confound 
 the two. Technical education is a training in some 
 
 (6) 
 
WHY THE WORD INDUSTRIAL IS USED. 377 
 
 particular trade, industry, or set of 
 
 trades or industries, with a view to Industnal educa- 
 - . , ., . . tion vs. technical 
 
 fitting the pupil to pursue it or them , 
 
 as the means of gaining his livelihood. 
 It is a special education, like that of the lawyer or 
 the physician. It takes for granted a general educa- 
 tion and builds upon it as a foundation. Industrial 
 education, on the other hand, is the foundation itself. 
 It is the general and common training which under- 
 lies all instruction in particular techniques. It relies 
 for its justification upon the nature of the human 
 mind, its powers, and capacities. It may fairly be 
 asked, then, why if this is the case, is the word " in- 
 dustrial" used; why is not this general and fund- 
 amental training denominated simply education ? 
 Though the question is natural, the Why the word 
 answer is plain. We cannot give the industrial is 
 word education the signification in- used, 
 
 tended, because at present another and narrower 
 signification attaches to the word, Education shifts 
 its meaning continually to accord with the ideals of 
 the age. To the Athenian it meant the pursuit of 
 kalon k'agathon; music and gymnastic were its 
 characteristic elements. To the Roman, eloquence 
 was an important and much esteemed attribute of 
 culture. The preparation for life as an orator, there- 
 fore, is that which Cicero and Quintilian have in 
 mind when they write of education. The ideal of 
 early Christendom was the antithesis of that of the 
 Greek. The Greek urged the development of all the 
 
 (7) 
 
378 MANUAL [RAINING. 
 
 natural powers to their fullest strength and beauty. 
 The early Christian insisted that the fall of man from 
 God involved the consequent untrustworthiness and 
 worthlessness of human nature. So instead of foster- 
 ing the development of human impulses, the educa- 
 tion of early Christendom hindered and endeavored 
 to uproot them. This was what was meant by edu- 
 cation in the Cloister Schools, and the products of 
 the system were ascetics and monks. And so we 
 might trace the history of educational theories to the 
 present time, and we should find it a continual illus- 
 tration of the fact that education means something 
 different at each stage of the world's progress. If, 
 then, the argument for manual training is as sound 
 as I believe it to be, what we mean by industrial edu- 
 cation to-day will be included in the concept of edu- 
 cation as understood by the next generation. For 
 the present, however, the prefixing of some adjective 
 is necessary to mark the divergence. For this pur- 
 pose the word " industrial " was unfortunately se- 
 lected. 
 
 The manual training movement, as we know it, is 
 
 new. It was put upon a strictly scientific basis a 
 
 very short time ago indeed. But it has been " in the 
 
 Comenius pre- air," as the saying is, for a long time. 
 
 scribed manual Over two hundred and fifty years ago 
 
 training. Comenius prescribed manual training 
 
 as part of the true curriculum. The Didactica Magna 
 
 contains specific directions concerning it. Locke, 
 
 Rousseau, and Fichte all emphasized manual train- 
 
 (S) 
 
THE RUSSIAN EXPERIMENT. 379 
 
 ing, though for different reasons. Locke agreed with 
 Comenius, and regarded it chiefly from the stand- 
 point of its value for practical life. Rousseau and 
 Fichte, however, saw that its influence on the growth 
 of the pupil, mental as well as physical, was to be de- 
 sired. Froebel in his Kindergarten reduced theory 
 to practice, and in the Kindergarten all manual train- 
 ing, as well as all rational and systematic education, 
 has its basis. But Froebel's work did not include the 
 development of a scheme of manual training for older 
 pupils. This was furnished many years later and 
 from an unexpected quarter. M. Victor Della-Vos, 
 director of the Imperial Technical School of Moscow, 
 took the initiatory step. His report, made at the 
 Expositions in Philadelphia in 1876 
 and Paris in 1878, contains this pas- The Russian ex- 
 sage: " In 1868 the school council con- p 
 sidered it indispensable, in order to secure the syste- 
 matic teaching of elementary practical work, to 
 separate entirely the school workshops from the 
 mechanical works in which the orders for private in- 
 dividuals are executed. By the separation alone of 
 the school workshops from the mechanical works the 
 principal aim was, however, far from being attained. 
 It was found necessary to work out such a method of 
 teaching the elementary principles of mechanical art 
 as, first, should demand the least possible length of 
 time for their acquirement; secondly, should increase 
 the facility of the supervision of the graded employ- 
 ment of pupils; thirdly, should impart to the study 
 
 (9) 
 
380 MANUAL TRAINING. 
 
 of practical work the character of a sound, systematic 
 acquirement of knowledge; and fourthly, should 
 facilitate the demonstration of the progress of every 
 pupil at stated times." 
 
 This Russian experiment was made known to the 
 people of the United States in 1876 by Prof. John D. 
 Runkle, then president of the Massachusetts In- 
 stitute of Technology. In his annual report for 1876 
 Prof. Runkle gave an elaborate account of the Rus- 
 sian system and pointed out its application to the 
 work of the institution over which he presided. In 
 consequence a school of Mechanic Arts was added to 
 the equipment of the Institute. In 1879 the St. Louis 
 Manual Training School was organized, and the sub- 
 ject of manual training was formally put before 
 American educators for investigation and criticism. 
 Both the Boston and the St. Louis experiments, how- 
 ever, only suggested the real question at issue —they 
 did little or nothing to solve it. They made it plain 
 that for boys of high-school age manual instruction 
 could be devised that would be practical yet disci- 
 plinary, educational not technical. 
 
 The next step was to recognize the unity of prin- 
 ciple which underlay the Kindergarten at one end of 
 the educational scheme and the manual training 
 The universality scno °l at the other. It was observed 
 of this principle that both recognized the activities and 
 of manual the expressive powers as well as the 
 training. receptivities and assimilative powers. 
 It was seen that the Kindergarten and the manual 
 
 (to) 
 
THE UNIVERSALITY OF MANUAL TRAINING. 381 
 
 training school were evidences of one and the same 
 educational movement, though appearing at different 
 points on the line. The observation of investigators 
 was then directed to schools of the grades commonly 
 known as primary and grammar, in order to deter- 
 mine v/hether or not their curricula were organized 
 in accordance with the principle in question. It was 
 soon found that they were not, and it then remained 
 to be decided whether the application of the principle 
 extended to them, or whether for some peculiar rea- 
 son it could not be applied there. When this stage 
 was reached the very essence of the manual training 
 movement was involved. If it was based on a peda- 
 gogic principle and if that principle was sound, then 
 manual training must be placed in schools of every 
 grade. This question has now been fully answered. 
 The manual training movement is based on a sound 
 pedagogic principle and manual training must be in- 
 troduced into schools of every grade. To the state- 
 ment and brief elucidation of that principle we may 
 now turn. 
 
