Ml m mm ' ■ ( < ■• v m II /v ' V 'v.' ( - PUBLISHED BY 111 & 113 WILLIAM STREET, NEW YORK. VOLUME FOU NOTICE, PUBLISHED BY A.. S. BA.R]NrES & CO., ff/d- //.? William Street, New York. Price ffl /.&-&_, sent oy Mail, Post-paid. The Editor will please send a copy of the Notice. : S: TIE 4 LIBRARY OF CONGRESS, l* We propose to si @ introduction, if api a nexed (in Catalogu Z. to the purchaser. 9 TI$ The Publishers a $ duction of any of a price-list to teacher \ y ' noTta™to c1 the r iJUNITED STATES OF AMERICA-! tees or Patrons, as f w m 7 it'll the price an- hout expense for first intro- introductory profession, if )f their Trus- JPor Further Information, address the Publishers. THE IORIAN SERIES IN MODE RN LANGUAGE, A Complete Course in German. By JAMES H. WORMIAN, A.M. EMBRACING ELEMENTARY GERMAN GRAMMAR, COMPLETE GERMAN" GRAMMAR, GERMAN READER, GERMAN ECHO. IN PEEPAEATION, HISTORY OF GERMAN LITERATURE, GERMAN AND ENGLISH LEXICON. J. THIS GERMAN GRAMMARS of Worman are widely preferred on ac- count of their clear, explicit method (on the conversation plan), introducing a system of analogy and comparison with the learners' own language and others commonly studied. The arts of speaking, of understanding the spoken language, and of correct pronun- ciation, are treated wich great success. The new classifications of nouns and of irregular verbs are of great value to the pupil. The use of heavy type to indicate etymological changes, is new. The Vocabu- lary is synoiiymical — also a new leature. II. WORM AX'S GERM AX READER contains progressive selections from a wide range of the very best German authors, including three complete plays, which are usually purchased in separate form for advanced students who have com- pleted the ordinary Header. It has Biographies of eminent authors. Notes after the text, References to all Ger- man Grammars in common use, and an adequate Vocabulary ; also, Exercises for translation into the German. III. WO R MAX'S GERM AX ECHO (Devtsches Echo) is entirely a new thing in this country. It presents familiar colloquial exercises without translation, and will teach fluent conversation in a few months of diligent study. No other method will ever make the student at home in a foreign language. By this he thinks in, as well as speaks it. For the time being he is a German through and through. The laborious process of translating his thoughts no longer impedes free unembarrassed utterance. WOMAN'S COMPLETE FRENCH COURSE IS INAUGURATED BY L'EOiiO ide :? .a. :el I s 3 Or, " French Echo ;" on a plan identical with the German Echo described above. This will be followed in due course by the other volumes of THE FRENCH: SERIES, viz.: A COMPLETE GRAMMAR, .1.-1 FREXCH HEADER, AX EIEMEXTA RY G RA MM A R,\ A F R E X C BZ LEXICON, A HISTORY OF FHEXCH LITERATURE, WOEMAN'S WORK3 are adopted as fast as published by many of the best institutions of the country. In completeness, adaptation, and homogeneity for consistent courses of instruction, they are simply UNRIVALED. Digitized by the Internet Archive in 2011 with funding from The Library of Congress http://www.archive.org/details/oraltrainingless01barn ORAL TRAINING LESSONS IN NATURAL SCIENCE AND GENERAL KNOWLEDGE, EMBRACING THE SUBJECTS OP ASTRONOMY, ANATOMY, PHYSIOLOGY, CHEMISTRY, MATHE- MATICAL GEOGRAPHY, NATURAL PHILOSOPHY. THE ARTS, HISTORY, DEVELOPMENT OF WORDS, Etc. INTENDED FOB TEACHERS OF PUBLIC SCHOOLS AND ALSO FOR PRIVATE INSTRUCTION. BY H. BARNARD, Principal Lincoln School, Minneapolis. A. S. BARNES & COMPANY, NEW YORK AND CHICAGO. 1871. \&i •$» Entered according to Act of Congress, in the year 1871, by A. S. BARNES & CO., In the Office of the Librarian of Congress, at Washington. n-iok\ Introductory and Explanatory. It need hardly be 'stated that the Author's object in this work is to present a concise but comprehensive course in the most important Natural Sciences to those who have not the means of purchasing separate works upon each, and who may not have had the opportunity of acquiring a knowledge of them during their school-days. But this is not the only object. The information is all arranged in the probable course that a lesson would take, were the teacher imparting it in the school-room. Not only is the material furnished and arranged in this manner, but the process of developing new words and ap- plying them has also received particular care and attention. The mode of treating inattentive or idle pupils is also shown during the course of the lesson. By a careful previous study of the lesson, any Teacher of ordinary ability may very successfully give either of the lessons of the course. Perhaps none of the lessons will take the exact course here given. You must inevitably follow where the pupils' answers lead you ; but you must, at the same time, lead their thoughts in the general direction indicated. The six prominent features of these lessons are : i st. Elliptical Answers given by all in concert. 4 INTRODUCTORY AND EXPLANATORY. 2d. Individual Questions and Answers. 3d. Complete Statements by Individuals as the lesson progresses. 4th. Analogy and Familiar Illustrations. 5th. The writing of all new words on the blackboard, these words being in small capitals. 6th. A rapid general review at the close, with the object of putting the whole lesson in such a form as will connect all its parts so as to form a commencement and a ter- mination. The elliptical answers must never be a mere guess. Only one word should be able to supply the ellipsis. It should never be part of a word. Thus, instead of saying (see Lesson xxxviii.) " some bodies are simple and others are com . . . .pound" we rather say, "some bodies are simple and others are .... compound" If it is not entirely by the scholar's own exercise of thought, the object of the lesson is not attained; nor is it, if the answer is a mere guess. At the word immediately preceding the ellipsis the ris- ing inflection of voice should be used to indicate when you wish a word answered. In all individual questions require the hands to be raised by those who can answer, and call no one. Whenever a question is asked, no more than one should be allowed to speak ; but at, an elliptical answer, require every voice in the room to be heard. Remember that the question pumps up the water from the well, but it requires the ellipitcal answering to lead it on in the proper direction. All words in italics are pronounced by scholars ; those in ordinary letters or capitals are to be given by the Teacher. Write all new words, or those in small capitals, on the black-board. Never use a term that has not been well explained, and INTRODUCTORY AND EXPLANATORY. 5 whose meaning is not clearly comprehended by the pupil. Anglo-Saxon words are always the best. Never do injury to the sensitive feelings of the pupil by saying, " No ; You are wrong," but train him, uncon- sciously, by the natural process, to that which is correct. This fact deserves prominence : A lesson is never given till it is RECEIVED. Be careful, as each point is gained in the lesson, to require some one, or all, to give the full and complete statement in its simplest form, before going on to the next point. This should be done at the end of each paragraph, at least. These statements are omitted in nearly all the lessons given in this volume, as it would make the work unnecessarily voluminous. A sufficient number of examples will be found throughout the course to indicate the manner in which it is done. When any considerable number of scholars fail to do this, cause them to quietly take out their slates and write it from the dictation to some attentive scholar. The younger the scholar who dictates it, the better the effect. Then cause them to read it from their slates, and after- wards to state it, as required at first. It is always preferable to have one point of the lesson well understood than to go over the ground of a whole lesson without any distinct idea of the several steps con- tained in it. Quality first ; Quantity afterwards. Each pupil should also, at the close of a lesson, be able to make all the statements contained in it successively. As often as once each week, the material contained in some previous lesson should be made the subject of a composition to be written by all. This will be found a most profitable and interesting work. Let them introduce all other facts or conclusions connected with their subject. 6 INTRODUCTORY AND EXPLANATORY. NORMAL SCHOOLS Are now being established in every part of the United States and the British Dominions for the express purpose of creating good Teachers from good Scholars. Teaching, being an Art, as well as Carpentering, Weaving, Mining or Agriculture, requires a preparatory apprenticeship. If the present work gives even a very limited assistance to the work of furnishing the Teacher with the material and the manner of imparting, the Author will consider that his efforts are not without success. Not an unimportant part of its mission wilL be its use at the family fireside. One may be selected to act as Teacher, and conduct the lesson with the other members of the family as pupils. This will be found a most gratify- ing and instructive employment during otherwise unoccu- pied time. The work, however, is designed particularly for public schools. The lessons may be conducted with all the schol- ars together, which is preferable, or with a large class com- posed of all who are capable of answering. CONTENTS, LESSON PAGE I. Natural Science — Climate : Its Elements 9 II. Natural History— Habits of the Cat 12 III. Form of the Earth — Proof by Circumnavigation 14 IV. Physiology — Organs and Functions 17 V. Natural Science — Heat and its Effects 20 VI. Natural Science — Atmospheric Pressure 22 VII. Astronomy — Motions of the Earth 25 VIII. Physiology — The Five Senses 28 IX. Natural Science — Atmospheric Pressure 30 X. Natural Science — The three forms of Matter 32 XI. Chemistry — Composition of the Air 35 XII. Mental Science — Memory 38 XIII. Etymology — Derivation : Words from Traho 40 XIV. Natural Science — Sources of Heat 43 XV. Physiology — The Nerves 46 XVI. Mathematical Geography— Lines on the Earth's Surface 49 XVII. Natural Science — Climate: Its Causes 52 XVIII. Anatomy — The Osseous System 54 XIX. Natural Science — Organic and Inorganic Bodies 57 XX. Physiology — Circulation of the Blood 60 XXI. Chemistry — Oxygen: Flame 63 XXII. Physiology — Circulation of the Blood 66 XXIII. Natural Science — Evaporation of Water 68 XXIV. Astronomy — The Solar System 71 XXV. Natural Science— Wind 75 XXVI. Physiology — Respiration 76 XXVII. Natural Science — Transmission of Heat 79 XXVIII. Astronomy — The Solar System 82 XXIX. Natural Science — Light: Its Nature and Sources 84 XXX. Natural Science — Sound 86 XXXI. Etymology — Derivation : Words from Plico 89 XXXII. Difference between Science and Art 91 XXXII I. Natural Science — Mechanical Properties of Atmosphere 93 XXXIV. Luxuries and Necessaries of Life ' 96 8 CONTENTS. LESSON PAGE XXXV. Natural History— The Camel 98 XXXVI. Natural Science— Why do Iron Ships Float ? : 100 XXXVI I. Astronomy — Attraction of Gravitation 102 XXXVIII. Chemistry — Simple and Compound Bodies 105 XXXIX. Natural Science— Inertia 108 XL. Human Anatomy — Arteries of the Body no XLI. The Arts— Weaving X13 XLII. History — Career of Napoleon 116 XLIII. Chemistry — Acids, Bases, and Salts. 1:9 XLI V. History — Five Great Nations of Antiquity 121 XL V. Manufactures — Brocaded Silk : Jacquard Loom 123 XLVI. Astronomy — The Solar System: Asteroids: Orbits 125 XLVII. The Arts — Reduction of Metals from their Ores 128 XLVIII. Natural Science— Trade Winds 130 XLIX. Chemistry — Generation of Carbonic Acid 132 L. Natural Science — Light and Heat: Refraction, Reflection, and Absorption 134 p ral Training Lessons. LESSON I. NATURAL SCIENCE. CLIMATE : ITS ELEMENTS. Raise hands all who can tell me what is meant by Cli- mate. Does no one know ? We will see. In countries where the sun shines perpendicularly, that is, directly over head, we say that they have a very hot .... climate. Then when we speak about climate, we mean the .... heat, or ... . cold. Now raise hands those who know a word that means heat or cold. When we speak of the heat or cold of the air, for example, what word is generally used ? George ? . . . . Temperature. That is correct. Let me hear this word from all ... . Temperature. Again .... Temperature. The temperature of the air, then, means whether it is hot or cold. Annie, repeat that sentence. (She repeats. If she cannot, from inattention, cause her to leave her seat and write it on the slate two or three times after asking some one else.) Eddie, if I speak of the temperature of the water in the river, to what do I refer ? . . . . You mean whether it is hot or cold. Correct. Now, when the air is very hot, the temperature is said to be very . . . . ? I will tell you. It is said to be very high. When the air has a high temperature then you mean that it is very .... hot. What would it mean to say it is very low? Hands up. Willie ? Very cold. Make the whole statement By a low temperature we mean that it is very cold. Very well, indeed. You would say, for instance, that ice has a very low temperature, and that red hot IO ORAL TRAINING LESSONS. [Lesson i. iron has .... a very high temperature. What would you say of the temperature of melted lead ? Hands up. Fred ? Melted lead has a very high temperature. When you speak of climate, then, one thing that you mean is the .... temperature, that is ... . the heat or cold. Now, does it mean anything else ? Suppose that it seldom rained, what then ? It would be a dry climate. Yes, and climate will also mean whether it is dry or wet. I also wish you to give me one word for this. Hands up. What, none ? The word I wanted was moisture. All repeat together .... moisture. Here, then, are two things. They are temperature and moisture, which form the .... climate, of any .... country. There is something else meant when we speak of climate besides .... temperature and moisture. What is it ? Did you ever hear of a windy climate, or a stormy climate ? . . . . Yes, sir. Then the third thing in the climate of a country is ... . the wind. We will call it prevailing winds. All answer prevailing winds. Libbie, will you give us these three things ? . . . . Temperature, moisture and ' prevaili?ig winds. What about them ? . . . . They form the climate of a country. Then you make the complete statement, Charlie. (He makes it.) Now, in the next place, since these things make up a climate, they may be called its .... ? Well, let us sec. The sounds that compose a word are called its elements. Correct, and those things that compose a loaf of bread could be called its ... . elements. What are the elements of bread ? Alice ? . . . . Flour, water, salt and yeast. Raise hands all who can give me the elements of mortar. Frank ? .... Lime, water, sand and hair. Of this book, Cora ? .... Paper, ink, cloth and leather. And raise hands all who can tell me the elements of climate. You may tell me, George Temperature, moisture and prevailing winds. And the elements are those things of which anything is .... made up, or composed. Before going on to the next point we will revise what we have said. The climate of a ... . country, consists of, ist, . . . . temperature, which means the .... heat or cold. 2d, ... . moisture, or whether it is ... . wet or dry ; and 3d, . . . . prevailing winds. When Lesson i.] ORAL TRAINING LESSONS. II it is cold the temperature is said to be ... . lota, and when hot it is said to be high. Sam, give me an example of this .... Ice has a low temperature and steam has a high temperature. Yes, but you might have omitted the first word temperature. Repeat without using it. (He repeats.) Now a country which is not too warm in summer nor too cold in winter, has what kind of a climate ? Tem- perate. (If not known, carefully tell it.) A temperate .... climate, means one that is neither . ... too hot nor too cold. Kate, repeat that. (She repeats.) But when it is very cold in winter and very hot in summer, the climate is said to be .... ? I will tell you, if all listen attentively. It is said to be extreme. All repeat. It is said to be ... . extreme. Again .... extreme. What does an extreme cli- mate mean ? Fannie ? . . . . One that is either too hot or too cold. Yes, but I want the complete statement An extreme climate is one that is either too hot or too cold. A temperate climate that is not too wet and stormy is also called salubrious. All repeat .... salubrious. This word means several things. When we say a climate is salubrious, we mean that it is neither too hot nor too cold, which in one word would be ... . tetnperate, and that it is not too .... wet and stormy. It might not even rain very much, but if it was foggy and damp would it be salu- brious ? No, sir. Raise hands all who can give me another word like salubrious ? I will give you one. Genial. All answer .... genial. A genial or ... . salubrious climate, is one that is in every way fine, or agreeable. Fred, repeat that last sentence. (He repeats.) Now all answer promptly. By the climate we mean three .... things, ist, . . . . temperature, or the heat or ... . cold, 2d, ... . moisture, or the state of being wet or ... . dry, and 3d, . . . . prevailing winds. Then the temperature may be ... . high (gesture in a case like this), or ... . low, which would mean .... hot or cold. Since these three things make up, or ... . compose, climate, they may be called its ... . elements, When a climate is too hot or too cold, it is said to be .... extreme, but if not, it is ... . temperate. If it is tem- perate and also not too stormy or moist, you would say it was .... salubrious, or genial. Or even if it has 12 ORAL TRAINING LESSONS. [Lesson 11. extremes, if it is conducive to good health we speak of it as salubrious and genial. LESSON II. Adapted to Young Scholars. NATURAL HISTORY : HABITS OF THE CAT. Now all sit upright and attend. When you are looking and listening then you are attending. All answer promptly. All animals do not live in the same .... way. A horse does not get its food as a dog does, and a hen and a duck do not both live in the same .... place, or ... . manner. But every animal is exactly fitted by the Creator for its way of ... . living. Willie, repeat that .... Every animal is exactly fitted by the Creator for its way of living. Now all may raise hands who can give me a better word than fitted. Lizzie ?..... formed. Very good. I now want another. Hands up. George ? . . . . arranged. Yes, another ; Frank ? . . . .fixed. Yes, all these words would do. We will repeat them in order. Every .... animal, is exactly .... fitted, or ... . formed, or ... . arranged, or ... . fixed, for its way of living. But I will tell you a bet- ter word. It is adapted. All pronounce it together .... adapted. We will use this word through the lesson. All animals are exactly .... adapted, to their way of ... . living. You may all now try and think of one word that means ways of living or doing anything. Can you not think of such a word ? Let us try if we can find one. A boy who comes in late to school every day, we say, has formed a very bad habit. And a dog that barks at every one who passes has also formed a very .... bad habit. A boy who tells untruths has an exceedingly.. . . . bad habit. Now we will use this word instead of ways of living. Every .... animal, is exactly .... adapted, to its ... . habits. All who can repeat it, raise hands. (All should be able to, if Lesson ii.] ORAL TRAINING LESSONS. 1 3 you have successfully given the lesson so far.) Jane ? . . . . Every animal is exactly adapted to its habits. Correct. We are to speak to-day of the habits of the cat. What does the cat eat ? Hands up. Annie ? . . . Mice. Susan ? .... Birds. William ? . . . . Weasels and squirrels. John ? .... Bats. That will do. We may say all kinds of small .... animals. They are her food. There is a better word than food. You may all give it if you can prey. That is right. (If they do not know it, tell it.) Would you call a sheep's food its prey ? . . . . No, sir. But a cat's food is called its ... . prey. And you say that her prey consists of all kinds of small animals. These animals are very quick, and the least noise would . . . .frighten them away. And such animals as mice generally come out of their nests in the night, or in a dark cellar or closet. What do you think the cat will require first of all, if she has to catch her prey in the dark ? Hattie ? . . . . She will require good eyes. Very well answered. She must have good, sharp .... eyes, so as to be able to see even where it is ... . dark. Willie, repeat that. (He repeats.) Now all together again. All animals are found to be exactly .... adapted, to their .... habits. The cat, having to catch her .... prey, in the .... dark, must be adapted to that, and must therefore have good .... eyesight. Must she have any- thing else that you can think of ? Jennie ? . . . . She must be able to run. Well, I do not know whether that will be very necessary or not. Listen to me. Would a sheep's feet do for a cat even if she could run fast ? . . . . No, sir. I think not. She must have very .... soft feet, so that when she walks (accompany these ellipses by gestures,) she may make no ... . noise. For if she made as much noise as a sheep she would .... frighten the birds or mice. We have now found two things that she must have. Fred ? .... Sharp eyes. Next ? Soft feet. Who will state this ? Willard ? . . . . The cat must have sharp eyes and soft feet. Good. Now we will try again. She creeps up very softly as near as she can get to a ... . bird, or a ... . mouse, and then she crouches down and waits till it hops a little .... nearer, and while it is not looking she makes a great .... spring, 14 ORAL TRAINING LESSONS. [Lesson in. or leap, and jumps right upon it. But if she had sheep's feet, what then ? . . . . She could not catch the mouse. Another word for catch. She could not seize the mouse. In order to enable her to seize it, she must have sharp .... claws, upon her .... feet. But if you look at a cat's paw you see no claws. How is this ? A sword is kept in a ... . case, or ... . sheath. And if a cat's claws are to be kept .... sharp, they must also be put into .... cases. Are they ? . . . . Yes, sir. And if we just pull one of her whiskers, we see all her claws, displayed at once. Then her claws are kept sharp by means of ... . sheaths, or ... . cases, between the cushions of her .... feet. These cushions are under her .... feet, so that she may make no ... . noise, when she .... walks near a mouse. In the next place, after she has caught her .... prey, she must have proper teeth so as to be able to ... . tear it. Teeth like a sheep's would not do for the .... cat. Her teeth must be very .... sharp. Now all answer. In order that the cat may be adapted, to her .... habits, or ... . way of living, she must be provided with, ist, . . . . good eyes ; 2d, .... soft feet ; 3d, .... sharp claws, to hold or ... . seize her prey ; 4th, to keep her claws sharp, her feet must have .... cases, or . . . . sheaths ; 5th, she must have good sharp .... teeth, in order to ... . tear her food. -0- LESSON III. THE FORM OF THE EARTH : PROOF BY CIRCUMNAVIGATION. We are to speak to-day of the Form or Shape of the Earth. How many know its shape ? I see several hands up. Willie? .... Round. Round like a cent ? . . . . No, sir ; round like a ball. Round like a stove pipe ? . . . . No, sir ; round like a ball. A ball is also called a . . . . globe. What word will mean " like a globe ? " George ? globular. Lesson in.] ORAL TRAINING LESSONS. 1 5 Right. I will write this word on the blackboard. All answer globular. This word means .... like a globe. There is another word which means like a sphere. What is it ? . . . . spherical. The earth then is round .... like a ball, or globular, or ... . spherical. Now do you be- lieve this ? If you go outside and look, can you see that it is round ? . . . . No, sir ; it is fiat. This boy thinks the earth is flat. Does any one else think so. No one ? Then you think it is globular. Why ? Have you any reason ? What good is there in telling me it is round or globular, if you cannot prove it. This boy who said flat, answered as he naturally believed it is. And for thou- sands of years people lived and died without knowing any better than this. A long time ago it was thought to be as it looks, that is ... . flat. And boys and girls often asked their parents how far they could . ... go, before arriving at " the end of the earth." They felt curious to know if there was any place, away off, where you could "jump off, " — a regular "jumping-off place." And then some very inquisi- tive boy like Sam here, would ask what it rested on, or what it was built upon. But their parents could not tell anything about these things. Well, Sam, I see your hand up ? . . . . What does the earth rest on ? We will see pres- ently. Don't be too much in a hurry. Some wise philoso- phers taught people that the earth was built on four great pillars. Others that it was carried on the back or shoul- ders of a god whose name they called Atlas. All repeat this name .... Atlas. Then others said the land was like a great raft, and floated upon the .... water. Well, Charlie, what is it? ... . What did they think the pillars 7-estcd on, or the god, Atlas, or the water ? (If such a question is not asked, you ask it.) Oh ! that was the great question which they could never .... anszver. We have just said that the earth was not flat at all, but .... round like a ball, or globular, or spherical. I heard some girl say sperical ; all answer it correctly .... spherical. Now I am going to tell you how we know this. (Use the map of Hemispheres or a globe here.) In order to go to India, the people of Europe had to sail .... round the continent of Africa, or round the .... Cape l6 ORAL TRAINING LESSONS. [Lesson m. of Good Hope, and then across the Indian Ocean. But about four hundred years ago, all repeat, about .... four hundred years ago, a man named Columbus, who lived in a city of Europe called Genoa, thought that he could get to India in another way in a ship. This man's name was .... Columbus ; he lived in ... . Genoa, about .... four hundred years ago. What did I say about him, Lizzie ? . . . . He thought he could get to India in another way in a ship. Yes, Columbus believed that the earth was round like a ball, or ... . globular, or ... . spherical. Very few others believed this. No one in Genoa believed it. But Columbus said to himself, " now if the .earth is ac- tually globular, if we sail round the other way, that would be ... . West, we will get to India just as well. And I think it is a shorter way than going round the .... Cape of Good Hope.'" What was it that Columbus thought, Fannie ? .... (She repeats.) So he went to his King and asked him to fit out a good .... ship, and let him go and try to find another .... way to India. Do you think the King did so ? No, he only laughed at Columbus, and thought he was mad. He said, " How ever could you get round the other way? Why your ship would fall off." We will see in another lesson why it is that a ship does not fall off in going round the .... world. But Columbus had to go away from his own country, from Italy. He went to this country Spain. There the King and Queen, Ferdinand and Isabella, gave him several ships to go with, and fitted him out for the voyage. What a glad day that was for Columbus ! He thanked .... the King and Queen, and his ship .... sailed. They went away many hundreds of miles to the .... West. Sometimes the men got afraid that they would get to the end of the world and fall over ! For some of them believed the earth was flat. At one time they threatened to throw Columbus overboard and go back to .... Spain. But he cheered them and they sailed on, and at last one day a man upon one of the masts called out that he could see the land ! They had, before this, seen branches of ... . trees, and drifting wood, so that they knew they were near .... land. Then Columbus was sure he Lesson iv.] ORAL TRAINING LESSONS. 1 7 was coming near to ... . India, and he felt very .... glad, to think what a great discovery this .... would be. But as they came near the shore, they saw that the people were not like those who lived in India. They had come to a very strange place that no European had ever seen before. Who can tell me what country it was ? George ? America. Correct. Afterwards men sailed across from Europe westward, all the way to ... . India, by going round South America. And now we can travel all round the world in about two months. Since we can start and keep on in the same direction, and at last arrive where we ... . started, the earth must be ... . round. But if it was like the stove-pipe we could still sail round it. How are we to know that it is round like a ball ? We will prove this in another lesson. Now all answer rapidly. Long ago the earth was sup- posed to be flat. But we now know that it is round like a . . . . ball, or globular, or . . . . spherical. The first man who acted on this supposition was Colum- bus, who was born in ... . Genoa, about. . . .four hundred years ago. He believed it to be globular, and at- tempted to go to ... . India, by sailing to the West, instead of round Cape of Good Hope. But did he reach India ? No, sir. Instead of that, he ... . dis- covered America, which is between Europe, and this continent Asia (pointing to Asia). Since the time of ... . Columbus, men have sailed completely .... round the world, thus proving it to be ... . round. -o- LESSON IV. physiology: organs and functions. I see one or two boys not sitting in an upright position. Can they attend properly ? . . . . No, sir. Then all sit ... . upright. 15 ORAL TRAINING LESSONS. [Lesson it. Our bodies consist of many different parts, and these different parts have all different things to do. The hands have not the same work to do as ... . the feet, (point- ing downwards to* the feet, using appropriate gestures wherever they will assist,) and the feet do not have the same kind of work as the .... eyes. But every part of the body has something to .... do. And, unless it is diseased, every part does its own work. Now I want to see whether any of you can tell me a name for a part of the body which does any particular work. What does the eye do ? It sees. Then you could call the eye an ? There is a particular word used for this, which I will give you. Raise hands all who will try and remember it. Well, hands down. It is organ. Let me hear all repeat this word .... Organ. Again .... Organ. The eye or ear then could be called an ... . organ. The eye is the organ of sight, and the ear is the organ of .... hearing. Raise hands all who will repeat this. (If there is one who has the ability to do so and cannot, owing to inattention, make him stand and write it on his slate, while some smaller boy or girl dictates it to him.) Ella, you may state it ... . The eye is the organ of sight, and the ear is the organ of hearing. Fred, let us hear that from you also. (He repeats.) And the nose is the organ of smell. Now all who can give me another organ of tne body may raise hands. Annie ? The feet are the organs of walking. Only of walking ?.... And of running. Anything else ? Of dancing. Yes, but we will include those all under one name, motion, or a better word is locomotion. I will write it on the blackboard. Now all answer this word .... Locomotion. The feet are .... the organs of locomotion. Harry, repeat it. (He repeats). I will now tell you that that which an organ does is called its function. All pronounce this word .together Function. We say that seeing is the function of the .--! . . . eye, and that hearing is the function of the ear. The organ is that which perforins the work. Now who can give me other organs of the body ? Hands up. What are the organs of speech ? Thomas ? The or- gans of speech are the lips, teeth, tongue and palate. And their Lesson iv.l ORAL TRAINING LESSONS. 19 function is ... . speech. Mary, you may now give the first organ we named, and its function .... The eye is the organ of sight, and sight is its function. Willie, the next .... The ear is the organ of hearing, and hearing is its function. Jane, the next The nose is the organ of smell, and smelling is its function. (Always require the whole statement in full.) Frank, you give the next .... The feet are the organs of loco- motion, and their function is locomotion. This word simply means moving from place to place. Fannie, the last one ... . The organs of speech are the lips, teeth, tongue and palate, and speech is their function. Are there any others that you can think of? Dan ? The lungs are the organs of breathing. Raise hands all who can give me another word for "breathing." The word is respiration. All answer together .... respiration ; respiration means .... breathing. Dan, will you repeat your example of an organ now, using this word ? . . . . The lungs are the organs of respiration. Now for others. Emma ? . . . . The skin is the organ of touch. Very well. And touch or. . . .feeling, is its . . . .function. Any others ? Well, what is the organ of digestion — the organ into which the food is received ? . . . . The stomach. Don't say stomick, say stomach ; all give it again stomach. Alice, you may make the statement then The stomach is the organ of digestion, and digestion is its function. What are the teeth for besides speaking ? Chewing. Yes, but does any one know of a better word than chewing ? I will write one on the blackboard. Mastication. Chewing is also called .... mastication. Now, Charlie, will you state about the teeth ? . . . . The teeth are the organs of mastication or chewing. What does the tongue do besides speak ? . . . . // tastes. Then ■ the tongue is the organ of taste, and tasting is its function. Can you think of others ? Annie ? Is the heart an organ ? Yes, the heart is an organ. It circulates the blood, or sends it through the body. You may now, Annie, give us the statement about the heart .... The heart is the organ which circulates the blood ; and the circulation of blood is its function. You make it complete, George. (He makes it in full.) Thus the whole body is made up, or ... . composed, of ... . organs, which all perform certain . . . functions. We will 20 ORAL TRAINING LESSONS. [Lesson y. rapidly go over what we have said. The eye is ... . the organ of sight, and its . . . .function is seeing; the ear is ... . the organ of hearing ; the nose is the .... organ of s?nell ; the feet are the .... organs of locomotion, or moving from place to place ; the organs of speech are the lips, teeth, tongue and palate. The lungs are .... the organs of respiration ; the skin is the organ of touch. The stomach receives .... the food, and is called .... the organ of digestion. The teeth are also the . . . organs of chewing, or ... . mastication. LESSON V. NATURAL SCIENCE — HEAT : ITS EFFECTS. I need not say before we commence that I hope all will sit ... . upright, and give their best .... attention, without which you cannot .... learn. Our lesson to-day is upon HEAT AND ITS EFFECTS. Who can tell me what heat is ? Is it anything ? Would a cannon ball weigh any more if red hot than it would if cold ? . . . . No, sir. Then is the heat that it contains any- thing ? I see that you are not decided. When we spoke of the atmosphere, we said that some things are only known by their .... effects. The air, for instance, we can neither see, nor .... hear, nor .... feel, nor taste, nor smell. Then how do we know that there is such a thing as air ? ... . By its effects. Now heat also produces certain effects by which it is known, be- sides being perceived by the sense of feeling. Raise hands all who can tell me any effect of heat. Bennie, you may tell me one . ... It burns us. Well, that is the way it acts on the sense of feeling. But can any one give me any effect that it produces by which we know that a substance contains it? Let us see. Before the blacksmith places the iron rim on the wheel he ... . heats it. Why ? I will Lesson v.] ORAL TRAINING LESSONS. 21 tell you. When the iron becomes hot, it grows much lar- ger. I want a word which means " grows larger." George ? .... expands. (If no one knows, tell it.) That is correct. And while it is expanded he puts it on ... . the wheel, and then cools it. As it cools, it draws together, or .... ? All listen, and I will give you the word I want. Contracts. As the iron .... cools, it ... . contracts, or ... . draws together. Willie, repeat that As the iron cools, it contracts, or draws together. Kate, you may state what we said before that .... As the iron becomes hot, it expands or grows larger. We now know of one effect of heat then. It causes sub- stances to ... . expand, or ... . grow larger. Emma, repeat that Heat causes substances to expand. This is the first .... effect of heat, that we have found. In the next place, have any of you ever seen the stove in a dark room any other color than black ? Yes, sir. You have seen it ... . red. When does it get red ? . . . . When it is very hot. And it is red or appears red because it gives out .... light. What causes a candle or lamp to give forth light . . . . ? It is the same thing that makes the iron give out light and become red. That is the .... heat. Heat causes any substance to give forth .... light, when it is very strongly heated. Now I want a word which means " give forth " or " send forth." I will write it on the black- board. Emit. All answer together .... emit. If iron is made very .... hot, it will .... emit light, that is ... . send it forth. Eddie, you may stand and repeat that. If iron is hot enough, it will emit or send forth light. (Do not object to having the sentence slightly changed if still cor- rect. It shows thought and independence.) We have now spoken of two effects of heat, ist, .... // causes substances to expand, and, 2nd, . ... it causes them to give out, or emit, light. Sam, will you repeat that ? . . . . The first effect of heat is, that it causes substances to expand ; and the second is, that it causes them to emit light. Now I want you all to think of any other effect of heat. Try hard. Does it produce any other effect upon substan- ces that you can remember ? Hands up. Mary // causes ice to melt. Anything else besides ice ? ... . Yes, sir ; lead. Yes, or any metal, or indeed any solid substance. 22 ORAL TRAINING" LESSONS. [Lesson ti. Heat changes solids into ? What would you call water — or melted iron ? a liqicid. Yes, then all an- swer, heat changes solids into liquids. But if we go further and heat the water, what then becomes of it ... . It is changed into steam. That is right. And what is it that changes the liquid into a gas ? . . . . The heat. Very- well. It changes solids into ..... liquids, and then the liquids into .... gases. Lizzie, we want to hear that state- ment from you .... It changes solids into liquids, and liquids into gases. What does ? Repeat again. (She repeats, using "heat" for "it.") This is the third .... effect of heat. Now I will give you a definition for heat. Heat is that WHICH CAUSES THE SENSATION OF WARMTH. You may all repeat .... Heat is that which causes the sensation of warmth. It produces on substances three effects which we have found, ist, It causes them to expand, 2nd, It causes them to emit light, and 3d, .... 77 changes solids into liquids, and liquids into gases. We will speak in our next lesson of its sources, or whence it is derived. LESSON VI. NATURAL SCIENCE : ATMOSPHERIC PRESSURE. Now all sit upright and attend. Be sure to answer promptly. Our lesson to-day is on the atmosphere. We are surrounded upon all sides by something which we breathe, and which we commonly term the .... air. It has another name which I used just now, the .... atmos- phere. This word means the air, with all that it contains, such as clouds, moisture, etc. The shape of the earth is ... . round. (See Lesson in.) Like this cent ? . . . . No, sir ; like a ball. Round like a ball, or .... ? I want the word which means like a globe. Hands up. James ? . . . . Globular. Correct. Another ? . . . . What Lesson vi.] ORAL TRAINING LESSON'S. 23 word means like a sphere ? Annie ? . . . . Spherical. Now it is because the air surrounds our sphere that it is called the .... atmosphere. Raise hands all who can tell me how high it extends from the earth's surface ? I will tell you. It is forty-five miles high. George, make that statement .... The atmosphere is forty-five miles high. Now we will repeat. The earth's form is ... . globular, or ... . spherical, and it is surrounded by a fluid called the atmosphere, which is how high ? . . . . forty-Jive miles. Now we will go a step further. Boys sometimes in their play "pile on" one another. Who sustains the greatest pres- sure ? . . . . The boy underneath. And if this room was piled full of shot, the lowest layer would sustain the weight of . ... all the rest, the next layer not quite so ... . much, and so on to the top. Just so it is with the .... air, or atmosphere. The lowest layer bears the .... weight, of all that lies .... above it. Hence it sustains the greatest .... pressure. Who can tell me the amount of pressure of the atmosphere ? I will tell you. If you measure on the ground a space of a square inch, and suppose a column of air to rest upon it, extending to the top of the air, that is how high ? forty-five miles, this column of air would weigh fifteen pounds. Hence, we say that the air presses with a force of fifteen pounds on every square inch. Ella, you may repeat that. (She repeats. Call on others.) Then on two square inches it would exert a pressure of. ... thirty pounds, and on four square inches .... sixty pounds. Then why do I not feel a great weight upon my hand, which is more than four square inches ? (In order to explain this, take a common glass tumbler and fill it brimful of water, place a piece of paper over the surface of the water that will completely cover it. Then take the tumbler in the left hand, place the palm of the right hand upon the paper on the surface, so as to keep it in position, and invert the tumbler. Hold it with the left hand, and take the right away from the paper. The water will not flow out. It will be supported by the upward pressure of the air.) Who can tell why this water does not flow out? Willie ?..../ suppose it is because the air presses tip against it and keeps it in. That is very well explained. It is kept 24 ORAL TRAINING LESSONS. [Lesson vi. in by the pressure, of the air. Now who will answer my former question ? Why cannot I feel the weight upon my hand ? Alice ? . . . . The air presses tipwards un- derneath it, just as forcibly as it presses downwards above it. Good, and we stated just now that its pressure amounts to how much ? Lizzie ? Fifteen pounds on every square inch. Make a complete statement. (She makes it.) On account of this pressure the particles at the lower part of the atmosphere are pressed tightly together. Now if we were to place a layer of hops over the floor of this room, and then put two more layers over them, the lower layer would be a very little pressed .... together. But if we filled this room with hops, the lowest .... layer, would sustain so much .... pressure, that they would be very much .... squeezed. I want a better word. I will tell you one. Compressed. All answer compressed. If you take a sponge and close your hands upon it, it becomes compressed. Repeat that, Charlie. (He repeats, or if he cannot, through inattention, cause him to write it on his slate three or four times after calling on some one who can. If he still pretends he cannot, keep him in at recess, and allow some smaller boy to dictate the words to him slowly, then let him have remainder of recess.) And just so with the air. The particles down at the earth's surface, on account of the weight above them, are very much compressed, and the air there is said to be very thick. (This, or some other word, will probably be given.) I want a better word pressed. Better yet. Can you not think of a word that means very much com- pressed ? A dark heavy cloud would be said to be .... ? I will give you the word I wanted, if all are very attentive. It is dense. All repeat it ... . dense. Together, again .... dense. Air at the earth's surface is said to be very dense. Now what is the opposite of dense ? Any one ? I will tell you. It is rare. AH give it rare. Then away up in the upper regions of the .... atmosphere, the air is very .... rare, because, George ? . . . . there is not so much pressure upon it. Charlie, repeat that. (He repeats.) Now, all answer rapidly. The form of the earth is ... . round like a ball, or ... . globular, or spherical, (same Lesson vii.] ORAL TRAINING LESSONS. 