LIBRARY OF CONGRESS. 
 
 Shelf. .Ll^lOAb" 
 
 ■ Wfiv 
 
 UNITED STATES OF AMERICA. 
 
^ 
 
A 
 
 HAND-BOOK 
 
 ON 
 
 PEDAGOGICS, 
 
 BY 
 
 John W. Woody, A. M., 
 
 Professor of Mathematics and Instructor in Pedagogics. 
 New Garden School, N. C. 
 
 ''•Q01f""*''''^H7, 
 
 VV, ^ <4.> 
 
 GREENSBORO : 
 
 J. S. HaiMPTON & Co., Steam Printers, 
 1884. 
 
LBioa,r 
 
 Entered according- to act of Congress in the year 1884, 
 
 John W. Woody, 
 In the office of the Librarian of Congress at Washington. 
 
There is pleasant and successful labor in the teacher's 
 profession for those who enter it with a high aim, and 
 who possess strong faith in the infinite possibilities that 
 lie hidden in the child. 
 
 Give us light amid our darkness ; 
 
 Let us know the good from ill ; 
 Hate us not for all our blindness ; 
 Love us, lead us, show us kindness — 
 
 You can make us what you will. 
 
 We are willing — we are ready ; 
 
 We would learn if you would teach ; 
 We have hearts that yearn towards duty, 
 We have minds alive to beauty, 
 
 vSouls that any heights can reach ! 
 
 We shall be what you will make us — 
 Make us wise and make us good ! 
 
 •Make us strong for time of trial ; 
 
 Teach us temperance, self-denial, 
 Patience, kindness, fortitude. 
 
 — Mary Ilowitt. 
 
INTRODUCTION. 
 
 A definite and predetermined end 
 
 is essential to successful work in the depart- 
 ment of teaching. He who would construct 
 a bridge or build a factory, must first have in 
 his mind a clearly defined conception ol the 
 bridge to be constructed or factory to be erect- 
 ed. He must also have a knowledge of the 
 properties and capacities of the different ma- 
 terials to be used. So the teachfer who would 
 do a conscientious and successful work in the 
 shaping and building of character, must first 
 have a clear conception of the end to be ac- 
 complished. He must also have a knowledge 
 of the material out of which he is to build. 
 
 He must have asked and answered for him- 
 self the questions : What is the prime end in 
 teaching ? What is the thing to be done ? 
 And what is the nature of the material upon 
 which the teacher is to work ? The last ques- 
 tion — 
 
 lf*hat is the nature of the material 
 upon which the teacher is to work can be 
 fully answered only in a comprehensive analy- 
 sis of the faculties and organs of the pupil, 
 with their tendencies and environments. If it 
 were necessary, limited space will not allow 
 that we here undertake to enter very thorough- 
 ly upon this analysis. This must be left to 
 works on mental and moral science. In each 
 pupil there is a combination of matter and 
 force. There are the material substances, the 
 
6 
 
 vital forces, mental faculties and moral ten- 
 dencies held together in their wonderful com- 
 bination, and with such an inter-dependence 
 that the complete development of either one 
 can only be had through the harmonious devel- 
 opment of the whole. 
 
 The elements of combination, as found in 
 each individual, may be regarded as certain 
 powers and divided into three general classes : 
 as the mental powers, the moral powers, and 
 the physical powers. 
 
 These powers or energies, constitute the ma- 
 terial upon which the teacher works — a mate- 
 rial unlike the timber of the capenter, the pot- 
 ter's clay, or the marble under the chisel of the 
 sculptor. These are so many dead bodies, to 
 be shaped by influences outside of and entirely 
 distinct from themselves. 
 
 Not so with the material in the hands of 
 the teacher. It is his part to deal with pow- 
 ers — living and self-acting powers — the devel- 
 opment and tendencies of which are deter- 
 mined by forces acting from within as well as 
 by influences from without. The potter gives 
 shape to the clay by the outward force which 
 he brings to bear upon it ; the teacher gives 
 form and strength to the intellect by calling 
 out and directing its inner energies. The ma- 
 terial of the one, is dead matter to be shaped, 
 that of the other, is living energies to be called 
 out and directed. 
 
 With this idea of the material we come to 
 the question: — What is t/ie prune end of 
 teacJrhiff? What is the teacher's part in 
 connection with this material, in order that the 
 best results may be attained in preparing pu- 
 pils for the labors and responsibilities of life .'' 
 
The teacher^s ivorJc may be said to con- 
 sist, in most part, of, first; The development 
 of powers ; second : The formation of correct 
 habits, and tJiird'. The impartation of knowl- 
 edge. It is principally through these three 
 channels that the prime end of teaching is to 
 be reached — which end is the development of 
 strong character. 
 