 In the first place, let me remind you of the distinc- 
 tion already made between the end and the means of 
 education; that the one, the development of the 
 mental faculties, is always the same, but that the 
 second varies according to our knowledge of the 
 child's mind and the changing character of its en- 
 vironment. The manual training which is to be in- 
 troduced into the school must accord with the end of 
 education and also be abreast of the present require- 
 ments of the means of education. 
 
382 MANUAL TRAINING. 
 
 It is objected as to the first that manual training is 
 not mental training, but simply the development of 
 Manual training s kiU in the use of certain implements. 
 is mental train- This is bad common sense and worse 
 ing- psychology. Manual training is men- 
 
 tal training through the hand and eye, just as the 
 study of history is mental training through the mem- 
 ory and other powers. There is something incon- 
 gruous and almost paradoxical in the fact that while 
 education is professedly based upon psychology, and 
 psychology has ever since Locke been emphasizing 
 the importance of the senses in the development of 
 mental activity, nevertheless sense-training is ac- 
 corded but a narrow corner in the school-room and 
 even that grudgingly. Industrial education is a pro- 
 test against this mental oligarchy, the rule of a few 
 faculties. It is a demand for mental democracy, in 
 which each power of mind, even the humblest, shall 
 be permitted to occupy the place that is its due. It 
 is truly and strictly psychological. In view of the 
 prevalent misconception on this point, too much 
 stress cannot be laid upon the fact that manual train- 
 ing, as we use the term, is mental training. What 
 does it matter that the muscles of the arm and hand 
 be well-nourished and perfectly developed, that the 
 nerves be intact and healthy, if the mind that directs, 
 controls, and uses them be wanting? What is it that 
 models the graceful form and strikes the true blow, 
 the muscles or the mind ? Do the retina and optic 
 nerves see, or does the mind? It is the mind that 
 
 U2» 
 
PUBLIC SCHOOLS NOT TRADE SCHOOLS. 383 
 
 feels and fashions, and the mind that sees; the hand 
 and the eye are the instruments which it uses. The 
 argument for manual training returns to this point 
 again and again, not only because it is essential to a 
 comprehension of what is meant by manual training, 
 but because it furnishes the ground for the con- 
 tention that manual training should be introduced 
 into the public schools. No one with any apprecia- 
 tion of what our public school system is and why it 
 exists, would for a moment suggest Public schools 
 that it be used to train apprentices for not 
 
 any trade or for all trades. It is not trade schools, 
 the business of the public school to turn out draughts- 
 men, or carpenters, or metal-workers, or cooks, or 
 seamstresses, or modellers. Its aim is to send out 
 boys and girls that are well and harmoniously trained 
 to take their part in life. It is because manual train- 
 ing contributes to this end, that it is advocated. We 
 will all admit, indeed I will distinctly claim, that the 
 boy who has passed through the curriculum which 
 includes manual training will make a better car- 
 penter, a better draughtsman, or a better metal- 
 worker than he who has not had the benefit of that 
 training. But it is also true that he will make a 
 better lawyer, a better physician, a better clergyman, 
 a better teacher, a better merchant — should he elect 
 to follow any one of those honorable callings — and 
 all for the same reason; namely, that he is a better 
 equipped and more thoroughly educated man than 
 his fellow in whose preparation manual training is 
 
 («) 
 
384 MANUAL TRAINING. 
 
 not included. Therefore manual training is in accord 
 with the aim of education. 
 
 We may accept such psychological postulates as we 
 will, yet for educational purposes we may agree that 
 the mental powers are roughly divisible into two 
 classes, the receptive and the expressive or active. 
 By means of the former the child is put in possession 
 of new facts, and by means of the second he makes 
 these facts his own and uses them in practical life. 
 As food will not nourish unless assimilated, so knowl- 
 edge, or mental food, is not really knowledge, is not 
 really possessed, until we have so gained control of 
 it as to be able to express or use it. The power of 
 expression therefore is a very important adjunct of 
 the power of reception. Man can express his mental 
 states or ideas by the use of language, by gesture, by 
 delineation, and by construction. Of all these modes, 
 language is the most difficult, the most abstract, the 
 latest acquired. When carried to any great degree 
 of fluency and accuracy, it is universally considered 
 an accomplishment. Yet in the ordinary school- 
 room it reigns supreme, and the other modes of ex- 
 pression are passed over as if they did not exist. The 
 argument for manual training insists that each of 
 these modes of expression must be considered, and 
 that for the training of each a method must be de- 
 vised. 
 
 It is hardly more than half a century since Sir 
 Charles Bell discovered that the nerves which carry 
 impulses out from the brain to the muscles are wholly 
 
 (14) 
 
KNOWLEDGE MUST BE OF THINGS, NOT WORDS ONLY. 385 
 
 distinct from those which carry stimuli in to the 
 brain. For twenty-five years researches have been 
 making in cerebral and nervous physiology that have 
 revolutionized mental science. The dependence of 
 mind on body, the relation of the various mental 
 powers to each other, and the importance of the dis- 
 tinction between the in-taking and the out-giving 
 powers of the brain are now recognized as they never 
 were before. Naturally we expect to see these scien- 
 tific conclusions reflected in any course of study 
 which is abreast of them. 
 
 It is essential in training both the powers of recep- 
 tion and the powers of expression that the child deal 
 with things and objects, and not alone with what some 
 one has said or written about things. Education 
 from the Renaissance until Pestalozzi, despite the 
 protests of a Ratke or a Comenius, did not recognize 
 this principle. It taught words and words only. 
 Rousseau, Pestalozzi, Froebel, and the 
 hundreds of humble teachers whom Knowledge must 
 
 111 , be of things, 
 they inspired, burst these verbal bonds not words only 
 
 and inaugurated that training of the 
 receptive powers, now almost universal, by which 
 the pupil sees things, touches things, handles things, 
 and is not held at arm's length by the interposition 
 of words. This is the philosophy of the object-lesson, 
 and it is because of this sound, scientific reason for 
 its existence that it has become permanently estab- 
 lished in the school-room. While this wonderful 
 improvement in the training of the receptive faculties 
 
 (xs) 
 