25 order in which taken at first,) and it is surrounded on all .... sides, by a thin fluid called the .... atmosphere, which extends to the height of ... . forty-five miles, above its ... . surface. Since the air in the lower parts of the .... atmos- phere, has to sustain the weight, of all that lies .... above it, it is greatly compressed. Hence the lower portions are very .... dense, while the upper parts are .... rare. The pressure, which means the force with which it presses, is about fifteen pounds on every square inch. The reason we do not perceive this immense pressure, is that the particles press upwards (gesture here) as well as ... . downwards. We prove this by means of that glass of . . . . water, which did not .... spill, although we turned it ... . upside down, or ... . inverted it. LESSON VII. ASTRONOMY : MOTIONS OF THE EARTH. This morning we are to have a lesson on the motions of the earth. All must be very .... attentive, and in order to be so, it is necessary to sit ... . erect. Of what shape is the earth ? . . . . Round like a ball, or .... globular, or ... . spherical. When we spoke of its form (See Lesson 111.) I did not tell you what it rested on. Does it rest on anything ? Have you ever seen a boy with a string and a button, or a ball tied on the end of it ? Yes, sir. Well, what does the button rest on, if the boy swings it round his head ? . . . . Nothing. And still it does not fall to the .... ground. Well, the earth is suspended in space in very much the same way. But, instead of a string, or anything of the kind, there is a very strong force called attraction which draws it towards the sun just as the string draws the button, towards .... the boy's hand. If the string breaks, the button flies off, but if not, it holds .... the button, in its place. Let 2 26 ORAL TRAINING LESSONS. [Lesson yii. us invert this sentence. The earth is held in its ... . place, by attraction. It is attracted toward the sun. Now, why does it not go right into the midst of the sun? I will tell you. Like the button, it goes round the sun, which tends to keep it off, just as the motion of the button keeps it away from the .... hand. (It is best to have a contrivance of this kind at the time of giving the lesson to illustrate it.) I have just said that the earth goes round .... the sun. Bessie, repeat that. . . . The earth goes round the sun. Can any one give me a word instead of "goes?" (If not, write it.) Well, Sam? Swings. You try, George Revolves. That is the word. The earth revolves, round the sun. Lettie, repeat that. (She repeats.) In the next place, how long does it take to revolve once completely round the sun ? Henry ? One year. That is correct. All may answer. . . . One year. Fred, repeat that. . . . The earth revolves round the sun in one year. This is called the revolutionary motion of the earth. I will write this on the board. Let me hear these two words from all. . . . Revolutionary motion. The earth's motion round the sun is called its ... . revolutionary motion. Fannie, repeat that. (She repeats.) But are we not altogether mistaken ? It appears to me that the sun rather revolves round the earth ! You have all seen the sun rise in the .... east, and set in the .... ■west. How is this ? When on a railroad train we can imagine that the trees, houses, telegraph poles, and fences are all moving in the opposite directioti, to that in which we are .... going. But are they ? . . . . No, sir. No, they only appear to do so. Their backward motion is only .... apparent. (Write this word if they fail to an- swer it.) And you will afterwards find that it is on account of another motion of the earth that the sun appears to revolve around it. What is the other motion ? If a wagon moves down the street, its wheels move along the ground just as the run- ners of a sleigh would. But they also have another motion. What is it ? ... . They move round the axles. Right ; and as the earth revolves round .... the sun, it also turns or spins round like a wheel. This is its second Lesson vin.] ORAL TRAINING LESSONS. 2"J motion. Can any one tell me how often it turns round in this way ? George ? . . . . Once in twenty-four hours. Very good. (Tell it, if not known.) And what is this motion called ? I will show you. The Latin word rota means a wheel, and to rotate is to turn round like a . . . . wheel ; therefore, this is called its rotatory motion. (Primary accent on first syllable. Secondary on the third. Write these words and all new words.) Now, a wheel rotates on the axle, and the earth rotates, on its axis. Repeat that, Jennie. (She repeats.) Do you think the earth's axis is anything like the axle of a wheel ? . . . . No, sir. When a top spins, it does not spin on an axle, but on an axis. An axis is only imaginary, that is, it does not really exist like an axle. Now, you may answer rapidly. The earth has two .... motions. One is called its revolutionary motion, and is performed round .... the sun, and the other is its ... . rotatory motion, which is performed round an imaginary line called .... the axis, which corresponds to the .... axle of a wheel. It performs one revolution in .... a year, and one rotation in twenty-four hours. We will see in another lesson that this last motion causes day and night and other curious phenomena. All prepare for our next work. LESSON VIII. PHYSIOLOGY : THE FIVE SENSES. We now expect all to sit upright and keep their senses about them. In order to answer promptly, you must give your best .... attention. Again, I want your best attention. When we are asleep we cannot tell anything that is going on around us. Rapturous music may be in the air, but we cannot .... hear it. Beautiful pictures may hang all around, but we ... . cantiot see them. Our bed-clothes 28 ORAL TRAINING LESSONS. [Lesson vm. are around us, but we cannot feel them. Unpleas- ant odors may fill the room, but we cannot smell thei?i. Neither can we taste anything. Nothing can come into the mind from outside. Are there any other ways by which we know what is around us besides what we have mentioned ? No, sir. How many ways did we name ? Five. Now, these five ways by which knowledge passes into the mind are called ? They are called the five senses. All repeat the five senses. The first sense that we will speak of is the most impor- tant ; it is the sense of ... . seeing. (Use gestures, such as pointing to the eyes.) You remember our lesson upon " organs and functions." The organ is that which acts. The function is ... . that which the organ per- forms. Well, raise hands all who can tell me the organ of sight. Willie ? The eye is the organ of sight. Now who can tell me the function of this organ ? Annie ? . . . . The function of the eye is seeing, or sight. Is there anything else required for sight besides the eyes ? Suppose we are shut in a dark room, can we see ? . . . . No, sir. Why ? . . . . There is no light. Then we see by means of ... . the light. The light enters our .... eyes, and produces in the mind a picture of the object that we look at. This picture is called a .... ? Anything that is calculated, you would call a . . . . calculation. And anything that is formed a . . . . formation.. Then what would anything be called that passes in through one of the senses ? A sensation. (Never tell a word if there is any way of making the scholar think it out for himself.) Correct. The mind receives sensations through the senses. Anything that is seen, then, causes a . . . . sensation. The next sense that we will refer to is ... . hearing. (Pointing to the ear.) The organ that performs this office is ... . the ear, and the act of hearing is ... . the function of the ear. Lizzie, will you make a short statement of this fact ? . . . The ear is the organ, and hearing is the function that it perforins. By what means do we hear ? I will tell you. It is by the air. At some other time we will have a lesson on each sense, and then I will explain how we hear. Lesson viii.] ORAL TRAINING LESSONS. 29 But you may ail answer for the present that it is by means of ... . the air that we hear. We have now mentioned two senses. They are Seeing and hearing. The organ of sight is the eye, and we see by means of the light. Harry, repeat. (He repeats.) The organ of hearing is ... . the ear, and hearing is called its ... . function. We will now. pass on to the next sense, feeling. Let me hear this from all ... . feeling. It is sometimes called touch. The sense of ... . touch, or ... . feeling. Raise hands those who know what is the organ of touch. James ? The skin. Yes, and its function, is feeling. If I move backwards against the wall, with my hands extended behind me, how do I know when I have arrived at the wall ? . . . . By feel- ing it. When my hand touches it, a kind of influence is excited there which passes to my mind. This influ- ence you would call a ? Since it passes in through the sense of feeling it is a ... . sensation. And sensations pass along the . . . . ? Can no one tell me the name of those organs whose function it is to carry sensations to the mind ? If you will all remember, I will tell you. They are called nerves. Let me hear all answer this word together nerves. The influence excited on my hand, passes along the .... nerves, to the .... mind, where it produces what we call a sensation. Can any one tell me where the sense of feeling is most acute ? I will tell you. It is most acute in the hands, and especially at the finger-ends. The fine nerves which are found at the ends of ... . the finger, are protected by the . . . .finger-nails, because they are so delicate. The organ of touch, then, is .... the skin, and its . . . .function, is . . . .feeling. The sen- sations produced upon the skin pass along .... the nerves, to the .... mind. Give the last sentence again, Charlie .... The sensations pass along the nerves to the mind. Good. We now come to the sense of smell. Even if we were deprived of eyes, ears, and feeling, if there were burning brimstone in this room we would soon know it by the sense of smell. And we could also tell that sugar was .... sweet, and vinegar .... sour, by the remaining sense of ... . taste. 30 ORAL TRAINING LESSONS. [Lesson ix. We have said that the mind knows things by the five .... senses. I want a better word than "knows." I will give you it. This word is always used in the sense of which we are now speaking. It is perceives. The mind .... perceives, or ... . knows things, by the .... five senses. The ist of these is ... . seeing, in which the eye is the .... organ, and sight the function. 2d, Hearing, in which the ear is the organ, and hearing is the /unction. 3d, .... Feeling, or touch, in which the skin is the organ and feeling the function. 4th, Smell, where the nose is. the organ. 5th, Taste, of which the organ is ... . the tongue. Through these five .... senses, the mind receives .... sefisations. The sensa- tions travel along .... the nerves, to ... . the mind, which is said to know them or perceive them. That is the best word, and the one I wish you always to use. You say that the mind .... perceives sensations. LESSON IX. NATURAL SCIENCE : ATMOSPHERIC PRESSURE. To attend, you have often told me, means to look and listen. Without doing this you could not .... answer. In our former lesson on the atmosphere (See Lesson vii.) we stated the fact that the earth was surrounded by a thin .... fluid, called air ; and that this air, with all that it contains, such as clouds, and smoke, and .... moisture, receives the general name of the atmosphere. The atmosphere you also told me extends to the height of ... . forty-five miles, and exerts on the earth's surface, a pressure of fifteen pounds on every square inch. Now do you believe all this ? How do we know that there is any such thing as air ? For instance, there is air in this .... room, but I can neither see it, nor .... hear it, Lesson ix.] ORAL TRAINING LESSONS. 3 1 nor can I . . . . feel it, ox ... . taste it, or ... . smell it. How then clo I know that it is here at all ? In speaking of the five senses (See Lesson vin.) we said that there are five ways in which we become acquainted with the things that surround us. Mary, repeat that sentence. (She re- peats.) And now we find that we cannot tell that there is air in this .... room, by either of these five .... senses. Well, Sam, I see your hand up. What is it ? I can feel the air when I do this (striking his hand rapidly through the air). Good. I see that we have one boy who thinks some. But, Sam, when I said we could not feel it, I meant by rubbing our hands together, or the finger and thumb simply, just as you would feel flour or sand. We will re- peat our statement ; at the same time we are much obliged to you, Sam, for your suggestion. We cannot tell, in the ordinary way, that there is air in ... . this room, by any of the five .... senses. The question is, then, how are we to tell ? Now, I am going to tell you that some things are only known by their effects. I have written this on the blackboard. I will now try how many boys or girls there are here who notice things that happen around them ; or, observe things that come within their observation. Who can give me an example to illustrate what I have written on the blackboard? George ? If a stranger in a city passed by a cellar full of ashes and cinders, he would know that a house had probably been burnt. That is an excellent example. Are there any others that any one thinks of ? Kate ? When we see a field of wheat, we know that wheat has been sown there. Very good. We would know that the farmer had sown his wheat, although we did not perceive it through any of our .... senses. We would, in that case, know it by ... . its effects. We see the effect, and then judge of the cause. This is called judging of things, or knowing things by ... . their effects. We will now apply this to our subject. If we see the leaves of a tree all in motion, we then immediately think that there must be something that makes them .... move. They have no power in themselves to ... . move, and must therefore be moved by something else. That some- 32 ORAL TRAINING LESSONS. [Lkssow x. thing which moves them is the air, and thus we con- clude that there is such a thing as ... . air, from its effects. I want to hear that word from all ... . effects. And if we see a door slammed to with a great .... noise, and no one near it, since the door itself cannot move, some force must have shut it, and we conclude that it was closed by the force of ... . the air. And when we performed that experiment with the glass of ... . water, which we will now repeat, or perform .... again, we found another effect of the air. By its pres- sure, as we judge, it causes the water to remain in ... . the glass. Now I will extend this lesson a little further. If this tumbler were twelve inches high, instead of four, do you think that the air would still keep it full of water, if inverted so ? . . . . Yes, sir. If it were ten feet long, or were a long tube closed at one end, do you think it could then keep it full ? I see you cannot tell. It would. And it would do so if the tube were thirty- two feet long. What did I say then, Willie ? . . . . You stated that the pres- sure of the air would keep an inverted tube, thirty-two feet long, full of water. But if it were longer than that, it would not remain full. Or we will state it thus : The pressure of the atmosphere would support a column of water thirty-two feet high. Charlie, repeat that. (He re- peats.) You may all write this on your slates, as I have done on the blackboard. LESSON X. natural science : the three forms of matter. Now I wish you all to give your attention to what I have to say. In order to improve, every one must .... attend. There is one word that is used to represent all the dif- ferent things that exist in nature. When we use this word we may mean clay, iron, water, rock, air, grass or any other Lesson x.] ORAL TRAINING LESSONS. 33 thing that we can .... think of , ox ... . find. Can any one tell me what word this is ? All try and think of it. I want to see some hand raised. Kate, I see your hand up ; what do you think it is ? ... . Things. Well, that word would do in most cases. But could you say elegantly that a lot of wheat, for example, is a thing ? Would you say, " what a large thing that wheat is," for instance ? No, sir. Who can think of a better word ? You see that I wish you all to think hard before I tell you. Since no one knows, I will give you the word. All the substances that I have named, you may repeat them chiy, iron, water, rock, air, and grass, may be called matter. We will put this word on the blackboard. I said that they could all be called different kinds of matter. This word may mean anything that we can find in the .... world, or in any other world. We can call it all matter. I am going to try how long every one will remember this word. All may repeat it again matter. Willie, what about matter t .... It is a name that is used for everything around us. Would you call this ink matter ? Yes, sir ; and sand or coal would also be matter. Now the earth is composed or ... . made up, of many dif- ferent kinds of matter. And this matter we find in various forms. How many forms does it assume ? Per- haps this will be a very difficult question for you to answer, so we will leave it unanswered till the end of the lesson. But I want you all to keep an accurate account as we go on. All substances like wood, coal, or limestone we call ? They will not pour like water, because they are .... solid. That is the word. All repeat .... solid. Raise hands all who can give me other solids. John ? . . . . Brass. Mary ? . . . . Iron. Willie ? . . . . Paper. Fred ? . . . . Clay. George ? Ice. Well, that will do. Ice and iron are both solids. They are solid forms of matter. Anna, repeat that Ice and iron are solid forms of matter. I wish you to tell me now how we could change their form. Do you remember what we said (See Lesson v.) when speaking of the effects of heat ? Yes, sir ; it changes solids into liquids. That is correct. How, then, 34 ORAL TRAINING LESSONS. [Lesson x. could we change the form of ice and iron ? . . . . By it. And the heat causes it to melt, or become .... liquid. This is the second form of matter. Some kinds of matter are solid, like iron or ice, and other kinds are liquid, like ..... water. Who can mention other liquids ? Sam ? . . . . Oil. Kate ? . . . . Milk. Mary ? . . . . Medicine. Yes, some kinds of medicine are. George ? . . . . Blood. Very good. That will be sufficient now. These substances last named are .... liquids. What is a liquid ? Frank ? . . . . Anything like water. Anything that flows like water, is a liquid. When we heat ice it melts, or becomes liquid, and forms .... water. Now, we wish to still further change the form of this substance, how shall we do it ? By heating it. Yes, this would change it into another form. It would then be ... . steam, or ... . vapor. What do we call this form ? I will write it. Gaseous. It is so called because it is like a . . . . gas ; gaseous means .... like a gas. The air that we breathe is a ... . gas. What kind of substance would you call air, then ? . . . . gaseous. And when a liquid is heated, its condition is called gaseous. Ice, then, is a ... . solid, water .... a liquid, and steam . . . . a gas. Libbie, repeat that sentence Ice is a solid, water a liquid, and steam a gas. When water becomes vapor, it is said to ? We will take this way of finding out. In map-drawing, when you form a continent by using a triangle as a basis, you are said to ... . triangulate it. Then, can you think of the word I want ? You have all heard it. When water turns into vapor, it evaporates. Only one boy answered then. Let me hear it from all .... . evaporates. And the process is called ..... evaporation. (If they do not know the word triangulate, take any similar word that they do know, to illustrate. The word evaporate may be given at once.) George, repeat that When water becomes vapor it evaporates, and the process is called evaporation. Water is caused to evaporate by ... . heat. Next, we will revise what we have said. Every substance may be included under one name. That is matter. Lesson xi.] ORAL TRAINING LESSONS. 35 Matter exists in different . . . .forms. We have found .... three forms. 1st, the solid 'form. 2d, the liquid form, and 3d, ... . the gaseous form. These are called the three forms of matter. How many can now state the forms of matter ? Harry ? Matter is found in three forms, solid, liquid and gaseous. Sarah, you may also state it, and use the word exists instead of " is found." (She repeats.) Now, if we wished to change vapor back into water, what would you naturally think we would have to do ? When we changed water to vapor, we applied heat, and if we are to change the vapor back to ... . water, we must take away the heat. Give me a word that means "take away." Hands up. Well, I will write one. Deprive. We would have to deprive the water of heat, to change it back again to vapor. Has any boy or girl ever held a cold plate or spoon in the spout of a tea- kettle where the vapor was issuing ? Sam 1 .... I have. And when the cold plate takes the heat, out of the vapor, it changes back into water, and stands upon the plate in small drops. Do you know what this process is called ? It is called condensation. The vapor is said to condense. All may answer. It is said to ... . condense. And when vapor .... condenses, it forms .... water. If we now make the water very cold, that is, deprive it of its ... . heat, it, in turn, becomes .... ice, and is said to ... . freeze. There is a better word. Congeal. The water congeals. By cooling, then, vapor would .... condense, and form .... water, and water would .... congeal, and . . . .form ice. (Then rapidly review. Invert sentences when you can.) LESSON XL chemistry : COMPOSITION of the air. The atmosphere, you have several times told me, (See Lesson vn.) surrounds our .... earth, to the height of ... . 36 ORAL TRAINING LESSONS. [Lesson xi. forty-five miles ; it also exerts a pressure upon the earth's surface, of fifteen pounds on every square inch. In the upper .... regions, of the atmosphere, the air is quite .... rare, but at the earth's .... surface, it is very dense. I am glad you remember these facts so well. Now, what kind of properties would you call these ? Its pressure, density and rarity, are what kind of qualities or properties ? Listen attentively, while I tell you. I will write the word on the blackboard. They are mechanical properties. We are now to have a lesson on some other properties of the air ; or rather, we will speak of its composition, by which I mean the things of which it is ... . composed, and also some of their properties. You have all told me that that which we breathe is ... . air. Now, can any one in the school tell me whether it is only one kind of air or several kinds ? Kate ? . . . . Several kinds. How do you know that ? What are they ? Now it will not do to answer anything without being able to give a reason for it. In all your answers, try and be accu- rate. When you are uncertain, do not be too hasty. Her answer was correct, however. There are more kinds of air than one in the .... at7?iosphere. What are their names ? Perhaps you have never thought of this before. Is a cup of tea only one kind of liquid ? . . . No, sir. It has at least two liquids mixed, water and .... milk. Well, the air has two principal kinds of gas or air in it. I used a new word then. What was it ? . . . . Gas. Yes, this also means air. The most important kind of gas in the air — we will use the word gas now for one single kind of air — is called oxygen. Let me hear this word from all .... oxygen. What about oxygen, Charlie ? . . . . Oxyge?i is the most important gas in the air. It is the oxygen that is used up when we breathe the air, into our lungs. And it is the oxygen that causes a fire to bum. The other gases in the air would not support a flame at all by themselves. They would not do to breathe. Then why not have the air all oxygen ? George ? .... It might be too strong. Well, that is the very reason I wanted. All may repeat. The air would be too strong, if it was pure oxygen. I hope you never go into saloons Lesson xi.] ORAL TRAINING LESSONS. 37 or places where liquor is sold, but you may have seen peo- ple drink strong liquor. Do they drink it just as strong as it is when they buy it ? . . . . No, sir ; they put water in it first. They do this so as to make it not quite so strong, or to ... . weaken it. Can you not give me a better word than "weaken?" Look at the blackboard while I write one. Dilute. What is it ? . . . . Dilute. They put the water into the liquor, to dilute it. And the Creator has very wisely diluted the gas that we spoke of in the .... air, the oxygen. It is diluted, with another gas called nitrogen. Repeat that, Sam ? The oxygen is diluted zvith another gas called nitrogen. Which of these two gases is the most important ? Hands up. Sarah? .... The oxygen is the most important. Can any one tell me, now, how much oxygen there is in the air, in proportion to the nitrogen ? How much oxygen would there be in ten bushels of air ? If you will all re- member it, I will tell you. There would be two bush- els of oxygen in ten of air. Then how many in five bushels of air ? Peter ? There would be one bushel of oxygen in five bushels of air. And if we should take a large room full of air and divide it up into five parts, one part would be ... . oxygen, and the other four parts .... nitro- gen, to dilute one part . ... of oxygen. Mark, repeat that. (He repeats.) But do you think that the oxygen would all be by itself, and the nitrogen also by itself? .... No, sir. No, they are thoroughly mixed .... together. If I were to put one quart of gunpowder and four quarts of onion seed into a box, and shake them up together, this mixture would represent the .... air. The gunpowder would represent the oxygen, and the onion seed the nitrogen. How many quarts of mixture would I have ? . . . . Five quarts. Hence we say that one-fifth of the air is oxygen, and four-fifths .... nitrogen. Who will state this ?V' George ? . . . . One-fifth of the air is oxygen, and four-fifths nitrogen. Now review rapidly. The air does not consist of only one kind of gas, but .... several kinds. It consists almost entirely of ... . two kinds of gas. They are ist, .... oxygen, which is the most important, and 2d, .... . 38 ORAL TRAINING LESSONS. [Lesson xii. nitrogen, with which the oxygen is diluted, or weakened. For one barrel of oxygen, there are .... four barrels of nitrogen. Or better, for one part of oxygen there are .... four parts, of nitrogen, to make up ... . Jive parts, of ... . atmospheric air. LESSON XII. MENTAL SCIENCE : MEMORY. Now, I want your best attention. We are to have a lesson this morning on memory. We will also speak of its improvement. What is memory ? You have heard people say, " I have such a poor memory." What do they mean ? Lizzie ? . . . . Remembrance. James ? . . . . Recollection. Well, let us see. If a man told you he could remember all about the battle of Winchester because he had passed through it, but could not remember anything of the other battles of the Rebel- lion, would you say that he had a good memory ? . . . . No, sir. But he would have a good recollection of that par- ticular battle. His remembrance of that .... battle, might be very good, and yet he would have a poor memory. Then there is a difference between remembrance, or recollection, and memory. I would like you to listen to me while I tell you what memory is. I am writing the definition on the blackboard. You have all tried hard to think of it, but as you cannot, I will give it. Memory is THAT FACULTY OF THE MIND BY WHICH WE RECALL PAST occurrences. Annie, repeat that Past occurrences. I thought so. This girl was looking out of' the window at something, and so, although the sound entered her ears, it must have gone in at one ear and out at the other. (Make gestures with the hands to indicate your meaning.) Annie, do you not feel ashamed to see so many hands up all around you? You will remain in at recess, and write that definition five times upon your slate. If you cannot do it alone, then I will get little Willie, here, to die- Lesson xii.] ORAL TRAINING LESSONS. 39 tate it to you. Willie, you may give it . . . .Memory is that faculty of the mind by which we recall past occurrences. I said that it was a faculty, of the mind. This means a power of the mind ; or, more simply, a part of the mind. Memory, then, is that faculty, or power, or ... . part, of the mind, by which we recall past scenes. (Ask several to repeat this.) Memory is a very important faculty of the mind. Think what we would be without memory. I might show you how to perform an operation in arithmetic, or to analyse a sen- tence, but if you could remember nothing of it next day, would it be of any use ? . . . . No, sir. Memory, then, is very .... important ; and it must be a valuable thing to know how to preserve or improve it. I will tell you some ways to do this. The first thing to be attended to is this : We must always understand what we wish to remember. Charlie, repeat this. (He repeats.) If you do not understand a question in arithmetic, can you remember it ? . . . . No, sir. You cannot .... remember it, till you .... understand it. We must first .... understand, and then remember. Kate, repeat the first statement respecting the cultivation of memory .... We must first understand what we wish to remetnber. Unless we understand a thing it is impossible . ... to remember it. What else do you consider necessary in cultivating mem- ory ? I will tell you another thing. Children often attend a concert in which they feel highly interested, and there- fore remember all about it. The same children may listen to a lecture or discourse, in which they are not at all ... . interested, and then they do not .... remember it. George, try whether you can state this then .... We must also be interested in what we wish to retnember. If a scholar is not interested in the lesson — if he would just as willingly play with his fingers, or look out of the .... window, it is impos- sible for him . ... to remember the lesson. The first point we noted was, that we must .... understand what we wish to remetnber ; and the second, we must be ... . interested in what we wish to remember. The third way is to use maps, charts, diagrams, books, 40 ORAL TRAINING LESSONS. [Lesson xin. pictures, experiments, or any other aids that can be pro- cured. What is the third method ? Ella ? .... It is the use of such aids and illustrations as maps, charts, diagrams, books, pictures, experiments, etc. When we study geography, for example, we cannot do so well by committing to our mem- ory a long list of names, as we could if they were accompa- nied by a map to show their . . . .position. The map would aid our .... ?nemory. And so in the study of chemistry, in our lesson on atmospheric pressure you could not have remembered it half so well if we had not performed that .... experiment, to illustrate our subject. The experi- ment, you see, gave great assistance to our .... memory. Now there is still one more way to aid the memory. It is what we call the law of association. When I tell you about Mount Vernon, if I also tell you that Washington was born there, this will furnish great assistance in trying to .... remember it. If you remember this place .... Mount Vernon, you will then, by this law of ... . association, associate with it the name of ... . Washington, and thus you will remember it when you remember .... Mount Ver- non. And when you think of Washington, you will think of the place where he ... . lived. This method of associating one fact with .... another, is called the .... law of associa- tion. This is the fourth method of aiding the .... memory. Now, we will recapitulate. Memory is that. . . .faculty, of the .... mind, by which we ... . recall past scenes. It can be cultivated in four .... ways, ist, . . . . By always understanding what we wish to remember. 2d, ... . By feel- ing interested in what we try to remember. 3d, . . . . By using such aids as maps, charts, books, experiments, diagrams, etc. And 4th .... By the law of association. LESSON XIII. etymolpgy — derivation : words from traho. As every one is in perfect order, we will proceed at once with our .... lesson. To-day we are to have a lesson on Lesson xiii.] ORAL TRAINING LESSONS. 41 the derivation of words, or the manner in which they are .... derived, or ... . obtained. I know you will all be very much interested in this lesson. All observe what I write on the board. (Write on the blackboard as follows :) Traho ; Tractum ; to draw. This is a word from the Latin language. A great many words in the English language are derived from .... Lathi. The last two letters of the second word are called the end- ing of the word. Do any of you know a better word than " ending ? " What is the ending of a railroad called ? . . . . The terminus. Yes, and the ending of a word is called its termination. The termination of tractum is ... . tun. Do you know what the other part of the word is called ? I will tell you. Tract is called the root of the word. Willie, I wish you to tell me the two parts of this Latin word .... The root is tract, and the termination is urn. Very good. Now the part that I called the root, which is ... . tract, and means . ... to draw, is found in a great many English words. Raise hands all who can think of any word with " tract " in it. Bessie ? . . . . Attract. That is an excellent example. What two letters, Bessie, did you place before " tract ?".... At. Now this part of the word attract is called the prefix. " At," again, is called the .... prefix. Pre itself is a prefix. It means "before," and "prefix," is so called because it is " fixed before " another word. In attract, then, at is the . . . .prefix. I will tell you that its proper form is ad, not at. But on account of the unpleas- ant sound of the word " adtract " it is preferred to call it .... attract, thus changing the d to .... t. The prefix ad, means to ; and tract, you say, means . ... to draw. Then what will attract mean ? .... To draw to. That is correct. A magnet will .... attract, pieces of ... . iron, such as ... . needles, or ... . pens, etc. ; that is, it will .... draw them to it. Who will now form another word by adding another syllable to attract ? George ? . . . . Attraction. That is the word. It means the act of . . . . attracting, or ... . drawing to. Now add ive instead of ion. All may give it ... . Attract- ive ; this means having the power of ... . dra'ving to, or ... . attracting. There are also others, but we will pass on. 42 ORAL TRAINING LESSONS. [Lesson xiii. Can any one give me another word with " tract " in it ? That's right, I see every hand up. Kate ? . . . . Contract. Very well. What prefix did she use ? Fannie? .... Con. This means together. (Keep these prefixes written on the blackboard, under each other, with the meanings opposite.) What will contract mean ? Sam ? .... To draw together. When red-hot iron cools, it ... . contracts. Or if you stretch a piece of India-rubber, it will afterwards .... contract, or .... draw, together. When two men are drawn together by a written agreement, this agreement is called a . . . . contract, because it binds or ... . draws them together. One of these men who contracts with the other would be called a . . . . contractor. This is another word. Any other?. . . . Con- traction. Yes. We will now pass on, and take other words. Raise hands for others. Lizzie ? . . . .Retract. Well, let us analyze this word. Re means back, and tract, we have said means . ... to draw. Then retract will mean . ... to draw back. Would you call it retracting this chair, if I draw it back ? I must state that this word is not used for objects such as this .... chair, but it is used in connection with our statements. When a false statement is made, it is sometimes contradicted by the person who made it. He is said to take his words back or ... . retract them. We retract .... statements, but not ... . objects. Now raise hands all who know other words from tr actum. Jane ? . . . . Distract. The prefix of this word is . . '. . Dis. Dis means apart or asunder. What, then, does distract mean ? Charlie ? To draw apart. That is correct. But here I have a piece of paper in my hands. If I draw the paper apart will that be distracting it ? Let me tell you that it would not. It is only used in connection with the mind. When our minds are, so to speak, drawn apart by care, they are said to be ... . distracted. Trouble and annoyance would distract the mind. Loud talking or whispering in the school-room would draw the attention apart or ... . distract it. Anything that interrupts us ... . distracts the attention. I now wish to hear other words. Hands up. George ? Subtract. Now we have a good word. The prefix sub means under. Consequently the word .... subtract, Lesson xiv.] ORAL TRAINING LESSONS. 43 will mean . ... to draw under. Why do you think it is to draw under, any more than to draw over, George? Because the number that is subtracted is written tender the other. Yes, I suppose that is the reason. Fred, what is your word ? Protract. The prefix of this word is Pro. It means forward. Then to protract is to draw forward. When our lesson has been drawn forward^ we say it has been pro- tracted. Protracted meetings are meetings that are .... drawn forward, or, a great many of which are held in a short .... time. By a protracted discourse we would mean a very .... long one. Allie ? Your word ? . . . . Detract. This is another good word. De, which is the prefix, means down. And detract will mean to draw down. Could I say '" I will detract this ceiling?" Let me tell you that this word is applied to character. When one person slanders another, or draws down his ... . character, he is said to ... . detract his character. The root of these words is tract. The first word was .... Attract, which means to draw to ; 2d, . . . Contract, to ... . draw together ; 3d, ... . Retract, to ... . draw back ; 4th, Distract, to ... . draw apart ; 5th, .... Subtract, to ... . drazu under ; 6th, .... Protract, to .... draw forward ; and 7th, .... Detract, to ... . draw dozvn. We speak of retracting a statement ; of dis- tracting our minds ; of detracting any one's character. That will end this lesson. O : LESSON XIV. NATURAL SCIENCE : SOURCES OF HEAT. I am always glad in commencing a lesson to see every one in such good position, sitting .... upright, .... and .... attending. 44 ORAL TRAINING LESSONS. [Lesson xir. Raise hands all who can remember how many effects of heat we mentioned in our former lesson upon that subject? (See Lesson v.) George ? . . . . Three. Three what? .... Three effects of heat. What about them ? Learn to make a full statement about everything We mentioned three effects of heat in our former lesson. Who knows the first one ? Bessie ? . . . . Heat causes substances to expand, or be- come larger. Good. Our lesson is commencing in excellent style. The second ? Willie ? Heat causes substances when very hot to emit, or send forth light. That is correct, also. The third ? Mary ? Heat changes or converts solids into liquids, and liquids into gases. Very good. We are now to proceed to the consideration of the sources of heat. What is a source ? The place where a river rises is called its source. When I hear whispering in the school-room, it comes from some source, and I very naturally look around to find out the source of the whispering. Instead of " find out " there is a better ex- pression — one word — what is it ? ... . discover. Well, can any of you discover any source of heat, that is, any place where we obtain heat, or any means of obtaining it ? Raise hands. Emily ? . . . . Fire. What about fire? .... Fire is one source of heat. Any other ? Annie ? . . . . The sun is a source of heat. And since most of our heat is received from .... the sun, we will mention it as the first source of heat. Before going any further, give me other words for received. I said that most of the earth's heat is re- ceived from the sun. Any other word ? Sam ? . . . . obtai?ied. Yes, I believe we have already used that word. Others ? Hands up. Kate ? Procured. That is also a good word. Frank ? . . . . Got. Yes, the simple word .... got, is a good one. Any more ? George ? . . . . Derived. That I think is the best word. The source from which most of our .... heat, is derived, is ... . the sun. Now we will have Emily's answer .... fire. Fire we will consider .... the second source of heat. Genie, you may repeat these two sources. . . .The sun is the first, and' fire the second source of heat. Now, I will ask for another source. But first I will give Lesson xiv.] ORAL TRAINING LESSONS. 45 you a better word than fire. Combustion. All answer this combustion. This word means .... fire. Well, hands up for another source. Let us investigate. If you rub a metal button on a smooth board it becomes .... hot. Whence does the heat come ? It is caused by the rubbing. (Imitate the motion. Always use gestures where they will assist.) Can you not think of another word that is better than rubbing ? Here is one. Friction. All repeat . . . .friction, or ... . rubbing, is the .... third source of heat. Who will now mention all three ? Alexander ? .... The first source of heat is the sun, the second is combus- tion or fire, and the third is friction or rubbing. Now we want other sources. When a gun is discharged where is the heat obtained that sets fire to the cap ? It is caused by the striking of the hammer. A blacksmith can hammer a piece of iron until it becomes hot enough to kindle his fire ! This may appear strange, but it is so. Then we have a fourth source of heat. It is striking. There is a better word. The caps sold for guns are not called "striking caps." Hands up those who know what they are called. Archie ? . . . . Percussion caps. That is the word. Percussion means .... striking. The fourth source of . . . . heat, is . . . .percussion. 1st, we had The sun ; 2d, .... Combustion ; 3d, Friction ; 4th, .... Percussion. We will keep them written upon the blackboard so as to have them all in the same order. I suppose we have now had nearly all the sources of heat. Are there any others ? All think. Have any of you ever seen water — cold water — poured upon quick-lime ? I see many hands raised. Well, hands down. The lime and water become very .... hot, hot enough to ... . scald us. Whence does the heat come ? I would have thought that pouring cold water on it, would surely cool it instead of ... . heating it. The heat here is caused by the action of the lime and water. This kind of action is called chem- ical action. It is this kind of action that causes the heat when wood burns. We will see this better in another lesson. I want to hear these two words from all Chemical action. (A very fine experiment in illustration of this is to place sulphuric acid and cold water together in 46 ORAL TRAINING LESSONS. [Lesson xy. equal parts. The chemical action going on evolves much heat, although no action of any kind can be seen.) I now wish you, Lucy, to rise and give these five sources. . . .The first source of heat is the sun, the second is combustion, the third is friction, the fourth is percussion, and the fifth chemical action. I wonder if we can find any other. Here is a boy who has his hand up. I can tell by his eyes that he has a good idea. Well, Fred ? . . . . I know a man who had a hay- stack burned by the lightning. Good. Another name for light- ning is electricity. I will write it. All answer this word .... Electricity. This is another source of heat. . What is this last source, Charlie . . . . ? I thought he could not tell. Some boys allow what they hear to pass in at one ear and out at ... . the other. You might as well pour water on a duck's back and try to . . <-. . wet it. You tell him, Fred .... electricity. Now, Charlie ? . . . . electricity. We have now mentioned .... six sources. This will be sufficient for the present. If any one thinks of others you may bring them to me at any time. The source is the place where anything is . ... obtained, or ... . derived. The first source of heat is ... . the sun. 2d, .... Combustion, or . . . .fire. 3d, .... Friction, or ... . rubbing. 