 The development of powers and forma- 
 tion of habits may be esteemed of more im- 
 portance than the acquisition of knowledge, 
 yet each should be made auxiliary to the oth- 
 er two. A normal development of powers, 
 through the impartation of useful knowledge, 
 is ideal success in teaching. 
 
 The tripod is selected by civil engineers as 
 the instrument best adapted for standing stead- 
 ily on even or uneven surfaces ; so the individ- 
 ual character, if it be able to stand upon the 
 rough highways of life, must rest upon the 
 mental faculties, moral forces and physical en- 
 ergies, matured in a harmonious development. 
 To neglect either one is to bring weakness to 
 the whole. 
 
 The natural order in which the different 
 faculties of the mind become prominently ac- 
 tive, is important to the teacher. In their or- 
 der of development, the mental faculties seem 
 to be called into use in sets or classes. Thus 
 grouped together, we have the faculties of ob- 
 servation, of retention, and of reasoning. 
 
 First in importance, and in the order of 
 development, are the faculties of observation. 
 It is through these faculties, and these alone, 
 that the soul comes in contact with the material 
 world. 
 
8 
 
 By means of the five bodily senses — the eye, 
 the ear, the smell, the touch and the taste — 
 together with the faculties that use them, the 
 mind takes in its first pictures or ideas of ma- 
 terial objects. 
 
 Ideas thus received into the mind form the 
 primary basis of all knowledge. 
 
 If the powers of observation are not proper- 
 ly developed, which is too often the case, the 
 primary knowledge will be defective, both as 
 to quality and quantity. Fewer objects will 
 be recognized by the mind, while the ideas of 
 these objects will be lacking, both in clearness 
 and distinctness. 
 
 With the primary knowledge thus defective, 
 all secondary knowledge must be indefinite, 
 and, in a measure, inaccurate. 
 
 The retentive and reasoning faculties must 
 build out of the material furnished by the 
 powers of observation. 
 
 The reliableness of the retentive faculties 
 depends upon the perception. 
 
 The mind retains longest those things of 
 which it has a definite comprehension. Things 
 are readily forgotten, because they are not ac- 
 curately known. Not only so, but clearness 
 and distinctness in primary knowledge, give 
 courage in processes of reasoning and confi- 
 dence in derived judgments. Hence, it may 
 b'-* readily seen, that to neglect the culture of 
 the lacultiesof observation, is to make thorough 
 scholarship impossible, whatever the attention 
 that may afterward be given to the other fac- 
 ulties of the mind. 
 
 In brief outline we have endeavored to notice 
 some of the prominent points relating to the 
 end of teaching. 
 
9 
 
 We have also noticed the distinctive features 
 that mark the nature of the material upon 
 which the teacher is to work. 
 
 The following chapters and classifications 
 will deal, in most par^, with the plans and 
 methods by which the end may be best 
 reached : What is the food upon which the 
 mind should be fed ; at what tim.e and in what 
 quantities should this food be given ; and what 
 the methods of instruction and discipline to be 
 employed, in order that the best results may 
 be attained ? 
 
 Different courses of study, and different 
 methods of instruction and government have 
 been proposed and carried out with seemingly 
 good results. The teacher must be natural 
 in his methods of work. As a rule, great 
 teachers have been great in their own methods. 
 
 But teaching^ is a science as ivell as an art. 
 There are certain principles that underlie all 
 successful work in the department of education. 
 These principles have their origin in the make- 
 up and natural tendencies of the pupil. 
 
 •Ill questions, relating to either courses of 
 study, methods of instruction or discipline, 
 should be considered and determined with re- 
 ference to the natural growth and balanced 
 culture of all the faculties and powers. 
 
LECTURE L— Teaching. 
 
 The development 
 
 I. Definition. -^ of character is the 
 
 ( chief end ot teaching. 
 
 O 
 
 u 
 
 < 
 
 I. The Prime 
 End. 
 
 2. State- 
 ment. 
 
 1. The end must be 
 definite and predeter- 
 ,mined in the mind of the 
 /teacher. 
 
 2. To be successful 
 ^the end must be pursued 
 
 with an absorbing inter- 
 est. 
 
 2. The ( I. The development of powers. 
 Teacher's -( 2. The formation of correct habits. 
 Work. ( 3. The impartation of knowledge. 
 
 3. The Teach- 1 
 er's Material. 
 
 I. Mental 
 Powers. 
 
 I I. Powers of observa- 
 I tion. 
 -j 2. Retentive powers. 
 
 3. Reasoning. 
 
 4. Judgment. 
 
 2. Moral Powers. 
 
 3. Physical Powers. 
 
 10 
 
LECTURE I.— Teaching. 
 
 PRINCIPLES STATED. 
 