386 MANUAL TRAINING. 
 
 was making, the active or expressive faculties were 
 left to shift for themselves. When we examine the 
 ordinary course of study with reference to this point 
 we find that the powers of expression by delineation 
 and construction are entirely overlooked. Reading 
 and writing are the only studies in the traditional 
 group that train expression, and they are wholly in- 
 adequate; and until very recently they were taught 
 in such a way that they lost most of their disciplinary 
 value. But even when well taught they are not ade- 
 quate to the full demands of the mental powers of 
 expression, for they rarely occupy more than ten per 
 cent, of the school time, except in the very lowest 
 primary grades. Furthermore they must be supple- 
 mented in another direction if the active powers are 
 to be trained as they should be. The advocates of 
 manual training come forward and demonstrate that 
 their scheme of instruction will adequately and prop- 
 erly train the powers of expression. The powers of 
 expression by delineation and construction are trained 
 by the reciprocal instruction in drawing and in con- 
 structive work. It is proved that the boy who can 
 draw a cube or he who can carve or mold one from 
 wood or clay, knows more that is worth knowing 
 about the cube than he who can merely repeat its 
 geometrical definition. 
 
 Because of this psychological and practical sound- 
 ness of manual training, the argument in its favor 
 calls for the remodelling of the present curriculum. 
 Manual training cannot be added as an appendix to 
 
 U6) 
 
HOW MANUAL TRAINING IS TO BE INTRODUCED. 387 
 
 any other study; it must enter on a plane with thr 
 rest. It does not ask admittance as a favor; it d 
 mands it as a right. It is suggested that much time 
 now wasted could be saved by better methods of 
 teaching, that logical puzzles over which so much 
 time is now spent be eliminated from arithmetic, that 
 spelling be taught in conjunction with writing, and 
 history with reading. The time thus saved is to be 
 appropriated in about equal parts to drawing and 
 constructive work, both together to How manual 
 occupy from one-quarter to one-third training is to 
 of the pupil's time. Drawing lies at be introduced, 
 the basis of all manual training, and is to be taught 
 :n every grade as a means of expression of thought, 
 only incidentally as an art. The constructive work 
 is to be in material adapted to the child's age and 
 powers. It is at first in paper and pasteboard, then 
 in clay, then in wood, and finally, in the academic 
 grades, in metal. These means are, so far as our 
 present experience goes, the best ones for the train- 
 ing desired. But wider experience and deeper insight 
 may alter or improve them at any time, just as our 
 readers, our spellers, and our arithmetics have been 
 improved. 
 
 The curriculum which includes manual training, 
 in addition to meeting the demands of our present 
 knowledge of the pupil's mind and its proper train- 
 ing, is better suited to prepare the child for life than 
 that curriculum which does not include it. The 
 school is to lay the foundation for intelligent citizen- 
 
 (17) 
 
388 MANUAL TRAINING. 
 
 ship, and as the conditions of intelligent citizenship 
 change with the advance of civilization, the course 
 of study must change in order to adapt itself to these 
 new conditions. No one who can read the lessons of 
 history will assert that the ideally educated man is 
 always the same. Greek education sought beauty, 
 mental and physical; monastic education sought 
 asceticism and a soul dead to the world; Renais- 
 sance education sought classical culture and minute 
 acquaintance with the literatures of Greece and Rome; 
 modern education has broadened this conception of 
 culture until it embraces the modern literatures and 
 Manual training natural science; common school edu- 
 accords with cation in the United States in these 
 modern necessi- closing years of the nineteenth century 
 ties. h as broadened its ideal yet further, 
 
 and is now demanding that the pupil be so trained 
 that the great, busy life of which he is so soon to 
 form a part be not altogether strange to him when he 
 enters it. It demands practicality. It demands re- 
 ality. It demands that the observation, the judg- 
 ment, and the executive faculty be trained at school 
 as well as the memory and the reason. Despite the 
 fact that the three former are the most important 
 faculties that the human mind possesses, it is astound- 
 ing how completely they are overlooked in the ordi- 
 nary course of study. You will remember that Henry 
 George tells of a bright girl, thirteen years of age, 
 about to graduate from a grammar school, who had 
 no conception that the back-yard of her father's 
 
THE EFFECT OF TEACHING WORDS ONLY. 389 
 
 homestead was a part of the surface of the earth that 
 
 she had studied about in geography. She knew how 
 
 thick the earth's crust was, she knew how it was 
 
 formed, she could recite by rote a dozen more or less 
 
 important facts concerning it — but she did not know 
 
 it when she saw it. A professor in a normal school 
 
 in an Eastern State lately took occasion to examine 
 
 a new class of students averaging sixteen years of 
 
 age, in order to determine the value of their judgment 
 
 as to distance. I will quote his own report of the 
 
 test. 
 
 "In order to ascertain how well our public school 
 
 course fits pupils for any actual, accurate work in 
 
 life, I asked a class of seventy-four (74) 
 
 in the State Normal School to do about n J 115 * a "f e ° 
 
 -,..-- , the effect of teach- 
 the easiest thing that I could think of, - wor ds only. 
 
 viz.; — measure the width of my class- 
 room. Our pupils come from all sections of the 
 State, city, and country, are all necessarily over 15 
 years old, have passed our entrance examination, or 
 have finished the prescribed course in the public 
 schools and have received a certificate from the 
 superintendent. They all used the same yard stick 
 as a measuring rod. No directions at all were given, 
 the rod was not even called a yard stick; it was 
 marked off and numbered in inches, though the word 
 inch was not on it. 
 
 "But one student was allowed in the room at a 
 time, and all comparison of results was forbidden. 
 As soon as the pupil had finished measuring the 
 
 (19) 
 
390 MANUAL TRAINING. 
 
 room, he wrote his answer on a little slip of paper 
 and then dropped it into a locked box kept for the 
 purpose. Notwithstanding the fact that the same 
 rule was used in every case, the results varied more 
 than 300 feet, the lowest answer being 10 ft. 10-3- in.; 
 the highest 350 ft.; 36 of the pupils had answers 
 within one inch of the true result, which was 31 ft. 1 
 in.; 9 of them made errors in the number of times 
 they used the rule in crossing the room; 4 of them 
 making it 9 instead of 10 times; 4 others calling it 
 11 times, while one called it 13 times. At least one 
 of the pupils considered an inch a foot; while two 
 others thought the whole yard stick but a foot." 
 