4th, . . . , Per- cussion, or ... . striking. 5 th, ... . Chemical action. 6 th ... . Electricity, or ... . lightning. I hope all will endeavor to remember this lesson. Our next upon heat will be to tell how it passes from one body to another, or is transmitted. -0- LESSON XV. PHYSIOLOGY : THE NERVES. Now all sit upright " in position." You remember our rule about giving good .... attention. To attend means to .... look and listen. Lesson xv.] ORAL TRAINING LESSONS. 47 We become a uainted with all that surrounds us by means of . . . . the Jive senses. (See Lesson vin. on this sub- ject,) which are, rst, .... Seeing. 2d, .... Hearing. 3d, .... Feeling. 41 .... Tasting, and 5th, ... . Smelling. Anything that ti - -mind receives through any of the senses is called . . . . a sation. Now, this lessc 1 is upon those organs of the body along which these sensations travel in order to reach .... the mind. Can any one tell me what organs they are ? James ? . . . . The nerves. (If neither he nor any other can tell you, this fact must be stated.) That is correct, and I wish to tell you that the nerves, together with the brain, form what is called the nervous system. What organs form the ner- vous system ? Nellie ? . . . . The brain and the nerves form the nervous system. Very well. Can any one tell me how many kinds of nerves there are ? Let us investigate it a little. When I wish to raise my arm, how do I do it? I will tell you. My mind issues an order which passes along a nerve to the muscle, causing it to contract or . . . . draw together. (See Lesson xin.) When the muscle contracts, it draws up my arm. (To illus- trate this, request them to grasp the muscle surrounding the upper arm tightly, midway between the elbow and shoulder, having the arm extended ; then to slowly raise the lower arm, when the swelling of the muscle, caused by its contraction, is plainly felt. Explain that the contract- ing of the muscle is the cause of the arm's being raised.) The message, or as I before called it, the .... order, after being sent forth by my .... mind, travelled along a . . . . nerve, and thus reached the .... muscle, causing it to ... . contract. You may repeat that Jane. (If she cannot, care- fully state it again as before, or invert the sentence thus :) The message or ... . order, that was sent from my mind to the .... muscle, travelled along a . . . . nerve. Now repeat, Jane .... The message or order that passed from your mind to the muscle travelled along a nerve. Raise hands all who can repeat it. (Do not leave it, till all can.) This is one kind of nerve. On this class of nerves, commands or ... . orders, or ... . messages, pass from the .... mind, to the .... muscles. These nerves are called efferent nerves. All 48 ORAL TRAINING LESSONS. [Lesson xv. repeat efferent nerves. What are efferent nerves ? Annie ? . . . . Efferent nerves are those along which the com- mands of the mind pass outwards to the body. Yes. This word is derived from two Latin words, Fero, to carry, and Ex, out. But the x of Ex, for the sake of the better sound, is changed to f ; and so instead of Ex-ferent we have it thus — Efferent. Those nerves which " carry out " mes- sages from .... the mi?td, are called .... efferent nerves. We have now to speak of another class of nerves. You told me that anything passing in to the mind through one of the five .... senses, is called . . . . a sensation. And I told you that these .... sensations, passed over .... the nerves, in going to the mind. Now the nerves along which these sensations pass, are not the same nerves that we have spoken of. They form another class. And because they carry .... sensations, in to the .... mi?id, they are described by a word which is derived from Fero, to carry, and Ad, to. The d of Ad is changed also to f. The word is Af- ferent. (Write all such words on the blackboard.) Affer- ent means .... carrying to ; and the nerves which carry in .... sensations, to the mind, are called afferent nerves. George, repeat that .... The nerves which carry in sensations to the mind are called afferent nerves. (Call on several to repeat this, and do not leave it till all can do so, and even invert and transpose the sentence.) Now all answer promptly. The nervous system consists of two parts, the brain and the nerves. The nerves again are divided into two classes, which are called efferent and afferent. The efferent nerves are those that .... carry commands out from the mind ; and the .... afferent, are those that carry sensations in to the mind. The channels through which these sensations reach the mind are called the five .... senses, and the name sensation is used because it passes in through one of the senses. (During the lesson call frequently for full statements of facts, or deductions from facts, from individual scholars, so as to secure assurance that the matters before them are comprehended, and to give them power over language. Occasionally allow them to write " a composition " upon the subject of the lesson.) Lesson xvi.] ORAL TRAINING LESSONS. 49 LESSON XVI. MATHEMATICAL GEOGRAPHY : LINES UPON THE EARTH'S SURFACE. Every eye must be directed towards me, and all must sit .... upright, and answer . . . promptly. The earth's form is round like a ball, (See Lesson in.) or ... . globular, or ... . spherical. And raise hands all who can tell me how many motions we described in our lesson on the motions of the earth. George ? The earth has two motions ; its rotatory motion and its revolution- ary motion. Very well expressed. Its revolutionary .... motion, is performed round .... the sun ; and its ... . rota- tory motion, around .... its own axis. What is the earth's axis ? Annie ? . . . . // is the imaginary line around which it turns. Yes, and this imaginary line corresponds to the axle of .... a wheel. Axle and axis are similar words. They have almost the same .... meaning. Now in this globe (an apple, wooden ball, or any round or spherical object will do as well) we have a representation of ... . the earth. I will cause it to revolve. It re- volves on its ... . axis. Has the earth a material axis like this globe has ? . . . . No, sir. Its axis is imaginary. The ends of this axis are called .... the poles. This one is the .... North Pole, and this .... the South Pole. Now if, as I revolve this globe on its axis, I mark a line exactly at an equal distance from each pole, this line receives a particular name. What is it? Hands up. Fred ? . . . . It is called the Equator. (If not known, tell it.) That is correct. And its name indicates that it is at ... . an equal distance from each pole. Bessie, repeat that .... The name " equator " indicates that it is drawn at an equal distance from each pole. Very well. Now, can any one tell me whether the North Pole, the South Pole, or the Equator is situated exactly facing the sun ? And if any of them is, which it is ? I see no one knows. Neither of them is exactly opposite the sun, but the equator is nearest to it. It occupies this position. All 50 ORAL TRAINING LESSONS. [Lesson xvi. look at me. If you suppose that boy's head to be the sun, and draw a line directly to this globe, will the axis of the globe be at right angles to this line ? Look how I hold it .... No, sir. Can you tell me how far the earth's axis is from being at right angles ? I will endeavor to explain how far. Every circle is supposed to be divided in 360 equal parts, called degrees. How many degrees in half a circle of any size ? .... 180 degrees. (Explain on the black- board, etc., that it holds good for circles of any size. In large circles the degrees will be larger, but still there are only 360 degrees in the circle, however large.) In a quar- ter of a circle ? .... 90 degrees. Willie, repeat that state- ment in full . ... I11 a quarter of a circle there are 90 degrees. In an eighth of a circle there would be half of .... 90 degrees, which is .... 45 degrees. That would be about like this : (Draw a line horizontally, another at right angles to it, and a third between the two at 45 degrees inclination to each of them.) This last line I drew is inclined. All repeat this word .... Inclined. It is said to be inclined about 45 degrees from the perpendicular line. Again, the last line I drew is ... . inclined 45 degrees from the perpen- dicular line. Ella, you may repeat that. (She repeats.) Now, the earth's axis is inclined only a little more than half as much as that from a perpendicular line. It is in- clined 23-J degrees. What is, Charlie ? . . . . The earth's axis. What about the earth's axis ? I want to see if you really were attending ? . . . . The earth's axis is inclined 23^- degrees from a line drawn perpendicular to the line extending fro7n the sun to the earth. (Now get some one to repeat, and use the words " at right angles " instead of " perpendicu- lar." Cause all to be able to repeat it before leaving it.) Then let us revise a little. The imaginary line on which the earth .... rotates, is called its ... . axis. The ends of this axis are .... the poles. If we suppose a line drawn from the sun to ... . the earth, the axis of the earth is not at right angles or . . . .perpendicular, to this .... line, but is inclined from the perpendicular about .... 23^- degrees. What is a degree ? It is one of the equal .... parts, of which there are . . . . 360 in a circle. Lettie, repeat that. (She repeats.) Lesson xvi.] ORAL TRAINING LESSONS. 51 If the North Pole were inclined just one degree from the perpendicular towards the sun, would the people at the equator have the sun directly overhead ? . . . . No, sir. It would be just one degree north of the point that was .... overhead. Well, observe closely. (Carry the globe round to the opposite side of the sun, keeping its axis pointing in the same absolute direction, so that when it has passed half way round, the distance the earth travels in six months, the opposite or South Pole will now be inclined one degree toward the sun from the perpendicular, and the North Pole one degree away from the sun.) The earth has now revolved six months and has gone half way round .... the sun. Remark that the axis always remains parallel to itself, that is, it always points in the same general .... direction. Now, would the people at the equator have the sun one degree north of the point overhead ? . . . . No, sir, South. Well, since the earth's axis is 23^- degrees inclined, the inhabi- tants living at the equator, when the earth is at the first point that I represented just now (carry it back where you started) would have the sun how far from the point over- head ? . . . . 23^ degrees. Which way ? . . . . North. And the sun would be shining overhead to people living 23^ degrees north of ... . the equator. If we now draw a line through this point as the earth rotates, this line represents the Tropic of Cancer. And when the earth has revolved half way round again, the sun would be ... . overhead, to peo- ple who live .... 23^- degrees south of the equator ; and a line drawn through this point round the earth, parallel to the equator, is the Tropic of Capricorn. Raise hands all who will tell me the name of the northern tropic. Fan- nie ? . . . . The Northern tropic is the Tropic of Cancer. The Southern one, David ? . . . . The Southern tropic is the Tropic of Capricorn. (Here commence and rapidly revise or re- capitulate the whole lesson.) 52 ORAL TRAINING LESSONS. [Lesson xyii. LESSON XVII. NATURAL SCIENCE CLIMATE ; ITS CAUSES. Now all must be very .... attentive, while we revise our lesson on the elements of climate. The elements of anything are those that .... compose it, or ... . make it up. There are how many elements of cli- mate? .... Three. (See Lesson i.) These are, ist, .... temperature, or ... . the heat or cold ; 2d, ... . moisture, or the state of ... . being wet or dry, and 3d, .... prevailing winds. Those climates that are too cold in ... . winter, or . ... too hot in summer, are called .... extreme, while those that are neither too cold nor . ... too hot, are called .... temperate. We are to speak to-day of the causes of climate. If you wished to know whether a country had a wet or dry, cold or ... . hot, or a stormy .... climate, what would you ask about it in order to decide this ? All try and think of this. How can we tell what variety of climate any country has ? What must we know before we can tell ? Let us investi- gate it a little. When we conducted our lesson on the lines on the earth's surface (See Lesson xvi.) we stated that the earth, in its motion like a wheel, revolves around an imaginary line called its ... . axis. The ends of this axis are called .... poles, the North and .... South Poles. There is a line, then, which, because it is drawn at an equal distance from each pole, is called .... the equator. I wish to tell you now that the countries where the sun shines directly over .... head, or ... . perpendicularly, are those that are near this line, the .... equator. (Use a globe if you have one, or at least a map here.) Here, 23-j degrees north of the .... equator, is another line called .... the Tropic of Cancer, and 23^ degrees south of the equator is ... . the Tropic of Capricorn. How many degrees are there between these two tropics ? . . . . 47 degrees. And countries lying any- where between the tropics are called . . . . ? They are called intertropical. What are intertropical countries ? Lesson xvri.] ORAL TRAINING LESSONS. 53 Hands up. Fred ? Intertropical countries are those lying between tropics. And since these countries have the sun almost directly .... overhead, they will have a . . . . hot climate. And if we go nearer to the poles it becomes .... colder, till at last at the polar regions we would find only . . . . ice and snow, all the year round. Now listen while I state the first cause of climate in a few words. Distance north or south of the equator. Emily, give the first cause of climate again .... The first cause of climate is dis- tance north or south of the equator. I will call for this again. Does any other cause affect climate ? All think. You said it would be hot near the .... equator. Well, I can tell you of places between the tropics where there is abun- dance of snow .... Yes, sir ; on the tops of high mountains. So that it will make some difference whether a country is .... high or low ; that is, whether it is high above the level of the sea. Now, who will state this second cause of cli- mate ? George ? . . . . Height above the level of the sea. Can any one give me a word that will be better than height ? Let me give you one. I will write it on our blackboard. Elevation. Will you repeat your definition, George, and use this word ? . . . . The second cause of climate is elevation above the sea level. Those countries that are high and mountainous will have .... cold climates ; well, we will say colder climates than those that are . ... at the sea level. All answer promptly. 23^ degrees on either side of ... . the equator, are the two .... tropics, including those countries that are called .... intertropical. These countries have .... hot climates. We said that the first cause of ... . climate, is .... distance north or south of the equator ; and the second .... elevation above the sea level. Those countries border- ing on the equator have hot .... climates, while those toward the .... poles, will have .... colder climates. And elevated or ... . high, countries will be ... . colder, than those at the level of ... . the sea. Well, has any one thought of any other cause ? Will Minnesota have a similar climate to an island such as Great Britain? You see by the map that Britain is much farther north than .... Minnesota, but I will tell you that it is never as cold as zero in winter, or very warm in sum- 54 ORAL TRAINING LESSONS. [Lssson xvnr. mer. Indeed, their rivers are very rarely frozen over firmly enough to skate on. Now, why should there be such a difference ? George? . . ..The water of the sea keeps an island warm in winter and cool in summer. Very well an- swered. And in the centre of a . . . . continent (point to the continent of North America) the wind in winter blows over immense fields of. . . . snow or ice, and keeps the air .... cold, intensely cold, and in summer the wind comes across the heated land, and of course, must be very .... warm. Indeed countries in the centre of a ... . con- tinent, have what kind of a climate ? What kind of climates are those that are too hot in summer and too cold in winter? Extreme climates. What about extreme climates ? Mary? .... Countries in the middle of a continent have ex- treme climates. Who can think of a better word than mid- dle, or centre ? George ? . . . . Interior. Well, George, state it and use this word. (He states it again.) And islands will have .... temperate climates. How then will we state the third cause ? Let me do it. The nearness of large tracts of land or water. But there is a much better word than nearness. What is it ? Archie ? closeness. Well, any other ? I will write it. Proximity. The third cause of climate is ... . the proximity of large tracts of land or water. Libbie, repeat that. (She repeats.) There are a few other causes, but we have the three principal ones, ist, . . . . Distance north or south of the equator. 2d, ... . Elevation above the level of the sea. 3d, .... Proximity of large tracts of land or water. -o- LESSON XVIII. ANATOMY : OSSEOUS SYSTEM. Diligent scholars are always found to be among those who advance in study. And the very first thing that indi- cates diligence is giving good . . , . attention. Lesson xyiii.] ORAL TRAINING LESSONS. 55 Our bodies are made up of a great number of different .... parts ; another word .... organs, which perform a great many functions. And in order to give support and firmness to these different .... organs, the body is built, so to speak, on a strong framework. This framework of our .... bodies, consists of the .... bones. We will have a les- son to-day on the bones of the body. First, then, is a strong column in the back which is made of a number of ... . bones, all strongly fastened .... to- gether. They are called by a name which I wish to hear you all pronounce, when I write it on the blackboard. It is vertebrje. Let me hear it from all together .... Ver- tebra. One of these bones is called a vertebra ; and the plural is ... . vertebra. Now, all answer together. The backbone is composed of a number of ... . bones, called .... vertebra, each bone being called a . . . . vertebra. The whole together is generally known as the vertebral col- umn. Willie, you may repeat the last sentence .... The vertebra are often called the vertebral column. This column of ... . bones, is the central framework of the .... body, and to them all the others are fastened, ox .... at- tached. I said that all these bones are fastened strongly .... together. Do you know the name of the substance with which they are fastened ? It is called cartilage or gris- tle ; or these fastenings that bind bones together are often called ligaments. I will repeat the sentence to hear you pronounce these words. The bones are firmly . . . .fast- ened together, with strong bands or ligaments, which consist of ... . cartilage, or ... . gristle. We will next refer to the bones of the leg. We will only need to name those of one leg. First, from the hip to the knee is a long .... bone, called the femur. All pronounce this Femur ; and when we speak of the two, we call them femora — not femurs. We would say the two .... femora. These are the bones of the .... thighs. From the knee to the ankle are two bones. The larger and stronger of these is called the tibia, and the smaller the fibula. Repeat that, Willie .... The larger of the two leg bones is the tibia, and the smaller the fibula. What is the thigh $6 ORAL TRAINING LESSONS. [Lesson xyiii. bone called ? David ? The thigh bone is called the femur. There are a number of bones in the ankle. They go under the name of tarsus. The ankle is called the .... tarsus. And the prefix meta means beyond. Now, of what will metatarsus be the name ? George ? . . . . The bones of the foot would be the metatarsus, because they are beyond the tarsus. And after this come the bones of the toes. They are called by the same name as the bones of the fingers. They are called phalanges. (Sound the E long, as though ee.) This is a Latin word, and means ranks. It was applied to the ranks of men in an army. The first row, or ... . rank, would be called the first pha- lanx. And the second row would be the second phalanx, and so on. And since these bones are in rows, connected by joints, they are called . . . .phalanges. Each row is a . . . . phalanx. The ankle bones form the .... tarsus, the foot the .... metatarsus, and the toes .... the phalanges. Next is the arm. From the shoulder to the .... elbow, is one bone called the humerus. This is also called the upper .... arm bone. Then there are two bones in the lower .... arm, just as there were in the .... leg. But they have different .... names. The one attached on the side of the wrist next the thumb is the radius, the other the ulna. You can remember them in this way. Place your arm and .... hand, flat on a . . . . board, and then turn the hand completely over. The radius, which is attached nearest to the .... thumb, turns round the .... ulna. When we turn our hand over, then the bone which is turning round the other, is the radius, and that around which it turns, is the ulna. You may name the bones of the arm again, ist, .... The humerus, or ... . upper arm. 2d, .... The radius and ulna, or bones of ... . the lower arm. Then the wrist bones receive the name carpus ; and, like the metatarsus, beyond the .... carpus, will be the .... metacarpus, or the palm of the .... hand. And the fingers we have already called the .... phalanges. The bones of the head will form the subject of another Lesson xix.] ORAL TRAINING LESSONS. 57 lesson. But we still have several others. The breast-bone receives the name of sternum. Repeat that, Frank .... The breast-bone is called the sternum. And between it and the bones of the .... back, or, as we called them, the .... vertebral column, are several long bones called the .... ribs. Then from the breast-bone or ... . sternum, a long bone extends to the shoulder. It is called the clavicle, or collar bone. You can easily feel it in the .... neck. Its name, again, is the clavicle. Attached to the back- bone is the shoulder-blade, which is called the scapula. The collar-bone is the .... clavicle, and the shoulder-blade the ... . scapula. As I point to the different bones in this boy's body, you may answer their .... names, ist, .... the vertebral column ; 2d, , . . . the femora ; 3d, .... the tibia, and . . . .fibula ; \x\~\, .... the tarsus ; 5th, the metatarsus ; 6th the phalanges ; 7th, .... the humerus ; 8th, .... the radius, and .... ulna ; 9th, .... the carpus ; 10th, .... the metacarpus ; nth, the phalanges ; 12th, the sternum ; 13th, the ribs; 14th, the clavicle; 15th, the scapula. The bones of the .... head, we leave for another .... lesson. (This lesson may be divided into three or more parts, at the discretion of the teacher, according to the advancement and capabilities of the scholars. The same will apply to other lessons. What you do, be sure and do well, how- ever SLOWLY.) -0- LESSON XIX. NATURAL SCIENCE : ORGANIC AND INORGANIC BODIES. I observe two boys not in a proper position. They may stand up. A good position is necessary to secure good .... attention Our iesson to-day is about Organic and Inorganic Bodies. Who can tell me what an organic body is ? I see 3 58 ORAL TRAINING LESSONS. [Lesson xix. several hands up. I want to see what kind of answers we will receive. Fred ? . . . . An animal. Mary ? . . . . Ani- mals and plants. George ? . . . . My answer was like the last. Well, would milk be organic or not ? Sarah ? . . . . Organic. And it is neither an animal nor a . . . . plant. I see that you will be able to tell better after our lesson has proceeded further. The boys who are standing may now sit. An animal's body consists (See Lesson iv.) of a collec- tion of .... ? The eye is an ... . organ. The nerves are .... organs. The skin is an ... . organ, and the whole body is a collection of ... . organs. Each organ performs some .... function. Now do you think plants have any organs ? Well, Sam ? . . . . Are the leaves of plants organs ? Yes, they are. I am happy to know that we have one boy who thinks some. Have they any other organs ? George ? .... The roots, I think, would be called organs. You are cor- rect. Do you think the sap is an organ ? or the blood of an animal ? or milk ? . . . . No, sir. No, they are not. But they are produced by certain .... organs. Is gum an organ of a tree ? . . . . No, sir. You think it is not, for it does not perform any . . . .function. But since flowers are necessary to produce fruit, they are .... organs. So is the bark, for if it is stripped off, the plant or tree . . . ; dies. The organs of plants, I now wish to tell you, are called organic. And so are all those substances produced by these organs. Is the starch of a potato organic, or not ? Alice ? . . . . Yes, sir ; the starch of potatoes is organic. Is sugar organic, or not ? Lizzie ? . . . . Yes, sir; sugar is organic. Why ? . . . . 7? is organic because it is produced by the organs of plants. Very well. What would you say of wine ? Annie .... 7" think it is organic. You think so because it is . . . .produced, by the organs of plants. Anything that is produced, then, by the .... organs of plants, as well as these organs them- selves, will be ... . organic. Now how is it about animals? The same will be true of them. Every part of an ... . animal, is ... . organic. And anything that is the product of ... . animals, is also .... organic. Raise hands those who can give me examples of organic substances from animals. I want to see every hand raised. Try and think of them. Well, Willie ? . . . . Lesson xix.] ORAL TRAINING LESSONS. 59 Leather is organic. Good. George ? . . . . Butter is organic. Lizzie ? . . . . Woolen cloth. Very good. Allie .... Combs that are t?iade of horn are organic. Or in two words .... horn combs. Thomas ? . . . . Glue is organic. Fannie ? . . . . Fur is organic. Well, that is sufficient. Hands down. Is India-rubber organic? Charlie?. . . . Yes, sir; it is made from the sap of a tree. All these various .... substances, and many .... others, which we have not mentioned, are .... organic. Now raise hands those who can tell me what an organic substance is. Henry ? . . . . An organic substance is cither an organ of a plant or animal, or it is some product of the organs of plants or animals. That is an excellent definition. Now who can repeat it? Hands up. All whose hands are not raised will remain at recess and write it three times upon their slates. George, you will please write it for them on the blackboard. We want to continue this lesson a little further. What would you call pure water ? Is it organic ? No, sir. What is the opposite of organic? Place the prefix in before it. All answer .... Inorganic. This word means not organic. Water, then, is inorganic. Give me other inorganic substances. Hands up. Harry ? . . . . Glass. Mary ? Paper. What, is paper inorganic ? What is it made of? ... . Rags, straw, etc. And are these not organic ? Then paper, Mary, is organic. Well, Charlie ? . . . . Iron. Yes, that is correct. George ? . . . . Granite rock. Good. Emma? .... Sand. These things are all inorganic, because they are neither produced from the organs of ... . plants or animals, nor are they the .... organs themselves. The whole world, then, is made up or ... . composed, of these two kinds of ... . matter. What kinds ? Bessie ? .... Organic and Inorganic. Make the whole statement The whole world is composed of two kinds of matter, Organic and Inorganic. 60 ORAL TRAINING LESSONS. [Lesson xx. LESSON XX. physiology: circulation of the blood. Every eye must be directed toward your teacher, and every voice must be heard in giving each . . . •. answer. To answer properly you have to give good .... attention. Every animal's body contains a fluid, generally of a red color, which nourishes it. When any part of the flesh is cut, this fluid flows out. It is called .... the blood. The blood is a . . . .fluid, which is found in the bodies of ... . animals. It is of a red .... color. We are to speak to-day of the blood, and how it circulates through the body. When I say that it circulates, I mean . . . . ? What do I mean when I say that money circulates ? Frank ? . . . . You mean that it moves round. And if I say that the blood circulates I mean that it ... . moves round. It moves round or ... . circulates, through .... the body. A long time ago people did not know that the blood was continually .... running through the body, or ... . circulating It was discovered by a man whose name was Harvey about the year 1615. Pre- vious to this the blood was not known to ... . circulate. I will tell you how you can each prove that it does . . . cir- culate. If you take a delicate membrane of a living ani- mal, such as the web of a frog's foot, and look into it carefully through a microscope, holding it in the sunshine, you will see the particles of ... . blood, moving through the minute blood-vessels. This will prove, Annie, that .... the blood circulates. I used the word particles just now. I want a better word. Well, as there are no hands up, I will write two. Corpuscules and Globules. You may all repeat these words as I point to them .... Corpuscules, and .... Globules. When you cut the hand what happens? Sam 1 .... It bleeds. Very well ; and after it has ceased bleeding, did you ever see another clear liquid, much like the white of an egg, flow out slowly ? . . . . Yes, sir. Now the globules or ... . corpitscuks, are floating in this clear liquid. Do you know their shape ? They are not round like shot, nor like grains of sand, nor like split peas, but, Lesson xx.] ORAL TRAINING LESSONS. 6 1 strange as it may appear, they resemble cents, or other coins. An object of the shape of .... a cent, is called a disc. All repeat . . . . a disc. What about a disc, Susan ? .... An object of the shape of a cent is called a disc. George, you may give the shape of the globules of blood .... The globules or corpusculesof blood are small discs. That means that they are of the shape of . . . . coins. And I have told you that if you look carefully into the .... web of a frog s foot, you can see these .... globules, of the shape of ... . coins, sliding through the small blood-vessels, thus showing that the blood continually .... circulates. In speaking of organs and their functions, we remarked that the organ which circulates the .... blood, is ... . the heart. (See Lesson iv.) How does the heart circulate it ? Are there any other organs required ? . . . . Yes, sir ; the blood-vessels. Is not the heart a blood-vessel ? A blood-vessel is simply a vessel that contains .... blood, just as a school-house is a house used for .... a school. I will tell you that different names are given to different blood-vessels, but they may all be called by one general name. I will write it. The circulatory system. Why is it so called ? Mary ? . . . . Because it is the system of vessels through which the blood circulates. Very well ex- pressed indeed. James, you may also give that statement. (He gives it.) Of how many parts does this circulatory system consist ? We will see. First there is the organ that causes it to ... . circulate, that is ... . the heart. Then the blood flows from the heart through a number of long tubes throughout the whole body. These tubes are called arteries. What about arteries, Genie ? . . . . The tubes that lead the blood from the heart to the body are called arteries. In the third place there is another set of tubes, different from the arteries, which conduct the .... blood, back again from the body to the heart. These are the veins. Raise hands all who can tell the difference between arteries and veins ? Emily? .... The arteries carry the blood from the heart to the different parts of the body, while the veins conduct it back to the heart. That is well done. But I observed several whose hands were not raised. We will repeat. 62 ORAL TRAINING LESSONS. [Lesson xx. The first part of the circulatory system is, ... . the heart; 2d, .... the arteries ; and 3d, .... the veins. But now I will ask a puzzling question : How does the blood get out of the arteries into the veins ? Let me tell you. At first, the blood flows through only one artery. This one branches. into two parts, one which goes .... downwards (use gestures) and one .... upwards. Then these separate into different .... branches, and each branch becomes divided up, so as to send a small artery to each of the different .... parts. At last these divide up into very minute vessels, the name of which I will write upon the board. Capillary vessels. There is another name. Cellular tissue. It is called so because the vessels are so small as to appear like a tissue of small cells. All may give me the first name again .... Capillary vessels. And the other .... Cellular tissue. We will use the first name. The blood flows out of the arteries into .... the capillary vessels, through which it passes into the veins. How does the blood get from the arteries into the veins ? George ? . ... It flows through the capillary vessels, which join the ends of the arteries to the ends of the veins. Very well. These four parts, the heart, the arteries, the capillary vessels and the .... veins, form a complete set or system of vessels, which receive the name of " The Circulatory System," because through this .... system of vessels, the blood .... circulates. This circulatory .... system, then, consists of, 1 st, . . . . The heart ; 2d, ... . The arteries ; 3d, .... The capillary vessels ; 4th, .... The veins. The organ which causes the blood to circulate is ... . the heart. It forces the blood into the .... arteries, from them it flows through the .... capillary vessels, into .... the veins, from which it again enters the heart, to be again sent or .... circulated, through .... the body. The difference be- tween the arteries and the veins is, that the arteries carry the .... blood from the heart to the body, whereas, Archie, the veins . . . .carry it back from the body to the heart. Lesson xxi.] ORAL TRAINING LESSONS. 63 LESSON XXI. CHEMISTRY — OXYGEN : FLAME. The best method to obtain the full amount of benefit from a lesson is to give strict .... attention. The air is composed (See Lesson xi.) of several differ- ent kinds of . . . . gas. The two principal gases are, 1st, .... oxygen, which is the most .... important, and 2d, .... nitrogen. The nitrogen is mixed with the .... oxygen, in order to ... . dilute it, that is, to make it not quite so ... . strong. With one part of oxygen are mixed . . . .four parts of nitrogen. And so we say that the air is one-fifth .... oxygen, and .... four-fifths nitrogen. The oxygen, again, you tell me is the most .... important, of these two .... gases. We are to speak of this gas in our lesson to-day. When we breathe in the .... air, it consists of . . . . oxy- gen and nitrogen. Now I will tell you that while it is in our . . . . ? What are the organs of breathing ? (See Lesson iv.) James? .... The lungs. While the air is in ... . our lungs, ITS OXYGEN IS TAKEN UP BY THE BLOOD. Aggie, repeat that. Here is a girl who has not been attending. Do you not feel ashamed to see such a forest of hands all around you ? Emily ? . . . . While the air is in our lungs its oxygen is taken up by the blood. Who can give me a better term for "taken up?". . . . Emma? .... Abstracted. That is an excellent word. Is there another ? I will write one. Absorbed. The oxygen is absorbed, or ab- stracted, or ... . taken away, by ... . the blood, while the air is in ... . the lungs. And when we breathe out again, the air that comes forth must be the . . . . ? What other gas went in with oxygen, to dilute it ? . . . . Nitrogen. Well, if the oxygen is taken from it by the .... blood, or, in other words, if the oxygen is ... . absorbed by the blood, the air that comes forth from the lungs must be ... . nitrogen. Yes. If wheat and chaff are put through a fanning mill, and the wheat is taken away while going through, what would come forth alone ? . . . . The chaff. But we breathe out other things besides the nitrogen. I will tell you of 64 ORAL TRAINING LESSONS. [Lesson xxr. them in our lesson on animal respiration. (See Lesson XXVI.) Now, I want you all to watch closely what I do. I have here a large glass . . . .jar, which has a very large .... neck. (A confectionery jar will suit.) Here I also have . . . . a piece of candle (about an inch or two long), which I will light. I will now drop some melted tallow on this board, and thus cause the candle to adhere to it without any .... candlestick, for that would make it too large. You now see that the candle burns quite .... well ; another word .... readily. Why does it burn ? Let me explain. You told me once that heat would change solids .... into liquids, and .... liquids into gases. Well, the heat of the flame changes the solid .... tallow, to .... a liquid. It then changes the .... liquid, to the form of .... a gas. This gas is hot, and as it ascends, the heat of the flame causes it to unite or combine with the oxygen, which you told me we find in ... . the air. This union or combina- tion of the evaporated .... tallow, with the .... oxygen, we call flame. It is another kind of chemical action. When did we ever speak of chemical action before ? .... In our lesson on the sources of heat. Now, I am going to find out all in this room who can reason well. Suppose I put this jar over the candle, and allow it to burn inside the jar, where there is only very little .... oxygen, and where no more oxygen can .... enter, after it is all ... . used up, what do you think would happen to the flame ? Hands up. Why here are actually two girls and a boy who cannot tell ! Can you tell me this ? When all the tallow is gone, what would happen to the flame 1 .... It would go out. Most certainly it would. Well, hands down. And, you think if all the oxygen in the jar becomes .... used up, the .... candle will go out. There, you see, it has just gone out ! That was because there was no more. . . . oxygen. I heard one boy say tallow. All the oxygen was .... used up. Now that we have got through with the experiment, I will ask for a better term than "used up." Mary? .... Gone. Fred ? . . . . Burnt up. George ? Exhausted. These were all good words, but the last one we will use. The oxygen all became .... exhausted, or ... . used up, and Lesson xxi.] ORAL TRAINING LESSONS. 65 consequently the candle .... went out, or was extin- guished. But there was still plenty of nitrogen ; why should it not burn there just as well? Emma? .... You told us that the nitrogen was only to dilute the oxygen. There is a girl who has a good memory. That is correct. It was for this reason that I told you that the oxygen was the most .... important. Now I will tell you a little anecdote. You may assist me by elliptical answers ; that is, by filling up the pauses that I make. This country is ... . India. In the Presi- dency of ... . Bengal, is the city to which I now point .... Calcutta. All answer again .... Calcutta. A Hindoo mon- arch once took one hundred and forty-six men as prisoners at this city. He then shut them up in a dungeon that had only one means of admitting the light. That was where they entered. Because it was so black or dark, it was always afterwards known as "The Black Hole of Calcutta." This would be just what I did with the .... candle. He shut them up in the .... black hole, where there was not much .... air. And what do you think became of them ? Harry ?..'.. They died. Yes, all but twenty-three of them died ! How many died ? One hundred and twenty-three of them died. When they went to take these prisoners out, only .... twenty-three of them were alive. Now do you think it would do for us to remain in the school-room all day without having the windows or doors occasionally opened to let in the air? ... . No, sir. No, we continually require fresh .... air, that contains good, wholesome .... oxygen. When we breathe we take in ... . oxygen and nitrogen. While in our .... lungs, the oxygen . ... is absorbed. Then only the nitrogen . ... is left. When a flame .... burns, the material that burns is ... . emitting, or ... . combining, with .... oxygen. (Point to such words on the board as you want.) If we burn a candle in a jar, into which no oxygen can enter, the candle .... soon goes out, or becomes .... extinguished. Neither fire would .... bum, nor life .... continue, if we were deprived of ... . oxygen. 66 ORAL TRAINING LESSONS. [Lesson xxii. LESSON XXII. PHYSIOLOGY : CIRCULATION OF THE BLOOD. The girl who spoke just now may raise her right hand. No one ? Any one who knows who spoke may raise his hand. Ella, you will leave your place, and write the first ten lines of your reading lesson on your slate. This is for speaking. You will also remain at recess. This will be for not acknowledging that you spoke. And the girl to whom she spoke will also remain with her for not letting me know. Our lesson this morning is on a subject of which we have already spoken, " The Circulation of the Blood." (See Les- son xx.) The blood circulates through a number of ves- sels that form a complete .... system, called the .... cir- culatory system. This system consists of . . . .four parts; ist, .... The heart ; 2d, .... The arteries ; 3d, The capillary vessels, and 4th, .... Hie veins. The blood flows from the veins into .... the heart. This organ forces it into .... the arteries, from which it passes through the .... capillary vessels, into .... the veins, and on again in the same .... manner, throughout the circulatory .... system. We wish to describe this system of blood-vessels more minutely in our lesson to-day. So all must be very .... attentive, and answer .... promptly. If the blood flows through the heart it must have some space in it, or it must be ... . hollow. How many spaces are there in the heart ? I will tell you ; there are four spaces in the heart. Two of them are above, and two below. The two upper spaces are smaller than the two lower ones. They are called auricles. One is the right auricle and the other will be the left auricle. Left auricle. (Write the,- names.) Auricle means little ear ; and the auricles oi the .... heart, are so called on account of their shape being similar to that of the ears. Then the two lower spaces are called ventricles. One will be the .... right ventricle, and the other .... the left ventricle. I have just told you that the Lesson xxii.] ORAL TRAINING LESSONS. 