 1. "The end and aim of education is the emancipation 
 ot the youth. It strives to make him self-dependent, 
 and as soon as he has become so, it wishes to retire 
 and to be able to leave him to the sole responsibility 
 ol his actions." — Karl Rosenkranz. 
 
 2. "The absolute limit of education is the time when 
 the youth has apprehended the problem which he has 
 to solve ; has learned to know the means at his disposal 
 and has acquired a certain faculty in using them." — Karl 
 Bosenkranz. 
 
 3. "The teacher must not only know thoroughly and 
 fundamentally what he teaches, but must study well 
 the laws which govern the exercises, and develope the 
 faculties ot those whom he teaches ; he must know 
 both the lesson and the scholar, and the means by which 
 the two may be brought into friuttul contact." — Ka7'l 
 Roi^enkranz. 
 
 4. "No system or method can be efficient without 
 the intelligence and industry of the teacher, and with- 
 out he is religiously imbued with a high sense ot the 
 dignity and importance of his work." — Tate. 
 
 5. "The successful teacher must in his own person 
 form a connecting link between the art and the science 
 ot education." — Craig. 
 
 6. "Education must recognize and fully comprehend 
 the individuality of the pupil, neither allowing the arbi- 
 trary exercise of his will or that of the teacher." — Heiri- 
 roth. 
 
 11 
 
MENTAL DEVELOPMENT. 
 
 In its general acceptation, development im- 
 plies a gradual growth through a series of suc- 
 cessive changes. 
 
 It is in this sense that the term is applied to 
 the unfolding and strengthening ot the faculties 
 and capacities of the mind. 
 
 Then, what is the prime end in the cultiva- 
 tion of the mind ? VVhat shall be our concep- 
 tion of a rightly developed mind ? 
 
 What shall we expect it to be able to do.'' 
 
 Under proper influences of culture, each mind 
 will be natural and retain its distinctive indi- 
 viduality. Yet in all minds there are certain 
 powers that may be developed through a sys- 
 tematic training, and to develop these powers 
 should be the chief end of mental discipline. 
 
 I. There is the ahtlity of the niuul to 
 take in pictures or images of external 
 objeets through the five bodily senses. The 
 importance of cultivating this power has been 
 referred to in the preceding chapter, under the 
 head of observation, and will need but little 
 further notice here, only that it may be men- 
 tioned and classed as first among the powers 
 which are characteristic of a rightly cultivated 
 mind. 
 
 I I. T/te ahilittj to retain an d reproduce 
 these imaffes at will. To be able to retain, 
 without the ability to bring up or reproduce, 
 shows a lack of system in the operations of 
 the mind. It is like a merchant when his house 
 is full of goods and he cannot readily find the 
 article wanted. 
 
 III. The ahilittj to elaborate, or take the 
 
 12 
 
13 
 
 material already in the mind and, by a process, 
 of comparison, selection, re-arrangement or 
 re-combination, produce that which is new and 
 different. This power of elaboration, or the 
 ability to take the material already in the mind, 
 and out of it produce new and additional ma- 
 terial is, in common, called the power of 
 thought. It is the power that invents, plans, 
 and originates. It collects together the facts 
 of discovery, and establishes the principles of 
 science. It gives improvements to the arts 
 and progress to civilization. 
 
 IV. The ahllity to so express thought 
 that it may be intelligibly received by others. 
 It is not enough that the mind be able to take 
 in and retain primary knowledge, and, through 
 elaboration, produce additional or secondary 
 knowledge, but it should be able to convey its 
 knowledge to other minds. An individual 
 who has a store of knowledge and cannot ex- 
 press it to others, has been very aptly compared 
 to a man with a box full of tools, but want- 
 ing the ability to use them. 
 
 The above four powers are characteristic of 
 a strong and balanced mind, and the culture of 
 these powers comprehends, in most part, the 
 prime end of mental training. 
 
 Different minds possess these powers in dif- 
 ferent degrees of strength. In some the facul- 
 ties of observation appear most prominent, 
 while in others we see more the ability to re- 
 produce or elaborate, and still others excel in 
 the use of language or the ability to express 
 thought readily and clearly. But be the nat- 
 ural tendencies of the mind as they may, its 
 powers /(? do, are very largely the result of the 
 training which the mind has had. 
 
14 
 
 Then what system of mental training will 
 be most efficient in the harmonious develop- 
 ment of the above named powers ? 
 
 In answering this question, there are three 
 things to be kept prominently in view. 
 
 I. The natural order in which the faculties 
 of the mind develop. 
 
 II. The branches of study best adapted to 
 the growth and strengthening of these differ- 
 ent faculties 
 
 III. The method of instruction to be em- 
 ployed in awakening in them a healthy energy 
 at their various stages of growth. 
 
 The mental faculties mutually influence one 
 another in the several processes of observa- 
 tion, retention, reasoning and judging. 
 