 This simply means that these pupils had been 
 taught words, not things. They knew that twelve 
 inches make a foot and could rattle off the tables 
 with surprising glibness. But of what a foot really 
 is, they had not the dimmest idea. Manual training 
 would correct this by bringing the pupils into con- 
 tact with objects. It would so familiarize them with 
 objects in all their details and points of interest that 
 mistakes like these would be impossible. It would 
 have them draw, sew, cut, saw, and plane in order to 
 appeal to the faculties now so neglected. The execu- 
 tive faculty will be trained by the handling of material 
 and the applying it to specific purposes without waste 
 or loss of time. The judgment and the faculty of 
 careful and accurate observation will be continually 
 exercised in the process. 
 
 At certain stages of civilization and national devel- 
 
HAS THE SCHOOL KEPT PACE WITH CIVILIZATION? 39 r 
 
 opment there is a natural training of the expressive 
 or active powers which though desultory, is by no 
 means ineffective. I refer to the training which is 
 the result of an active, out-of-door life, especially in 
 rural districts. The country boy receives this train- 
 ing in the hundred and one small occupations about 
 the farm, and the old-time mechanic's son obtained it 
 in his father's shop. The conditions which once made 
 this natural training available for a 
 
 large proportion of the rising genera- the schocl 
 
 . s v K . . . ? , kept pace with 
 
 tion are now altered, and the altera- . ..f .. ? 
 
 tion goes on year by year, with in- 
 creasing rapidity. We must bear in mind the growth 
 of large cities and our unprecedented commercial and 
 industrial development. The specialization of labor 
 has destroyed one of the above-mentioned possibili- 
 ties, and the growth of great cities is rapidly remov 
 ing the other. When our first national census was 
 taken in 1790 only 1-30 of our population lived in 
 cities having more than 8000 inhabitants, and there 
 were only six such cities in the country. At the 
 present time we have over 320 such cities, and their 
 inhabitants number almost 30 per cent, of our total 
 population. This fact has a most important bearing 
 on practical life and thus on the public school. We 
 must remember also that between 1850 and 1880 our 
 manufactured product increased in value 550 per 
 cent., and the number of those employed in factories 
 increased 325 per cent. This, when interpreted, means 
 
 that indefinitely more people than ever before have to 
 
 (21) 
 
392 MANUAL TRAINING. 
 
 employ their observation, their judgment and their 
 executive faculty, and employ them accurately, in the 
 performance of their daily duties. For them, and 
 through them, for all of us, the conditions of prac- 
 tical life have changed and are changing. Has the 
 school responded to the new burdens thus laid upon 
 it? The argument for manual training says no, it 
 has not. A more comprehensive, a broader, a more 
 practical training is necessary. 
 
 There is a further argument for manual training, 
 but I have not touched upon it because I desire to 
 discuss the subject from a strictly educational stand- 
 point and according to the requirements of a rigorous 
 pedagogic method. If we permit other than educa- 
 tional considerations to enter into the discussion of 
 questions purely educational, we may be setting a 
 bad precedent. Having premised this, it will not be 
 amiss to refer briefly to the social and economic argu- 
 ments in favor of manual training. 
 
 It is unquestionable that many of our social troubles 
 
 originate in misunderstandings about labor and in 
 
 false judgments as to what labor really 
 Other reasons in j g Th Qri . j takg . frQm the 
 
 favor of manual . , 
 
 training- same misunderstanding that causes the 
 
 average young man to think it more 
 honorable to add columns of figures for $3.00 a week 
 than to lay bricks for $3.00 a day. Some of us affect 
 to despise manual labor. It must be because we do 
 not understand it. It must be apparent that if man- 
 ual training is accorded its proper place in education, 
 
OTHER REASONS IN FAVOR OF MANUAL TRAINING. 393 
 
 if we come to see that manual work has in it a valuable 
 disciplinary and educational element, our eyes will be 
 opened as to its real dignity and men will cease to 
 regard it as beneath them and their children. This 
 is what I would call the social argument for manual 
 training. The economic argument is similar. It 
 points out that the vast majority of our public school 
 children must earn their living with their hands, and 
 therefore if the school can aid them in using their 
 hands it is putting just so much bread and butter 
 into their mouths. Now I have no sympathy with 
 the purely utilitarian conception of the school, with 
 what we may call the dollars and cents idea of educa- 
 tion. On the contrary I cordially indorse the pung- 
 ent aphorism of Dr. Munger: "Education is to teach 
 us how to live, not how to make a living." But while 
 standing firmly on that platform, I do say that if the 
 best and most complete education happens to aid a 
 boy in earning his living that is no reason why it 
 should be supplanted by something less thorough 
 and less complete. 
 
 The movement which would place manual training 
 in the school course has commended itself to the 
 ablest and most thoughtful educators all over the 
 world. I do not recall a single name of the first rank 
 that is in opposition. Huxley and Magnus in Eng- 
 land, Sluys in Belgium, Breal and Salicis in France, 
 Salomon in Sweden, Paulsen and Goetze in Germany, 
 Hannak in Austria, Seidel in Switzerland, and Gab- 
 rieili and Borgna in Italy, are leading the thought of 
 
 f«3) 
 
394 MANUAL TRAINING. 
 
 their respective countries on this subject. In Sweden, 
 in France, in Germany and in the United States, pro- 
 fessional schools for teachers are expounding the 
 philosophy of manual training and the methods of 
 teaching it, together with their other subjects of in- 
 struction. More than two score of the most progres- 
 sive cities of this country are placing manual training 
 in their public schools as fast as the means at their 
 command will permit. Successful private schools in 
 New York City, St. Paul, Louisville, and elsewhere 
 are doing the same thing. In twenty-five of our 
 States and Territories manual training of some kind 
 is taught in some manner. No one who saw the 
 magnificent exhibit of manual training work at the 
 meeting of the National Educational Association at 
 Chicago, in 1887, will ever forget it. It marked a 
 progress and a thoroughness that were inspiring. 
 
 A movement at once so philosophic and so far- 
 reaching as that in favor of manual training, has not 
 
 . , . . come into educational thought since 
 Manual training , . ° 
 
 4-u ~,~„«. :«,««,- Comenius burst the bonds of medise- 
 the most impor- 
 tant educational valism two and a half centuries ago. 
 question of the It is the educational question of the 
 time. time. Other matters are important as 
 
 affecting administration, organization, methods of 
 teaching, and other details — all having to do with 
 applications of principle, but the manual training 
 movement is a principle itself. As might have been 
 predicted, it meets with no little opposition and con- 
 siderable misrepresentation. The forces of conser- 
 
 (24) 
 
MANUAL TRAINING THE MOST IMPORTANT QUESTION. 395 
 
 vatism are arrayed against it as something new; and 
 it is doubtless well that it is so, for education is alto- 
 gether too important a matter to be swayed by any 
 and every crude theory. Any new movement to 
 establish itself in education must run a gauntlet of 
 opposition and criticism, the safe passage of which is 
 a guarantee of excellence. This gauntlet the man- 
 ual training movement has successfully run, and it is 
 to-day the newest phase of educational thought. In 
 the first place it is a deduction from our increasingly 
 complete and exact knowledge of mind, and in the 
 second place it meets the demands for a more prac- 
 tical education made by the conditions of contem- 
 porary life. It so happens, and happily, that the 
 education which our increased scientific knowledge 
 points us to as the best, is more practical, in the best 
 sense of that much-abused word, than that which it 
 supersedes. 
 