6? ventricles are larger than .... the auricles. Was that just as we said it ? . . . . No, sir. How did we state it before ? Louisa ? . . . . The auricles are smaller than the ventricles. Very good ; and consequently the lower spaces or ventricles, are .... larger than the auricles. Now, before we go on. give me a better word than "spaces." A space would be a space still, even if it were not enclosed by walls. We can imagine an inch space in this large room. I want a word which means an enclosed space. Let me write it. Compartment. What does it mean, James ? . . . . An enclosed space. And since the heart has four enclosed .... spaces, we will call them the four .... compartments of the heart. Well, if you will all endeavor to remember it, I will tell you that the veins all unite or . . . .join, and form at last only one .... vein. This vein enters the right auricle. Raise hands all who can state which compartment the blood enters from the veins. Here are two who evidently were not attending. They fail to raise their .... hands. Well, Carrie ? . . . . The blood first enters the right auricle. This is the upper, right hand .... compartment. It is then forced out of the right .... auricle, downwards, into the right .... ventricle. This is the lower, right hand .... compartment. When this is full it contracts, or ... . draws together, (See Lesson xm.) and causes the blood to flow into the lungs. It is in the lungs that it is supplied with air while we ... . breathe. It is then conducted back to the left auricle, out of which it flows into the left .... ven- tricle, which is immediately below the left auricle. From the left ventricle it flows into the arteries, and you know its course after this. It flows out of the .... arteries, into .... the veins. Then it goes back to the .... heart, and follows the same course over again. (Revise this once or twice. Give this lesson at least six times, but not in succession. Make a circle on the blackboard, and divide it into four equal parts. Place the letters R. A., L. A., R. V., L. V., and make a rough representation of the lungs, arteries and veins. Arteries carry the blood into the lungs, and the veins carry it back to the L. A.) You may be anxious to know how the blood gets from one 65 ORAL TRAINING LESSONS. [Lesson xxm. place to another, or what causes it to move. I will tell you this in another lesson. LESSON XXIII. NATURAL SCIENCE : EVAPORATION OF WATER. Now, I wish to see every scholar endeavoring to receive the full benefit of the .... lesson. To do this, it is neces- sary to give strict .... attention, so as to be able to ... . answer promptly. Every eye this .... way. Heat converts solids .... into liquids (See Lessons v. and x.) and .... liquids into gases. The conversion of a liquid like water into a . . . . gas, like .... steam, that is, into a gaseous form, is called . . . . ? Do you not remem- ber that we said that the process of changing water to vapor was called Evaporation? All. repeat this word .... Evaporation. This means the process of ... . chang- ing water to steam. Our lesson to-day is upon this subject. All listen attentively as we proceed. In order to cause the water to evaporate, we require to .... heat it. The heat will cause it to evaporate. Well, suppose we place a kettle of water on the fire, and allow it to become .... hot, it will get hotter and hotter until at last it ? What do you call that bubbling motion of the hot water ? . . . . Boiling. At last, then, it would .... boil. Now I wish to tell you that after the water in an ordinary kettle or pot has begun to boil, it cannot be made any hotter ! No matter how long we keep it on the . . . .fire, unless it is in a tight vessel like the boiler of a steam-engine, where the steam cannot .... get out, or ... . escape, it cannot be made any .... hotter. Is not this a curious thing? We keep heating the water, that is, adding more .... heat to it, but cannot increase its ... . heat. Why is this ? Where does the heat go ? What becomes of it ? Let us investigate this matter. Can any one tell me, first, how hot water must get before Lesson xxiii.] ORAL TRAINING LESSONS. 69 it boils ? George ? .... 212 degrees. The water must have its temperature raised to .... 212 degrees, before it will .... boil, and I have told you that it cannot be made any- hotter in the open air than .... 212 degrees, which, George says, is the point of heat at which it ... . boils. We stated in a former lesson that the air presses on the earth's .... surface, with a pressure of . . . . 15 pounds on every square inch. Now, as the water becomes hot, the heat is used up in forming .... steam. The steam tries to get out of the water (so to speak) rapidly as it occupies so much more .... space, than the .... water ; but the pressure of the air keeps it in as long as it can, till, at last, when the water reaches the heat of. . . . 212 degrees, the air by its ... . pressure, can no longer keep the vapor in the .... water, and so it comes out in the process of boiling. Then when the water begins to ... . boil, all the heat that enters it is used up in forming steam or ... . vapor, which escapes as rapidly as it is . . . .formed. This vapor it is that carries off the heat. This is the reason, then, that the water cannot be made any .... hotter, after reaching the tem- perature of. . . . 212 degrees. Now will any one tell me another term for " used up ? " Instead of saying " used up," which is not a very elegant expression, there are better words. I do not see any hands up. Well, here is one. Let us write it. Expended. Now, let us repeat the sentence in which this word occurs. All the heat is ... . expended, or ... . used up, in forming .... steam, which flies off very rapidly as soon as the water .... boils. As the steam or . . . vapor, goes off, it carries with it a great quantity of . . . . heat. Lizzie, repeat that .... All the heat is expended in forming steam, which flies off very -rapidly as soon as the water boils. As the vapor goes off, it carries with it much heat. Now for another term for "flies off" or "goes off." Harry .... Escapes. The steam is said to ... . escape. Mary, you may repeat that statement and use this word. (She repeats.) We said that all the heat, after the water .... boils, is ex- pended, in . . . .forming steam. I want also another word for forming. Willie? Making. Julia? .... Produ- cing. This is the one we will use. After the water .... 70 ORAL TRAINING LESSONS. [Lesson xxiii. boils, all the ... . heat is expended, in .... . . producing steam, or ... . vapor. Now the pressure of the atmosphere at the earth's .... surface, is ... . 15 pounds on every square inch ; and as we ascend, the air becomes much .... rarer, and consequently the pressure is much less. I will tell you that it becomes so much less at the height of about three miles, that water begins to boil long before it reaches the temper- ature of two hundred and twelve degrees. The pressure of the steam, as it tries to escape from the .... water, has less of the pressure of the .... air, to overcome, so that " boiling," or the escape of the steam, commences rapidly before the water becomes very .... hot. A French philosopher named Gay Lusac, in performing the ascent of a mountain in France, took, among other things, some eggs and potatoes for provisions. But when they tried to boil them after reaching the summit, they failed ; the water " boiled " long before it became hot enough to cook the eggs or ... . potatoes. Why, James ? . . . . Because the air has so little pressure at that height. And, consequently, the steam can force itself out in bubbles, and cause the water to ... . boil, before it gets very .... hot. And as soon as the water .... boils, it cannot then be made any .... hot- ter. What, then, becomes of the heat ? Fannie ? .... It is used up, or expended, in fortni7ig or producing vapor. The process of producing .... vapor, from .... water, is called .... evaporation. Now quickly. Heat causes water to evaporate. The water gradually becomes .... hotter, till it reaches the temperature of . ... 212 degrees, when it begins to ... . boil, and can be made no ... . hotter, no matter how long we keep it .... on the fire. All the heat, after it ... . boils, is .... expended, in ... . producing vapor, and is carried off, or .... escapes, in the vapor. The pressure of the air prevents its ... . boiling, until its temperature is .... 212 degrees. But if carried some three miles above the earth's .... surface, water will .... boil, long before reaching .... 212 degrees. This is because in the upper .... regions, there is too little .... pressure, to prevent the escape of the .... steam, before the water becomes .... hot. Lesson xxiv.l ORAL TRAINING LESSONS. 7 1 LESSON XXIV. ASTRONOMY : THE SOLAR SYSTEM. Boys and girls who wish to improve are always very dil- igent, and give their best attention, during the pro- gress of a lesson. Then all sit ... . upright, and .... attend. You all know from our former lessons that the earth's form is round like a ball, or ... . globular, or spherical. You also know what its motions are. It has .... two motions ; ist, . . . . the revolutionary motion, and 2d, .... the rotatory motion. Now I wish you to tell me about the revolutionary motion. (See Lesson vn.) Lizzie ? . . . . Its revolutionary motion is performed round the sun once in each year. The earth, then, revolves round the .... sun. Raise hands all who can tell me whether there is any other world besides ours that revolves round the sun. Willie? .... The moon. Well, the moon, I must explain to you, revolves round the earth while it revolves round the sun. Is there any other world revolving round the sun as the earth does ? I will tell you. There are many others. We are to speak of some of them in our lesson to-day. (You may state that there are " many " planets, because the asteroids between Mars and Jupiter, which number over one hundred, are separate planets, and revolve inde- pendently round the sun.) Do you think the earth is the nearest world to the sun ? Before I call on those who have their hands up, we will find a word to use instead of " worlds." Ours is called " the earth" or " the world " to distinguish it from the rest. What word is used for them all ? I will tell you. Planets. I will write it on the blackboard. All answer .... Planets. If you go out on a clear, bright night, and look up at the stars carefully, you will see a few that are shining with a clear, steady light, while all the others around them twinkle or flicker. James, repeat that. (He repeats.) Now those that do not .... twinkle, are planets, that is, they revolve round .... the sun, as our .... earth does. Now you may raise hands for my other question. Is there 72 ORAL TRAINING LESSONS. [Lesson xxiv. any other planet nearer to the sun than the earth ? Sam ? .... No, sir. Here is a boy who is merely guessing. Annie ? . . . . Yes, sir. How many ? . . . . Four. Here is a girl who is only .... guessing. Now in such a question as this it only wastes our time to raise hands unless you know. George ? . . . . There are two planets nearer to the sun than the earth. That is correct. Do you know what their names are, George ? . . . . No, sir. Does any one ? I see no hands up. Well, all look this way. I will write the name of the first one on our blackboard. Mercury. I must tell you how it got this name. Some of the ancients did not know about God as we do ; they had a great many .... gods. Now these gods, they believed, kept one god as a messenger. In carrying the .... messages, of the .... gods, you think he would have to move very quickly. They called his name Mercury. (Have a representation on the blackboard, and point to each as they answer; only putting down one at a time — the sun first in the centre.) And because this .... planet, is nearest to the .... sun, it is attracted so strongly by the sun, that it is caused to revolve the most rapidly of all the .... planets. Hence it was called .... Mercury. It is the swiftest of all the ..... planets. Mercury is nearer to the sun than. . . . the earth. Well, what is the next planet in order from the sun ? We will place its name upon the board. Venus. This was the name of another of the gods of the ancients. Venus was a goddess. She was the goddess of beauty. And Venus, which is the bright star we sometimes see early in the evening, is so beautiful that it gets the name of this .... goddess. Mercury is the . . . .first planet, in order, and it gets its ... . name, because it revolves . ... so swiftly. It is called after the god .... Mercury, who acted as ... . messenger for the gods. Next is ... . Venus, called after the goddess of beauty, because it is so beautiful. We have now mentioned how many ? Two. And these are both nearer to ... . the sun, than the earth. What are their names ? Kate ? . . . . Mercury and Venus. And as I said there were only two nearer the .... sun, than .... the earth is, the next planet in order will be ... . Lesson xxiv.] ORAL TRAINING LESSONS. 73 the earth, the earth on which we .... live. How curious it is to think that our .... earth, is a great ball revolving round .... the sun, along with many other .... balls, or .... worlds, or, as we called them .... planets. The earth then is a . . . .planet, and is the third in order among the .... planets. Now, we are not to name any others in this lesson, but you may all investigate this matter before our next lesson. We have, however, some other things to say. Do you know what name is given to the two planets, Mercury and Venus, because they are at a less distance from the sun than the earth ? They are called inferior. You may all repeat this word Inferior. What about inferior ? Charlie ? . . . . Mercury and Venus are called inferior planets. What would your mother mean if she said that she had some very inferior flour ? . . . . She would mean that it was not good. Now do we mean to say that Mercury and Venus are not worth as much as the other planets .... No, sir. What, then, does it mean ? George ? . . . . We mean that Mercury and Venus are nearer to the sun than the earth. And they are therefore called .... inferior planets. What is the opposite of inferior ? Let us write it. Supe- rior. The planets that are more distant from .... the sun, than .... the earth, are called .... superior planets. Ella, repeat that .... The planets that are more distant from the sun than the earth, are called superior planets. I will tell you their names in another lesson. Is the earth a superior or an inferior planet ? Mary ? . . . . Inferior. Alice ? . . . . Superior. George, which of them do you consider correct ? .... Neither of them. Why ? .... If Mercury and Venus are inferior to the earth, and the others that are farther off are superior, the earth cannot be either. That answer is very well given. The earth is neither .... inferior, nor. . . . superior. Now quickly. Our earth revolves round the sun. So do many other bodies called .... planets. The planets shine with a steady .... light, while other stars .... twin- kle. The first in order is ... . Mercury, the second .... Venus, and third .... the Earth. Mercury and Venus being nearer to the sun than . ... the earth, are called .... 74 ORAL TRAINING LESSONS. [Lesson xxy. inferior planets, those beyond the earth .... are called supe- rior. LESSON XXV. NATURAL SCIENCE : WIND. The climate of a country (See lesson on climate — its elements,) we have said, consists of ... . three things, ist, .... Temperature ; 2d, . . . . Moisture ; 3d, .... . Prevailing Winds. What is wind ? When the air moves it makes a wind. Then wind is air in motion. Libbie, repeat that Wind is air in motion. And since it does not always blow in the same .... direction, in most countries, we said prevailing winds, that is those that are most .... common. But why should the air move at all ? Can any- thing that is not alive move of itself? .... No, sir. Then what moves the air ? We will try and find out. In our lesson on heat we said that one of its . . . . effects, is to cause the substance that is heated to grow .... larger, or expand. (See Lesson v.) Now the heat of the sun's rays passes through the air without heating it, but the ground becomes heated, and heats the particles of along the earth's .... surface. And what effect did ) ou tell me heat would have on any substance 1 .... It expands it. And so it will expand the .... air, or make it become .... larger. Now, if we were to take a gallon of cold air and heat it, it would .... expand, or ... . become larger. Then won I : it all remain in the gallon measure? .... No, sir. Part 01 it would flow out of it. Would that which remained in weigh as much as the gallon full of cold air ? ... . No, sir. Then it would be .... ? If it did not weigh as much, it would be ... . lighter. We will revise a little. The sun's heat does not heat the air as it passes through it, but it heats the Lesson xxv.] ORAL TRAINING LESSONS. 75 ground. This heats the particles of ... . air, that .... lie on its surface. The heat has what effect on them 1 .... It expands them. It expands the air, or makes it grow larger. And as it expands it becomes .... lighter. Now when we place a piece of wood under the surface of water, does it remain there ? . . . . No, sir. It ... . floats. Why ? . ... It is lighter than the water. And therefore it rises through the water, and comes to ... . the surface. Now, what would the light, hot air do ? Have you ever seen the motion of the air round a hot stove-pipe ? I want to see all who observe the little things they see every day. James, what do you think the hot air would do ? . . ... It would rise. That is correct, it would rise, just as the wood rises in ... . water. And so the smoke .... rises, because it is ... . hot, and therefore much lighter, than the surrounding .... air. Hot flames also .... rise. Can you not give me a better word than rise ? All think. Hands up. Emma ? . . . . Ascend. Right, and so you con- clude that after the air becomes hot, and therefore very .... light, it will ascend. George, repeat that .... When the air becomes hot and expanded and light, it will ascend. And if there is nothing remaining in the place it has left, what will, happen? Suppose I take a board and move it rapidly through the water, does the space remain long empty ? A T o, sir. The water you think rushes .... in, and .... fills it up. Now if the air gets hot and light, and ascends or ... . goes up, or ... . rises, what would you expect then to take place ? . . . . The surrounding air would rush in and fill up the space. Very good. And this rushing in of the air is what we call .... wind. Who will now state this cause of wind ? Annie ? When the air gets heated and light, it rises or ascends, and the sur- rounding air rushes in to supply its place, and forms a wind. Raise hands all who will state this. Charlie? (He re- peats it.) In this country the wind does not always blow in the same direction. This kind of wind is called . . . . ? It is called variable ; that means changeable. These winds are called .... variable, or ... . changeable, because they blow in different .... directions. But there are places 76 ORAL TRAINING LESSONS. [Lesson xxvi. where the wind always blows in the same direction. I will tell you why in another lesson. There are other causes of wind besides what we have stated. But this is the principal cause. Now all answer rapidly. When the air at the earth's .... surface, becomes .... heated, it ... . expands, or grows .... larger. It thus becomes lighter, and like wood and water .... ascends, or .... rises. The surrounding .... air, then .... rushes in, to supply its ... . place. This is what we call a . . . . wind. Then wind is simply .... air in motion. LESSON XXVI. PHYSIOLOGY : RESPIRATION. . I wish to see every eye fixed on me. Our lesson to-day is upon the breathing of animals. The word which is generally used is ? I will write it. Respiration. This is another word, Mary, instead of breathing. Charlie, what term is used instead of breathing ? Respiration. There are two processes that require to be continued constantly, in order to support the life of an animal. These are eating and breathing. By the first the body is supplied with . . . .food ; and by the second it is furnished with .... air. Deprive an animal of either . . . .food or air, and it will .... die. Both of these processes are nec- essary to support its .... life. If we value them according to the time that either process may be interrupted, the most important will be ... . breathing, for we can live some days without . . . .food. What are the organs of respiration? (See Lesson iv.) Hands up. Fannie ? . . . . The lungs are the organs of res- piration. We continually breathe the air, into our .... lungs. There is one word which means to breathe in, and another which means to breathe out. What are they ? Les.-onxxvi.] ORAL TRAINING LESSONS. 7"J I will show you. The Latin word Spiro means to breathe ; and the prefix In means into. Ex also means out. Now if we use the root (See Lesson xm.) spire, and place the prefix in before it, we have the word inspire, which will mean . ... to breathe in. Now, as you told me the word for " breathe in," you can doubtless tell me the word for " breathe out." It is ... . expire. Yes. We in- spire and .... expire ; that is, we ... . breathe in and breathe out again. Willie, you may repeat that. (He does so.) You already know that the air contains two gases, which are .... oxygen and nitrogen. How much is oxygen ? One-fifth. The other four-fifths is nitrogen. (See Lesson xi.) The nitrogen is only for the purpose of .... diluting the oxygen ; the oxygen, then, is the most .... important, because without it, fire could not .... bum, nor could animals .... live. We are now about to inquire how this is. The blood, as it circulates through the body, on leaving the right ventricle of ... . the heart, passes to ... . the lungs. (Explained in Lesson xxn.) Here it is exposed in very minute cells to .... ? What do we breathe into our lungs ? . . . . Air. We inspire or ... . breathe in air. Then, in the lungs the blood is exposed to the .... air, that is supplied by the process of ... . breathing. What happens at this time ? Why do you think oxygen is the most important gas ? I will tell you. The blood, while in the lungs, takes up the oxygen of the air that is ... . in- spired. Can you give me a better term than " takes up ? " A sponge takes up water. But we might say, George, that it ... . absorbs water. Very good. That is the word. And the blood .... absorbs the oxygen, while in ... . the lungs. Well, we inspire or ... . breathe in, both oxygen and .... nitrogen. Now, can any one tell me what we expire ? that is, what we ... . breathe out. Hands up. Emily? .... We expire only the nitrogen. Does any one think we expire any- thing else besides nitrogen alone ? You can tell better when we have advanced further with our lesson. You have told me that in the .... lungs, the blood ab- sorbs or ... . takes up, the .... oxygen, of ... . the air, that y8 ORAL TRAINING LESSONS. [Lesson xxvi. we ... . inspire. It then flows back to the heart. From the heart it is sent through .... the arteries, to all parts of ... . the body. Now listen carefully while I impart to you another secret. The blood flows bright and crim- son from the arteries into the small .... capillary vessels. It is bright because of the oxygen that it ... . contains. But as it passes through the capillary vessels, the oxygen is all used up by uniting or combining with the worn-out parts of the body. It combines or ... . unites, with two substan- ces in particular. These are carbon and hydrogen. You will hear more about them afterwards. When the oxygen combines with carbon it forms another kind of gas, called carbonic acid gas ; and when it combines with hydrogen, it forms the water that comes out as vapor in our .... breath. Then, as the blood travels on through the veins it is not bright and crimson as it was in ... . the arteries, but it is of a dark, bluish-red color. It now has in it, instead of the . . . .* oxygen, the water of which I spoke, and also the carbonic acid. And when it is sent again to the lungs by .... the heart, it gives up both of these .... substances, and they pass out in the .... breath. Now I will ask some questions. First, the one I asked a few minutes ago. Who can tell me what we breathe out ? Or, what we ... . expire ? I see nearly every hand up now. I can plainly see who have been attentive. George ? . . . . We expire nitrogen, carbonic acid gas, and vapor. That an- swer is perfectly correct. Who can repeat it ? All who cannot, will remain and write it ten times on their slates. I will get some small boy to dictate it to them. What hap- pens to the blood in the lungs ? Hands up. Sam ? . . . . // absorbs oxygen. What gas is in the blood in the arteries ? Kate ? . . . . Oxygen is contained by the blood in the arteries. What does the oxygen combine with in the capillary ves- sels ? Bessie ? . . . . Carbon and hydrogen. And what two substances are formed as they unite ? Fred ? . . . . Carbonic acid gas, and water. Annie, you may tell me what gases we inspire and what we expire .... We vispire, or breathe in, oxygen and nitrogen, and we expire, or breathe out, nitro- gen, carbonic acid gas and vapor. I will tell you that a very little of the oxygen also comes out again. But it is only Lesson xxvu.] ORAL TRAINING LESSONS. 79 that which was not taken up, or absorbed, by the blood. LESSON XXVII. NATURAL SCIENCE : TRANSMISSION OF HEAT. I am glad that all our scholars give such good . . . attention, during our Oral .... Lesson, for I am always sat isfiedwhen scholars attend that they will surely. . . . learn Raise hands all who will give me the sources of heat (See Lesson xiv.) Emily? .... \st, The Sun; 2d, Com- bustion; yt, Friction ; \th, Percussion ; $th, Chemical Action; 6th, Electricity. By the sources of ... . heat, we mean . . where heat is obtained, or ... . derived. Well, to-day we are to speak of the way in which heat passes from one object . ... to another. And first let us speak of the way in which the sun's heat passes to ... . the earth. How does it pass ? In what way? When you partly close your eyes and look at a lamp with a bright flame you see the light passing off from it in ... . streaks. (Some such word will be given here.) Can you not give me a better word than streaks? Willie ? . . . . Lines. That word would do, but there is a better one. It is rays. The light of the lamp goes off in rays. Or, we might say that the lamp sends forth rays of light ; instead of "sends forth" we will use a word that we have once before used. The lamp sends forth or .... emits light. It emits the light in ... . rays. The light is then said to .... ? It is said to radiate. Let me hear every one pronounce it distinctly .... Radiate. Now does anything else pass off or radiate from the lamp besides the light? Yes, sir; the heat radiates also. The heat, you say .... radiates, that is, it passes off in .... rays. And this is the way in which the heat comes to us from the sun. It ... . radiates, from .... the sun, to the earth; that is, it passes over in ... . rays, or straight .... lines. Annie, repeat this .... The heat radi- 80 ORAL TRAINING LESSONS. [Lesson xxvn. ates from the sun to the earth; that is, it passes to it in straight lines called rays. Charlie, what else besides heat goes off in similar rays ? . . . . Light. What about it ? . . . . Light radiates as heat does. This way is called radiation. Heat comes to ... . the earth, from .... the sun, by ... . radia- tion. This is one way in which heat is ... . sent. Another word for "sent." Here is the one I wish you to use. Transmitted. This word consists of two parts. The part, " trans," means across ; and the second part, "mitted," means sent. What will transmitted mean? Eliza?. . . . Sent across. Yes. If I tell you one hundred messages were transmitted over the telegraph lines in one day, what would I mean ? Peter ? You would mean that the messages were " sent across " the country. And if we say that heat is ... . transmitted, from the sun, to the earth, we mean that it .... is sent across. One way, then, in which it is transmitted is by radiation, that is, passing over in ... . rays. Does heat travel or pass in any other way ? If you take a common pin, and try to loosen the wick of a burning candle with it, you very soon have to loosen your hold of the .... pin. Why ? Is it because the heat radiates to your fingers .... Yes, sir. Now let us see. Can you hold your hand at the same distance from the candle without the pin ? . . . . Yes, sir. Then why does the heat not now radiate, while it did so when you held the pin ? George ? .... Lt does not radiate in that case. L think the pin has something to do with it. Yes, I think it has. Let us in- quire how it happens. The pin is composed of a ... . metal. When the particles of the pin that are in the flame become .... hot, they give the heat to their neighbors that lie alongside them. Do they move themselves ? . . . . No, sir. They do not move, but they lead the heat along from one to ... . another. Can you give me a word for " lead ? " Mary ? . . . . Carry. Now, just think. Could they carry the heat, if they do not themselves move ? . . . . No, sir. Then " carry " is not the word that we ... . wanted. Let me write it. Conduct. The particles of metal .... con- duct the heat, or lead it, from one to another. This is another .... way, in which heat is ... . transmitted, Lesson xxvn.] ORAL TRAINING LESSONS. 8 1 or ... . sent across. This second way is called Conduc- tion, because the heat is ... . conducted. Frank, repeat that. (He repeats.) Susan, you may give these two ways of transmitting heat. (She does so.) There is still another way. How is the air in a room heated ? or the water in a boiler ? Let us investigate this method of transmitting heat. When rays of heat pass through the air they do not have any perceptible effect in heating it. It has a certain name on this account. It is called Diathermanous. This word means that it allows the heat to pass through it without becoming heated. The air again, is ... . diathermanous, because it allows the heat to ... . pass through it. And since the rays of heat pass through it, they do not .... heat it. But they heat the ground, and the ground heats the par- ticles of ... . air, that lie ... . close to it, by the last way we named .... conduction. Then the warm particles begin to move among the .... colder ones, and this causes others to get .... warm. When they become warm they also .... move, among the colder ones, and thus the heat is carried, about. The word used to represent this way of transmitting .... heat, is convection. Convection means carrying, while conduction means leading. In the last way, that is ... . convection, the particles themselves .... move, and thus carry the .... heat. Well, there are then three methods in which heat is ... . transmitted. They are, ist, . . . . radiation, by which we mean that the heat travels in ... . straight, lines called .... rays ; 2d, ... . conduction, in which the heat is ... . conducted, or ... . lead, from one particle to ... . another, while the particles themselves do not .... move; and 3d, .... convection, or the .... carrying, of the .... heat, by the moving of the . . . .particles. This can only take place in liquids or ... . gases, where the particles can move .... freely, or ... . readily, or ... . easily. All repeat the three ways again. First, we have .... radiation ; 2d, ... . con- duction ; 3d, ... . convection. -o- 4* 82 ORAL TRAINING LESSONS. [Lesson xxtiii. LESSON XXVIII. ASTRONOMY : THE SOLAR SYSTEM. We are to continue our former lesson on The Solar System to-day. (See Lesson xxiv.) You will all require io give your best .... attention, for without this you cannot .... learn. The planet which is nearest to the sun is ... . Mercury. This is the swiftest of the . . . .planets, and is named after the messenger of . . . . the gods. Next comes .... Venus, which was called after the beautiful goddess .... Venus, because it is so ... . beautiful. These two . . . .planets, are called . . . . ? Because they are at a less distance from the sun than .... the earth, they are called .... inferior planets, which means that they are at an inferior distance. Then we find, next in order .... the earth, and beyond it are those .... planets, that are called .... superior. I did not tell you the distance of Mercury and Venus from the sun ; and, indeed, it would be too much to remember any but that of the earth. Does any one know how far the earth is from the sun? It is ninety-five millions of miles. What is, Alice ? . . . . The earth is ninety-five millions of miles distant from the sun. Now we will commence with the superior .... planets. The next in order after .... the earth, is Mars. Let me hear this name from all Mars. This is the fourth planet. Robbie, will you now name all four ? . . . . Mercury, Venus, The Earth, Mars. Mars was named after the god of War. Who was the god of War, Sam ? . . . . Mars was the god of War. And the fourth . . . .planet, in order from .... the sun, was named after this god. It was called .... Mars. Then we find the largest of all the . . . .planets. It is named after the king of all the gods. The king of the gods was . . . . ? Let me write it. Jupiter. His name was .... jfupiter, and this was the name of this .... planet. Mars was the fourth, and so Jupiter is ... . the fifth. Allie, you may tell me the fourth and fifth planets .... The fourth Lesson xxviii.] ORAL TRAINING LESSONS. 8$ planet is Mars and the fifth Jupiter. The last one named was called after .... the king of the gods, on account of its .... size. Jupiter is the largest of all the planets. Repeat that, Frank. (He repeats.) Next we find Saturn. It was named after another. . . . god. You will remember it when I tell you of its rings. (To illustrate this, place a small finger-ring inside a larger one, and inside the inner one a pea, or any small round object. The wire of the ring should be square instead of round. A couple of such rings cut from a potato would be better. First cut a flat slice, then cut two rings from it, one a little smaller than the other, so as not to come in contact with it.) It is surrounded by two solid rings of matter which do not touch it or each other. These are called Saturn's rings. Now you may all answer; this planet .... Saturn, is surrounded by ... . two rings, of solid .... ?natter, which do not .... touch it. They are called .... Saturn's rings. How many did we name be- fore Saturn? .... Five. Then it is the .... sixth, ist, we have .... Mercury ; 2d, . . . . Venus ; 3d, .... The Earth ; 4th, .... Mars ; 5th, Jupiter; and 6th, .... Saturn, which is surrounded by ... . two rings. The seventh is called after its discoverer. Its name is Herschel. The name of this planet, then, is ... . Her- schel. This was the name of the astronomer who .... dis- covered it. It also has two other names, but it will only burden your memories to ask you to remember them. I will, however, state them. One is Georgium Sidus, which means " George's Star ; " and the other is Uranus. But we will use the name .... Herschel. The last is also named after its ... . discoverer. It is called Leverrier. It also has another name, which will ocrhaps be more easily remembered. It is also called Neptune. This was another god's name. It is the last .... planet. Its name again is Neptune. Now give them all, pausing between each one .... Mercury ; Venus ; The Earth ; Mars ; Jupiter ; Saturn ; Herschel and Neptune. How many? Eight. George, repeat their names. (He does so.) Raise hands all who will do so. I see two whose hands are not raised. Fannie, you and Richard 84 ORAL TRAINING LESSONS. [Lesson xxix. will spend a few moments with me at recess in writing their names till you can repeat them. All may now answer again as we review. Revolving round the .... Sun, there are .... eight pla?iets. The ffrst two, which are .... Mercury and Venus, are called .... inferior. Next is ... . the Eart?i. Outside of it are those that are called .... superior. There are how many supe- rior planets ? . . . . Five. They are Mars, Jupiter, Saturn, Herschel and Neptune. Saturn is surrounded by . . . . two solid rings. These eight . . ... planets, all revolve round .... the sun. LESSON XXIX. NATURAL SCIENCE — LIGHT : ITS NATURE AND SOURCES. To-day our lesson is upon Light. Light is that by means of which we ... . see. Again, we see by means of .... light. What is light ? Is it anything ? Do you think it has any weight ? Well, Annie ? . . . . I think it must have weight. Well, it is very natural to suppose so. But let us look at some facts. It has been discovered — I will tell you how in some other lesson — that the light travels at the rate of about twelve million miles in a minute. Well, Sam ? . . . . How can they know that? I said I would explain how it was . . . .found out, in another .... lesson. You must take my word for it now. For what, Willie? . . . For the fact that light travels at the rate of twelve million miles a minute. Now you all know that if the smallest kind of shot are thrown from a . . . . gun, at the rate of perhaps two hun- dred yards in a second, they go with a great. . . .force. Do you think, Annie, that shot, however small, moving so rapidly, would do any injury to our eyes, or the delicate leaves of a flower ? . . . . Yes, sir ; it would destroy them. Now, in the next place, if the particles of light have any Lesson xxix.] ORAL TRAINING LESSONS. 85 weight whatever, coming at the rate of 12,000,000 miles a minute, they would utterly destroy our .... eyes, or any other very delicate . . . . ? Anything that is made or constructed, either by man or God, may be called . . . . ? I will write the word. Structure. All answer .... Structure. You think that any delicate structure, such as our .... eyes, or the leaves of . . . .flowers, or the tender wings of butterflies and other .... insects, would be .... destroyed, if the particles of the .... light, have any .... weight. For this and other good reasons philoso- phers believe that light has no ... . weight. Does any other boy or girl remember any other body in nature that has no weight? What else comes from the sun besides light ? . . . . Heat. Yes. Light and heat are both bodies that are supposed to have . ... no weight. There is a word which means " having no weight, " or " not able to be weighed." What is it ? Hands up. Perhaps you have never heard it before. Let us place it on our blackboard. Imponderable. Light and heat are both said to be ... . imponderable, that is, they have . ... no weight. Can you think of any other imponderable body ? Only three are known to exist. What is the other one ? What is it that passes so rapidly over the telegraph lines ? .... Electricity. That is the other one. Who will name the three ? Ella ?..... Light, Heat and Electricity are the three imponderable bodies. Very well. Now I wish to ask another question. Whence do we get light ? Hands up. Frank ? . . . . From the sun. Lizzie ? .... From lamps. Allie ? . . . . From candles. Mary ? . . . . From fire of every kind. Well, who can remember one word for "fire of every kind ?" In enumerating the sources of heat, we said that one source was fire, or ... . combustion. (If it is not answered, write it again on the board.) I only heard two voices give this answer. Again .... Combustion. We have now named two sources from which we get .... light. They are, 1st, .... The Sun, and 2d, .... Combus- tion. These, again, are two .... sources of light. Is there any other ? Has any one ever seen a very brilliant flash of light come from the sky ? When did you see it, Sam ? .... During a thunder-storm. Where did it come from ? 86 ORAL TRAINING LESSONS. [Lesson xxx. // came from the clouds. Yes, but what caused it? The thunder. Well, the thunder was a sound that accompanied it. But do you know what caused both the thunder and the flash ? I will tell you. It was that third imponderable body that we mentioned. Hands up those who remember it. Charlie ? Electricity. That is another source of ... . light. Whenever electricity is dis- charged — and you will know better what I mean by this after we advance further — it causes a flash of ... . light, and is therefore a . . . . source of heat. Let us now rapidly revise. We conclude that light has no ... . weight. It cannot be .... weighed. There are also two other .... bodies, or ... . substances, in Nature that cannot be ... . weighed. They are .... heat and elec- tricity. These three are therefore called the three .... imponderable bodies. The imponderable bodies again are, ist, . . . . Light ; 2d, ... . Heat ; and 3d, .... Electricity. Light is derived from three .... sources, ist, . . . . The Sun"; 2d, . . . . Combustion ; and 3d, ... . Electricity. I may state that combustion is only one form of chemical action, and that other kinds of chemical action produce .... light. LESSON XXX. NATURAL SCIENCE : SOUND. You formerly told me in one of our lessons (See Lesson vin.) that we become acquainted with what surrounds us by means of what we called the five .... senses. These are, ist, .... Seeing; 2d, .... Hearing ; 3d, .... Feeling ; 4th, .... Smelling; and 5th, Tasting. The second sense, which is hearing, is the one by which we per- ceive .... sounds. Again, sounds are .... perceived, by the sense of ... . hearing. Now I wish to ask you what else is necessary in order to hear besides the ears ? Well, you can answer better after our lesson is over. Lesson xxx.] ORAL TRAINING LESSONS. 87 When I strike this .... desk, (or whatever you strike, suiting the action to the word,) you hear a . . . . sound ; and when a bell rings you also hear . . . . a sound. Now what is sound? It is not many years ago since people imagined that whenever a bell was rung, small particles of metal were struck off and flew rapidly and entered .... the ear (pointing to the ear), thus causing what we call a . . . . sound. But there were a great many objections to this theory. It could not be explained how the sound was made when the wind whistled round a corner. And it was soon proved that sound was caused in quite a different .... ■way. We proved not long ago (See Lesson ix.) that air really is a ... . substance, since it weighs something, or, in other words, has .... weight. I wish to have you remember this as we will refer again to it in a few moments. Has any boy or girl ever seen a child place the blade of a knife in a crack in the table and then strike the handle, and cause it to make a rattling sound ? Well, Eddie ? . . . . I had my ears u boxed" for doing it once. Well, you all know what I mean. The knife-handle flies backwards and .... for- wards, very .... rapidly. I now want a word which means to go back and forth in that manner. How many know of such a word ? Mary ? . . . . Shiver. Ella ? . . . . Tremble. Frank ? . . . . Rattle. Frank, if you stretch a string tight and cause it to do so, would you say it rattled ? . . . . No, sir. No, but it would tremble or .... ? What other word do you know besides tremble, shake and shiver? I will write the word I want. Vibrate. All pronounce it to- gether .... Vibrate. The blow you strike causes the knife to ... . vibrate, or move very .... rapidly, back and .... forth. And you remember that you have just said that the air is a real .... substance. Now if the desk moves or . . . . vibrates, it strikes every time against . . . . ? What sur- rounds it everywhere ? . . . . Air. Well, it would strike then against the air, and this would cause the air also to .... vibrate. Let us see whether we can find a good way to represent this vibration of the air. Has any one ever seen a stone dropped into smooth water ? Sam ? . . . . I have often thrown 88 ORAL TRAINING LESSONS. [Lesson xxx. one in. Well, did you ever notice, Sam, what happened to the surface of the water when the stone dropped ? . . . . Yes, sir ; the stone made small waves on the surface of the water. Who will repeat that ? Fred ? .... A stone dropped in a pond of water causes small waves o?i the surface of the water. And these waves roll on till they reach the edge of the .... water. Well, I will tell you that those waves on the .... water, are just like the little waves that are caused in the .... air, when anything .... vibrates. And when they enter our .... ears, they cause us to hear .... a sound, by operating on the nerves of our .... ears. If I strike a great rock, how does it sound ? Would it sound as plainly as when I strike this box ? . . . . No, sir. Why ? Who can answer this ? All ought, if all were lis- tening. Well, George ? .... It does not vibrate so much, being so solid, and therefore it does not cause so ?nany waves in the air, and consequently we cannot hear it as plainly. If I strike a sheet of tin or iron, this causes much ..... noise. Why ? Allie ? . . . . Because it vibrates so easily, and causes so many waves in the air. These waves roll off in every .... direction. It some- times happens that the sound-waves strike against the side of a large building, a high bank or bluff, or the edge of the woods. When this happens what do you think becomes of the waves ? Did you ever hear an echo ? . . . . Yes, sir. What is an echo ? Kate ? ..... It is a sound heard after another, without any apparent cause. Now, from what we have said, can you not guess what becomes of the sound- waves when they strike the side of a building? Henry? .... They come rolling back to our ears again. Very good ; and you think this is what causes an ... . echo. Raise hands all who can now tell me what causes an echo ? Eva? .... An echo is caused by the sound-waves rolling bach after striking some large object. Before our lesson closes I want another word for waves. The one I want comes from the Latin word Unda, a wave. It is undulations. The waves on the surface of water, might be called undulations. What is meant when men speak of an undulating country or an undulating prairie ? George ? . . . . They mean that it is waving, or not Lesson xxxi] ORAL TRAINING LESSONS. 