 Thus grouped, with reference to their rela- 
 tion in the different processes of mental ac- 
 tion, the natural order of the mind's devel- 
 opment may be stated as follows : i. Observa- 
 tion. 2. Retention. 3. Reasoning. 4. Judg- 
 ment. 
 
 The faculties of retention and observation 
 seem to be closel\' related in their processes 
 and also in their time of development. The 
 same may be said in reference to the faculties 
 of reason and judgmtjnt; but the process which 
 is first, both in time and importance, is obser- 
 vation. 
 
 The mind must first take in before it can 
 retain, and the ability to retain depends upon 
 the acccuracy of the perception. 
 
 Nothing that can be said, however, on this 
 subject is so instructive to those who will 
 study it, as the child itself. 
 
 Study its inquisitive nature as it begins to 
 observe objects in the nursery, to reach after 
 
15 
 
 things near and far. See it turn its rattle over 
 and over, throw it down and pick it up again 
 with new interest ; observe as it listens at 
 sounds, and tastes everything that it can put its 
 hands on. See it again, the little boy or girl 
 of three or four summers, with a restless inquis- 
 itiveness that wants to look into every drawer 
 and nook and corner in the house; see every- 
 thing that passes along the road or street ; ask 
 more questions than even the 'good mother has 
 the patience to an'swer. Then comes the incli- 
 nation to memorize and speak little verses, 
 hear and repeat stories, remember names, 
 places, &c. Following this natural transition, 
 at length we have the boy or girl in their teens; 
 reflecting and reasoning, and looking with 
 some degree of distrust upon the counsel of 
 their parents and friends, but hardly willing to 
 rely upon their own conclusions. And still 
 farther on in life the maturing judgment gives 
 us the more stable character of manhood and 
 womanhood. 
 
 It is important to recognize this natural order 
 of growth in determining both the means and 
 the methods of teaching, inasmuch as there is a 
 particular kind of food and discipline suited to 
 the exercise of each faculty, and upon the judi- 
 cious application of these depends, in a large 
 measure, success in education The powers 
 may be cultivated with the best effect at the 
 period of their natural activity. 
 
 The teacher, then, who is acquainted with 
 the natural growth of the mind (as every 
 teacher should be,) knows better how to follow 
 up mother Nature in her methods of education, 
 by bringing to the attention of the pupils sub- 
 jects suited to their several needs. 
 
16 
 
 It is principally in a comprehensive knowl- 
 edge of the natural growth and operations of 
 the mind, that the teacher finds his most satis- 
 factory answers to all questions relating to its 
 highest culture. Let no teacher consider his 
 library complete until it contains standard 
 works on mental and moral science. 
 
LECL'URE II.— Mental Development. 
 
 q 
 > 
 
 < 
 
 r I. Ability to take in pictures or 
 j imag-es ol external objects. 
 1 2. Ability to retain these imagfes 
 I. The End. -| in the mind and call them up at will, 
 [ 3. Ability to elaborate. 
 I 4 Ability to express thought cor- 
 j^ rectly and readily. 
 
 2 The system. 
 
 00 
 
 C. I 
 
 I. As conditioned (Observation. 
 
 on the natural or- j Retention. 
 
 (ler ot the mind's | Reasoning, 
 ^development. [Judging. 
 
 \2. As related to the mental food 
 /or branches to be studied. 
 [3. As to the method ofinstruc- 
 \tion and discipline. 
 
 1. Unnatural discipline tends to distorted cul- 
 ture : ail means and methods must be made 
 conformable to nature's laws. 
 
 2. The power ot thought is obtained by sys- 
 tematic thinking ; mental growth depends upon 
 mental action. 
 
 3. A protracted exercise ot the faculties tends 
 to exhaustion and weakness, while a change of 
 occupation renews the energy of their own 
 action. 
 
 4. "No exercise should be so difficult as to 
 discourage exertioit, or so easy as to render it 
 unnecessary." 
 
 5. The teacher is not one who tells, but one 
 who sets the learner's mind to work, directs 
 and regulates its rate of advance. — Joseph 
 Fayne,. 
 
 6. Development must be harmonious. 
 
 17 
 
18 . 
 LECTURE II.— Mental Development. 
 
 REMARKS. 
 
 " The greatest events of an age are its best thoughts. 
 It is the nature of thought to find its way into action." 
 
 2 " Thought mrans lite, since those who do not think 
 do not live in any high or real sense." 
 
 3. " Miin is a thinkiig being, whether he will or no. 
 All he can do is to turn his thoughts the best way." 
 
 4. " It is only by labor that thought can be made 
 healthy, and only by thought that labor can be made 
 happy; and the two cannot be separated with impunity." 
 
 5. Primary knowledge is acquired in two ways — by 
 looking out through the senses or by .ooking in by the 
 mind's intuitions. 
 