 (25) 
 
APPENDIX. 
 
 BY THE PUBLISHERS. 
 
 The earnest teacher who has read the foregoing 
 argument by Dr. Butler will ask for a practical plan 
 of manual training that may be given in the ordinary 
 school. The publishers know of nothing better to 
 meet this demand than the course devised by Prof. 
 Samuel G. Love and employed in the Jamestown (N. 
 Y.) schools under his superintendence. It is found 
 in Prof. Love's work, " Guide to Manual Training," 
 and they select therefrom such portions as seem to 
 have a practical bearing on the question. 
 
 SUGGESTIONS TO TEACHERS. 
 Supt. Love suggests to teachers as follows : 
 It is not necessary to put manual training into all 
 the classes at once. One or perhaps two of the classes 
 that can be cared for the most conveniently may 
 undertake it at first, leaving it to be introduced to 
 the others as circumstances may permit. As the dif- 
 ficulties in the way of introducing it in the primary 
 classes are much less than in others it is well to begin 
 with them. 
 
 It should be remembered that elementary manual 
 training is quite as important as elementary training 
 in reading or numbers. 
 
 (27) 
 
39$ MANUAL TRAINING. 
 
 In all the primary classes the lessons in manual 
 training should be put in the programme for regular 
 work as a daily exercise: at all events, so as to come up 
 on alternate days. 
 
 The teacher must have some inspiration upon the 
 subject; must arouse interest in the class by the con- 
 tagion of his own enthusiasm; must himself show 
 belief in the work and awaken it in the pupils. 
 
 It is highly essential that the teacher be thoroughly 
 acquainted with the specific details of each occupa- 
 tion. Preparation must precede teaching in manual 
 no less than in mental training. 
 
 CA UTIONS. 
 
 A few cautions should be observed in introducing 
 manual training. In the first place, too much should 
 not be attempted. The teacher, however ambitious, 
 will perhaps have to be satisfied with short time, 
 few materials, small classes, and those of the lowest 
 grades and inconvenient arrangements. 
 
 He must make the work popular by the power of 
 his own interest in it. He must make it so attractive 
 that the children will like it and like books because 
 of its indirect influence. 
 
 He must be economical, using such materials as re- 
 quire small expenditure of money, such as may be 
 used and reused. However cheaply or easily the mate- 
 rial may have been secured, he must remember that 
 nothing will justify extravagance or wastefulness in 
 its use. 
 
 (*8) 
 
APPENDIX. 399 
 
 He must use tact and wisdom in introducing, con- 
 ducting, and enlarging the work. A natural appetite 
 is often spoiled by overfeeding. The work must be 
 needed and asked for, and the pupil stimulated to the 
 best exertion of which he is capable, by a knowledge 
 of something beyond, worth striving for, and which 
 honest striving will obtain. 
 
 Attempt little, and be satisfied at first with simple 
 work and modest results. 
 
 Allow any pupil to take home with her any satisfac- 
 tory piece of work which she has completed. 
 
 The active co-operation of patrons cannot be ex- 
 pected unless they have some knowledge of the en- 
 terprise, its object, its working, and its results. 
 
 THE PRIMARY CLASS.-FIRST YEAR. 
 
 Blocks.— In the primary class the materials first 
 to be used will be the blocks. For a class of 15 pupils, 
 75 cubes, and 50 half-cubes and 50 oblongs, will be 
 required. 
 
 Straws.— There should be 15 of each length for 
 
 each pupil. 
 
 Beads.— An ounce of beads for each pupil of as- 
 sorted kinds will be needed for each pupil. 
 
 Colors. — For learning colors small exertion and 
 no expense with large interest will procure an abun- 
 dance of materials. 
 
 Tablets.— The four kinds mentioned are the 
 square, oblong, equilateral triangle and isosceles 
 
 (29) 
 
400 MANUAL TRAINING. 
 
 triangle. 50 of each kind will be required for a class 
 of 15 pupils. 
 
 Paper. — The materials for paper-folding will not 
 make much expense. 
 
 SECOND YEAR. 
 
 Second-year Occupations. — In the second year, 
 stick-laying, picture-cutting, scrap-book making, 
 spool-work, paper embroidery and braiding, are in- 
 troduced. The amount of materia] depends on the 
 number of pupils to receive benefits therefrom, and 
 must be decided by the judgment of the instructor. 
 
 THIRD YEAR. 
 
 Third-year Occupations. — In the third year, per- 
 forated card-board embroidery, slat-plaiting, and mat- 
 weaving are adopted. 
 
 FOURTH YEAR. 
 
 Fourth-year Occupations. — In the fourth year, 
 slat-plaiting (advanced), crocheting (chain-stitch), 
 paper-folding (advanced), and perforated card- board 
 embroidery (advanced) are adopted. 
 
 FIFTH YEAR. 
 
 Fifth-year Occupations.— In the fifth year the 
 following occupations are adopted: sewing over and 
 over, crocheting, paper-folding, and mounting. 
 
 (30) 
 
Ai'i-'K.\L>1\. 40I. 
 
 SIXTH YEAR. 
 
 Sixth-year Occupations.— For this year the fol- 
 lowing are well adopted: hemming, pease- work, 
 knitting, paper-flower making. 
 
 GRAMMAR-SCHOOL WORK FOR GIRLS. 
 
 In the grammar-school a class of girls for manual 
 work should not contain more than seven members. 
 
 First Year. — The occupations for the first year 
 are classed under plain sewing, viz., sewing over 
 and over, running, hemming, stitching, overcasting, 
 ana gathering For this work, to supply a class of 
 se?en pupils, six or eight yards each of bleached and 
 unbleached muslin. A few yards of calico may be 
 added if desired. Add a dozen spools of white thread, 
 Nos. 40, 50, and 60, and a half-dozen papers of good 
 needles, No. 8; a convenient pasteboard box for each 
 member of the class, a dozen cheap thimbles, a paper 
 of good pins, several pairs of shears and scissors, 
 some pieces of beeswax, and a tape measure. 
 