89 perfectly level; or has hills and hollows. And these waves in the air are called undulations. I want all to re- member this word till we have the next lesson on Light, as we will then use it again. Sounds are produced in the air. When anything is caused to shake rapidly or vibrate, since it moves against the air, it causes it also to vibrate. When it vibrates it contains a great many small .... waves, such as we see on the surface of ... . water, when we throw in .... a stone. These waves entering .... the ear, affect a nerve which causes us to ... . hear a sound. The sound, then, is simply the vibrating of ... . the air. When these waves strike against a large .... object, like a ... . house, they roll .... back, and cause . ... an echo. Instead of " waves " we use another word, which is ... . undulations. LESSON XXXI. ETYMOLOGY DERIVATION : WORDS FROM PLICO. We are to have another exercise to-day in examining the process by which English words are derived from the Latin language. In one of our lessons on this subject (See Lesson xm.) we said that a Latin word from which we derive words is called . . . . a root. The root that we will select for to-day is Plico, Plicatum ; to fold. The words will all contain either " pli," " ply," or " plicate," and will all have some allusion to folding. Those who can give me a word may raise hands. Well, Minnie ? . . . . Multiply. That is a good word. Multus means many ; and since ply means .... to fold, to multiply will mean .... to fold many times. Thus twelve has, as it were, four folded .... three times ; and seventy-five has twenty-five. . . .folded three times ; very much in the same way that cloth is . . . .folded. This process is called .... multiplication. This is another word, 90 ORAL TRAINING LESSONS. [Lesson sxxi. Now I will ask again. Fred ? Reply. Very well. The syllable Re (See Lesson xiii.) means back; to reply, then means to . . . .fold back. It is applied to con- versation. The first person makes a statement, and the other .... replies, or folds his statement back upon his neighbor's ; he, in his turn, makes another reply or fold, and thus it is folded over and over again, by their continual .... replies. Will some one give us another word ? Raise hands all who can. Genie ? . . . . Pliable. That is a good example. You would say that cloth, or paper, or leather is . . . .plia- ble, or able to be . . . .folded. We are ready for more words. Frank ? . . . . Complicated. Yes. Con means .... together, and therefore complicated will mean . . . . ? If " plicated " means folded, and con together, what will be meant by complicated ? . . . . Folded together. Thus when we look at a locomotive or a watch, we call it a very .... complicated, piece of ... . mechanism, because it appears to be so much folded .... together. When a question in arithmetic or algebra is composed of a great many parts, it is also said to be ... . complicated, or . . . .folded together. Now you may raise hands for others. Give yours, Ella .... Imply. Right. And since Im means in, and Ply, to fold, to imply will be ... . to fold in. If I say, " The second house that was burned contained much furniture," you instantly conclude, although I did not state it, that another .... house had been burned before it. And you are said to imply this ; that is, you fold this idea in with .... the other. What is your word, George ? . . . . Implicated. When a man is guilty of a crime and it is proved that some other person was also guilty with him, the second would be said to be ... . implicated. People become implicated in crime. We would now like to hear others. What word have you, Charlie ? . . . . Triple. Tri means three, and so triple means having .... three folds. The word which means having two folds is ... . double, and the word ample means with many . . . .folds. Mary, what is your example ? . . . . Explicit. When any- thing is well explained or unfolded, it is said to be ... . ex- Lesson xxxu.] ORAL TRAINING LESSONS. 91 plirit. Ex means out, and explicit, then, simply means . . . .folded out. And so you might easily conclude, implicit would mean . . . .folded in; yes, as when we speak of implicit confidence. Did you ever hear of a word which means " without any folds," or " having no folds ? " I will write it under our other words ; you will wonder when you see how simple a word it is. It is simple. Sine means without; it is changed to sim for convenience. The word means, again, .... without folds. A lever is a contrivance that is ex- ceedingly .... simple ; much simpler than a steam-engine. In the Bible, simplicity is used for innocence — no folds of guilt. But when we say a person is simple, we mean that his mind has few . . . .folds, or is undeveloped. (Now retrace the lesson and repeat the definitions, call- ing on each one for a full statement. Have all the words on the board.) LESSON XXXII. DIFFERENCE BETWEEN SCIENCE AND ART. We have now had a number of lessons upon different .... subjects. This morning I wish to tell you of something useful in connection wish these subjects. I wish to see every one sitting .... upright, so as to be able to ... . attend. You remember our lesson upon the Solar Svstem. We named eight bodies that revolve round .... the sun, and called them . . . .planets. Now, that branch of knowledge which describes or relates to these things, and to all the heavenly bodies, and their motions or distances, etc., is called . . . . ? Do you not know what it is called ? It is astronomy. And astronomy is called . . . . ? This word that we want supplied here is the principal word of our lesson to-day. Perhaps some of you have seen it before. If so, you will at once recognize it when you . ... see it. It is derived from the Latin verb Scio, I know, and it means 92 ORAL TRAINING LESSONS. [Lesson xxxii. all that we can know about anything. George ? .... Is it science} Yes, that is the word. Let us write it on the board. Science. Astronomy is called a science. What does a science mean ? If you look at the board you see that Scio means .... I know ; then science will prob- ably mean that which we ... . know. What we know is commonly called knowledge ; after it is arranged for the purposes of study, it is termed science. Then you may tell me, Alfred, what a science is .... It is something that we know. What we know about the stars is the science of .... Astronomy. Perhaps you would like to know how this word astronomy was formed. I will show you. The Greek word Astron means a star ; and Nomos, which is also a Greek .... word, means a law. So Astronomy will mean, literally, the laws which govern .... the stars. And I have just told you that all we know of the heavenly .... bodies, is included in the science of ... . Astronomy. Will any one in the room now tell me of another science ? Bessie ? Geology. Yes, this is another .... science, the science of Geology. It teaches us about the rocks, etc., which form the crust of . . . . the earth. Any other ? Wallace ? Arithmetic. Very good. This means the .... science of numbers, or that which we .... know about /lumbers. Now I will proceed to the second part of our lesson. After we study a science sufficiently, we then begin to do the things which it ... . teaches us, or, to do things depend- ing on what it ... . teaches us. What word, now, is used to indicate anything that we do instead of anything that we know ? Let me write it. Anything that we do is called an art. Thus, we speak of the art of making .... cloth (touching a piece of cloth). Or, the art of making .... glass (pointing to the window). Now Arithmetic, besides being a science, is also an ... . art, for it is a way of doing something. Can any one give me any other art ? George ? The art of printing. Very good ; that is an art. Any other ? Alice ? . . . . The art of teaching. Very well. Now I will allow all to raise hands to give me examples of both arts and sciences. Kate ? . . . . Building houses, or Architecture, is a science and an art. Edward ? . . . . Making Lesson xxxiii.] ORAL TRAINING LESSONS. 93 boots and shoes is an art. Is it a science also, Edward ? .... No, sir. Jennie ? . . . . Physiology is a science, is it not ? Yes ; we have had several lessons in the science of . . . . Physiology. (See Lesson iv.) Physiology teaches us not of the organs of our .... bodies, but of their . . . .func- tions ; or that which they . ... do. Now I want others. Hands up. Frank ? .... Is Gram- mar a science or an art 7 Who can tell him this? Emma? It is a science. Fred t .... It is an art, I think. Well, you are both correct. Like Arithmetic, it is both a science and an art. What other science did I tell you of when I spoke of Physiology ? That which tells us of the organs themselves is ... . Anatomy. Only three answered then. Well, after seeing the word several times, like a new face, it will become familiar to you ; that is, you will then know it. Anatomy, then, is a science. Did you ever hear of the science of music ? . . . . Yes, sir. Is it not also an art ? Do we not do something ? I will teli you. The art is called singing, but the science is music. Repeat that, Ella .... The science is called music, and the art singing. Then a science is that which we ... . know, about any- thing ; while an ... . art, is that which we . ... do, that depends on the .... science. LESSON XXXIII. NATURAL SCIENCE : MECHANICAL PROPERTIES OF THE ATMOSPHERE. Every eye must be directed this .... way ; then I wish also to see each one sitting .... upright. This is the best position in which we can sit if we wish to give good .... attention, and receive the full benefit of the .... lesson. 94 ORAL TRAINING LESSONS. [Lesson xxxm. In a former lesson (See Lesson vi. and ix.) we spoke of the properties of the air. One was its ... . weight (making a gesture with the hand as though holding a heavy weight). Raise hands all who can tell me its weight. George ? . . . . A column of air extending from the earth 's surface to the top of the atmosphere, one inch square, weighs fifteen pounds. That is very well stated. And on account of its ... . weight, it exerts a great .... pressure, on the earth's .... surface. This is the second property of air. Although weight and pressure are the same, we will speak of the pressure as a separate .... property. You will learn why afterwards. Who will now give the two properties of the air that we have mentioned ? Alice ? . . . . The first property was its weight, and the second its pressure. We will now look at some others. Of what color is the air ? Raise hands. Fannie ? White. White like snow ? . . . . No, sir. Well, what color then ? Is it yellow ? .... No, sir. Of what color are clouds ? The prevailing color is ... . gray. Is the air of the same color ? . . . . No, sir. No, for then we could not distinguish a cloud from .... the air. Has air any color ? . . . . No, sir ; then you would say, if it has no ... . color, that it is ... . colorless. And anything like the air, that we cannot .... see, having no ... . color, is said to be .... ? In the night we cannot see the sun. Then the sun is not visible, so it is ... . invisible. And air is also, then .... invisible. I will write this word. Visible would mean able to be ... . seen, but when we say that anything is invisible, we mean it is .... not able to be seen. We will call this property invisi- bility. The i st was .... weight, the 2d, ... . pressure, and 3d, ... . invisibility. We now come to another property. Does any one re- member the first effect of heat that we mentioned ? (See Lesson v.) Edward? . ... It causes substances to expand or become larger. Air has this property. It becomes greatly increased in bulk when heated. That is, it ... . expands. Air will .... expand, when it is ... . heated. What will you call this property of air ? We call it expansibility. This means its power of ... . expanding. The first prop- erty, Kate? .... Weight ; the second, Willie ? Pres- Lesson xxxm.] ORAL TRAINING LESSONS. 95 sure; the third, Ella? Invisibility ; and the fourth, Richard ? . . . . Expansibility. Now we may search for other properties. Have you ever seen a pop-gun ? . . . . I have. (Always cause them to raise hands in any such case, and not answer promiscu- ously. But for the general ellipsis require to all answer simultaneously.) How is it discharged? Eddie?.... A pellet is fastened in one end, and another driven through the tube to force it out. And does the second pellet press against the first one Eddie ? .... J do not know, sir. Who knows ? Frank? . . . .No, sir; it does not. Well, Frank, what forces pellet No. i out? I will tell you. When pellet No. 2 is put in, there is between the two a quantity of ... . air. And when we force pellet No. 2 through the tube, this air is greatly . . . . ? Cannot some one tell me what happens to it ? It is greatly .... squeezed, or .... ? I gave you a better word than this. (See Lesson vi.) Who remembers it ? It means pressed together. George ? Com- pressed. That is it. The air between the two .... pellets, becomes greatly .... compressed, and at last forces the first one .... out. And since air can be ... . compressed, we say it possesses compressibility. This is the fifth .... property. We will repeat them all again. 1st, . ... weight ; 2d, . . . .pressure; 3d, ... . invisibility ; 4th, ... . expansi- bility, and 5th compressibility. There is st:ii one other property that we will mention. You have oftei: seen India-rubber. What is there remark- able about it ? Charlie I .... It is very elastic. Very good. You mean by that, that it can regain its former .... shape, or ... . position. Now I will tell you that the air is far more elastic than India-rubber ! When it is compressed in the pop-gun, it at last, in attempting to regain its former position, forces out the . . . .pellet. This property of air is called elasticity. Now for a rapid recapitulation. The first of the mechan- ical .... properties of ... . air, is its ... . weight; 2d, .... its pressure ; 3d, .... its invisibility ; 4th, .... its expansi- bility ; 5th , , , . its compressibility, and 6th, .... its elasticity. 96 ORAL TRAINING LESSONS. [Lesson xxxiy. LESSON XXXIV. LUXURIES AND NECESSARIES OF LIFE. When we commence it is always pleasant to see every eye directed towards your .... teacher, by which I know that all are giving their best .... attention. In order to live we daily use a great many things both in our food and our clothing, and otherwise, which we could do almost as well without. Sometimes, for example, a ring is worn on the .... finger, or candy or sweetmeats are .... eaten. But if we were altogether deprived of these things, we could probably live just as ... . well, and be equally comfortable. Now will any boy or girl tell me a name that is given to all such articles ? Things that we could just as conve- niently do ... . without, are called . . . . ? Look this way as I write it on the blackboard. Luxuries. They are called .... luxuries. What are luxuries ? Mary ? Luxuries are things that we could do without. Raise hands all who will repeat it ? Harry ? (He repeats.) Who can now give me an example of a luxury ? George ? .... Tobacco is a luxury. Good. You mean by that we could live just . ... as well, perhaps better, if it were not .... used. But there are people who are foolish enough to believe that it is a great accomplishment to smoke .... tobacco. They always have cigars or pipes in their .... mouths. But this is very foolish. A great many people ruin their health by its ... . use, and then it does nobody any .... good. But it is still considered a . . . . luxury. And it is a very expensive .... luxury. Now I want you to think of other luxuries. You may give your example, Kate .... Wine. Very good. Wine is another .... luxury. You mean by that, Kate, that we could .... get along very well without it. Like the last instance, it is often very .... injurious, much more fre- quently than it is ... . good, or ... . beneficial. Wine, and all other kinds of ... . liquor, may be called .... luxuries. They are also useless and expensive .... luxuries. Lesson xxxiv.J ORAL TRAINING LESSONS. 9/ I think you all know the meaning of this word now. Let us go a step further with our lesson. Although there are things daily used that are not .... required, there are yet others that we must have, without which we could not .... live. Bread is one of these things. It is the most important article of our . . . .food. We could not get along comfortably without .... bread. It is, therefore, not a luxury, but a .... ? There is another word that is the opposite of luxury. What is it ? I will also write it beside the other. But before I do so I think you can tell me it if you try. Can you read in a book that you have never seen, with your eyes shut ? . . . . No, sir. You would have to open your .... eyes, in order to ... . read. Or, to state it differently, it would be ... . necessary, to open your .... eyes. That is the word. I thought you could tell me. Bread, then, is a ... . necessary. It is one of the necessa- ries of ... . life. Now I would like to have you give me other examples of necessaries. Hands up. Hattie ? . . . . Warm clothing in winter is necessary. That is a very good example. Yet we often see poor people who are almost without this which we find so ... . necessary. And in some countries more than half of the people are deprived of some of the neces- saries of . . . . life. We should be thankful that our wants are so well .... supplied, or ... . provided for. Can you think of others ? Frank } .... A warm fire is necessary in winter. Is it not necessary in summer also ? How should we cook our food ? . . . . Yes, sir ; fire is always necessary. There are some things that were once luxuries, that have now become necessaries. Can you mention one ? Lizzie ? . . . . Tea. That is correct. Once, in Europe, tea was unknown. When it was first brought from Japan and .... China, it was a great .... luxury. This was before the discovery of America. Now, it has become a . . . . nec- essary of ... . life. We could not do quite as well without .... tea, and .... coffee. Sugar is another example. (Now ask for as many examples of luxuries and neces- saries as time will admit of. Such as paper, milk, pianos, lamps, schools, newspapers, carpets, silver-plate, etc.) S 9'8 ORAL TRAINING LESSONS. [Lesson xxxv. Let us complete our lesson. Those things that we can- not do without, are called .... necessaries of life, but those that are not absolutely .... necessary, to our comfort are .... luxuries. Thus bread is necessary, while pre- serves would be .... a luxury. LESSON XXXV. NATURAL HISTORY : THE CAMEL. Our lesson to-day is about the habits, structure and uses of the Camel. Let your answers be given promptly. You all know what animals we use in this country as beasts of burden. Raise hands all who can tell me any of them. (Ask all who have their hands raised, and dispose of their answers. The horse, mule, ass, and ox should be given.) These animals are all used for carrying .... burdens, or .... loads. But we do not, here, use the animal that we are to describe to-day, that is the camel. It is used principally in the conutries of the Eastern Continent which contain hot, dry, sandy deserts like this country .... Arabia — (point to it on the map.) Repeat that Charlie. (He does so.) We will see how it is that this animal .... the camel, is so well . . . .fitted, or ... . adapted (See Lesson II.) to those countries which contain hot, sandy .... deserts. These deserts, as at the Isthmus of ... . Suez, (point it out on the map) are sometimes hundreds of miles in extent, with nothing green to be ... . seen. In these vast .... deserts, where there is no water, the horse or ox could not . . . . live. They would die of thirst, for men often travel there for weeks without meeting a single stream of .... . water, and it would be impossible to carry enough water for oxen or ... . horses. People there use .... camels, which are exactly .... adapted, to these dry, arid .... deserts. I must first inform you that the camel has seven Lesson xxxv.] ORAL TRAINING LESSONS. 99 stomachs. Annie, repeat this. (She does so.) The stomach is the place where the food is digested. Now. one of these seven .... stomachs, of the .... camel, is exclusively devoted to the purpose of containing water. When it fills this .... stomach, with .... water, it has the power of using it only as it is absolutely required. It can travel for weeks across the hot sands of the desert, without feeling any inconvenience on account of ... . thirst. The men have to carry along their supply of ... . water, but the .... camel, drinks its supply before they commence their . . . .journey. It has even happened that travellers have been out on the hot burning .... deserts, so long that all their supply of . . . . water, has become .... exhausted, or ... . used up ; and then they have been compelled to kill a . . . . camel, and use the water which they thus .... obtained, from the camel's .... stomach. But they prefer to go thirsty for several days before they consent to kill so useful and kind an ... . animal, as ... . the camel. This is one reason why the camel is so well .... adapted, to life on a ... . desert. Can you give me any other ? Hands up. Well, I will ask a question. Would the feet the horse has, suit for the camel ? . . . . No, sir. No ; they would crack and become sore and uncomfortable on the hot, burning sand, of the desert. The camel must have a different kind of . . . .foot. How many have ever seen a camel ? I see nearly all hands up. You have probably seen one with a circus, or in a menagerie. What kind of a foot has the camel ? Dan ? .... It has afoot like — / can't tell. Well, its foot consists of an immense pad. This is the best name that I can think of. It is a mass of soft flesh, which is the best foot that could be contrived for walking over .... hot sand. The body of the camel, too, is sparingly covered with hair. Have you ever seen camel's hair ? I see by your hands that you have ; it is soft and silky in appearance, and is very valuable. If its coat of ... . hair, was .... heavy, it would be too .... warm. As it is, it is just .... right. The camel also serves the purpose of a cow. It gives .... milk, which is often almost the only food, with dates, of the inhabitants of these .... deserts. IOO ORAL TRAINING LESSONS. [Lehson xxxri. When a burden is placed on the back of the .... camel, the animal is caused to kneel. At a certain signal, gener- ally a whistle, from its ... . master, the camel at once .... kneels down. Could it kneel up? No,' sir. Then simply say that it ... . kneels. (The kneeling of the camel to receive the burden is a most beautiful instance of the difference between mere teaching and training.) While it is quite young its keeper trains it to ... . kneel.. He does not merely teach it, or show it how, but actually makes it do the thing required. This is true .... training. And so the camel always does this when required. We said, when speaking of the cat, that a way of doing any- thing is a ... . habit ; the camel then forms this .... habit, and is always ready to ... . kneel, at the signal of its ... . keeper, to receive its ... . burden. How nicely God in His wisdom has provided for the wants of the wanderers of .... the deserts. (Now rapidly review, as in other lessons.) LESSON XXXVI. NATURAL SCIENCE : WHY DO IRON SHIPS FLOAT ? Now as soon as there is perfect silence we will .... com- mence. All must give their best .... attention. We are to have a lesson to-day that every boy will be interested in. The subject is, Why do Iron Vessels Float ? Who can tell me why ? Well, we are about to investigate the matter. When a piece of wood is thrown upon the water, it does not sink but. . . .floats. Why? Let us inquire a little further. If I hold out this piece of ... . chalk, and let go my grasp, it . . . .falls, to ... . the floor. Why ? I see several hands up. George ? . . . . Because the earth draws it down, or ... . attracts it. And if I hold a pail, full of water, a little inclined, the water also runs down to ... . the ground, because the .... earth attracts it. Lesson xxxvi.] ORAL TRAINING LESSONS. IOI Or, a piece of wood would be drawn to the .... earth, or .... attracted, in the very same .... way. If I have a ball of lead, and a ball of pine wood of the same size, which is the heavier of the two ? Frank ? . . . . The lead ; and if I place them on the extremities of a bal- ance, which will outweigh the other ? . . . . The lead. And consequently it will arrange itself nearer to the .... earth, as it is attracted more strongly than .... the wood. Now let us go back to our former question. When we throw a piece of ... . wood, upon the .... water, which do you suppose will get nearer the ground, the wood or the water ? Alice ? . . . . Ihe water will get nearer to the ground because it is the heavier. Now let me ask a question of the whole school. Raise hands all who can tell me. Is a pound of water any heavier than a pound of wood ? I will wait for you all to think of this. Well, Sam ? . . . . No, sir, it is not ; they both weigh . . . . a pound. Well, why, then, should a pound of wood thrown in about twenty pounds of water in a pail, float ? I will tell you. When the wood is thrown upon the .... water, it sinks just a short .... distance, into the .... water, and consequently it drives so much water out of its ... . place, as is equal to the quantity of wood immersed in the .... water. As I wish you all to clearly understand this, we will invert the sentence and repeat it. When part of the wood sinks into the .... water, there cannot be any water in the space occupied by . . . . the wood ; or, the water that formerly occupied this .... space, before we threw in ... . the wood, has been put out of its ... . place. Raise hands those who do not yet fully understand this statement. (If any, transpose and repeat till all see what you mean.) Now can't we get a better term for " drives out of its place." You say that the wood drives or puts the water .... out of its place, or it ? What prefix means apart or asunder ? (See Lesson xm.) Ella? .... Dis means apart. Well, raise hands those who can tell what word will mean "to place apart ? " Fred ? Displace. Well done. Displace means to drive out of place, or simply, if "place" means to place and " dis " means apart, displace will mean to ... . place apart. Then you would say that the 102 ORAL TRAINING LESSONS. [Lesson xxxvn. wood .... displaces the water ; that is, it ... . drives it out of its place. Well, I will tell you that if the wood, when sunk com- pletely into the water, displaces a quantity of water greater than its own weight, it will float. Edward, repeat that. . ... If the wood, when sunk completely into the water, dis- places a quantity of water heavier than itself, it will float. Very well. And therefore if we put a cannon ball into water, since it displaces a quantity of ... . water, that is .... lighter than the ball, the water in this case will float and the ball will .... sink, or go nearer to ... . the earth. But if the cannon-ball had first been beaten out . . . .flat, and then formed into a large iron pan that would' hold a great deal of ... . water ; yes, I know it would hold water, but if there were no water in it, it would then contain .... air ; I repeat, if it were beaten out in that way so as to contain air, the weight of the iron pan and air together, would be less than the water that would be ... . displaced, and then the iron would not sink, but . . . .float. Now who can tell why an iron ship floats ? George ? . . . . The weight of the iron of the ship, with the air inside of it, is not so great as the water it would displace if put under the sur- face, and therefore it floats. That is to say, it will only dis- place as much .... water, as is equal to its own weight. But if we were to load an iron vessel full of shot, you think that then it would .... sink. LESSON XXXVII. ASTRONOMY : ATTRACTION OF GRAVITATION. It always pleases me to see every one sitting in such a . . . position, that the best attention can be ... . given. You could not lift a ton of iron in your hand. It would be too heavy. What makes it heavy ? Hands up. Lesson xxxvii.] ORAL TRAINING LESSONS. IO3 Frank ? . . . . Its weight, I suppose, makes it heavy. And do you not know better, Frank, than to make such a reply as that ? You might as well say that birds fly because they fly. It must certainly have required great mental exertion to conceive such an answer. James, what do you think ? . . . . I think it is heavy because the earth attracts it. That is very well answered. We have several times used this word .... attract. It means (See Lesson xiii.) . ... to draw to. In which direction does the earth draw it? .... It draws it downwards. Now let us think carefully. If an immensely deep well were dug, extending .... downwards, to the earth's centre, and far beyond it to the opposite .... side, of the .... earth, and a cannon ball, or any other object, were dropped in, how far do you think it would fall ? Hands up. Eva? . ... It would fall right through. Now, be careful how you answer. George ? . . . . I think it would not fall through completely. Well, let us see which answer is correct. I will allow the school to decide. What causes it to fall in the first place ? Alice ? . . . . The earth attracts it. Well, and when it has gone one-third of the distance through, there would be a great quantity of earth above it ' which would begin to draw or ... . attract, it in the oppo- site .... direction ; and on arriving near the centre, there would be just as much attraction drawing it ... . upwards, as there would be to draw it ... . downwards. (Make suitable gestures with the hand, indicating the direction. These gestures greatly assist in securing their attention.) And you could naturally think, as George did, that it would only go ... . halfway through. This is correct. Its force might cause it to descend a little more than .... halfway, but it would soon stop and come .... upwards, and would probably oscillate as an evenly balanced scale would, and at last remain as near as possible to the centre of the .... earth. I will now ask another question. Suppose that a man living upon the other side of the .... earth, were to drop another ball at that end into the .... opening, what do you think would become of it? I see a large number of hands up now. Sarah ? .... It would fall upzvards into the hole. Very good. That is to say, it would be upwards to us, but 104 ORAL TRAINING LESSONS. [Lesson xxrra. the person who dropped it would call it ... . downwards. Downwards, then, means towards the earth's .... centre, and upwards . . . .from the centre. This attraction, you say, it is that causes anything to possess .... weight. Now, I will tell you that the word that is used to represent this attraction is derived from the Latin language, as many other words in English are. The Latin word Gravitas means weight; and because this attraction of the .... earth, causes .... weight, it is called .... the attractiofi of gravitation. Repeat that, Harry .... The attraction of the earth, because it causes weight, is called the attraction of gravitation. In speaking of the solar system we stated that the earth itself is attracted by the .... sun, and that the sun attracts also all the other . . . .planets. The attraction of the sun, then, is also the attraction of ... . gravitation. Now, what is the shape of raindrops, or dewdrops, or tears ? Hands up. Willie ? . . . . Round. Round like a cent ? No, sir ; round like a ball, or globular. Why ? Do you not see that the particles of the dewdrop all attract each other? Do you think it would, then, become square ? . . . . No, sir. No, the form in which all the particles would be nearest to the centre, would be that of a . ... ball, or ... . globe. (Illustrate this with a square and also a circular figure on the black-board.) If you im- agine the drop to be composed of layers, one on ... . an- other, all the particles in each .... layer, would be equally distant from .... the centre, in the round form, but this would not be so if it were .... square. A mass of fluid, then, such as a raindrop, a dewdrop, or a . . . . tear, will, if left alone, become .... round, like a . . . . ball. Well, it is supposed that our earth, which looks so solid, was once a melted mass. In that condition what would you have imagined its shape to have been ? . . . . Round like a dewdrop. Very good. It would become round on ac- count of this attraction which I have called .... the attrac- tion of gravitation. And we know, and can prove, that this actually is its ... . shape. Now, we will revise, and I will give you a very beautiful selection from one of the poets, that you will always be Lssson xxxvm.] ORAL TRAINING LESSONS. IO5 able to remember, that very nicely embodies all that we have .... said. Anything on its surface is attracted by . . . . the earth. This attraction is called .... the attraction of gravitation, from the Latin word .... gravitas, which means .... weight, because it is this that causes bodies to have .... 'weight. The attraction which the sun possesses towards the .... earth, and the other . . . .planets, is also a form of the .... attraction of gravitation. And dewdrops assume a round .... shape, in consequence of the same .... attraction. It is sometimes called the .... Law of Gravitation. Here is the stanza. I will write it on the black-board, and wish you all to copy it into your note-books : That very law which moulds a tear, And bids it trickle from its source, That law preserves the earth a sphere, And guides the planets in their course. (Cause them to repeat this stanza in concert several times.) LESSON XXXVIII. CHEMISTRY : SIMPLE AND COMPOUND BODIES. Our attention is to be given to-day to a subject of great importance. (Do not state it till after the lesson is over). In order to receive the greatest benefit possible from a .... lesson, it is necessary to keep our thoughts about us and answer .... promptly. Then all sit ... . upright, and look this .... way. When you pick up a piece of glass, another of coal, still another of limestone, and also another of iron, they do not all appear to be exactly .... the same, or ... . alike, but are, in appearance, all very .... different. All such things we include under one general name, (See Lesson x.) which is ... . matter. Now, the first question which I have to ask you is : Do you consider that the iron, or the lime- 106 ORAL TRAINING LESSONS. [Lesson xxxviii. stone, if examined, would be found to be each made up of a great many different kinds of substances blended, or mixed together, or of only one kind ? Well, Annie ? . . . . / think that limestone is made only of one kind of matter, if it is pure, and so is iron. Well, I will not now state whether that is correct or not, but will ask another question. If you examine a piece of soap, as pure as you can get it, do you think you would find that it consists of only one sub- stance ? . . . . JVb, sir. It is made of grease, and soda or pot- ash, and other things, often containing lime and water. But could you tell this by merely picking it up, cutting it, and otherwise. examining its outward appearance?. . . . No, sir. But you know how soap is ... . made, and therefore you also know that it has in it more than one kind of ... . matter. Now when you see a piece of pure white marble, can you tell me whether it is only one, or several kinds of matter ? Emma? .... Only one. Fred ? . . . . Several kinds. Well, how do you know? I do not wish answers to be given which are mere guesses. I wish you to think for yourselves and reason, and draw correct conclusions. If you break the marble, which is pure limestone, or rub it, or scrape it, or examine it in any such way, so as to only investigate its outside properties, if you even find its weight, or look at its color, there is nothing to tell you whether it is just one kind of ... . matter, or whether it contains .... several kinds. Or if we take coal, and examine it in the same .... manner, we cannot tell how many kinds of matter, it contains. Well, how are we to tell ? Let us see. (Procure a small glass tube. Have one end open and the other closed. Get some small pieces of nice clean white wood. Place them in the tube and hold it in the flame of a spirit lamp, so as to strongly heat the wood. It very soon decomposes. The lamp may be made by perforating a cork, passing a brass, iron, or tin tube through it, and fitting the cork into a small phial with a large mouth. Have a wick, of course, and burn alcohol in it.) The wood that I have placed in this .... tube, now begins to become quite . . . black. If we had examined it by merely handling Lesson t:xxviii.] ORAL TRAINING LESSONS. 107 it, we never could have found out what composed it. But when we apply .... heat to it, we soon know that the wood is made up, or ... . composed, of a number of different kinds of ... . matter. You see around the sides of the tube a substance like tar (if you use pine wood), and the solid black substance at the end of the tube is ? It is charcoal. This is the way in which charcoal is made. Wood is covered over with earth, to keep away the air, and then heated. The heat soon separates it into dif- ferent kinds of matter. Well, can you give me one word for separating into parts ? When you separate a sen- tence into its parts, or take apart and explain a pro- cess in arithmetic, you are said to ... . analyze it. That is just the word I wanted. I think you can all remember it. The wood becomes analyzed. And this process is called analysis. The wood is analyzed by ... . the heat. Now, the science which teaches us about the analysis of different substances, and shows us of what they are composed, is called chemistry. Let me hear this word from all ... . Chemistry. And chemistry teaches us that all substances are not composed of one single kind of .... matter; many are made of several .... kinds, just as we found that this .... wood is. I will now tell you that all those substances which are known to be made up or .... composed, of only one kind of matter, are called simple bodies. And those, like wood, which contain more than one kind of ... . jjiatter, are called compound bodies. Then, will wood be simple or compound? Hands up. Ella? . . . . Wood is compound. And can you tell me what water is ? John ? . . . . Water is simple. Why do you think so, John ? Because heat does not analyze it ; it only changes it into vapor, which can be converted back again to water. That looks like a good reason, John, but I am sorry to have to contradict you. That answer, however, convinces me that John had thought carefully of what he ...... said. I would give ten times as much for an inde- pendent answer like that, with a reason for it, than a thoughtless, careless answer with no reason. I will tell you, John, that there are other ways of analyzing besides by neat. We will speak of them in a future lesson. Water 108 ORAL TRAINING LESSONS. [Lesson xxxix. is found to consist of two gases. I will also describe them in a future lesson. One of them is oxygen, of which we have already .... spoken. It is the principal gas in ... . the air. Iron is found to be simple, that is, it is ... . only one kind of matter. What do you think of coal? George? . ... It is compound ; for it contains more than one kind of matter. There are the ashes, and other substances that are burned out of it. "Very well ; that is another excellent answer, accompanied with a good reason. Always have a reason for what you .... say. Some bodies, then, like iron, are simple; and others, such as wood, are .... compound. They are simple when they contain .... only one kind of matter ; compound if . . . s they contain several kinds. When we find this out, as with heat, we ... . analyze them. The science which treats of analysis is ... . Chemistry. LESSON XXXIX. NATURAL SCIENCE : INERTIA. Now, all look this .... way, and be ready to ... . answer. Iron, rock, sand, water, and all other things that we find around us, may be called by one name, which is ... . mat- ter. (See Lesson x.) And matter has a great many curious properties, as they are called. For instance, the earth attracts all objects on its ... . surface, towards it, and thus causes them to have .... weight. Weight, then, is one of the properties of matter. Or a better name is the other word. What causes weight ? . . . . Attraction of Gravitation. (See Lesson xxxvn.) Attraction, we say, is a . . . .prop- erty of matter. Well, we will to-day speak of some other properties that it . . . .possesses. You all see this book lie open upon my desk. Has it any power to move ? . . . . No, sir. You think it cannot put Lesson xxxix.] ORAL TRAINING LESSONS. IO9 itself in ... . motion, or it is unable to. . . . move. Can any one think of a word that means " unable to move ? " I will give you one. Inert. Anything that is inert is unable to .... move. Lizzie, repeat that .... Anything that is inert is unable to move. And this is considered another property of ... . matter ; its being unable to move, or being .... inert, is another .... property. It is called by a hard name. I will write it. Inertia. You may all repeat it .... Inertia. This is the property of not being able to move, or of being inert, or inactive. What is inertia ? Charlie ? Inertia is the property of being un- able to move. Inertia is a very curious property of matter. Let us look at some instances. When a boy is standing on a sleigh or in a buggy that is not moving, and all at once it is caused to move rapidly, what happens ? Fred ? . . . . He is caused to fall over backwards. Very good. And this is because his body, while at rest, has no power to put itself in ... . motion. Of course, we mean without moving the feet. Again, when a boy is on the back of a horse that is standing still, he has to be careful if the horse moves .... suddenly, or ... . quickly, or he would . . . .fall off. (Here perform this ex- periment. Place a card two or three inches square on the tip of the finger. Then place a large cent on the card, bal- anced so as not to fall off. As you hold it out on the fin- ger, give the card a smart tap with the second finger of the right hand, let go from the thumb. The card will fly off, and leave the cent immediately resting on the finger.) Now all watch what I do. Why did the cent not fly off with the card ? Why did the card not carry the cent off on its back ? It was resting on the card. Annie ? . . . . You moved the card, but imparted no motion to the cent ; so it remained on your finger because it had no power to put itself in motion. Now I will also tell you that this property of . . . . matter, which we have called .... inertia, means more than this. After a body is put in motion it is impossible for it to stop. Well. Sam, I see your hand up .... I do not think so. Roll a ball on the grass, and it very soon stops. Wait a moment, Sam ; not so fast. Does the ball stop, or does something IIO ORAL TRAINING LESSONS. [Lesson xl. else stop it ? . . . . The grass stops it. And if you were to roll it on ice, it would roll for a very long .... time, or ... . dis- tance. But, at last, because it rubs against .... the ice, on account of the earth so strongly .... attracting it, and also since it is resisted by the .... air, through which it ... . moves, the ball would .... stop. But if it were away off in clear space, and were set in ... . motion, you can easily see that it would never .... stop, until . . . . something stopped it. And so, when a horse is running fast with a person on his .... back, if a dog or bear were to frighten him so as to make him stop very .... suddenly, the boy would most likely, unless a good rider, go ... . over his head. When we say that inertia is a property of ... . matter, we not only mean that resting bodies cannot .... move, but also that ... . moving bodies cannot rest. I will write the definition on the black-board. Inertia is the prop- erty OF MATTER BY WHICH BODIES AT REST CANNOT PUT THEMSELVES IN MOTION, AND BODIES IN MOTION CANNOT rest. We will repeat it. Inertia is that .... property of matter, by which bodies at rest cannot move, or put themselves .... in motion, and bodies in ... . motio?i can- not rest. What is this property called ? James 1 .... It is called inertia. (This property can be illustrated very beautifully by what is called the " doubling " of a hare when pursued by hounds.) -o- LESSON XL. HUMAN ANATOMY : ARTERIES OF THE BODY. Now all your attention must be concentrated on our .... lesson. I am about to tell you to-day the names of the most important arteries in the body. When we speak of the circulatory system we mean the svstem of blood-vessels, which contain .... the blood, and circulate it through ..... the body. It consists (See Lesson xl.] ORAL TRAINING LESSONS. 