 6. With the primary knowledge defective, all second- 
 ary knowledge is to that extent unreliable. 
 
 7. Confidence and ability in the expression of thought 
 is m a large measure dependent on the faculties of ob- 
 servation and elaboration. One cannot very clearly and 
 distinctly express himself concerning a subject while his 
 own ideas of the subject are somewhat indefinite. 
 
 8. The foundation of unreliable scholarship is gener- 
 ally laid in habits ot careless observation. 
 
MORAL CULTURE. 
 
 Moral law is the basis of civilization and all 
 successful human endeavor. 
 
 *'To the thinking" observer," says Harris, 
 "nothing can be more obvious than the fact 
 that the whole fabric of society rests on the 
 proper moral training of the youth." 
 
 Says another writer : "There is a great law 
 pervading the universe, which to know is wis- 
 dom, to love is piety, and to obey is holiness. 
 It is the perpetual revelation of the Divine will, 
 the ceaseless manifestations of the Deity to 
 man. By it the heavens revolve, declaring as 
 they pass, the glory of God. By it all nature 
 lives and moves in delightful harmony It bids 
 the busy ant provide her meat in the summer, 
 and the bird of passage to fly from the winter 
 storm." 
 
 That mankind may come into harmony with 
 this law in its applications to the individual, to 
 society, and to the State, comprehends in most 
 part, the end of moral culture in the school. 
 
 There are certain faculties or powers in each 
 individual which tend to bring him into har- 
 mony with the Divine Will, and hence upon their 
 •development depends his moral strength. To 
 form a basis for reliable character in the pupil 
 six things are essentially important. 
 
 I. To develop a clear and diserimi- 
 nathuf moral sense — an ability and ten- 
 dency to draw the line betw^een right and wrong 
 with clearness and dispatch. Upon this power 
 
 19 
 
20 
 
 rests very largely the decision of character. 
 With a hin^hly cultivated sens.: of the risrlit, 
 there is not so much a tendency to parley with 
 the wrong-, to yield to evil associations. 
 
 ir. To cultivate a love for Ihe trtitJt 
 tntd the rfffht, a desire to do what is right 
 for right's sake. ^. 
 
 III. To iiisj>h'e <i amftdence in the 
 tendencies find poiver of trut/i. It is nat- 
 ural for the youth to admire that which pos- 
 sesses the elements of strength and success. 
 .■\ consciousness of the power and outcome of 
 right principles creates a desire to seek results 
 through obedience to the laws of truth. 
 
 IV. To inspire n confidence in hu- 
 mfinitff and develop a tendency to look for 
 the good instead of the evil — "to recognize the 
 good in all, and to receive good from all." 
 
 The mind that feeds on the failings of others, 
 gets little to nourish the hopes and purposes of 
 a noble life. 
 
 V. To aivahen €i confidence in God as the 
 author of all truth and of all law, and in Jesus 
 Christ, as the great teacherand Redeemer, the 
 source of energy and the revealer of truth. 
 
 VI. To inculcate in the mind of youth pure 
 motives and purposes, whereby they may be 
 continually led into the pursuit of noble ends. 
 
 "The soul that has no singleness of aim is 
 distracted and divided, and loses its power "--- 
 Clark. Says Horace Mann : "When a teacher 
 stimulates a child to the performance of actions, 
 externally right, by appealing to motives in- 
 trinsically wrong, he sells that child into bond- 
 age to wrong motives." 
 
 Such, then, may be regarded as the principal 
 
21 
 
 elements that constitute the end of moral train- 
 ing. Th(* means by which this end may be 
 reached are various ; dep.Miding upon the cir- 
 cumstances and the dispositions of the pupil. 
 
 "To teach morals." says Chas. Brooks, "is 
 first to impart moral ideas into children's minds 
 by words, and then, by exercise and example 
 to make those moral ideas become active prin- 
 ciples embodied in the life." 
 
 The jtrincipftlnieaiis to be employed in 
 moral culture are in the main as follows : 
 
 I. The ijeiierai hearinij of the tefirJier. 
 Children are among" our best observers. They 
 are not long" in discovering th;^ motives and 
 principles behind the teacher's actions. His 
 habits, his temper, his impartiality, and his 
 justice, together with the interest which he 
 feels in the work of the school, are readily seen 
 by the pupils, and have a great influence in 
 determining their dispositions and motives. It 
 lias been aptly said by Niemeyer : "What 
 children see constantly done by those whom 
 they respect and love, they soon come to think 
 is what ought to be done." "The first work of 
 a teacher," says Reynolds, "is to honor by his 
 own example the precepts which he recom- 
 mends." 
 
 He should be true to his pupils, true to him- 
 self, and true to the profession which he has 
 chosen. 
 