 Second and Third Years. — The occupations for 
 girls in the second and third years of the grammar- 
 school are knitting, crocheting, patching, darning, and 
 making button-holes. A crochet-hook and set of 
 good knitting-needles will be required for each pupil. 
 
 Also, type-setting and printing. 
 
 GRAMMAR-SCHOOL WORK FOR BOYS. 
 
 Room. — The bench may be set up in the school- 
 house, to be used after school, if there is room; but a 
 
 (3D . 
 
4Q2 MANUAL TRAINING. 
 
 neat little cottage may be put up at small expense on 
 the school grounds. To do the work that is planned 
 above, a room must be had. 
 
 A Bench. — A bench may be made by placing a 
 plank fifteen to twenty inches wide on two wooden 
 horses: this can be taken down in a moment and laid 
 aside. This is called a " knock-down" bench. 
 
 The Tools. — There will be a need for hammers, 
 nail sets, rules, squares, try-squares, thumb-gauges, 
 straight-edge poles, knives, scratch-awls, chalk, and 
 lines and saws. 
 
 Materials. — A few pieces of planed pine and hem- 
 lock, and three sizes of nails, 4/s, 6's, and 8's, will be 
 needed. One side of both the sewing-room and 
 shop should be fitted up with pigeon-holes 12X11 
 inches and 15 inches deep, in which each pupil may 
 place her or his work when about to leave the room. 
 
 Cautions. — Every piece of work completed by the 
 pupil should be submitted to the instructor and ac- 
 cepted before another is taken in hand. 
 
 Do not undertake too many kinds of work; master 
 each kind before taking up the next. 
 
 The pupil must be encouraged to make original 
 devices. 
 
 COURSE OF STUDY IN MANUAL TRAINING. 
 
 [In this course of study the year is supposed to be 
 divided into three terms. The pupils are supposed 
 to spend six years in the primary classes and three 
 years in the advanced (Grammar) classes. In the 
 
 (32) 
 
APPENDIX. 403 
 
 manual training it will be noticed that drawing, 
 penmanship, and gymnastics are included.] 
 
 PRIMARY DEPARTMENT.— FIRST YEAR. 
 
 Penmanship, drawing, gymnastics, block-building, 
 straw-stringing, stringing beads and learning colors, 
 tablet-laying and paper-folding. 
 
 SECOND YEAR. 
 
 Penmanship, drawing, gymnastics, stick-laying, 
 picture-cutting, scrap-books, spool-work, paper-em- 
 broidery, and braiding. 
 
 THIRD YEAR. 
 
 Penmanship, drawing, gymnastics, perforated card 
 board embroidery, slat-plaiting, mat- weaving. 
 
 FOURTH YEAR. 
 
 Penmanship, drawing, gymnastics, slat-plaiting, 
 advanced crocheting, chain-stitch, paper-folding. 
 
 FIFTH YEAR. 
 
 Penmanship, drawing, gymnastics, sewing over and 
 over, crocheting, paper-folding, and mounting. 
 
 SIXTH YEAR. 
 
 Penmanship, drawing, gymnastics, hemming, pease- 
 work knitting, paper-flower making. 
 
 (33) 
 
464 MANUAL TRAINING. 
 
 GRAMMAR-SCHOOL—SEVENTH YEAR, 
 
 For Boys. — Use of hammer, saw and plane, chisel 
 and auger. 
 
 For Girls. — Plain sewing, running, gathering, 
 stitching, overcasting, and hemming. 
 
 For Boys and Girls. — Penmanship, drawing, and 
 gymnastics ; to set up type, also to distribute it. 
 
 EIGHTH YEAR. 
 
 For Boys. — Lessons in construction with tools. 
 
 For Girls. — Lessons in crocheting and knitting. 
 
 For Boys and Girls. — Penmanship, drawing, and 
 gymnastics; to set up type; correct proofs; make 
 up forms. 
 
 NINTH YEAR. 
 
 For Boys. — Lessons with tools, mitering, dove- 
 tailing, doweling, etc. 
 
 For Girls. — Knitting, mending, patching, darn- 
 ing, etc. 
 
 For Boys and Girls. — Penmanship, drawing, and 
 gymnastics, setting up type, printing, etc. 
 
 Full details of the lessons in the above course will be found in 
 the " Guide to Manual Training," by Prof. S. G. Love, published ^ 
 by E. L. Kellogg & Co., New York City. 
 
 Manual training was begun in the Jamestown Union 
 School in 1874, and it has steadily made progress 
 there, meeting with the approval of the citizens, until 
 in January, 1887, all of the pupils of the primary classes 
 (about 1400 in number) receive lessons three or four 
 
 (34) 
 
APPENDIX. 405 
 
 times a week at least in some form of manual training. 
 
 125 girls and 65 boys receive lessons in the sewing- 
 room or shop twice or three times each week. 
 
 20 boys and girls set type one hour four days of 
 the week. 
 
 The people of Jamestown, judging from the action 
 of the Knights of Labor (numbering 1000 or more), 
 and the Board of Education, cordially approve of the 
 introduction of manual training into the schools. 
 
 It seems to be clear that the general course of study is 
 the same as in other schools, and that the introduction 
 of manual training has not diminished the general 
 scholarship of the pupils; on the contrary, the scholar- 
 ship is reported to have been improved. 
 
 A few plates, representing the work of pupils in 
 stick-laying and paper-embroidery, are given, 
 
 (35) 
 
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SEND ALL ORDERS TO 
 
 E. L. KELLOGG & CO., NEW YORK AND 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, lGmo, about 130 pp. Price, 50 cents. Ready August 1. 
 Welch's Teachers' Psychology. 
 
 Cloth, 16mo, about 325 pp. Price, $1.25. 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 School Buildings. 
 
 Cloth, quarto, about 180 pp. Price, $2.00. Ready September 1. 
 
 By the veteran architect and writer, Mr. E. C. Gardner, of Springfield. 
 Mass. Contains about 25 designs of school-houses of all grades, but 
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 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. 
 
 Mr. Southwick is well known as unexcelled in, asking and answering 
 questions. This is not only the cheapest, but the authorized copyright 
 edition. 
 Shaw and Donndl's School Devices 
 
 A new edition, revised and enlarged by 100 pages of entirely new 
 material. Price, $1.25 ; to teachers, $1.00 ; by mail, 9 cents extra. Nearly 
 ready. 
 
 Dewey's How to Teach Manners in the School Room. 
 