1 1 I Lesson xx.) of, ist, . . . . The heart; 2d, ... . The arteries ; 3d, The capillary vessels ; and 4th, The veins. You must always remember that the blood flows from the heart through .... arteries, and to it ... . through veins. The first artery that we will name is the large one that leads from the left .... ventricle, of ... . the heart. (Here you may rapidly revise Lesson xxn.) It is called the aorta. I have written it. We will place the names, as they occur, upon the blackboard. All answer this word .... Aorta. What about it ? Ella ? . . . . The aorta is the largest artery in the body. It comes from the left ventricle of the heart. On leaving the heart it bends and passes downwards through the trunk of the body. Its name, again, is ... . the aorta. Now, as the aorta passes downwards, it sends off smaller arteries which pass around between the ribs, to the front of the .... body. These are named from the fact that they run between .... the ribs. The word that means " between the ribs" is intercostal. Then these are the .... inter- costal arteries, which run from the .... aorta, around the .... body, between .... the ribs. As the aorta extends downwards still further it gives off other branches. These, because they pass to the loins are called lumbar arteries. The word lumbar means belonging to the .... loins, which is that part of the .... body, near the " small " of the .... back. We have now three names. Anna, give the first .... The aorta is the large artery, and comes from the left ventricle of the heart. Charlie, the next .... The intercostal arteries are those that run between the ribs. Mary, the next .... 2 he lumbar arteries' rim to the loins. Very well. At last the aorta, after traversing the trunk, separates into two .... branches. These two are named from the scientific name of the thigh bone, which is called the femur. (See Lesson xviii.) They pass down on the inner sides of the thigh bones, and are called the femoral arteries. The two branches of the aorta, then, that pass down through the thighs, are called the . . . . femoral arteries. At the knee each femoral artery separates again into two . . . .parts, one of which is called the anterior, and 112 ORAL TRAINING LESSONS. [Lesson xl. the other the posterior tibial arteries. They receive these names from one of the bones of the leg, the tibia. (See Lesson xviii.) p The posterior tibial artery runs down behind the tibia, and the anterior tibial artery be- fore it. Now we will again revise before proceeding. First we have .... the aorta ; 2d, ... . the intercostal arteries, between .... the ribs ; 3d, the lumbar arteries ; running to ... . the loins ; 4th, .... the femoral arteries, in the .... thighs ; 5th, . . . . the anterior and posterior tibial arteries. These divide, at the ankles, into smaller branches extending to .... the toes. The arteries of the toes are called digital arteries. Those of the fingers are also called .... digital. The Latin word Digit means a finger. So the arteries of the fingers and toes will most likely be called .... digi- tal arteries. Now we will go back and name those arteries that pass .... upwards, and to the arms. From the aorta two branches pass up through the neck, called the carotid arteries. (Accent on the second syllable.) Let us all repeat these names as I point to them .... Aorta; Inter- costal; Lumbar; Femoral; Anterior Tibial; Posterior Tibial ; Digital ; Carotid. Next we have those that supply the .... arms, with .... blood. The artery of the arm first passes beneath the col- lar bone or clavicle (See Lesson xviii.), and is hence called the subclavian artery. Sub, you know, means under, and subclavian will mean passing under the clavicle. Then as it passes down the upper arm, it is called the axillary artery. (Accent on first syllable.) Let me hear these last two names from all ... . subclavian, and .... axillary. This artery, in the .... arm, is called, as it passes under the .... clavicle, the .... subclavian artery, and in the upper arm .... the axillary artery. The axillary artery, at the .... elbow — (point to the elbow, and when you require such an answer, always use a gesture, to keep the attention and indicate your answer, only those who are looking can answer,) — separates into two branches. One follows the ulna and the other Lesson xli.] ORAL TRAINING LESSONS. 113 the radius, the two bones of the lower .... arm. (See Lesson xvm.) Hence they are called the ulnar and radial arteries. All repeat. They are the ulnar, and radial arteries. They receive these names, from those of the bones of ... . the lower arm, the .... ulnar, and ... . radius. We have already said that the arteries from the .... wrist, to ... . the finger-ends, are called .... digital. And now we will rapidly recapitulate. The blood flows from the left .... ventricle, of ... . the heart, into .... the aorta ; from this branch of the intercostal arteries, which lie ... . between the ribs. Then it also gives off the .... lumbar arteries, going to ... . the loins ; next it sepa- rates into .... two parts, the .... femoral arteries, which in their turn separate and form the anterior and posterior .... tibial arteries, and these form also the digital arteries, of the .... toes. Proceeding upwards to the .... neck, are the .... carotid arteries ; and passing under the clavicle or collar bone are the subclavian arteries, which, in the upper arm, take the name of ... . axillary arteries ; these, at the .... elbows, separate into .... two branches each, one called the ulnar artery, and the other .... the radial. They get these .... names, from those of the .... bones of the arm, which are .... the ulna and radius. The ulnar and radial arteries at length form the .... digital arteries, of the .... arm. LESSON XLI. THE ARTS : WEAVING. When we spoke of Memory we stated that it would be quite impossible to remember a thing in which we take no .... interest, or do not .... understand. Now you will demonstrate that you take an ... . interest, in our .... lesson, if you give good .... attention. H4 ORAL TRAINING LESSONS. [Lesson xli. What we know about anything is called a . . . . science, (See Lesson xxxn.) and what we do, depending on that science, is called an art. Then an art is a method of ... . doing something. The art of painting is the art or way of making . . . .pictures, by . . . .painting. It is one of the Fine Arts. And you would call a man who practices the Fine Arts an ... . artist. What is an artist ? Carrie? (She repeats.) To-day our lesson is on one of the Arts, the Art of Weaving. This, you know, is the art of making .... cloth. I called it the art of ... . weaving. The instru- ment with which cloth is made is called . . . . a loom. In large manufactories they operate a great number of . . . . looms. Then we will first speak of the different things of which cloths are made. Books are made of ... . paper. And the paper is called by a certain name because the book is made of it. The paper is called the . . . . ? Let me write the word. Material. The paper is the .... material, of which .... the book is made. Annie, of what material are combs generally made? .... Combs are made of India-rubber and horn. And the horn or ... . rubber, we call the .... material, of which .... the combs are made. And cloth is manufactured of certain kinds of material. Now you can all understand that substances like sand or sawdust would not do to make .... cloth. What kind of materials or substances are used ? Only those that are . . . . ? There is a word which means consisting of long hairs. It is fibrous. This means consisting of fibres, or ... . hairs. Cloth, then, can only be ... . made, from substances that are . . . .fibrous, or consist of . . . . fibres. Willie, repeat that. (He repeats.) Well, you may now raise hands to mention substances that are fibrous, of which cloth . ... is made. Mary ? . . . . Cotton. Sam ? . . . . Wool. Ellen ? . . . . Hair. John ? . . . . Grass of some kinds. Yes, coarse cloths called stair-cloths are made from .... grasses. Emma ? . . . . Flax. Sarah ? . . . . Silk. Well, that is enough. Hands down. We may say that anything that is . . . .fibrous, can be ... . manufactured Lesson xli.] ORAL TRAINING LESSONS. 115 info doth. Or, inverting our sentence, all kinds of fibrous .... substances, or, the other word .... materials, can be used for .... manufacturing cloth. We said in one of our former lessons (See Lesson xix.) that all those substances which are derived from the organs of animals and plants are called .... organic. Now raise hands those who can tell me whether the materials used are organic or inorganic. Libbie ? . . . . They are organic. Then we will introduce this word into our statement. All organic .... materials, that are . . . .fibrous, are suitable for ... . weaving. Who will repeat this ? Annie, you may do so. (She repeats. Call on others for a full statement.) Now you have doubtless often heard a building called a fabric. Raise hands those who have. Well, I see that some have. Hands down. Anything made in a loom, that is, any kind of an article that is ... . woven, is also called by this name, a . . . .fabric. When it is nice and fine, it will be a delicate . . . .fabric, but such articles as stair- cloths or carpets would be coarse . . . .fabrics. The name fabric then is often given to articles that are .... woven, or made in a ... . loom. Mary, repeat that. (She repeats.) Alice, what kind of a fabric would you call silk? .... Silk is a beautiful delicate fabric. And muslin is also a .... delicate fabric. Besides being delicate, since they are woven, they are called, as I now write, textile fabrics. Delicate textile fabrics are generally more expensive than .... coarse ones. Now, let us review. What we know is a . . . . science, and what we do is called . ... an art. Our lesson to-day is about .... the art of weaving, or of making .... cloth. Cloth is manufactured in an instrument called .... a loom. Those substances of which we make .... cloth, are called the .... materials ; and cloth cannot be made from such materials as sawdust or ... . sand, but from . . . .fibrous materials. Since these materials are derived from the organs of plants and .... animals, they are called .... organic. You may now supply these three words. Cloth is made of . . . .fibrous organic materials. Anything woven is said to be ... . textile. Cloth is a . . . . textile fabric. Such things as carpets are very .... coarse fabrics, while * Il6 ORAL TRAINING LESSONS. [Lesson xm. muslin, or crape, or fine silk is .... a delicate fabric. We will continue this lesson at another .... time. LESSON XLII. HISTORY : CAREER OF NAPOLEON. To-day we are to have a lesson in History. Everything that happens to nations, and to the most re- markable men, is written down and called by this name. It is called .... History. Let me write a good definition, or meaning, of the word History on our .... blackboard. History is a record of remarkable events. If I speak of United States History, I am talking of the record of .... events, that occurred in ... . the United States. And what would we mean, Fannie, by a History of Minnesota ? . . . . A History of Minnesota would be a record of events that happened in Minnesota. We are to speak of some events in French History that are connected with the life of Napoleon. He was one of the Emperors of ... . France. His life was very remark- able, and is equally interesting. Of whom are we to speak ? Hands up. Harry? (He repeats the subject.) Does any one know when and where Napoleon was born ? I will tell you. He was born in the city of Ajaccio, (pro- nounced A-yat-ce-o,) in the Island of Corsica, which is in the .... Mediterranean, and belongs to ... . France. James, repeat that .... Napoleon was bom in Ajaccio, in Corsica, an island in the Mediterranean belonging to France. Raise hands all who can repeat it. Well, hands down. We will go further. This was more than one hundred years ago. He was born in the year 1769. When he was about sixteen years old, he was sent to a military school, to learn to be .... a soldier. This school was in Brienne, a city near Paris. Napoleon, we will repeat, attended the .... military school, Lesson xlii.] ORAL TRAINING LESSONS. II J at ... . Brienne, a city of ... . France, near the city of ... . Paris. While there, he often signalized himself by his bravery and skill during sham-fights. Batteries were often constructed in winter, of . . . . snow. Then, the storming party with Napoleon at their head as leader, never failed to defeat their opponents, and capture their .... batteries. In this way he acquired a taste for the life of .... a soldier. And so he joined .... the army. Yes, he joined the French army, and very soon had excellent opportunity of showing his talents — his military .... talents. All repeat. We are now speaking of. . . . Napoleon ; he was born in ... . Ajaccio, a city of . . . . Corsica, an island in the Mediterranean Sea, in the year 1 769. When about sixteen, he entered the .... military school, at .... Brienne, a city near .... Paris. While there he often showed his .... skill, and .... courage, when storming the . . . snow batteries, of the opposing . . . .force. Now, I will tell you that shortly after he joined the .... French army, he had to accompany the troops to a city in the South of France. Its name is Toulon. (Pronounced Too-long. The g only faintly.) The French troops were besieging the city of . . . . Toulon. A little incident occurred here which showed his appreciation of bravery. He was dictating a dispatch to a sergeant who was writing on a drum-head, when a cannon-ball came whizzing past and tore away the ground just beside them, causing some sand or dust to drop on the paper. Instead of showing any signs of fear, the sergeant simply remarked to Napoleon, "We won't need any sand (or blotter) on this document." For this evidence of heroism Napoleon afterwards procured his promotion. Shortly after, Napoleon was called to the capital of France, to ... . Paris, to take charge of the government troops, against the revolutionary forces. Here he gained a bril- liant victory with a mere handful of men against a force ten times as strong. On this account he received command of the French army which had been fighting in Italy. It had met with very little success ; but, on the other hand, it had been many times .... defeated. The entire army, when Napoleon took charge of it, had been driven almost to the Il8 ORAL TRAINING LESSONS. [Lesson xxil summits of the mountains that separate .... France, from .... Italy. (Point to each on the map.) They are called the .... Maritime Alps. Those who composed the .... army, away up among the glittering summits of the .... Maritime Alps, were almost perished by ... . cold, and fam- ished with .... hunger. They had no heart to engage in .... battle. This Avas because they had not a good leader. For a leader, they were now to have .... Napoleon. When he took charge of the army he addressed them thus : " My good, brave fellows, I am sorry to find you so uncomfort- able and miserable. But cold, hunger and exposure form the school in which good soldiers are trained. Follow me, I will soon lead you on to comfort, plenty, fame and vic- tory ! " Now what effect do you consider that words like these would have ? George t .... I think that the soldiers would take courage, and fight bravely. Well, that is just what they did. The first thing that Napoleon did was to make up a plan. In war, a plan is called a .... ? It is called a stratagem. The Austrian and Italian armies had now followed them to the mountains that lie between .... France and Italy. So Napoleon thought that the best thing that he could do would be to go round quietly and get between them and their own country. They could not then get any supplies, or any help, or ... . assistance. Well, they rushed down the mountain slopes ; and their manoeuvre, or as I called it before a . . . . stratagem, succeeded so well that they entirely defeated the .... Austrians, and .... Itali- ans. They then captured the city of Turin, and at length got possession of all the fortresses of Northern Italy. In order to continue this narrative, we will have to wait till we can put it in another .... lesson. All review rapidly. Our lesson is about .... Napoleon. He was born in ... . AJaccio, a city in the island of Corsica. He was educated in the military .... school, of .... Brienne, a city near .... Paris. He distinguished himself after he joined the .... army ; first, . ... at the siege of Toulon, and second, at an engagement near Paris. He was then placed in command of the French Lesson xliii] ORAL TRAINING LESSONS. I 19 .... army, that was operating in Italy. He found them almost .... starved, and .... discouraged, but soon led them on to ... . victory. LESSON XLIII. CHEMISTRY : ACIDS, BASES, AND SALTS. We have before stated that such substances as wood, or soap, which are composed of different kinds of ... . matter, are said to be ... . compound ; but others, like iron, being only one kind of ... . matter, are .... simple. (See Lesson XXXVIII.) Raise hands those who have seen limestone. Well, I see that you all have. I have a piece of marble here, which is pure limestone. When limestone is burned in a .... kiln, it becomes .... lime. Now is there any differ- ence between limestone and lime? George? When water is poured on lime it produces a different effect to that caused when poured on limestone. James ? . . . . The lime is lighter than limestone. Harry ? Lime is softer than limestone. Now what is it that makes this change in the limestone while in the kiln ? I wish you all to raise hands who can tell me what the change is that the limestone undergoes when it becomes lime. What do you say, Harry? .... The fire dries the water out of the limestone. Let us see whether this is so or not, Harry. He says that while in the kiln, the heat expels the .... water, from the .... limestone, or dries it, thus converting it into .... lime, and causing it to become much .... lighter. Now, Harry, if this were so, by pour- ing more water on the lime, after taking it from the .... kiln, we could restore it to its former condition, causing it to again become .... limestone. But George said a few moments ago that this would not happen. Does lime become limestone when water is poured upon it, George ? 120 ORAL TRAINING LESSONS. [Lesson xliil .... No, sir, it crumbles and dissolves, while limestone will not do that. Then we have proved that it is not by drying out the water, that limestone becomes lime. Well, how is it ? As there are no hands up, I will tell you. I will always give you facts, but let you draw your own conclusions. The limestone is found to be composed of two sub- stances. The first is that which is taken from the kiln after it is burnt. It is the .... lime. The second is a gas. It is the same as one of the gases that comes forth in our breath. (By a gesture they will understand what answer to make here.) It is called carbonic acid gas. The first we called lime. Now who can tell me the names of the two substances that compose limestone ? Libbie ? .... Limestone is composed of lime and carbonic acid. By its name you see that this gas is an acid. I will be able to tell you better what an acid really is in a future lesson. Acids, like vinegar, are distinguished by a sour .... taste. This gas, which we called .... carbonic acid gas, also has a sour .... taste ; but as it is a gas it is only slightly sour. Still, it is an ... . acid. Then the lime with which this .... acid, combines, is called the base. So an acid is said to combine, or unite with a base. You may repeat that, Mary .... An acid is said to combine with a base. When lime combines with carbonic acid, which is the acid, and which the base ? Hands up. Eddie ? . . . . Car- bonic acid is the acid, and lime is the base. And what would you call the limestone, which is formed of these two ? Let me write it. It is called a salt. That which is formed of an acid and a base is called . . . . a salt. Limestone, then, is .... a salt. You have all seen common salt. As its name shows, it is .... a salt. Then it must be composed of an acid and . . . . a base. Then, is it simple or compound ? Ella ? . . . . // is co?7ipound. Now, I will tell you that the acid which combines with a . . . . base, to form common .... salt, is not properly an acid. But it takes the place of an acid, and therefore we will call it an ... . acid. It is called chlorine, and the base is called sodium. The chemical Lessohxliv.] ORAL TRAINING LESSONS. 121 name of salt is chloride of sodium. This is the best name, for it shows the name of the acid and also the base. Now for a rapid review. The acid of common salt is .... chlorine, and the base is ... . sodium ; the salt which they form is chloride of sodium, which is another name for ... . common salt. Limestone is also a . . . . salt, although it does not dissolve like common .... salt. In it the acid is ... . carbonic acid, which is a kind of ... . gas ; and lime is the base. And, generally, we say that an acid combines with . . . . a base, to form . . . . a salt. Who will repeat this ? George ? . . . . An acid combines with a base to form a salt. LESSON XLIV. HISTORY : FIVE GREAT NATIONS OF ANTIQUITY. I suppose that you all know that the oldest history that we have is contained in the Bible. This book tells us of the oldest nation of which we have any .... history. It was a great nation, and had very powerful kings. It con- tained some immense cities, so we are told in ... . the Bible, where we find its history. But they have been des- troyed, and no longer .... exist. Not even their ruins are to be ... . seen. They have been buried beneath the sods of ages. The people of this nation, are no longer known as a nation, and perhaps do not exist at all. What nation was this ? The oldest nation of which we read in the Bible ? Hands up. I see that no one can tell me. All listen attentively. It was the Babylonian nation. Or, simply, Babylon. It also had another name. Assyria. The first name I gave you, all answer Babylon, or, the other .... Assyria. It was in that part of the world which is called Asia Minor. Do you remember the names of any of its cities ? George ? .... Babylon was one. Yes, and another was Nineveh. 122 ORAL TRAINING LESSONS. [Lesson xliv. Babylon and .... Nineveh, were the two largest .... cities, in the kingdom of Babylon, or ... . Assyria. This was the oldest nation of which we ... . have any history. At length this kingdom was overthrown by another that was also very powerful. It has likewise ceased to exist. It was the Persian kingdom. Let me hear it from all The Persian kingdom. What about it, Alice ? . ... It was the second kingdom of antiquity. Did I say so ? .... No, sir. Well, George ? You said it conquered the Babylonian kingdom. Very well. Now I will tell you that before it arose to power and eminence, another nation had arisen in the northern part of Africa, in this country .... Egypt. (Point to it on the map.) What would you call the name of this kingdom ? Hands up. Frank ?.'... It would be called the Egyptian kingdom. Right. I will also place this on our blackboard. Egyptian. This was the second .... kingdom. First, .... the Babylonian ; 2d, ... . the Egyptian; and 3d, .... the Persian, which conquered .... the Babylonian kingdom. The first and third were in Asia ; the second .... was in Africa. Then there were still two others. They were both in . . . . Europe. (Pointing to it.) One was in this country. . . . Greece. What will we call it ? . . . . Emma 1 ..... It is the Grecian kingdom, or ... . nation. It had a great king, who conquered all the rest of the world, and then cried because there was nothing more to conquer. His name was Alexander the Great. Well, Sam, I see your hand up. i . . . . Did he conquer the United States ? No, Sam, he did not. The people of our country came from .... Europe, since the discovery of ... . America. But Alexander lived many hundreds of years before this. He conquered all the world that was then .... known, which was only portions of the eastern .... continent. Each of these .... kingdoms, in its turn, conquered the rest of ... . the world. After some time another nation arose which conquered the .... Grecian nation, as well as the rest of ... . Europe. It received its name from the city that was the capital of the empire, this city .... Rome. Hence it was called the ,. Roman nation. Let me write it with the others. Lesson xlv.] ORAL TRAINING LESSONS. 1 23 Roman. It was during the existence of the Roman empire that our Saviour was born. Christ was born in a country that belonged, as all others did, to ... . Rome. He was born in ... . Palestine. The Roman empire was so power- ful that Rome was called "The Mistress of the World." Let me see how many will remember this quotation from a celebrated poet : "Where Rome, the Mistress of the World, Of yore, her eagle wings unfurl'd.,' What do you think, Sam, is meant by " unfurling her eagle wings ?".... I suppose they had an eagle, as we have, for a national emblem. That is correct. Now let us recapitulate. The first of these five .... kingdoms, of antiquity, was .... the Babylonian ; 2d, .... the Egyptian ; 3d, .... the Persian, which conquered . . . . the Babylonian ; 4th, .... the Grecian; 5th, ... . the Roman. The Babylonian was also called .... the Assyr- ian. One of the kings of the Grecian kingdom was .... Alexander the Great. And it was during the time of the Roman .... kingdom, that Christ .... was bom. LESSON XLV. MANUFACTURES — BROCADED SILK ; JACQUARD LOOM. The materials used for producing cloth, (See Lesson xli.) are derived both from the vegetable and animal king- doms. Those derived from the latter, the .... animal king- dom, are the most important. Perhaps the most valuable is the one of which we will speak to-day, Silk. Of the countries of Europe the most noted in the produc- tion of silk fabrics is the one to which I now point France. In the south of ... . France, mulberry bushes, on whose leaves the silk-worms feed, grow abundantly, and the climate is neither too cold nor . ... too warm, for raising the silkworms themselves, or for producing the 124 ORAL TRAINING LESSONS. [Lesson xlv. finest quality of silk. Just at this point, where the Saone flows into .... the Rhone, which you would call their .... confluence, is situated the city of ... . Lyons. Repeat that, Harry. (He repeats.) Raise hands all who can. The two whose hands are not raised, Angus and Emma, will remain at recess, when I will assist them to prepare this statement upon their slates. All repeat together .... Lyons is at the co?ifluence of the Rhone with the Saone. It is in the southern part of France. This city was the most celebrated in all Europe for a very long . . . .period, for the production and .... manufacture, of ... . silk. Kate, you may now state all about Lyons. The particular kind of silk made there was known as brocaded silk. Let me hear these two words from all .... Brocaded silk. Raise hands all who know what bro- caded silk is. Hattie t .... It has flowers on it. Painted on ? .... I do not know, sir. Does any one know ? I will tell you. It has the appearance of having flowers and other patterns, or designs, in relief, or raised upon its surface, while it is really perfectly smooth. You may repeat this, George. (He does so.) Brocaded silk was formerly exceedingly difficult to ... . make, or ... . manufacture. The loom in which it was .... made, was very imperfect. Those parts called treadles, which are usually moved by ... . the feet, had to be opera- ted by children. This was a very unfortunate thing for these. . . . children, both physically and intellectually, that is both for their bodies and .... minds ; for they could not attend .... school, having to work all ... . day, and some two or three being required for each .... loom. But this was not all. From being in this position all ... . day, the chest became .... cojitracted, or ... . drawn together, which induced disease that ended in ... . death. No silk-weaver, for this very reason, lived over thirty-six or forty years. This was a very sad thing. The children, you see, would grow up with weak, sickly bodies, and undeveloped and ignorant .... minds. At length the Emperor proposed to bestow a great reward upon any one who would invent a . . . . loom, that would not require the .... children's labor. Several men Lesson xlvi.] ORAL TRAINING LESSONS. 1 25 went to work on the problem. The successful man was Marie Joseph Jacquard. This skilful Frenchman in- vented . . . . a loom, such as was .... required. It made the finest kind of ... . brocaded silk, and relieved the .... children, from their .... labor. But we are now about to see the sad effects of ignorance upon people, however skilful they may be in the arts. These silk-weavers of ... . Lyons, reasoned very falsely about the matter. They concluded that it would make them much poorer — poor as they were already. They said, " If this new .... loom, makes more and better .... silk, and does not require the aid of ... . children, it will lower the price of ... . silk, and we will starve." And, however unaccountable it may appear to us, they actually forcibly took Jacquard's .... loom, out of his ... . home, and burnt it on the public square. Who can state again what happened to the Jacquard loom, and why ? Carrie? (She states it.) In a future lesson I will tell you other interesting facts about these things, as I have not time in this lesson. But before we close, let us review. Of the materials used for .... weaving, that are derived from the animal .... king- dom, perhaps the most expensive is ... . silk. Of the cities of Em-ope, that most .... celebrated, for the manufacture, of ... . brocaded silk, was .... Lyons, at the .... conflittnce, of ... . the Rhone and Saonc, in southern .... France. Here a loom was .... invented, by a man named .... jacquard, and called from him the .... jac- quard loom, which obviated the necessity of employing children. But by the ignorance of the silk- weavers, the first Jacquard loom was forcibly taken and .... burnt. -0- LESSON XLVI. ASTRONOMY THE SOLAR SYSTEM : ASTEROIDS : ORBITS. The sun and the planets that revolve .... round it, are called by a name which I will place on the blackboard. 126 ORAL TRAINING LESSONS. [Lesson xlvi. The Solar System. Let me hear it from all ... . The Solar System. Solar means " belonging to the sun," and this system, of worlds is called the Solar system, because they .... revolve round the Sun. The planet on which we ... . live, is called .... the Earth. Between it and the Sun are .... two planets, the first of which is ... . Mercury, and the second .... Venus. (See Lesson xxiv. and xxviii.) They are at a less distance from .... the Sun, than .... the Earth, and are therefore called .... inferior planets. Then after passing the Earth, we find those that are called .... superior. The first of them, which is fourth in order from .... the Sun, is called .... Mars ; the fifth is ... . Jupiter — it is the largest of the . . . .planets ; sixth is ... . Saturn ; seventh .... Herschel, which was called after its ... . discoverer ; and the eighth, which is the last of the .... planets, is ... . Neptune. Now I suppose that you imagine that these planets are all at regular distances from each other. And those who think so are correct. Their distances apart are regulated by a fixed law. The distance gradually increases from each planet to the next beyond it. But during the course of observation it was found that the distance between Mars and the next beyond it, that is ... . Jupiter, was twice as great as it should be to conform to this law. But no astronomer was able for a long time to find in this space any .... planet. But at last an astronomer named Piazza discovered a very small . . . .planet, in this region. It was so small that it excited much curiosity. Consequently observers were all on the look-out, and in another year, another astronomer named Olbers discovered another. Then was found two .... others. In a few years, a great number were found, all in this space between .... Mars and jfupiter. We now know of above one hundred of these small planets'. They are called asteroids. I wish to hear this word from all ... . Asteroids. The asteroids revolve round the .... Sun, as the other . . . .planets do, and as we have just said are found between .... Mars and Jupiter. Now, does it not seem strange to see so many very small Lesson xlvi.] ORAL TRAINING LESSONS. 12J planets where there should only be one ? How do you ac- count for this? Well, Sam, what have you to say? .... Perhaps it was only one planet once, and was blown to pieces. Well done, Sam. That is what the most celebrated astron- omers think. I will tell you that some of these planets which are called .... asteroids, are so small that a man could jump up to a distance of sixty feet from the surface, if he could stand on one of them ? On our earth, the at- traction of gravitation (See Lesson xxxvn.) is so . . powerful, that a man could not jump up more than two or three . . . .feet, from .... the ground. But there are asteroids so ... . small, that the attraction of ... . gravitation, on them becomes very slight. It becomes so ... . slight, that we could jump up sixty feet, from the ground. A western farmer could almost cultivate the whole surface of one of them if there is a proportionate amount of water sur- face to that which we have on ... . the earth. The last point to which I call attention is this : When a ship sails through the water do you think she leaves such a track behind her that another could follow her next day ? .... No, sir. She leaves no ... . track, or ... . path. So. you have heard of the " trackless ocean." Now, do you think that a planet leaves any path as it revolves round the Sun ? . . . . No, sir. But you can imagine one. And the imaginary path which a planet follows in revolving round .... the Sun, is called its .... ? It is its orbit. What is the orbit of a planet, Bessie ? A planet's orbit is the imaginary path that it makes in going round the Sun. Now let us review. Between .... Mars and Jupiter, we find a greater distance, than that which we would expect, judging from the distance of the other planets. In this .... space, we find a number of small .... planets, called .... asteroids. They number nearly .... one hun- dred. They are supposed to be fragments of a larger .... planet, which has been .... blown to pieces. We have also noticed that the imaginary .... path, of .... a planet, in its ... . revolution, round .... the Sun, is called its orbit. 128 ORAL TRAINING LESSONS. [Lesson xltii, LESSON XLVII. THE ARTS : REDUCTION OF METALS FROM THEIR ORES. You can all doubtless tell me the name which is given to such substances as iron, copper, tin, lead, zinc, etc. Raise hands all who know it. Annie ? . . . . Metals. What about them ? . . . . Iron, copper, tin, lead and zinc, are called metals. Who can mention others ? Henry ? . . . . Brass is a metal. Well, it is a combination of several metals. Kate ? .... Silver and gold are metals. Yes. George ? . . . . Quick- silver is a metal. Is it in any way different to the others ? .... Yes, sir ; it is a liquid metal. Now can any one tell me where we obtain metals ? Are they in the form of metals when they are found ? . . . . They are found in the ground. Yes, that is true, but do people find iron all ready made for use ? I see you cannot now tell. Let us investigate the matter from what you already know. When we allow a piece of steel or iron, such as an axe or a saw, to remain outside exposed to the weather for several weeks, we find it at last all covered over with what we call rust. Repeat this, Eugene. (He repeats.) Now, what is rust ? Hands up. Does no one know ? You know the name of the principal gas in the atmosphere. It is oxygen. In explaining the nature of flame (See Lesson xxi.) we said that fire is caused by the .... union, or ... . com- bination, of this .... oxygen, with the substance which .... burns. Now, rusting of metals is a species of burning. The metal combines with .... oxygen, and forms what we call .... rust. Then rust is merely some metal combined with .... oxygen. Willie, you may now state to the school what iron rust is ... . Iron rust is iron combined with oxy- gen. Bessie, what is zinc rust ? . . . . Zinc rust is zinc un- billed with oxygen. (Ask for other similar cases.) Now I will inform you that iron and the other useful .... metals, are always found in this .... condition, or ... . state; that is, combined with .... oxygen, or some similar .... substance. When the iron is in combination with oxygen it is called oxide of iron. What would you call lead and Lesson XLvn.] ORAL TRAINING LESSONS. 1 29 oxygen in combination ? George ? . . . . Lead and oxygen would form oxide of lead. And so it would also be with other . . . . metals. Well, the iron, zinc, lead and other .... metals, having been exposed to the weather, and especially exposed to the oxygen, have all changed to rust, or ? The other word that I just now wrote on the board was .... oxide. We mean by this, Harry, that these metals .... have combined with oxygen. But we sometimes find them combined with other substances, such as carbonic acid. This gas, when combined with iron, forms carbo- nate of iron, which is very much like oxide of iron. (Ask for this statement.) I will now try whether you can answer another question. If I were to find a quantity of oxide of iron somewhere on the ground, how could I contrive to extract the iron from the rust ? You tell me that the rust consists of ... . iron and oxygen. Now how could I expel the oxygen and retain the iron? Well, Eddie ? . . . . By heating it. Bnt I will inform you, Eddie, that heating it, alone, no matter how strongly, would not do. This would only tend to keep it more firmly in the condition of rust. When a blacksmith heats a piece of iron until it becomes .... red, or even .... white, small scales of this substance .... rust, continually drop off while he hammers it. While the iron is ... . hot, it very readily combines with .... oxygen, of the .... air. The hotter it is, the more readily will it ... . combine. Now if we keep on making the rust hotter, do you think it would ever change back to iron ? . . . . No, sir. No, because this is the very best means of changing the iron into .... rust ; and if even a particle were to become iron again, in the intense heat, it would immediately again combine with .... oxygen, and form .... rust. But it could not, under these conditions, change back again into .... iron. Now what do you think of this, Eddie ? It is quite evi- dent that this will not do. Your answer, however, was good, as it indicated attention. Has any one a differ- ent view ? Well, I will allow you all to investigate this until we have another lesson on the subject. (Here review the former part of the lesson.) 130 ORAL TRAINING LESSONS. [Lesson xlthi. LESSON XLVIII. NATURAL SCIENCE : TRADE WINDS. We stated in our lesson on wind (See Lesson xxv.) that it is caused in the following way : The air at the earth's .... surface, becomes .... heated, and consequently .... expanded. When expanded, since it occupies more .... space, it becomes much .... lighter, and therefore .... rises ; at the same time the surrounding .... air, rushes in to ... . supply its place. (Use gestures here.) Now, from what you know of climate, where would you expect this cause to affect the air most ? George ? At the Equator it would affect it most. Correct. Those countries that lie between the Tropics of Cancer and .... Capricorn, are called .... intertropical. In intertropical countries, the heated air is continually rising, to the upper regions of the .... atmosphere. Now, all may raise hands who can tell me how its place is supplied. Willard ? . . . . The cooler air of the temperate regions rushes in and takes the place of that which ascends. Very good. We can now pass on to our next point. One of the earth's motions is round its own .... axis. It rotates on its ... . axis, once in ... . twenty-four hours. Now I want you to listen carefully to my next question. (If you have a globe, illustrate it.) If we take one point anywhere at the Equator, and a second point say one mile from the North Pole, which point moves the faster of the two ? Angus ? Be careful how you answer ? . . . . The first point moves the -more 'rapidly. Why do you think so, Angus ? Never make a statement unless you have a reason for it. .... The first point goes 25,000 miles in 24 hours, while the second one goes only about three miles in the same time ; there- fore the first must move more rapidly. Then you would conclude that the farther we go from the Equator, the more slowly, does each point move. Bessie, repeat this. (She does so.) And, in the next place, since the air moves around with the land or water on which it ... . rests, the particles of air Lesson xlviii.] ORAL TRAINING LESSONS. 131 towards the poles will move more slowly than those near the Equator. For this reason, the air which rushes in from the temperate regions, when it comes near the .... Equator, must be left .... behind. People living near the .... Equator, therefore, would find the air moving back in a direction opposite to that in which the earth is rotating. Who can tell me the direction in which the earth rotates ? I will tell you. It rotates from West to East. The sun appears to move from .... East to West, on account of the earth's motion being . . . .from West to East. A point, then, at the equator, moves towards .... the East ; and if the air coming from .... the temperate regions, is left behind, it will be moving over the surface, apparently, from East to West. Or, a man at the .... Equator, would say that the wind was blowing from .... the East. This wind, at the equator, blowing from .... East to West, receives the name of trade wind. It probably receives this name because it is so advantageous to ... . trade, or com- merce. (Now call on different individuals to state what trade winds are, where they blow, and their causes.) In consequence of these .... trade winds, which blow from .... East to West, in the regions on each side of ... . the Equator, a ship leaving this city in Mexico, called .... Acapulco (point it out on the map of the World,) can sail completely across the Pacific Ocean, to the continent of . . . . Asia, with a fair wind all the way. Well, Sam, I see your hand raised, what is it ? . . . ./can't see how the ship can get back again, if it is ahuays blowing from East to West. Well, this shows me that we have one boy, at least, who thinks. Can any one tell Sam how the ship would return ? As there are no hands raised I will tell you, Sam. The navigator is aware of the fact that at some distance north of the Tropic of Cancer (point to it), these winds, which we call .... trade winds, do not prevail, or do not blow. Other variable winds blow here, and ships returning to ... . America, do not sail in the region of the .... trade winds, but return by sailing farther . . . . North. We will continue our lesson on Winds at some other 132 ORAL TRAINING LESSONS. [Lesson xlix. time, and will then find some strange and interesting facts. We will now review our lesson. (Here rapidly review.) LESSON XLIX. CHEMISTRY : GENERATION OF CARBONIC ACID. You are all satisfied that those who do not give theii best attention, cannot learn, or answer. Then you may all prepare to give your attention by sitting in the proper .... position, and looking this .... way. Raise hands all who can remember how we proved that wood is made of various kinds of matter. Robbie ? . . . . We proved it by analysis. Right. We analyzed the .... wood, by means of ... . heat ; that is, we separated it into the different .... substances, of which it is ... . composed, or ... . made up. We proved in this way that it is ... . compound. We also referred in the same lesson (See Lesson xliii.) to limestone. Those who remember whether it is simple or compound may raise hands. Sarah ? . . . . Compound. At first you thought it was .... simple, or made up of only .... one kind of matter. I told you, however, that it is ... . compound. We will now describe it. Raise hands all who have ever seen lime. How is it made ? Angus ? . . . . Limestone is burned in a kiln for some hours, and when taken out is found to be lime. Your answer is good. Now I wish to ask you what changes the lime- stone to lime ? . . . . T7ie heat. How ? Do you remember our lesson on Acids, Bases and Salts ? (See Lesson xliii.) Henry ? . . . . By driving off th e carbonic acid into the air. Yes, limestone is composed of two .... substances, which are .... lime and carbonic acid gas. And by heating it in a . . . . kiln, the carbonic acid gas is ... . driven off, or ... . expelled, and therefore nothing but the lime .... remains in the kiln. Lesson xlix.] ORAL TRAINING LESSONS. 