 "O'er wayward children wouldst thou hold firm rule, 
 And sun thee in the light ot happy faces ? 
 Love, hope and patience — these must be thy graces, 
 
 And in thine ow;! heart let them tirst keep school." 
 
22 
 
 II. Moral insf ruction. This may be 
 either direct or indirect. 
 
 i'here are many cases in which it is neces- 
 sary to teach children directly what is right 
 and what is wroni^r ; but the most lasting im- 
 j)ressions, those which become blended into 
 the individual character, are mostly obtained 
 by indirect instruction — instruction in which 
 the moral food is mixed with the intellectual. 
 
 The mcfnis to be employed in this instruc- 
 tion are in most part as follows, viz: 
 
 c?. Discussions on morai questions by 
 the teacher and the pupils. These subjects 
 may be selected by the teacher, and introduced 
 at such times as may seem best. There should 
 be great freedom in the discussions. The 
 time, nature of the subject, and method of dis- 
 cussion must be left to the common sense and 
 good judgment of the teacher. 
 
 h. Declamations and Composition 
 Writing, Noble thoughts committed and 
 recited in well selected declamations, or gath- 
 ered up and embodied in essays, furnish a 
 wholesome food for the moral faculties. In 
 these exercises the pupils not only strengthen 
 themselves, but they help and encourage one 
 another. A moral principle, searched out and 
 expressed by a pupil, is often more readily re- 
 ceived than if it had been presented directly 
 by the teacher. It is difficult to measure the 
 moral influence that a well-arranged school 
 exhibition may have on a community. The 
 ennobling thoughts rehearsed by the children 
 take root not only in their own minds, but also 
 in the minds of the parents. 
 
 c. Text-Books and Literature, Every 
 
zo 
 
 book, mafrazine or newspaper read, has its in- 
 fluence either for or against moral culture. 
 ''Books, like teachers, must have morality in 
 them or else they cannot impart it." Especially 
 is this true in regard to school readers. 
 
 d. Stories and Anecdotes Selected 
 from H istort/ and Bioqraphy, "To hear 
 about good men," says Richter, "is equivalent 
 to living among them." The boy who reads 
 Dr. Livingstone's travels in Africa, the boy- 
 hood days of Franklin, or the life of William 
 Wilberforce in his efforts for human freedom, 
 will imbibe principles and motives of action 
 that will ever tend to inspire and direct him in 
 a more noble life. 
 
 The girl who follows Elizabeth Fry through 
 her prison work in England, or Mary Lyon, 
 struggling against great difficulties to obtain 
 an education, and afterw^ards in her successful 
 labors at Mount Holyoke Seminary, will have 
 a nobler heart and a better appreciation of the 
 opportunities and responsibilities of her sex. 
 
 Moral lessons are the more lasting, as they 
 are blended with the common stock of knowl- 
 edge \vhich the pupil acquires. 
 
 Pupils much prefer being instructed in 
 knowdedge to being lectured on morality. 
 
 in. The Exercise of the Jfloral Faculties, 
 The secret of successful teaching is to excite 
 and keep alive a spirit of wholesome activity 
 among the pupils. As with the mental and 
 physical powers, so it is with the moral faculties. 
 They strengthen by exercise, but w^eaken by 
 inaction. The tendency and powder to do right 
 comes by doing right. The inclination to think 
 nobly is obtained by dealing with noble 
 thoughts. 
 
24 
 
 Dunning has well said : " Character is forined 
 by training rather than by teaching. A teacher 
 cannot lecture a child into good manners, nor 
 change habits of any kind b)- the longest 
 speech. Habits are changed only by repetition 
 of doing, and it is in these doings that training 
 consists." 
 
LECTURE III.— Moral Culture. 
 
 D 
 H 
 
 D 
 U 
 
 < 
 
 o 
 
 f f r. As to the \ TT • i , t^- • 
 
 General. / Harmony with the Divine will. 
 
 
 
 c 
 
 < 
 
 r 
 
 4- 
 
 5- 
 
 ^ I 6. 
 I 
 I 7. 
 
 A clear and discriminative moral sense. 
 
 A love for the truth and the right. 
 
 A confidence in the tendencies and 
 
 power of truth. 
 A confidence in humanity. 
 A confidence in God as 'the author of 
 
 truth. 
 The inculcation of pure motives and 
 
 noble purposes. 
 Habits of moral obedience. 
 
 I. The general bearing of the teacher. 
 
 c J 
 
 O 
 
 I. Direct. Precepts 
 
 (I 
 
 e. 
 
 Discussions on moral questions. 
 
 Declamations and Composition writ- 
 ing. 
 
 Text-books and literature. 
 
 Stories and anecdotes from history 
 and biography. 
 
 The neatness, arrangement and sur- 
 roundings of the school-room. 
 