 Cloth, 16mo, 100 pp. Price, 50 cents. By Mrs. J. M. Dewey, of the 
 Normal School at Rutland, Vt. 
 
 Allen's Short History of Education. 
 
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 A concise manual of gymnastics for country schools, fully illustrated. 
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 AMOS M. KELLOGG and JEROME ALLEN, Editors. 
 
 The object of these papers is to lift the work of teaching out of me- 
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 DISCUSSION OF FOUNDATION PRINCIPLES, 
 THE BEST METHODS OF TEACHING, 
 
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 Articles on the following- subjects are constantly appearing : 
 
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 pictures of actual lessons ; not lessons written out by some theorist ; the 
 best normal schools will be visited, as heretofore, for this purpose. 
 
 2. Mind Study. This class of articles will be a great practical 
 service. They will discuss just tae qu?stions that thousands are anx- 
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 Attention, Imagination, etc. 
 
 3. Practical Lessons on Teaching Reading, Arithme- 
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 prime importance ; few can yet teach Reading properly. 
 
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 means reached. 
 
 5. Right Methods for Young Children. The Kinder- 
 garten, the Primary Class. The younger the child the more 
 need of skill. 
 
 6. School Government. Helpful Suggestions on " How to 
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 this point. 
 
 7. Reproduction Exercises. Proper material will be fur- 
 nished for the pupils to restate in their own language. 
 
 8. Memorial Days. The birthdays of famous men will be antic- 
 ipated, and materials furnished for celebrating them. 
 
 9. The Reading Circle. This new departure now coming into 
 promineDce will receive much attention. 
 
 1 O. Editorials. The editors (men of large experience and special 
 fitness) will take a prominent part in every number. The steady inten- 
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 The above outline is but a part of the work the Journal and InSti- 
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 E. L. Kellogg & Co., Ed. Pubs., 25 Clinton PL, N. Y, 
 
Books for Teachers, 
 
 INDUSTRIAL 
 EDUCATION; 
 
 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, the superin- 
 tendent of the Jamestown (N. 
 Y.) schools. Mr. Love has now 
 about 2,400 children in the 
 primary, advanced, and high 
 schools under his charge ; he 
 is assisted by fifty teacheis, so 
 that an admirable opportunity 
 was offered. In 1S74 (about 
 fourteen years ago) Mr. Love 
 began his experiment ; gradu- 
 ally he introduced one occu- 
 pation, and then another, ujitil 
 at last nearly ail the pupils are 
 following some form of educat- 
 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 occupa- 
 tions better than without them. 
 
 =LOVE= 
 
SEND ALL 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 be noted that a demand now exists for men and 
 women to give Industrial Training. Those teachers who f\re 
 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 aamir- 
 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. T.— "I am sure it will 
 greatly aid the solution of this difficult 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. Dutton, New Haven— "The book is proof that some 
 
 ? Tactical results have been reached and is full of promise for the 
 uture. 
 
 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." 
 
 Boston Advertiser.— " A plain unvarnished explanation." 
 
 Jamestown, N. Y. Evening Journal- "In the hands of an intelligent 
 teacher cannot fail to yield satisfactory results." 
 
SEND ALL ORDERS TO 
 
 E. L. KELLOGG & CO., NEW YORK <& CHICAGO. 
 
 Seeley s Grube s Method of Teaching 
 
 ARITHMETIC. Explained and illustrated. Also the im- 
 provements on the method made by the followers of 
 Grube in Germany. By Levi Seeley, Ph.D. Cloth, 
 176 pp. Price, $1.00; to teachers 80 cents; by mail, 
 7 cents extra. 
 
 1. It is a Philosophical 
 Work. — This book has a sound 
 philosophical basis. The child 
 does not (as most teachers seem 
 to think) learn addition, then 
 subtraction, then multiplica- 
 tion, then division; he learns 
 these processes together. Grube 
 saw this, and founded his sys- 
 tem on this fact. 
 
 2. It Follows Nature's 
 Plan. — Grube proceeds to de- 
 velop (so to speak) the method 
 by which the child actually be- 
 comes (if he ever does) ac- 
 quainted with 1,2, 3, 4, 5, etc. 
 This is not done, as some sup- 
 pose, by writing them on a 
 slate. Nature has her method : 
 she begins with things; after 
 
 handling two things in certain ways, the idea of two is ob- 
 tained, and so of other numbers. The chief value of this 
 book then consists in showing what may be termed the way 
 nature teaches the child number. 
 
 3. It is Valuable to Primary Teachers.— It begins and 
 shows how the child can be tanght 1, then 2, then 3, &c. 
 Hence it is a work especially valuable for the primary teacher. 
 It gives much space to showing how the numbers up to 10 are 
 taught; for if this be correctly done, the pupil will almost 
 teach himself the rest. 
 
 4. It Can Be Used in Advanced Grades.— It discusses 
 methods of teaching fractions, percentage, etc., so that it is a 
 work valuable for all classes of teachers. 
 
 5. It Guides the Teacher's Work.— It shows, for exam- 
 ple, what the teacher can appropriately do the first year, what 
 the second, the third, and the fourth. More than this, it sug- 
 gests work for the teacher she would otherwise omit. 
 
 Taking it altogether, it is the best work on teaching num- 
 ber ever published. It is very handsomely printed and bound. 
 
 DR. LEVI SEELEY. 
 
SEND ALL. ORDERS TO 
 
 E. L. KELLOGG & CO., NEW YORK <& CHICAGO. 2 
 
 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, $ioo ; 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 all 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 
 foimdation 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 ALL ORDERS TO 
 
 4 E. L. KELLOGG & CO., NEW 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, Bribeiy, etc., are here well treated. The 
 author was evidently a man " ahead of his times ;" every- 
 where we see the spirit of a humane nian ; 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' Reading 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 
 our edition is far superior to any other published* 
 
SEND ALL ORDERS TO 
 
 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 
 
 Shaws 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 accomplish 
 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 this 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 
 
SEND 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 ^'ill 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, 1st, 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 library. 
 
 Every teacher needs a book to turn to for questions, for 
 example, a history class. Time is precious ; he gives a pupil 
 the book saying, " Write five of those questions on the black- 
 board ; the class may bring in answers to-morrow." A book, 
 
SEND ALL ORDERS TO 
 
 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 
 
 Taynes 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 
 published. 
 Joseph Payne. 
 
 WHY THIS EDITION IS THE BEST. 
 (1.) The side-titles. These give the contents of the 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." 
 
 Philadelphia Educational News- -" Ought to be hi library of every 
 progressive teacher." 
 