133 I am now prepared to show you another mode of pro- ducing this gas from limestone. The lime, you say, is combined or ... . united, with the .... carbonic acid. They like each other, apparently, very .... much; or they are said to have a very strong affinity for each other. Re- peat my statement, Ella ? . . . . Lime and carbonic acid have a strong affinity for each other. Now, if I can place with limestone some substance which likes the lime better than it is liked by the .... carbonic acid, with which it is already .... combined ; we repeat, if we can find some other .... substance, that has more or greater . . . . ? What word did I use just now ? Here we have it on the blackboard affinity, for the .... lime, than .... the carbonic acid has, this substance, you would expect, would instantly unite or .... combine, with the .... lime, and allow the .... car- bonic acid, to ... . escape, or ... . go free. Let us further illustrate. Charlie and Harry are firm and steadfast friends. They are always in company. On some fine day they walk down the street. As they pass a certain point, Frank, one of Charlie's old friends, whom he knew in the East ten years before, is observed coming up the other side of ... . the street. Now raise hands those who think they know what would happen. John ? . . . . Charlie would leave Harry, and run over to meet Frank. Very good. And now let us make our statement again about the limestone. It consists of ... . lime, and carbonic acid ; if, however, we introduce some other .... substance, which the lime prefers to the .... carbonic acid, at once the lime leaves the .... carbonic acid, to unite with this new .... substance, and the carbonic acid being a gas, escapes into .... the air. The new substance introduced I will here tell you, is called Hydrochloric acid. James, you may now describe this process again. (He does so. Do not leave it till all can.) (Procure a glass jar with a neck from one to two inches in diameter. Fit a cork to the neck. Perforate the cork, and pass through it a glass tube that exactly fits in the ori- fice. Bend the tube in the flame of a spirit lamp so as to make it lead downwards. Now place some pieces of lime- stone, or marble, in the jar, and pour upon it about a table- 134 ORAL TRAINING LESSONS. [Lesson l. spoonful of hydrochloric acid diluted with twice as much water. Then insert the cork and tube. The carbonic acid, after all the common air in the glass is expelled, will issue abundantly. It is so heavy that it can be collected in glass or other vessels, such as tumblers, at the extremity of the tube. It can even be poured from one glass to another. A candle-flame may be extinguished by pouring it gently from a glass upon the flame. A lighted candle attached to a wire and lowered into a glass of carbonic acid is immedi- ately extinguished.) Now let us revise. We have just described another pro- cess for generating or ... . producing, the gas which is con- tained in ... . limestone, which is ... . carbonic acid. We in- troduce some substance, which likes the lime, better than .... the carbonic acid does. This substance is .... hydrochloric acid. It combines with the .... lime, and allows the carbonic acid to escape ; it passes out through this bent ... . tube. LESSON L. NATURAL SCIENCE — LIGHT AND HEAT : REFRACTION, REFLECTION AND ABSORPTION. You will all remember that we named three things in Nature that are considered to have no weight. They are said to be imponderable. What are they ? Harry ? Light, Heat, and Electricity. (See Lesson xxix.) What about them ? Annie ? . . . . They are the three impon- derable bodies of JVature. Raise hands all who will make the complete statement. Ella? (She makes it.) Now our principal source of light and heat is the sun. The sun sends off or emits, its light and heat, in straight lines called .... rays. The word which means " to send off in rays "is radiate. Frank, you may state this again .... The sun radiates its light and heat. Lesson l.] ORAL TRAINING LESSONS. 135 We are now prepared to extend this subject further. When the rays of ... . light, or ... . heat, pass off from any source such as ... . the sun, you can see that they will pro- ceed in their course until they are interrupted. Repeat this, Eddie. (He repeats.) Well, in what ways may they be interrupted ? I will tell you. They are interrupted by meeting objects. When a ray meets an object, it is interrupted, that is, its progress is interfered with. This is done in three different ways that we will now pro- ceed to consider. When a ray of light or heat comes in contact with any object, three things may happen to it. What are they? All think carefully. Let me direct your thoughts. When the rays of light from a lamp-flame strike the glass chimney, what becomes of them ? Do they stop there ? . . . . No, sir. They pass through. Do they pass through any- ' thing besides the glass? Sam ? . . . . They pass through the air. That is correct. We have now taken one step. There is a name given to a substance that will allow rays to pass through it. Raise hands those who can give it. I will write it. It is called a medium. What is a medium ? George ? (He states it.) The air, then, is .... a medium, for the rays of . . . . light or heat. So also is glass ; that is, these substances allow rays to ... . pass through them. Do you know of any others ? Fannie ? .... Is water a medium I I will ask all who think it is to raise hands. Can you see through water ? I see nearly all hands raised. Water is a medium. Now, water is thinner than glass, and air is thinner than water. Then if air is thinner than water, the water, when compared with the air, is more . . . . ? When speak- ing of the air, we said that in the upper regions it is very .... rare, and at the earth's surface it is ... . dense. We now wish to use these two words. Air is thinner or ... . rarer, than water ; and the water would be, on the other hand, more .... dense than air. Of the three, glass, water, and air, the glass is densest, and the air ... . the rarest. Now I will tell you that when a ray passes from a rare medium, into a dense one, it is bent towards I36 ORAL TRAINING LESSONS. [Lesson l. the dense one. But the word that is used instead of bent is refracted. The rays are .... refracted, or ... . befit, towards the dense medium, when they pass into it from a . . . . rarer one. And this bending of the rays is called refraction. Emily you may now tell me what refraction means. But a piece of iron would not be a medium ; it would not allow the rays to pass through it. What then would become of them ? When a rubber ball is thrown against a hard surface it rebounds. Well, Frank ? The rays would rebound. Well, this is one thing that might happen. And I will tell you that this is called reflection. When the rays strike a surface, they are sometimes .... reflected. Reuben, repeat this. (He repeats). Still another effect. When a ball is thrown against a surface of water or mud, what then ? Does it rebound ? .... No, sir. What happens when water is placed about a sponge ? Ella ? . . . . The sponge absorbs the water. Very good. Ella has just used the word we want. I am now writing the word. Absorption. Sometimes when rays strike an ... . object, they are .... absorbed, and this ab- sorbing of the rays is called .... absorption. A substance which is black, for instance, absorbs more heat than one which is ... . white. Thus, in summer, it is more comfort- able to wear .... white clothes, than .... black. All now answer rapidly. When rays of light or heat, meet an ... . object, they are either allowed to pass through, or are .... reflected, or absorbed. The substance which allows them .... to pass through, is called a medium. And when they pass from one medium, into .... another, they are said to be ... . refracted. All may repeat these three words. 1st, Refraction ; 2d, ... . Reflection; and 3d, ... . Absorption. INDEX. Absorption of Oxygen 63 Absorption of Light 136 Acids, Bases and Salts n9 Adaptation 4 Afferent Nerves. 48 Affinity, Chemical 1 19, 129 Aids for Memory . . 40 Air, rises when heated 75 Ajaccio 116 America discovered, how 17 Analysis 107 Apparent Motion 26 Art and Science 92, no Arteries 61, no Arterial Blood 78 Association 40 Asteroids 125 Astronomy 25, 71, 82, 92, 102, 125 Attraction 41, 100 Auricles of Heart 66 Axis of Earth 27, 49 Babylonian Nation 121 Bases 119 Black Hole of Calcutta 65 Boiling Water, temperature of 68 Brocaded Silk 123 Camel, its stomach . . . 99 Capillary vessels 62 Carbonic Acid of breath 78, 120 Carbonic Acid, how generated. ... 120, 134 Card experiment 109 Carpus 56 Chemical Combination 44 Chemical Action a source of Heat 45 Chemistry 35, 63, 105, 119, 132 Chlorine and Chlorides 120 Circulation of Blood discovered 60 Circulatory System 6i, 66 Circumnavigation 16 Clavicle 57 Claws of Cat — Sheaths 14 Climate 9, 52 Columbus' discovery 17 Combustion 45, 85 Compartments of Heart 67 Complicated 90 Composition of Air 63 Compressed . . 24 Compressibility of Air 95 Compound Bodies 107 Condensation 35 Conduction of Heat 80 Congeal 35 Contract 42, 47 Convection of Heat 8 1 Corpuscules or Globules 60 Degrees in a Circle 50 Dense 24 Detract 43 Dewdrops are round 104 Dilute 37 Discs, Globules of Blood are 61 Displace 101 Distance from Equator a cause of Climate 53 Distract 42 Double ... 90 Down, what it Means 103 Earth appears Flat 15 Earth's globular Form 17 Effects, judging from 31 Efferent Nerves 47 Egyptian Nation 122 Elasticity of Air 95 Electricity a source of Heat . . 46 Electricity a source of Light 86 Elements of Climate 10 Elevation above sea level 53 Emission of Light 21 Equator, where drawn 49 Evaporation 34, 68 Expansion by Heat 21, 74 Expansibility of Air 94 Expended, Heat how 69 Experiments, use 40 Explicit 90 Extremes of Temperature n Eyes of Cat 13 Fabrics 115 Feeling, the third sense 30 Feet of the Cat 13 Femur, Femora 55 Ferdinand and Isabella 9 Fibula.. 55 Friction, a source of Heat 45 Functions of Organs 18 Gaseous Form 34 Gay Lusac's Experiment 70 Globular Form 17 Globules of Blood 61 138 IJSJDEX. Gravitation 104 Grecian Nation 122 Habit 13 Height of Atmosphere 23 Herschel 83 History 116, 121 Humerus 56 Imply go Implicated 90 Imponderable 85 Inclination of Earth's Axis 49 Inertia 109 Inferior Planets 73 Inorganic Bodies 59i Ix 5 Interest cultivates Memory 39 Intertropical Countries 52 Invisibility of Air 94 Iron vessels float 100 Jacquard Loom and Silk 125 Jupiter, a god 82 Ligaments 55 Light— Rapid Motion 84 Limestone, its Composition 120, 133 Liquid Form of Matter 22, 33 Lungs and Respiration 67 Luxuries of Life 96 Lyons and Silk Weaving 124 Mars, a god 82 Matter, its forms 33 Mechanical properties of Air 22, 30, 36 Medium of Light or Heat 135 Memory, a Faculty ..... 38 Mercury, a god 72 Meta, beyond -. 56 Metacarpus 56 Metals, how obtained 128 Metatarsus 56 Moisture 10 Motion ... -, 109 Motion of the Earth 25, 49 Moon is a Planet 71 Multiply • 89 Napoleon's birth-place 116 Necessaries of Life 97 Neptune, a god 83 Nerves carry sensations, etc 29 Nitrogen of Air — Use 37, 63 Orbits of Planets 127 Organs of Human body 18, 19, 20, 58 Organic Bodies 58, 115 Oxide of Iron 128 Oxygen absorbed by blood 79 Oxygen of Air. 36, 63, 108 Passage to India. 16 Passage westward across Pacific 131 Perceives 3° Percussion a source of Heat 45 Persian Nation 122 Phalanges 56 " Pillars " of the Earth 15 Planets 68, 82, 126 Pressure of Atmosphere 23 Prevailing Winds 10 Prey of Animals 13 Proportion of Gases in Air 37 Protract 43 Proximity of Land or Water a cause of Climate 54 Radiation of Light and Heat 97, 134 Radius 56 Rare 24 Reflection 136 Refraction 136 Reply 90 Respiration 76 Rest 109 Retract 42 Revolutionary Motion 26 Roman Nation 122 Roots — Traho 41 Roots— Plico 89 Rotatory Motion 27 Salts, how formed 1 20 Salubrious Climate n Saturn's Rings 83 Scapula 57 Science and Art 92, no Sensations 28 Senses of the Body 28 Sight, the first Sense 28 Silk Weaving 123 Simple 91 Simple Bodies 107 Smelling, the fourth Sense 30 Sodium, Chloride of 121 Solar System 71, 82 Solid Form of Matter 33 Solid Liquid and Gaseous Forms 22 Sounds, how produced 87 Sternum 57 Subtract 42 Superior Planets 73, 82 Tarsus 56 Taste, fifth Sense 30 Teaching and Training 100 Tears are Globes 104 Teeth of Cat 13 Temperature, high or low 9 Termination, Terminus 41 Textile Fabrics 115 Thirty-two feet Column 32 Tibia. , 55 Toulon 117 Trade Winds 130 Triple . . 90 Tropics of Cancer and Capricorn 51 Vapor, produced by Heat 70 Variable Winds 75 Veins 6r Ventricles of Heart 66 Venus, a goddess 72 Venous Blood 78 Vertebrae of backbone 55 Vibration 87 Weight of Air 23, 94 Wind 74, 130 I fv- f& i he Rational Juries of Standard PUBLISHED BY A. 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The best Geography ever published.— J. Hutchison, Prin. Boys' Sch. Jefferson, La. I like it very much. — A. J. Craig, State Superintendent, Wisconsin. Cannot fail to awaken a new interest. — Vermont School Journal. [ Coll., Ya. A new field cultivated with great success. — T. C. Johnson, Pres. Randolph Macon. Contains more common sense than any other. — J. Angeab, Prin. Madison Ac.Iowa. 12 The National Series of Standard School-Books. MATHEMATICS. BifllI'MTIOm OTEI1, ARITHMETIC. BLATEIJ 1. Davies' Primary Arithmetic $ 25 2. Davies' Intellectual Arithmetic ....... 40 3. Davies' Elements of Written Arithmetic ... 50 % CO 4. Davies' Practical Arithmetic 90 1 10 Key to Practical Arithmetic 90 5. Davies' University Arithmetic 1 40 1 50 Key to University Arithmetic *1 40 ALGEBRA. 1. Davies' New Elementary Algebra 1 25 1 40 Key to Elementary Algebra *1 25 2. Davies' University Algebra 1 60 1 75 Key to University Algebra *1 60 3. Davies' Bourdon's Algebra 2 25 2 45 Key to Bourdon's Algebra *2 25 GEOMETRY. 1. Davies' Elementary Geometry and Trigonometry 1 40 1 55 2. Davies' Legendre's Geometry 2 25 2 45 3. Davies' Analytical Geometry and Calculus . . 2 50 2 70 4. Davies' Descriptive Geometry 2 75 3 00 MENSURATION. 1. Davies' Practical Mathematics and Mensuration 1 40 1 55 2. Davies' Surveying and Navigation 2 50 2 70 3. Davies' Shades, Shadows, and Perspective . . 3 75 4 00 MATHEMATICAL SCIENCE. Davies' Grammar of Arithmetic * 50 Davies' Outlines of Mathematical Science *1 00 Davies 5 Logic and Utility of Mathematics *1 50 Davies' Metric System *1 50 Davies & Peck's Dictionary of Mathematics *5 00 13 National Series of Standard School-'Book's. DAVIES' NATIONAL COUKSE of MATHEMATICS. ITS RECORD. In claiming for this series the first place among American text-hooks, of what- ever class, the Publishers appeal to the magnificent record which its volumes have earned during the thirty-five years of Dr. Charles Davies' mathematical labors. The unremitting exertions of a life-time have placed the modern series on the same proud eminence among competitors that each of its predecessors has successively enjoyed in a course of constantly improved editions, now rounded to their perfect fruition — for it seems almost that this science is susceptible of no further demonstration. During the period alluded to, many authors and editors in this department have started into public notice, and by borrowing ideas and processes original with Dr. Davies, have enjoyed a brief popularity, but are now almost unknown. Many of the series of to-day, built upon a similar basis, and described as " modern books," are destined to a similar fate ; while the most far-seeing eye will find it difficult to fix the time, on the basis of any data afforded by their past history, when these books will cease to increase and prosper, and fix a still firmer hold on the affection of every educated American. One cause of this unparalleled popularity is found in the fact that the enterprise of the author did not cease with the original completion of his books. Always a practical teacher, he has incorporated in his text-books from time to time the ad- vantages of every improvement in methods of teaching, and every advance in science. During nil the years in which he has been laboring, he constantly sub- mitted his own theories and those of others to the practical test of the class-room —approving, rejecting, or modifying them as the experience thus obtained might suggest. In this way he has been able to produce an almost perfect series of class-books, in which every department of mathematics has received minute and exhaustive attention. Nor has he yet retired from the field. Still in the prime of life, and enjoying a ripe experience which no other living mathematician or teacher ciin emulate, his pen is ever ready to carry on the good work, as the progress of science may de- mand. Witness his recent exposition of the " Metric System," which received the official endorsement of Congress, by its Committee on Uniform "Weights and Measures. Davtes' System is the acknowledged National Standald rcn tee United States, for the following reasons:— 1st. It is the basis of instruction in the great national schools at West Point and Annapolis. 2d. It has received the quasi endorsement of the National Congress. 3d. It is exclusively used in the public schools of the National Capital. 4th. The officials of the Government use it as authority in all cases involving mathematical qncrtions. 5th. Our great soldiers and sailors commanding the national armies and navies were educated in this system. So have been a majority of eminent scientists in this ccunt'-y. All these refer to "Davies " as authority. flth. A larerer number of American citizens have received their education from tM« than from any other series. 7th. The series has a larger circulation throughout, the whole country than cr.y other, being extensively >/."ed in every State in the Union. 14 The National Series of Standard School-Books, MATHEMATICS-Continued. ARITHMETICAL EXAMPLES. Reuck's Examples in Denominate Numbers % 50 Reuck's Examples in Arithmetic i oo These volumes differ from the ordinary arithmetic in their peculiarly practical character. They are composed mainly of examples, and afford the most severe and thorough discipline for the mind. While a book which should contain a complete treatise of theory and practice would be too cumbersome for every-day use, the insufficiency of practical examples has been a source of complaint. HIGHER MATHEMATICS. Church's Elements of Calculus 2 50 Church's Analytical Geometry 2 50 Church's Descriptive Geometry, with Shades, Shadows, and Perspective 4 00 These volumes constitute the "West Point Course" in their several departments. Courtenay's Elements of Calculus • • • . 3 00 A work especially popular at the South. Hackley's Trigonometry • • • • . • . . 3 00 With applications to navigation and surveying, nautical and practical geometry and geodesy, and logarithmic, trigonometrical, and nautical tables. APPLIED MATHEMATICS. Peck's Ganot's Popular Physics i 75 Peck's Elements of Mechanics 1 75 Peck's Practical Calculus i 75 Prof. W. G. Peck, of Columbia College, has designee! the first of these works for the ordinary wants of schools in the department of Natural Philosophy. The work enjoys a high reputation. The .Mechanics and Calculus are the briefest treatises on those subjects now published. Their methods arc purely practical, and unembarrassed by the details which rather confuse than simplify science. SLATED ARITHMETICS. This consists of the application of an artificially elated rurface to the inner cover of a book, with flap of the same opening outward, so that students may refer to the book and use the sdate at one and the same time, and as though the slate were detached. When folded up, the slate preserves examples and memoranda till needed. The material used is as durable as the stone slate. The additional cost of books thus improved is trifling. 15 National Series of Standard Scliool-Sooks. Davies' National Course of Mathematics. TESTIMONIALS. From L. Van Bokkelen, State Superintendent Public Instruction, Maryland. The series of Arithmetics edited by Prof. Davies, and published by your firm, have been used for many years in the schools of several counties, and the city of Baltimore, and have been approved by teachers and commissioners. Under the law of 1863, establishing a uniform system of Free Public Schools, these Arithmetics were unanimously adopted by the State Board of Education, after a careful examination, and are now used in all the Public Schools of Mary- land. These facts evidence the high opinion entertained by the School Authorities of the value of the series theoretically and practically. From Horace "Webster, President of the College of Neio York. The undersigned has examined, with care and thought, several volumes of Da- vies' Mathematics, and is of the opinion that, as a whole, it is the most complete and best course for Academic and Collegiate instruction, with which he is ac- quainted. From David N. Camp, State Superintendent of Common Schools, Connecticut. I have examined Davies' Series of Arithmetics with, some care. The language i3 clear and precise ; each principle is thoroughly analyzed, and the whole so ar- ranged as to facilitate the work of instruction. "Having observed the satisfaction and success with, which the different books have been used by eminent teachers, it gives me pleasure to commend them to others. From J. O. Wilson, Chairman Committee on Text-Boohs, Washington, B. C. I consider Davies 1 Arithmetics decidedly superior to any other series, and in thi? opinion I am sustained, I believe, by the entire Board of Education aud Corps of Teachers in this city, where they have been used for several years past. From John L. Campbell, Profesccr cf Mathematics, Wabash College, Indiana. A proper combination of abstract reasoning and practical illustration is the chief excellence in Prof. Davies' Mathematical works. I prefer his Arithmetics, Algebras, Geometry and Trigonometry to all others now in use, and cordially re- commend them to all who desire the advancement of sound learning. From Major J. H. Whittlesey, Government Inspector cf Military Schools. Be assured, I regard the works of Prof. Davies, with which I am acquainted, as by far the best text-books in print on the subjects which they treat. I shall cer- tainly encourage their adoption wherever a word from me may be of any avail. Frcr.z T. McC. Ballantetc:, Prof. Mathematics Cumberland College, Kentucky. I have long taught Prof. Davies' Course cf Mathematics, and I continue to like their working. From John McLean Bell, B. A., Prin. of Lower Canada College. I have used Davies 1 Arithmetical and Mathematical Series as text-books in the schools under my charge for the last six years. These I have found of great effi- cacy in exciting, invigorating, and concentrating the intellectual faculties of the young. Each treatise serves as an introduction to the next higher, by the similarity cf its reasonings and methods ; and the student is carried forward, by easy and gradual steps, over the whole field of mathematical inquiry, and that, too, in a shorter time than is usually occupied in mastering a single department. I rinccrc- ly and heartily recommend them to the attention of my fellow-teachers in Canada. From D. W. Steele, Prin. Philekcian Academy, Cold Springs, Texas. I have used Davies' Arithmetics till I know them nearly by heart. A better series of school-books never were published. I have recommended them r.ntil •.Lev arc now used in all this region cf country. A large mass of similar " Opinions " may be obtained by addressing the pub- lishers for special circular for Davies 1 Mathematics. New recommendations are published in current numbers cf the Educational Bulletin. 16 SJie National Series of Standard School- 3k>oks. HISTORY. Monteith's Youth's History, $75 A History of the United States for beginners. It is arranged upon the catechetical plan, with illustrative maps and engravings, review questions, dates in parentheses (that their study may be optional with the younger elass of learners), and interesting Biographical Sketches of all persons who have been prominently identified with the history of our country, Willard's United States, School edition, . . . 1 40 Do. do. University edition, . 2 25 The plan of this standard work is chronologically exhibited in front of the title-page ; the Maps and Sketches are found useful assistants to tho memory, and dates, usually so difficult to remember, are so systematically arranged as in a great degree to obviate the difficulty. Candor, impar- tiality, and accuracy, arc the distinguishing features of the narrative portion. Willard's Universal History, 2 25 The most valuable features of the " United. States" are reproduced in this. The peculiarities of the work are its great conciseness and tho prominence given to the chronological order of events. The margin marks each successive era with great distinctness, so that the pupil re- tains not only the event but its time, and thus fixes the order of history firmly and usefully in his mind. Mrs. "Willard's books are constantly revised, v and at all times written ujj to embrace important historical events of recent date. Berard's History of England, 1 75 By an authoress well known for tho success of her History of the United States. The social life of the English people is felicitously interwoven, as in fact, with the civil and military transactions of the realm. Ricord's History of Rome, 1 60 Possesses the charm of an attractive romance. The Fables with which this history abounds are introduced in such a way as not to deceive the inexperienced, while adding materially to the value of the work as a reli- able index to the character and institutions, as well as the history of tho Koman people. Hanna's Bible History, 1 25 The only compendium of Bible narrative which affords a connected and chronological view of the important events there recorded, divested of all superfluous detail. Summary of History, Complete 60 American History, $0 40. French and Eng. Hist. 35 A well proportioned outline of leading events, condensing the substance of the more extensive text-book in common use into a series of statements so brief, that every word may be committed to memory, and yet so comprehensive that it presents an accurate though general view of the whole continuous life of nations. Marsh's Ecclesiastical History, 2 oo Questions to ditto, , 75 Affording the Ilistnry of the Church in all ages, with accounts of fho pagan world during Biblical periods, and the character, rise, and progress of all Beligions, as well as the various sects of the worshipers of Christ. Tlbe work is entirely non-sectarian, though strictly catholic. 17 The National Series of Standard Sc7iool-%oofcs. PENMANSHIP. ■» ^ » Beers' System of Progressive Penmanship. Per dozen $1 68 This "round hand" system of Penmanship in twelve numbers, com- mends itself by its simplicity and thoroughness. The first four numbers are primary books. Nos. 5 to 7, advanced books for boys. Nos. 8 to 10, advanced hooks for girls. Nos. 11 and 12, ornamental penmanship. These books are printed from steel plates (engraved by McLees), and are unexcelled in mechanical execution. Large quantities are annually sold. Beers' Slated Copy Slips, per set *50 All beginners should practice, for a few weeks, slate exercises, familiar- izing them with the torm of the letters, the motions of the hand and arm, &c, &c. These copy slips, 32 in number, supply all the copies found in a complete seiies of writing-books, at a trifling cost. Payson,Dunton&Scribner's Copy-B'ks.P-doz^l 80 The National System of Penmanship, in three distinct series — (\) Com- mon School Series, comprising the first six numbers ; (2) .Business Series, Nos. 8, 11, and 12 ; (3) Ladies' Series, Nos. 7, 9, and 10. Fulton & Eastman's Chirographic Charts,*3 75 To embellish the school room walls, and furnisli class exercise in the elements of Penmanship. PaySOn's Copy-Book Cover, per hundred .*4 00 Protects every page except the ono in use, and furnishes "lines" with proper slope for the penman, under. Patented. . . *15 Pronounced by competent judges the perfection of American-made pens, and superior to any foreign article. Index Pen, per gross ... 75 BUSINESS SERIES. Albata Pen, per gross, . . 40 Bank Pen, do . . 10 Empire Pen. do . . 70 Commercial Pen, per gross . 60 Express Pen, do . 75 Falcon Pen, do . 70 Elastic Pen, do . 75 National Steel Pens, Card with all kinds .$ SCHOOL SERIES. School Pen, per gross, . Academic Pen, do . . Fine Pointed Pen, per gross POPULAR SERIES. Capitol Pen, per gross, . . 1 do do pr. box of 2 doz. Bullion Pen (imit. gold) pr. gr. Ladies' Pen do Stimpson's Scientific Steel Pen, per gross .*2 oo One forward and two backward arches, ensuring great strength, well- balanced elasticity, evenness of point, and smoothness of execution. Ono gross in twelve contains a Scientific Gold Pen. Stimpson's Ink-Retaining Holder, per doz. *2 oo A simple apparatus, whic. does not get out of order, withholds at, a single dip as much ink as the pen would otherwise realize from a dozen trips to the inkstand, which it supplies with moderate and easy flow. Stimpson'sGoIdPen,$3 oo ; with Ink Retainer^ 50 Stimpson's Penman's Card, * 50 One dozen Steel Pens (.assorted points) and Patent Ink-retaining Pen holder. 18 2'he National Series of Standard School Hooks. BO OK-KEEP ING Smith & Martin's Book-keeping . ... Si 25 Blanks to ditto *co This work is by a practical teacher and a practical book-keeper. It is of a thoroughly popular class, and will be welcomed by every one who loves to see theory and practice combined in an easy, concise, and methodical form. The Single Kntry portion is well adapted to supply a want felt In nearly all other treatises, which seem to be prepared mainly for the use of whole- sale merchants, leaving retailers, mechanics, farmers, &c, who transact the greater portion of the business of the country, without a guide. The work is also commended, on this account, for general use in Young Ladies' Seminaries, where a thorough grounding in the simpler form of accounts will be invaluable to thb future housekeepers of the nation. The treatise on Double Entty Book-keeping combines all the advan- tages of the most recent methods, with the utmost simplicity of application, tli us affording the pupil all the advantages of actual experience in the counting-house, and giving a clear comprehension of the entire sub- ject through a judicious course of mercantile transactions. The shape of the book is such that the transactions ran be presented as in actual practice ; and the simplified form of Blanks, three in number, . adds greatly to the ease experienced in acquiring the science. DRAWING. -O i» 6» The Little Artist's Portfolio *so '25 Drawing Cards (progressive patterns), 25 Blanks, and a fine Artist's Pencil, all in one neat envelope. Clark's Elements of Drawing *i 03 Containing full instructions, with appropriate designs and copies for a complete course in this graceful art, from the first rudiments of outline to the finished sketches of landscape and scenery. Fowle's Linear and Perspective Drawing a co For the cultivation of the eye and hand, with copious illustrations and directions, which will enable the unskilled teacher to learn the art himself while instructing his pupils. Chapman's American Drawing Book • . .*s co The standard American text-book and authority i.i all branches of art. Monk's Drawing Books— Six Numbers, per set *2 25 Each book contains eleven large patterns with opposing blanks. No. 1 . — Elementary Studies; No. 2. — 9 : udies of Foliage; No. 11. — Laifdscapes; No. 4. — Animals, I.; No. 5 — Animals, II.; No. G. — Marine Views, &c. Ripley's Map Drawing i 25 One uf fhe mos' efficient aids to the acquirement of a knowledge of geography is cue practice of map drawing. It is useful for the same reason that the best exercise in orthography is the writing of difficult words. Sight comes to the aid of hearing, and a double impression is produced upou the memory. Knowledge becomes less mechanical and more intui- tive. The student who has sketched the outlines of a country, and dotted the important places, is little likely to forget either. The impression pro duced may be compared to that of a traveler who has been over the ground, while more comprehensive and accurate in detail. 19 The National Series of Sta7idard School-TJookx. NATURAL SCIENCE. FAMILIAR SCIENCE Norton & Porter's First Book of Science, - $1 75 By eminent Professors of Yale College. Contains the principles of Natural Philosophy, Astronomy, Chemistry, Physiology, and Geology. Arranged ou the Catechetical plan for primary classes and beginners. Chambers' Treasury of Knowledge, • ■ . 1 25 Progressive lessons upon — first, common things which lie most imme- diately around us, and first attract the attention of the young mind; second, common objects from the Mineral, Animal, and Vegetable king, doms, manufactured articles, and miscellaneous substances ; third, a sys- tematic view of Nature under the various sciences. May be used ae a Reader or Text-Book. NATURAL PHILOSOPHY. Norton's First Book in Natural Philosophy, Loo By Prof. Norton, of Yale College. Designed for beginners ; profusely illustrated, and arranged on the Catechetical plan. 1 ) Peck's Ganot's Course of Nat. Philosophy, 1 The standard text-book of France, Americanized and popularized by Prof. Peck, of Columbia College. The most magnificent system of illus- tration ever adopted i;i an American school-book is here fouud. For intermediate classes. Peck's Elements of Mechanics, 2 25 A suitable introduction to Bar tie tt' 8 higher treatises on Mechanical Philosophy, and adequate in itself for a complete academical courts. Bartlett's Synthetic Mechanics, 5 oo Bartlett's Analytical Mechanics, 5 oo Bartlett's Acoustics and Optics, 3 53 A system of Collegiate Philosophy, by Prof. Babtlett, of "West Point Military Academy. Steele's 14 ¥/eeks Course in Philos. 0** r . &-..) . l 50 GEOLOGY. Page's Elements of Geology, ■ • • • • • • 1 25 A volume of Chambers' Educational Course. Practical, simple, ixnd eminently calculated to make the study interesting. Emmon's Manual of Geology, i -> The first Geologist of the country has n^re produced a work worthy i f bis reputation, Steele's 14 Weeks Course (see p. 25) .... l 50 20 The National Series of Standard School- CBooks. Peck's Ganot's Popular Physics. TESTIMONIALS. From Prof. Alonzo Collin, Cornell College, Iowa. I am pleased with it. I have decided to introduce it as a textbook. From II. F. Johnson, President Madison College, Sharon, Miss. I aia pleased with Peck's Ganot, and think it a magnificent book. From Prop. Edward Brooks, Pennsylvania Slate Noo^mal School. So eminent are its merits, that it will be introduced as the text-book upon ela mentary physics in this institution. From n. H. Lockwood, Professor Natural Philosophy U. S. Naval Academy. I am so pleased with it that I will probably add it to a course of lectures given tc the midshipmen of this school on physics. From Geo. S. Mackie, Professor Natural History University of Nashville, Tenn. I have decided on the introduction of Peck's Ganot's Philosophy, as I am satis- fied that it is the besTbook for the purposes of my pupils that I have seen, com- bining simplicity of explanation with elegance of illustration. From W. S. McRae, Superintendent Yevay Public Schools, Indiana. Ilaving carefully examined a number of text-books on natural philosophy, I do not hesitate to express my decided opinion in favor of Peck's Ganot. The matter, style, and illustration eminently adapt the work to the popular wants. From Rsv. Samuel McKinnet, D.D., Preset Austin College, Iluntsville, Texas. It gives me pleasure to commend it to teachers. I have taught some classes with it as our text, and must say, for simplicity of style and clearness of illustration, I have found nothing as yet published of equal value to the teacher and pupil. From C. V. Spear, Principal Mapleicood Institute, Pittsfeld, Mass. I am much pleased with it3 ample illustrations by plates, and its clearness and pimplicity of statement. It covers the ground usually gone over by our higher classes, and contains many fresh illustrations from life or daily occurrences, and new applications of scientific principles to fcueh. From J. A. Banfield, Superintendent Marshall Public Schools, Michigan. I have used Peck's Ganot since 18C3, and with increasing pleasure and satisfac- tion each term. I consider it superior to any other work on physics in its adapta- tion to our high schools and academies. Its illustrations are superb— better than three times their number of pages of fine print. From A. Schuyler, Prof, cf Mathematics in Baldwin University, Eerea, Ohio. After a careful examination of Peck's Ganot's Natural Philosophy, and an actual fest of its merits as a text-book, I can heartily recommend it as admirably adapted to meet the wants of the grade of students for which it is intended. Its diagrams and illustrations are unrivaled. We use it in the Baldwin University. From D. C. Van Norman, Principal Van Norman Institute, New York. The Natural Philosophy of M. Ganot. edited by Prof. Peck, is, in my opinion, the best work of its kind, for the use intended, ever published in this country. Whether regarded in relation to the natural order of the topics, the precision and clearness of its definitions, or the fullness and beauty of its illustrations, it is cer- tainly, I think, an advance. JS?" For many similar testimonials, see current numbers of the Illustrated Ed ucational B»'"'etin. The National Series of Standard School- "Books, NATURAL SCIENCE-Continued. CHEMISTRY. Porter's First Book of Chemistry, ... 41 oo Porter's Principles of Chemistry, . • . . 2 00 The above are widely known as the productions of one of the most eminent scientific men of America. The extreme simplicity in the method of presenting the science, while exhaustively treated, has excited uni- versal commendation. Apparatus adequate to the performance of every experiment mentioned, may be bad of the publishers for a trifling sum. The effort to popularize the science is a great success. It is now within the reach of the poorest and least capable at once. Darby's Text-Book of Chemistry, • • • . 1 75 Purely a Chemistry, divesting the subject of matters comparatively foreign to it (such as heat, light, electricity, etc.), but usually allowed to engross too much attention in ordinary school-books. Gregory's Organic Chemistry, 2 50 Gregory's Inorganic Chemistry, 2 so The science exhaustively treated. For colleges and medical students. Steele's Fourteen Weeks' Course, ■ • , • . * so A successful effort to reduce the study to the limits of a sinrfc term, thereby making feasible its general introduction in institutions of every character The author's felicity of style and success in making the 6cience pre-eminently intereslitia are peculiarly noticeable features. Chemical Apparatus, to accompany "Porter" 20 00 do do to accompany " Steele" 25 CO BOTANY. Thinker's First Lessons in Botany, .... 40 For children. T'le technical terms are largely dispensed with in favor of an easy and familiar style adapted to the smallest learner. Wood's Object Lessons in Botany, • • • . l 50 Wood's American Botanist and Florist, . . 2 50 Wood's New Class-Book of Botany, • • • 3 50 The standard text-books of the United States in this department. In style they are simple, popular, and lively; in arrangement, easy and nat- ural; in description, graphic and strictly exact. The Tables for Analysis ar.; reduced to a perfect system. More are annually sold than of all others combined. Darby's Southern Botany, 2 00 Embracing general Structural and Physiological Botany, with vegetable products, and descriptions of Southern plants, and a. complete Flora of the Southern States. „, The National Series of Standard School-^Books. NATURAL SCIENCE-Continued PHYSIOLOGY. Jarvis' Elements cf Physiology, % ?3 Jarvis' Physiology and Laws of Health, . l en The only books extant which approach this subject with a proper view ' of the true object of teaching Physiology in schools, viz., that scholars may know how to take care of their owa health. In bold contrast with the abstract Anatomies, which children learn as they would Greek or Latin (and forget as soon), to discipline the mind, are these text-books, using the. science as a secondary consideration, and only so far as is necessary for the comprehension, of the laws of health. Hamilton's Vegetable & Animal Physiology, 1 25 The two branches of the science combined in one volume lead the stu- dent to a proper comprehension of the Analogies of Nature. ASTRONOMY. Steele's Fourteen Weeks' Course, 1 50 Reduced to a single term, and better adapted to school use than any work heretofore published. Not written for the information of scientific men, but for the inspiration of youth, the pages are not burdened with a multitude of figures which no memory could possibly retain. The whole subject is presented in a clear and concise form. Willard's School Astronomy, l oo By means of clear and attractive illustrations, addressing the eye in many cases by analogies, careful definitions of all necessary technical terms, a cai eful avoidance of verbiage and unimportant matter, particular attention to analysis, and a general adoption of the simplest methods, Mrs. Willard has made the best and most attractive elementary Astron- omy extant. Mclntyre's Astronomy and the Globes, • . i 59 A complete treatise for intermediate classes. Highly approved. Bartlett's Spherical Astronomy, 5 oo The West Point course, for advanced classes, with applications to the current wants of Navigation, Geography, and Chronology. NATURAL HISTORY. Carl's Child's Book of Natural History, . . 50 Illustrating the Animal. Vegetable, and Mineral Kingdoms, with appli- cation to the Arts. For beginners. Beautifully and copiously illustrated. ZOOLOGY. Chambers' Elements of Zoology, 1 50 A complete and comprehensive Fystem of Zoology, adapted fir nca demic instruction, presenting a systematic view of the Animal Kingdom as a portion of external Nature. 