 HI. Exercise of the \ f l"" ?T§^ "?^/- 
 moral faculties. ] ^- ^^ ^f^'l^.^^ "g^t. 
 
 ( c. In thinking nobly. 
 
LECTURE III.— Moral Culture. 
 
 PRINCIPLES STATED. 
 
 I. "What children see constantly done by those whom 
 they respect and love they soon come to think ought to 
 be done.- — Nicincycr. 
 
 2 " Nothing can influence character like character," 
 
 3. "Character is formed by training rather than by 
 teaching." — Dunning. 
 
 4. a" tendency to do right is acquired by right doing. 
 A pure and noble mind results from thinking pure and 
 noble thoughts. 
 
 5. " Believing that a boy has some good in him and 
 letting him know that you believe it, is one of the best 
 means of putting it there." — N. A. Calkins, 
 
 6. "To hear'about good men is equivalent to living 
 among tliem." 
 
 7. Moral lessons are the more lasting as they are 
 blended with ihe common stock of knowledge which 
 the pupil acquires. Pupils much prefer bemg instructc^d 
 in knowledge to being lecturerl to on morality. 
 
 8. "Motives are better than actions. He that does- 
 good for good's sake, seeks neither praise nor reward, 
 though sure ol both at last." 
 
 9 " The great ends ot lite are best gained bv him who . 
 in all his conduct, is animated by the love of Christ." 
 
 10. " The soul that has no singleness of aim is dis- 
 tracted and divided, and loses its power." 
 
PHYSICAL CULTURE IN THE SCHOOLS. 
 
 Education in its chief end coinprehends a 
 complete culture of the entire person. 
 
 The natural independence existing between 
 the body and the mind is such, that to secure 
 a complete development ot either there must 
 be a harmonious development of both. Phys- 
 ical culture, therefore, is a part of the teacher's 
 work. In addition to the education of the 
 moral and m.ental faculties, there must be that 
 physical training necessary to secure the 
 growth, health, and right tendencies of the 
 body. For evidences of the needs for physical 
 training, we have but to refer to the large 
 number of students continually coming out of 
 our schools, ill of health, deformed in stature, 
 ungraceful in their movements, embarrassed 
 with injurious and uncouth habits, and without 
 sufficient energy to follow up the desires and 
 purposes of an active mind. 
 
 Teachers often meet with discourag;ement in 
 the influences that surround the pupils in their 
 home association. Perhaps there is no part of 
 the teacher's work in which discouragements 
 are more common than in their efforts toward 
 physical culture. Yet there is much that the 
 conscientious teacher can do for the health 
 and general bearing of the student. 
 
 In order that the efforts put forth may be 
 proper and rightly directed, it is necessary in 
 
 27 
 
28 
 
 this, as in mental and moral culture, that there 
 be a purpose and plan definitely defined in the 
 teacher's mind. There should also be a knowl- 
 edge of the organism of the humm body, with 
 the l;).ws that govern its growth and activity. 
 Presuming, then, an acquaintance with the 
 anatomy and hygiene of the body, it remains 
 for us to inquire into the best means and meth- 
 ods for its training. 
 
 The end of physical culture may be noticed, 
 under the following five subdivisions. 
 
 I. Bodily strength and synifnetrti, ' 
 These are but the outgrowth of natural devel- 
 opment. Any weakness or deformity, how- 
 ever slight, has its origin in the violation of 
 one or more of the natural laws of growth. 
 The body becomes stouter and more capable 
 of resisting disease as all the different parts 
 are proportionally developed. 
 
 And there is aii influence in the dignity of 
 bearing which is too lightly esteemed by many 
 educators. The student who comes out of 
 school with hollow cheeks, humped shoulders, 
 or boorish habits, commences the race of life 
 to a disadvantage. If he be not more subject 
 to disease, his general appearance is taken as 
 an index of his lack of energy and self-respect, 
 and is an influence against him. Some very 
 strong and good men have had their bodily 
 infirmaties, yet these defects cannot be taken 
 as marks of greatness. Even nose-glasses, as 
 worn by our young collegiates, cannot be es- 
 teemed more than prima facice evidence of 
 scholarship. 
 
 I I . The discipline of the physical powers. 
 Development and discipline are very closely 
 related, yet one is not necessarily the result of 
 
29 
 
 the other. Discipline fosters development, but 
 development does not, of itself, secure dis- 
 cipline. Development signifies a growth of 
 the different parts of the bod)- ; discipline de- 
 ncjtes a control of these parts by the will. 
 That the body may serve the soul that lives in 
 it, it must be disciplined into obedience to the 
 will that dictates its movements. 
 
 The limbs must be trained to move, the 
 senses to perceive, and the voice to modulate. 
 