 Educational Courant.— " To know how to teach, more v needed than 
 a knowledge of the branches taught. This is especially valuable." 
 
 Pennsylvania Journal of Education.—" Will be of practical value to 
 Normal Schools and Institutes." 
 
SEND ALL ORDERS TO 
 
 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 11 
 
 Shaw and 'DonneWs School ^Devices. 
 
 " 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. 
 VWA 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 will 
 produce good results. 
 
SEND ALL ORDERS TO 
 
 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 13 
 
 Parkers Talks on Teaching. 
 
 Notes of "Talks 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 1-2 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 will 
 show why the teacher will 
 want this book. 
 
 1. It explains the " New 
 Methods." There is a wide 
 gulf between the new and the 
 old education. Even school 
 boards imderstand 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. 
 
SEND ALL ORDERS TO 
 
 16 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 
 
 ^Patridge s " Quincy {Methods," 
 
 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 which 
 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 realities 
 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, Frcebel, Mann, Page, Parker, etc. 
 
SEND ALL ORDERS TO 
 
 18 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 
 
 Tate's ^Philosophy 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, 831 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. MaeAlister, Supt. 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 v 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. Sheldon, 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 
 thou ghtrul teachers." 
 
 Popular Educator.— " Ha3 long held a high place among educational 
 vorks." 
 
 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 the unknown ' etc." 
 
SEND ALL, ORDERS TO 
 
 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 19 
 
 Fitch's 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, $1.25 ; 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 College. 
 
 3. The volume has been at once adopted by several State 
 Reading Circles. 
 
 EXTRACT FROM AMERICAN PREFACE. 
 "Teachers everywhere among English-speaking people have hailed 
 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 principles 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 i3 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." 
 
 Brooklyn 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 bv several State Teachers 1 Reading Circles, as 
 a work to be thoroughly read by its members." 
 
SEND ALL ORDERS TO 
 
 SO E. L. KELLOGG & CO., NEW YORK db CHICAGO. 
 
 The 'Practical 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 teacliers, 60 cents ; by 
 
 mail, 8 cents extra. 
 
 These articles contain many things that the readers of the 
 
 " Talks 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 " sells for $1.00. This for $1.20 and 14 cents 
 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- 
 
 Beginnings. 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 ; V erbatim report of lessons given in Cook Co. Normal School. 
 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 AJLIi ORDERS TO 
 
 E. L. KELLOGG & CO., NEW YORK <& CHICAGO. 21 
 
 CIRCLI 
 
 ogg&Rfy; 
 
 •NO- J- 
 
 f MINDiTUDIE? 
 
 -FOR 
 
 YOUNG TEACHERS 
 
 !jEROA\E^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 the St. Cloud 
 ( Minn. ) Normal School, 
 lb'mo, 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 Psychol- 
 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.'' 1 
 
 Tared Sanford, School Com., Mt. Vernon, N. Y.— " From all 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 
 
 e leased with it. It certainly fills a want. Most teachers need a smaller 
 riefer, and 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 £or 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." 
 
SEND ALL ORDERS TO 
 
 22 E. L. KELLOGG <& CO., NEW YORK & CHICAGO. 
 
 No. 2. Autobiography of Froebel. 
 Materials to Aid a Comprehension of the Works of the 
 Founder of the Kindergarten. 16ino, 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 
 
 ERIEDRICH FRtEBEL. * J ^}} 5 JlG lets US See llOW 
 
 he felt at bemg 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 he in the hands of every pro- 
 fessional teacher," 
 
SEND ALL, OBD3RS TO 
 
 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 23 
 
 No. 3. Hughes' Mistakes in Teaching. 
 
 By James L. Hughes, Inspec- 
 tor of Schools, Toronto, Can- 
 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- 
 james l. hughes. ^7 , 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. 1 ' 
 
 Boston Journal of Education.— " Mr. Hughes evidences a thorough 
 study of the philosophy of education. We advise every teacher to invest 
 50 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. 1 ' 
 
 Iowa Central School Journal,— "We know of no book containing 
 more valuable suggestions." 
 New York School Bulletin—" It is sensible and practical." 
 
SEND ALL 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-room 
 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. Koose, 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. Trice, 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 who was born or died on that day. The 
 design is superb, and printing, etc., tasteful and elegant, 
 making it an ornament f or an y room. 
 
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 Teachers' Manuals Series . 
 
 Each is printed in large, 
 clear type, on good paper. 
 Paper cover, price 15 
 cents ; to teachers, 1 2 
 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. Fitoh, 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. YONGE'S PRACTICAL WORK IN SCHOOL. 
 By Charlotte M. Yonge, author of " Heir of Redclyffe." 35 pp 
 All 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 suggestions on Object Teachir.g. 
 
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 Johnsons Education by "Doing . 
 
 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 tbe 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. This 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." 
 
 Supt. 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 ha3 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 Froebei's idea." 
 Philadelphia Teacher.—" The book is full of practical information." 
 Iowa Teacher.— "Kellogg's books are all good, but this is the best 
 for teachers. 
 The Educationist.—" We regard it as very valuable." 
 School Bulletin.—" We think well of this book." 
 Chicago Intelligence.—" V. ill 1 e found a very serviceable book." 
 
SEND ALL ORDERS TO 
 
 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 29 
 
 mam 
 
 Reception T)ay. 6 ${os % 
 
 A collection of fresh and original dialogues, recitations, 
 declamations, and short pieces for practical use in Public 
 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 
 
 look out for this. 
 
 NEW COVER. 
 
 laughed at. Let teachers 
 
 ° ; '^^^:-^'\lns: for the youngest pupils 
 
 "i . " "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." 
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SEND ALL ORDERS TO 
 
 30 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 
 
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 copies and over. 
 This is a 
 most valua- 
 ble collec- 
 tion of mu- 
 sic for all 
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 institutes. 
 
 1. Most of 
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 lected by the 
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 favorites in 
 the schools. 
 They are the 
 ones the pu- 
 pils love to 
 sing. 
 
 2. All the pieces " have a ring to them 
 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, our 
 Duties, our Creator, are entuned with beautiful music. 
 
 4. Great ideas may find an entrance into +he mind through 
 music. Aspirations for the good, the beautiful, anu tne 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 
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 Ask the Children, Beauty Everywhere, Be in Time, Cheerfulness, 
 
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 the Merry, Merry Sunshine, Kind Deeds, Over in the Meadows, Our 
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 Johy Workers, The Teacher's Life, Tribute to Whittier, etc., etc 
 
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A *v^ I 
 
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