23 National Series of Standard Sc/toot- Books. Jams' Physiology and Laws of Health. TESTIMONIALS. From Sam-tiki, B. MoLane, Superintendent Public Schools, Keokuk; Iowa. I ain glad to nee a really good text-book on this much neglected branch. This ia clear, concise, accurate, and eminently adapted to the class-mam. From William F. Wykrs, Principal of Academy, West Chester, Pennsylvania. A thorough examination has satisfied me of its superior claims as a text-book to the attention of teacher and taught. I shall introduce it at once. From II. R. pA>-FORr>, Principal of East Genesee Conference Seminary, .V. Y. " Jarvis' Physiology" is received, and fully met our expectations. We immediately adopted it. From Isaac T. Goodnow, State Superintendent of Kansas — published in connection with the " School Laio." "Jarvis' Physiology," a common-sense, practical work, with just enough of anat- omy to understand the physiological portions. The last six pages, on Man's Kespon sibility for his own health, are worth the price of the book. From D. W. Stevens, Superintendent Public Schools, Fall River, Mass. I have examined Jarvis' " Physiology and Laws of Health," which you had the kindness to send to me a short time ago. In my judgment it is far the best work o( the ki.id within my knowledge. It has been adopted as a text-book ill our public schools. From. Henry G. Denny, Chairman Rook Committee, Boston, Mass. The very excellent " Physiology " of P. Jarvis I had introduced into our High School, where the study had been temporarily dropped, believing it to be by far the best work of the kind that had come under my observation; indeed, the reintroduc- tion of the study was delayed for some months, because Dr. Jarvis' book could not be had, and we were unwilling to take any other. From Prof. A. P. Peaisodt, D.D., LL.D., Harvard University. »* • I have been in the habit of examining school-books with great care, and I hesitate not to say that, of all the text-books on Physiology which have been given to the public, Dr. Jarvis' deserves the first place on the score of accuracy, thoroughness, method, simplicity of statement, and constant reference to topics of practical interest and utility. From James N. Townsenp, Superintendent Public Schools, Hudson, X. Y. Every human being is appointed to take charge of bis own body; and of all books written upon this subject, I know of none which will so well prepare one to do this as •'Jarvis' Physiology" — that is, in so small a compass of matter. It considers the pure, simple laws of health paramount to science: and though the work is thoroughly scientific, it is divested of all cumbrous technicalities, and presents the subject of phy- sical life in a manner and style really charming. It is unquestionably the best text- book on physiology I have ever seen. It is giving great satisfaction in the schools of this city, where it has been adopted as the standard. From L. J. Saiifobd, II. D., Prof. Anatomy and Physiology in Yale College Books on human physiology, designed for the use of schools, are more generally a failure perhaps than are school-books on most other subjects. The great want in this department is met, we think, ill the well-written treatise o| Dr. Jarvis, entitled " Physiology and Laws of Health." * * The work is not t.»> detailed nor too expansive in any department, and is clear and concise in all It is not burdened with an excess of anatomical description, nor rendered discursive by many zoological references. Anatomical statements are made to the extent of quali. fying the student to attend, understanding^, to an exposition of those functional pro- cesses which, collectively, make up health; thus the laws of health are enunciated, and many suggestions are given which, if heeded, will tend to its preservation. (W~ Tor further testimony of similar character, see current numbers of the Illu.. (rated F.ducatioual Bulletin. 21 The National Series of Standard School-Books. NATURAL SCIENCE. "FOURTEEN WEEKS" IN EACH BEANCH, By J. DORMAN STEELE, A. M. Steele's 14 Weeks Course in Chemistry . $l so Steele's 14 Weeks Course in Astronomy ■ i sa Steele's 14 Weeks Course in Philosophy • i so Steele's 14 Weeks Course in Geology. • l 50 The unparalleled success of the first volume, "14 Weeks in Cliemistry" encour- aged the publishers to project a complete course upon a similar plan, and designed to make the Natural Sciences popular. Our Test-Books in these studies are, as a general thing, dull and uninteresting. They contain from 400 to 603 pages of dry facts and unconnected details. They abound in that which the student cannot learn, much less remember. The pupil commences the study, i3 confused by the fine print and coarse print, and neither knowing exactly what to learn nor what to hasten over, is crowded through the single term generally assigned to each branch, and frequently comes to the close without a definite and exact idea of a single scientific principle. Steele's Fourteen Weeks Courses contain only that which every well-informed person should know, while all that which concerns only the professional scientist is omitted. The language is clear, simple, and interesting, and the illustrations bring the subject within the range of home life and daily experience. They give such of the general principles and the prominent fact3 as a pupil can make famil- iar a3 household words within a single term. The type i3 large and open ; there is no fine print to annoy ; the cut3 are copies of genuine experiments or natural phenomena, and arc of fine execution. In fine, by a system of condensation peculiarly his own, the author reduces each branch to the limits of a single term of study, while sacrificing nothing that is es- sential, and nothing that is usually retained from the study of the larger manuals in common use. Thus the student has rare opportunity to economize his time, or rather to employ that which he has to the best advantage. A notable feature i3 the author's charming " style," fortified by an enthusiasm over his subject ia which the student will not fail to partake. Believing that Natural Science i3 full of fascination, he has moulded it into a form that attracts the attention and kindles the enthusiasm of the pupil. The recent editions contain the author's "Practical Questions" on a plan never before attempted in scientific text-books. These are questions as to the nature and cause of common phenomena, and are not directly answered in the text, the design being to test and promote an intelligent use of the student's knowledge of the foregoing principles. Steele's General Key to his Works- • • • *i so This work is mainly composed of Answers to the Practical Questions and Solu- tions of the Problems in the author's celebrated "Fourteen Weeks Courses " in the several sciences, with many hints to teachers, minor Tables, -o-^- Brookfield's First Book in Composition • 50 Making the cultivation of this important art feasible for the smallest child. 15y a new method, to induce and stimulate thought. Boyd's Composition and Rhetoric • . • . l 50 This work furnishes all the aid that is needful or can be desired in the various departments and styles of composition, bothinprcse and verse. Day's Art of Rhetoric 1 25 Noted for exactness of definition, clear limitation, and philosophical development of subject; the large share of attention given to Invention, %s a branch of Rhetoric, and the unequalled analysis of style 32 National Series of Standard Sctiool-CBooks. LI TERATU RE, Cleveland's Compendiums .... each, $*2 50 English Literature. American Literature. Eng. Lit. of XIX Century. Classical Literature. In these four volumes are gathered the cream of the literature of all ages for the school-room and the general reader. Their reputation is national. More than 125,000 copies have heen sold. Boyd's English Classics each, *l 25 Milton's Paradise Lost. Thomson's Seasons. Young's Night Thoughts. Pollok's Course of Time. Cowper's Task, Table Talk, &c. Lord Bacon's Essays. This series of annotated editions of great English writers, in prose and poetry, is designed for critical reading and parsing in schools. Prof. J. R. Boyd proves himself an editor of high capacity, and the works themselves need no encomium. As auxiliary to the study of Belles Lettres, etc., these works have no equal. Pope's Essay on Man *20 Pope's Homer's Iliad *80 The metrical translation of the great poet of antiquity, and the matchless " Essay on the Nature and State of Man," hy Alexander Pope, afford superior exercise in literature and parsing. AESTHETICS. Huntington's Manual of the Fine Arts • -*i 75 A view of the rise and progress of Art in different countries, a brief account of the most eminent masters of Art, and an analysis of the prin- ciples of Art. It is complete in itself, or may precede to advantage tho critical work of Lord Karnes. Boyd's Karnes' Elements of Criticism • -* 1 75 The best edition of this standard work ; without the study of which none may be considered proficient in the science of the Perceptions. No other study can be pursued with so marked an effect upon the taste and refinement of the pupil. POLITICAL ECONOMY. Champlin's Lessons on Political Economy l 25 An improvement on previous treatises, being shorter, yet containing every thing essential, with a view of recent questions in finance, otc, which is not elsewhere found. 33 The National Series of Standard School- SooJts. ' MENTAL JPHILOSOPHY. Mahan's Intellectual Philosophy . . . $l 75 The subject exhaustively considered. The author has evinced learn- ing, candor, and independent thinking. Mahan's Science of Logic 2 oo A profound analysis of the laws of thought. The system possesses the merit of being intelligible and self consistent. In addition to the author's carefully elaborated views, it embraces results attained by the ablest minds of Great Britain, Germany, and France, in this department. Boyd's Elements of Logic 1 25 A systematic and philosophic condensation of the subject, fortified with additions from Watts, Abercrombie, AYhately, &c. Watts on the Mind 50 The Improvement of the Mind, by Isaae "Watts, is designed as a guide for the attainment of useful knowledge. As a text-book it is unparalleled ; and the discipline it affords cannot be too highly esteemed by the edu- cator. ORJ^LS~ Alden's Text-Book of Ethics CO For young pupils. To aid in systematizing the ethical teachings of the Bible, and point out the coincidences between the instructions of th6 sacred volume and the sound conclusions of reason. Willard's Morals for the Young . . . . *75 Lessons in conversational style to inculcate the elements of moral phi- losophy. The study is made attractive by narratives, and engravings. GOVERNMENT. Howe's Young Citizen's Catechism .... 75 Explaining the duties of District, Town, City, County, State, and United States Officers, with rules for parliamentary and commercial busi- ness— that which every future " sovereign" ought to know, and so few are taught. Young's Lessons in Civil Government • . l 25 A comprehensive view of Government, and abstract of the laws show- ing the rights, duties, and responsibilities of citizens. Mansfield's Political Manual l 25 This is a complete view of the theory and practice of the General and State Governments of the United States, designed as a text-book. The author is an esteemed and able professor of constitutional law, widely known for his sagacious utterances in matters of statecraft through tho public press. Recent events teach with emphasis the vital necessity that the rising generation should comprehend the noble polity of the Amer- ican government, that they may act intelligently when endowed with a voice in it. u 2%e National Series of Standard School-Books. AGHERS' AIDS Brooks' School Manual of Devotion ... 75 This volume contains daily devotional exercises, consisting of a hymn, Belections of scripture for alternate reading by teacher and pupils, and a prayer. Its value for opening and closing school is apparent. Cleaveland's School Harmonist *70 Contains appropriate tunes for each hymn in the " Manual of Devo- tion" described above. Ths Boy Soldier 75 Complete iifantry taoHes for Bchonl?, with illustrations, for the use of thnse who would introduce this pleasing relaxation from the confining duties of the desk. Welch's Object Lessons l oo Invaluable for tearhers of primary schools. Contains ins best explana- tion of the Pcstahjzzian system. By its aid the proficiency of pupils and the general interest of the school may be increased ono huudred per cent. Tracy's School Record = . » . *75 To record attendance, deportment, and scholarship; containing also many useful tables and suggestions to teachers, that are worth of them- selves the price of the book. Tracy's Pocket Record- . . *65 A portable edition of the School Record, without the tables, &c Brooks' Teacher's Register *i oo Presents at one view a record of attendance, recitations, and deport- ment for the whole term. Carter's Record and Roll-Book *2 go For largo graded schools. National School Diary, per dozen *i oo A little book of blank forms for weekly report of the standing of each scholar, from teacher to parent. A great convenience. 85 The National 2'eache?'s' Zibrary. THE TEACHER'S LIBRARY. The Metric System— Davies $*i 50 Considered with reference to its general introduction, and embracing the views of John Quiney Adams and Sir John HerscheL The Student— Phelps *1 50 The Educator— Phelps *i 50 The Discipline of Life-Phelps *l 75 The authoress of these works is one of the most distinguished writers on education ; and they cannot fail to prove a valuable addition to the School and Teachers' Libraries, being in a high degree both interesting and instructive. A Scientific Basis of Education— Hecker • *2 50 Adaptation of study and classification by temperaments. Object Lessons— Welch • *i oo This is a complete exposition of the popular modern system of "object- teaching," for teachers of primary classes. Theory and Practice of Teaching— Page -*l so This volume has, without doubt, been read by two hundred thousand teachers, and its popularity remains undiminished — large editions being exhausted yearly. It was the pioneer, as it is now the patriarch of professional works for teachers. The Graded School— Wells *i 25 The proper way to organize graded schools is here illustrated. Tha author has availed himself of the best elements of the several systems prevalent in Boston, New York, Philadelphia, Cincinnati, St. Louis, and other cities. The Normal— Holbrook *l 75 Carries a working school on its visit to teachers, showing the most ap- proved methods of teaching all the common branches, including the tech- nicalities, explanations, demonstrations, and definitions introductory and peculiar to each branch. The Teachers' Institute— Fowle *i 25 This is a volume of suggestions inspired by the author's experience at institutes, in the instruction of young teachers. A thousand points of in- terest to this class are most satisfactorily dealt with. 26 The National Teachers' Zibrary. The Teacher and the Parent— Northend . 1*1 50 A treatise upon comraon-school education, designed to lead teachers to view their calling in its true light, and to stimulate them to fidelity. The Teachers' Assistant— Northend • . .*i so A natural continuation of the author's, previous work, more directly | calculated for daily use in the administration of school discipline and in- \. Btruction. ; School Government— Jewell *1 so Full of advanced ideas on the subject which its title indicates. The cri- ticisms upon current theories of punishment and schemes of administra- tion have excited general attention and comment. Grammatical Diagrams— Jewell *i oo The diagram system of teaching grammar explained, defended, and improved. The curious in literature, the searcher for truth, those inter- ested in new inventions, as well as the disciples of Prof. Clark, who would see their favorite theory fairly treated, all want this book. Tliere are many who would like to be made familiar with this system before risking its use in a class. The opportunity is here afforded. The Complete Examiner— Stone *i 25 Consists of a series of questions on every English branch of school and academic instruction, with reference to a given page or article of leading tsxt-books where the answer may be found in full. Prepared to aid teachers in securing certificates, pupils in preparing for promotion, and teachers in selecting review questions. School Amusements— Root *i 50 To assist teachers in making the school interesting, with hints upon the management of the school-room. Rules for military and gymnastic exer- cises are included. Illustrated by diagrams. Institute Lectures on Mental and Moral Culture— Bates *i 50 These lectures, originally delivered before institutes, are based upon various topics of interest to the teacher. The volume is calculated to preparo the will, awaken the inquiry, and stimulates the thought of the zealous teacher. Method of Teachers' Institutes— Bates . . .* 76 Sets forth tho best method of conducting institntes, with a detailed ac- count of the object, organization, plan of instruction, and truo theory of education on wliich such instruction should be based. History and Progress of Education • -* 1 50 The systems of education prevailing in all nations and ages, the gradual advance to the present time, and the bearing of the past upon the present in this regard, are worthy of the careful inyestigation of all concerned in the cause. 37 7%e National Teachers' Library. American Education— Mansfield $1 50 A treatise on the principles and elements of education, as practiced in this couutry, with ideas towards distinctive republican and Christian edu- cation. American Institutions— De Tocquevilb • -*l so A valuable index to the genius of our Government. Universal Education— Mayhew ** ^5 The subject is approached with the clear, keen perception of one who has observed its necessity, and realized its feasibility and expediency alike. The redeeming and elevating power of improved common schools constitutes the inspiration of the volume. Higher Christian Education— Dwight • • -*l 50 A treatise on the principles and spirit, the modes, directions, and ra- sults of all true teaching; showing that right education should appeal to every element of enthusiasm in the teacher's nature. Oral Training Lessons— Barnard .... * The object of this very useful work is to furnish material for instruc- tors to impart orally to their classes, in branches not usually taught in common schools, embracing all departments of Natural Science and much general knowledge. Lectures on Natural History— Chadbourne :: 75 Affording many themes for oral instruction in this interesting science — especially in schools where it is not pursued as a class exercise. Outlines of Mathematical Science— Davies *l oo A manual suggesting the best methods of presenting mathematical in- struction on the part of the teacher, with that comprehensive view of the whole which is necessary to the intelligent treatment of a part, in science. Logic & Utility of Mathematics— Davies • -*l 50 An elaborate and lucid exposition of the principles which lie at the foundation of pure mathematics, with a highly ingenious application of their results to the development of the essential idea of the different branches of the science. Mathematical Dictionary— Davies & Peck .*B oo This cyclopsedia of mathematical science defines with completeness, precision and accuracy, every technical term, thus constituting a popular treatise on each branch, and a general view of the whole subject. School Architecture— Barnard * 2 25 Attention is here called to the vital connection between a good school- house and a good school, with plans and specifications fur securing the former in the most economical and satisfactory manner. 33 National School library. The two elements of instruction and entertainment were never more happiry com- bined than in this collection of standard books. Children and adults ailke -will hero find ample food for the mind, of the sort that is easily digested, whiie not degene- rating to the level of modern romance. LIBRARY OF LITERATURE. Milton's Paradise Lost Boyd's Illustrated Ed.$l 60 Young's Night Thoughts .... do. . . l 60 Cowper's Task, Table Talk, &c. -do. . . l 60 Thomson's Seasons do. . . l 60 Pollok's Course of Time .... do. . . l 60 These great moral poems are known wherever the English language is read, and are regarded as models of the best and purest literature. The books are beautifully illustrated, and notes explain all doubtful mean- ings, and furnish other matter of intsrest to the general reader. Lord Bacon's Essays, (Boyd's Edition.). . . . 1 60 Another grand English classic, affording the highest example of purity in language and style. The Iliad Of Homer. Translated by Pope. . . 80 Those who are unable to read this greatest of ancient writers in the original, should not fail to avail themselves of tMs metrical version by an eminent scholar and poet. The Poets of Connecticut— Everest • • • . l 76 With the biographical sketches, this volume forms a complete history of tha poetical literature of the State. The Son of a Genius— Holland 75 A juvenile classic which never wears out, and finds many interested readers in every generation of youth. Lady Willoughby i oo The diary of a wife and mother. An historical romance of the seven- teenth century. At once beautiful and pathetic, entertaining and in- structive. The Rhyming Dictionary— Walker • • • . l 25 A serviceable manual to composers of rhythmical matter, being a com- plete index of allowable rhymes. 89 National School Zibrary. LITER ATURE-Continued. Compendium of Eng. Literature— Cleveland,^ 50 English Literature of XIX Century . . do . . 2 50 Compendium of American Literature do . .2 50 Compendium of Classical Literature • do . . 2 50 Nearly one hundred and fifty thousand volumes of Prof. Cleveland's inim- itable compendiums have been sold. Taken together they present a complete view of literature " from Homer to Holmes— from the first Greek to the latest American author." To the man who can afford but a few books these will sup- ply the place of an extensive library. From commendations of the very highest authorities the following extracts will give some idea of the enthusiasm with which the works are regarded by scholars : With the Bible and your volumes one might leave libraries without very pain- ful regret, — The work cannot be found from which in the same limits so much interesting and valuable information may be obtained. — Good taste, fine scholar- ship, familiar acquaintance with literature, unwearied industry, tact acquired by practice, an interest in the culture of the young, and regard for truth, purity, philanthropy and religion are united in Mr. Cleveland. — A judgment clear and impartial, a taste at once delicate and severe. — The biographies are just and discriminating. — An admirable bird's eye view. — Acquaints the reader with the characteristic method, tone, and quality of each writer.— Succinct, carefully written, and wonderfully comprehensive in detail, etc., etc. Milton's Poetical Works— Cleveland ... 2 50 This is the very best edition of the great Poet. It includes a life of the author, notes, dissertations on each poem, a faultless text, and is the only edition of Milton with a complete verbal Index. LIBRARY OF REFERENCE. Home Cyclopaedia of Chronology . ... 3 00 An index to the sources of knowledge— a dictionary of dates. Home Cyclopaedia of Geography 3 oo A complete gazetteer of the world. Home Cyclopaedia of Useful Arts . ... 3 00 Covering the principles and practice of modern scientific enterprise, with a record of important inventions in agriculture, architecture, domestic economy, engineering, machinery, manufactures, mining, photogenic and telegraphic ait, Home Cyclopaedia of Literature & Fine Arts 3 oo A complete index to all terms employed in belles lettres, philosophy, theolory, law, mythology, painting, music? sculpture, architecture, and all kindred arts. 40 National School Zibrary. LIBRARY OF TRAVEL. Life in the Sandwich Islands— Cheever • -$i 50 The "heart of the Pacific, as it was and is," shows most vividly the contrast between the depth of degradation and barbarism, and the light and liberty of civilization, so rapidly realized in these islands under the humanizing influence of the Christian religion. Illustrated. Peruvian Antiquities— Von Tschudi- • • . l 50 Travels in Peru— Yon Tschudi i 50 The first of these volumes affords whatever information has been at- tained by travelers and men of science concerning the extinct people who once inhabited Peru, and who have left behind them many relics of a wonderful civilization. The "Travels" furnish valuable information concerning the country and its inhabitants as they now are. Illustrated. Ancient Monasteries of the East— Curzon • l 50 The exploration of these ancient seats of learning has thrown much light upon the researches of the historian, the philologist, and the theo- logian, as well as the general student of antiquity. Illustrated. Discoveries in Babylon & Nineveh— Layard 1 75 Valuable alike for the information imparted with regard to these most Interesting ruins, and the pleasant adventures and observations of the author in regions that to most men seem like Fairyland. Illustrated. A Run Through Europe— Benedict, • • • • 2 oo A work replete with instruction and interest. St. Petersburgh— Jermann 1 00 Americans are less familiar with the history and social customs of the Russian people than those of any other modern civilized nation. Oppor- tunities such as this book affords are not, therefore, to be neglected. The Polar Regions— Osborn 1 25 A thrilling and intensely interesting narrative of one of the famous ex- peditions in search of Sir John Franklin— unsuccessful in its main object, but adding many facts to the repertoire of science. Thirteen Months in the Confederate Army 75 The author, a northern man conscripted into the Confederate service, and rising from the ranks by soldierly conduct to positions of responsi- bility, ha^l remarkable opportunities for the acquisition of facts respect- ing the conduct of the Southern armies, and the policy and deeds of their leaders, lit* participated in many engagements, and his book is one of the most exciting narratives of adventure ever published. Mr. Steven- m takes no ground us a partizan, but views the whole subject as with the eye of a neutral— only interested in subserving the euds of history by ths coutributiim uf impartial facts. Illustrated. 41 National School library LIBRARY OP HISTORY. History of Europe— Alison $2 50 A reliable and standard work, which covers with clear, connected, and complete narrative, the eventfnl occurrences transpiring from A. D. 1780 to 1815, being mainly a history of the career of Napoleon Bonaparte. History of England— Berard l 75 Combining a history of the social life of '.he English people with that of the civil and military transactions of the realm. History of Rome— Ricord l CO Possesses all the charm of an attractive romance. The fables with which this history abounds are introduced in such away as net to deceive thu inexperienced reader, while adding vastly to the interest of the work ami affording a pleasing index to the genius of the Itoman people. Illus- trated. The Republic of America— Willard . . • 2 25 Universal History in Perspective— Willard 2 25 From thfse two comparatively brief treatises the Intelligent mind may obtain a comprehensive knowledge of the history of tho world in both hemispheres. Mrs. Wiilard's reputation as an historian is wide as tba land, lllusttated. Ecclesiastical History— Marsh 2 00 A history of tho Church in all ages, with a comprehensive review of all forms of religion fr.-m the creation of the world. No otner source affords, in the same compasb, the information here conveyed. History of the Ancient Hebrews— Mills . • 1 75 The record of " God's people" from the call of Abrahain to the destruc- tion of Jerusalem ; gathered from sources sacred and profane. The Mexican War— Mansfield 1 50 A history of Us origir, and a detailed account of its victories; with official dispatches", the ti eaty of peace, aud valuable tables. Illustrated. Early History of Michigan— Sheldon ■ • • 3 75 A work of value and deep interest to the people of the West. Com- piled under th« supervision of lion. Lewis Cass. Embellished with por- traits. 42 National School Library. LIBRARY OF BIOG-RAPHY. Life of Dr. Sam. Johnson— Boswell • • .$2 25 This work has been before the public for seventy years, with increasing approbation. Boswell is known as " the prince cf biographers." Henry Clay's Life and Speeches— Mallory 2 vols 4 50 This great American statesman commands the admiration, and Ids character and deeds Eolicit the study of every patriot. Life & Services of General Scott— Mansfield 1 75 The hero of the Mexican war, who was for many years the most promi- nent figure in American military circles, should not be forgotten in the whirl of more recent events than those by which he signalized himself. Illustrated. Garibaldi's Autobiography 1 50 The Italian patriot's record of his own life, translated and edited by his friend and admirer. A thrilling narrative of a romantic career. With portrait. Lives of the Signers— Dwight 1 50 The memory of the noble men who declared our country free at the peril of their own "lives, fortunes, and sacred honor," should be em- balmed in every American's heart. Life of Sir Joshua Reynolds— Cunningham 1 50 A candid, truthful, and appreciative memoir of the great painter, with a compilation of his discourses. The volume is a text-book for artists, as well as those who would acquire the rudiments of art. With a portrait. Prison Life 75 Interesting biographies of celebrated prise ners and martyrs, designed especially for the instruction and cultivation of youth. 43 National School library. LIBRARY OF NATURAL SCIENCE. The Treasury of Knowledge 11 25 A cyclopaedia of ten thousand common things, embracing tho widest range of subject-matter. Illustrated. Ganot's Popular Physics 1 75 The elements of natural philosophy for both student and the general reader. The original work Is celebrated for the magnificent character of its illustrations, all of which aru literally reproduced here. Principles of Chemistry— Porter 2 00 A work which commends itself to tnc amateur in science by its extreme simplicity, and careful avoidance of unnecessary detail. Illustrated. Class-Book of Botany— Wood s 50 Indispensable as a work of reference. Illustrated. The Laws of Health— Jarvis 1 65 This is not an abstract anatomy, but all its teachings are directed to the best methods of preserving health, as inculcated by an intelligent know- ledge of the structure and needs of the human body. Illustrated. Vegetable & Animal Physiology— Hamilton 1 25 An exhaustive analysis of the conditions of life in all animate nature. Illustrated. Elements of Zoology— Chambers l 50 A complete view of the animal kingdom as a portion of external nature. Illustrated. Astronography— Willard 1 00 The elements of astronomy iu a compact and readable form. Illus- trated. Elements of Geology— Page I 25 The subject presented in its two aspects of interesting and important. Illustrated. Lectures on Natural History— Chadbourne 75 1 its r The subject is here censidered in its relations to intellect, taste, health, and religion. ^rational School Zibrary. VALUABLE LIBRARY BOOKS. The Political Manual— Mansfield $1 25 Every American youth should be familiar with the principles of the government under which he lives, especially as the policy of this country will one day call upon him to participate iu it, at least to the extent of his ballot. American Institutions— De Tocqueville . . 1 50 Democracy in America— De Tocqueville • • 2 25 The views of this distinguished foreigner on the genius of our political institutions are of unquestionable value, as proceeding front a standpoint whence we seldom have an opportunity to hear. Constitutions of the United States • • • 2 25 Contains the Constitution of the General Government, and of the seve- ral State Governments, the Declaration of Independence, and other im- portant documents relating to Americau history. Indispensable as a work of reference. Public Economy of the United States • • • 2 25 A full discussion of the relations of the United States with other na- tions, especially the feasibility of a free-trade policy. Grecian and Roman Mythology— Dwight • 3 °o The presentation, in a systematic form, of the Fables of Antiquity, affords most entertaining reading, and is valuable to all as an index to the mythological allusions ko frequent in literature, as well as to students of the classics who would peruse intelligently the classical authors. Illus- trated. Modern Philology— Dwight 1 75 The science of language is here placed, in the limits of a moderate volume, within the reach of all. General View of the Fine Arts— Huntington l 75 The preparation of this work was suggested by the interested inquiries of a group of young people, concerning the productions and styles of the great masters of art, whose names only were lamiliar. This statement is sufficient index of its character. Morals for the Young— Willard 75 A series of moral stories, by one of the most experienced of American educators. Illustrated. Improvement of the Mind— Isaac Watts • • 50 A classical standard. No young person should grow up without having perused it 45 National Series of Standard School-flooks. A. S. Barnes & Company [From do Ne-w Yoek PiTHFiNDEa, Aug. 1S66.3 This well-known and long-established Book and Stationery House has recently re- moved from the premises with which it has been identified for over twenty years, to the fine buildings, Nos. Ill and 113 'William Street, corner of John Street, Vew York, one block only from tho old store. Here they have been enabled to organize their es- tencivo business in all its departments more thoroughly than ever before, and enjoy facilities possessed by no other house In New York, for handling in large quantities and at satisfactory prices every thing in (heir line. A visit to this large establishment will well repay the curious. On entering, wo find the Crst floor occupied mainly by offices appertaining to the different departments of the business. The first encountered is the " Salesman's Office," where attentive young men are always in waiting to supply tho wants of customers. Further on wo como to the Entry Department, where all invoices from the several sales-rooms are collected and recorded. Next comes tho General Ofhco of Iho firm. Then a modest sign indicates tho entrance to the "Teachers' Kcading-Hoom" — a spacious and inviting apartment sot apart for the use of tho many professional friends and visitors of this house. On tho tabic we noticed files of educational journals and other periodical matter — whilo a bcok-caso contains a fine selection of popular publications as samples. Tho privato ofaco of the senior partner, and tho Eook-kcepcr's and Mailing Clerk's respective apartments, arc next in order, and complete tho list of offices on this floor. The re- mainder of the space is occupied by tho departments of stock known as "Lato Publi- cations" and " General School Books.'' Descending to tho finely lighted and ventilated basement, we find tho "Exchange Trade," " Shipping," and " Tacking" departments. Here, also, is kept a heavy stock of the publications of tho house, whilo a scries of vaults under the sidewalk afford accommodation for a variety of heavy goods. Stepping on the platform of the fino Otis' Steam-elevator, which run3 from bottom to top of the building, the visitor ascends to the Second Story. — This floor ia occupied by the Blank Book and Stationery Depart- ment, where are carried on all the details of an entirely separate business, by clerks especially trained in this lino. Here every thing in tho way of imported and domestic stationery is kept in vast assortment and to suit tho wants of every class of trade. The system of organization mentioned above enables this houso to cempeto successfully with those who make this branch a speciaitv. while tho convenienco to Booksellers of making all their purchases at one place is indisputable. On tho third floor aro found tho following varieties of stock: Toy and Juvenile Books, Bibles and Prayer Books, Standard Works, Photograph Albums, tfcc The fourth and fifth stories aro occupied as store-rooms for Standard School Stock. During the summer, while all the manufacturing energies of the concern are devoted to the preparation and accumulation of stock for the fall trade, upwards cf half a million of volumes are gathered in these capacious rooms at once. Tho manufacturing department of this house is carried on in the old premises, Nos. El, 63, and 55 John Street, and 2, 4. and 6 Dutch Street. A large number of opera- tives, with adequate presses and machinery, ure constantly employed in turning out tho popular publications of the firm k 46 National Series of Standard School-Hooks. The Peabody Correspondence. New Yokk, April 29, 1807. To the Boaed of Tuustees op tiie Peahout Educational Fund: Gentlemen — Having been for many years intimately connected with tho educa- tional interests of the South, we are desirous of expressing our appreciation of the noble charity which yon represent. The Peabody Fund, to encourage and aid com- mon schools in these war-desolated States, can not fail of accomplishing a great a,:d good work, the beneficent results of which, as they will be exhibited in the future, not only of the stricken population of the South, but of the nation at large, seem almost incalculable. It is probable that the use of meritorious text-books will prove a most effective agency toward the thorough accomplishment of Mr. Peabody's benevolent design. As wo publish many which are considered such, we have selected from our list some of the most valuable, and ask the privilege of placing them in your hands for gratuitous distribu- tion in connection with the fund of which you have charge, among the teachers and in the schools of the destitute South. Observing that the training of teachers (through the agency of Normal Schools and otherwise) is to be a promineni feature of your undertaking, we offer you for this pur. pose 5,000 volumes of the " Teachers' Library," — a series of professional works de- signed for the efficient self-education of those who arc in their turn to teach others— as follows :— BOO Page's Theory and Practice of Teach- 250 Bates' Method of Teachers' Institutes- ing. 250 De Tocqueville's American Institutes. 500 Welch's Manual of Object-Lessons. 250 Dwight's Higher Christian Education, 500 Davies' Outlines of Mathematical 250 History of Education. Science. 250 Mansfield on American Education. 250 Holbrook's Normal Methods of 250 Mayhew on Universal Education. Teaching. 250 Northend's Teachers' Assistaut. 250 Wells on Graded Schools. 250 Northend's Teacher and Parent. 250 Jewell on School Government. 250 Boot on School Amusements. 250 Fowle's Teachers' Institute. 250 Stone's Teachers' Examiner. In addition to these we also ask that you will accept 25,000 volumes of school-books for intermediate classes, embracing — 5,000 The National Second Header. 5,000 Beers' Penmanship. 5,000 Davies' Written Arithmetic. 500 First Book of Science. 5,000 Monteith's Second Book in Geogra- 500 Jarvis' Physiology and Health. phy. 500 Peck's Ganot's Natural Philosophy. 3,009 Monteith's United States History. 500 Smith & Martin's Book-keeping. Should your Board consent to undertake the distribution of these volumes, we shall hold ourselves in readiness to pack and ship the same in such quantities and to such points as you may designate. We further propose '.hat, should you find it advisable to use a greater quantity of our publications in tho prosecution of your plans, we will donate, for the benefit of this cause, twenty-five per cent, of the usual wholesale price of the books needed. Hoping that our request will meet with your approval, and that we may have the pleasure of contributing in this way to wants with which we deeply sympathize, we arc, gentlemen, very respectfully yours, A. S. BARNES & CO. Boston, May T, 186T Messes. A. S. Baknes & Co., Puhltsiiebs, New Yoke: Gentlemen — Your communication of the 29th ult., addressed to the Trustees of the Peabody Education Fund, lias been handed to ins by our general agent, the Rev. Dr. Sears. I shall take the greatest pleasure in laying it before the board at their earliest ■Eeeting. I am unwilling, however, to postpone its acknowledgment so long, and hasten to assure you of the high value which I place upon your gift. Five thousand volumes of your "Teachers' Library," and twenty-five thousand volumes of " School- Books for intermediate classes," make up a most munificent contribution to the cause of southern education in which we are engaged. Dr. Sears is well acquainted will) the books you have so generously offered l s, and unites with me in the highest apprecia- tion of the gift. You will be glad to know, too, that your letter reached us in season to be communicated to Mr. l'eabor'.y, before he embarked for England ou the 1st in- stant, and that he expressed the greatest gratification and gratitude on hearing what you had offered. Believe me, geaMemen. with the highest respect and regard, yenr obliged and obe- dient servant, ROBT. C. WINTHROP, Chairman. 47 §w p*% nil ^mmm, mux alt Wim$. NATIOML TTtQtnfl'D "V" STANDARD SERIES. JXlDIUJubX® TEIT-BOOKS. 'History is (Philosophy teaching by Examples!'' THE UNITED STATES. '• t Youlh ' s K ^ ° f ^ mm vim **»* *"- " «=v UNITED STATES. By James Monteith, author of the National Geographical Series. An elementary work upon the catechetical plan, with Maps, Engravings, Memoriter Tallies, etc. For the youngest pupils. 2. Wlllard's School History, for Grammar Schools and Academic classes. Designed to cultivate the memory, the intellect, and the taste, and to sow the seeds of virtue, by contemplation of the actions of the good and great. 3. Wlllard's Unabridged History, for higher classes pursuing a complete course. Notable for its clear arrangement and devices addressed to the eye, with a series of Progressive Maps. 4. Summary of American History. A skeleton of events, with all the prom- inent facts and dates, in fifty-three pages. May be committed to memory ver- batim, used in review of larger volumes, or for reference simply. " A miniature of American History." FNCI fHHO '' Gerard's School History of England, combining IU!ila%3firatriiB W Q an interesting history of the social life of the English people, with that of the civil and military transactions of the realm. Religion, literature, science, art, and commerce are included. 2 Summary of English and of French History, Ff|||^|Pf* A series of brief statements, presenting more points of ■ liHSiwH-. attachment for the pupil's interest and memory than a chronological table. A well-prorjortional outline and index to more extended reading. Rfl^$|» Ricord's History of Rome. A story-like epitome of this inter- *£ hv b b= o esting and chivalrous history, profusely illustrated, with the legends and doubtful portions so introduced as not to deceive, while adding extended charm to the subject. Wi! lard's Universal History, A vast subject so arranged and illustrated as to be less difficult to acquire or retain. Its whole substance, in fact, is summarized on one page, in a grand "• Temple of Time, or Picture of Nations. 2 General Summary of History. Being the Summaries of American, and of English and French History, bound in one volume. The leading events in the histories of these three nations epitomized in the briefest manner. A. S. E CO., "A Well of English Undented.' LITERATURE AND BELLES LETTRES. PR0FESSQ1 CLEVELAND'S WORKS. a whole library ix Form volumes. OF ENGLISH OF 19th CENT Y OF AMERICAN OF CLASSICAL One Hundred and Twenty Thousand of these Volumes have been sold, and they are the acknowledged Standard wherever this refining study is pursued. PROF. JAMES R. BOYD'S WORKS. EMBRACING COMPOSITION, LOGIC, LITERATURE, RHETORIC, CRITICISM, BIOGRAPHY ;— POETRY, AND PROSE. BOYD'S COMPOSITION AND RHETORIC. Remarkable for the ppacc and attention given to grammatical principles, to afford a substantial groundwork ; also for the admirable treatment of synonyms, figurative language, and the sources of argument and illustration, with notable exercises for pre- paring the way to poetic composition. BOYD'S ELEMENTS OF LOGIC. explains, first, the conditions and processes by which the mind receives ideas, and then unfolds the art of reasoning, with clear directions for the establishment and con- firmation of sound judgment. A thoroughly practical treatise, being a systematic and philosophical condensation of all that is known of the subject. BOYD'S KAMES' CRITICISM. This standard work, as is well known, treats of the faculty of perception, and the result of its exercise upon the tastes and emotions. It may therefore be termed a Com- pendium of Aesthetics and Natural Morals ; and its use in refining the mind and heart has made it a standard text-book. BOYD'S ANNOTATED ENGLISH CLASSICS. Milton's Paradise Lost. Young's Night TJiougJits. Cowper's Tash, Table Talk, &c. TJtonison's Seasons. Pollolc's Course of Time. Lord Bacon's Essai/s. In six cheap volumes. The service done to literature, by Prof. Boyd's Annotations upon these standard writers, can with difficulty be estimated. Line by line their ex- pressions and ideas are analyzed and discussed, until the best comprehension of the powerful use of language is obtained by the learner.