 III. Correct Fiabits in bodilif movements 
 and posture. What an individual is or will 
 be, is very largely determined when his habits 
 have been formed, l^ersonal influence, phys- 
 ical capabilities and moral tendencies are the 
 resultant outgrowth of fixed habits. 
 
 IV. JVaturalness in the bodily appetites. 
 The appetites are either natural or abnormal. 
 They originate in the bodily needs or they are 
 created by outward influences. The gratifica- 
 tion of the natural appetite supplies the needs 
 of the body and maintains a healthy growth 
 of its organism. The abnormal or unnatural 
 appetites may be a craving for what is poison- 
 ous to the vital energies, as tobacco, alcoholic 
 drinks or morphine ; or it may be simply a de- 
 sire to partake of what the system does not 
 need (as in a case of over-eating). In either 
 case the gratification of the desire is pernicious 
 in its eftects. 
 
 V. ^1 ivholeso^ne energy , Man is not by 
 nature a lazy animal. The healthy child is full 
 of life and industry. If the grown up man or 
 woman be sluggish and indolent it is not the 
 fault of nature, but rather the result of disease 
 and wrong tendencies acquired through bad 
 training, or it may be no training. Then, to 
 
30 
 
 foster the life, and direct the spirit of industry 
 found in childhood, should be one of the chief 
 aims of education. 
 
 The means and ntcthods b}' which the above 
 named ends may be best attained are some- 
 what difficult to classify and define. The 
 means to be used, and the methods to be em- 
 ployed, are so blended together that the end 
 seems to be accomplished more by the method 
 becominc^ the means, than through means in 
 the hands of methods. 
 
 (<^). The nature and arrang^ement of the 
 school rooms aud school furniture have 
 an influence in the ph\'sical as well as the moral 
 and intellectual training of children. The 
 shape and size of the room, the location and 
 arrangement of windows for the admission of 
 light, the means for heating and ventilation, 
 the kind, height and arrangement of desks and 
 recitation seats, the position of teacher's desk 
 and blackboards, &c., with the cleanliness and 
 attractiveness of the entire room, have a bear- 
 ing upon the symmetry, health, industry and 
 cheerfulness of the school that must not be 
 overlooked. 
 
 Bring an uncouth, aimless boy for the first 
 time into a comfortable, well-ventilated and 
 well-lighted school room. As he seats himself 
 and looks around upon the tidy desks and the 
 clean floor and the fresh-looking maps and 
 pictures before him on the wall, he begins to 
 straighten himself up with a dignity of bearing 
 and to feel impulses of courage and self- 
 respect and purpose never known to him before. 
 
 {d) . The posture and inovements of the pu- 
 pils should have proper attention. The practice 
 of allowing children-to sit on desks too high or 
 
too low, or of permitting them to lounge in 
 their seats, is productive of bad results. If 
 there should be no bodily deformities there 
 will be formed awkward and unnatural habits 
 of sitting, to embarrass the student in after 
 life. Children who are required to sit in an 
 erect and natural attitude are not only more 
 healthy and symmetrical in their growth, but 
 they are more cheerful and energetic because 
 of the more favorable condition of their vital 
 organs. 
 
 ic). The Iiafnis and general appearance 
 of the teacher have a telling influence on the 
 conduct and bearing of the pupils. Ex- 
 travagance in anything is an indication of bad 
 taste, but the teacher who would be a good 
 disciplinarian must continually bear about in 
 his own body the marks of good training. He 
 must observe habits of neatness and show a 
 natural gentility in posture and actions. 
 
 {d). Gymnastics and Calisthenics have been 
 introduced into many schools with good re- 
 sults. These systematic exercises, when un- 
 der the direction of a competent instructor (as 
 such exercises should be), may be made a 
 means for securing, what the term calis- 
 thenics implies, — "beautiful strength," — whole- 
 some energy, natural symmetry and graceful 
 movement. 
 
 (e). Pupils should be instructed in the 
 principles of physiology and hygiene. 
 This instruction may be given in part by means 
 of text-books and in part by oral teaching. 
 By a system of oral lessons, a thing indis- 
 pensably necessary in the lower-grade work, 
 children may be interested and receive infor- 
 mation on many things pertaining to the 
 
32 
 
 science of health, which they should learn be- 
 fore they can be expected to take up Physiol- 
 ogy as a regular study in school. 
 
 Instruction given on the principles of health 
 should be accompanied by teachings on physi- 
 cal morality. The child should learn, at a 
 very early da\/. not only how to grow and keep 
 well, but he should be made to believe that it 
 is his duty to preserve his health; that every 
 time he violates a law of hygiene he commits 
 a sin, and that any indulgence in this direction 
 "will bring its penalty bitter and sure."' 
 
33 
 
 LECTURE v.— Correct Habits. 
 
 C A habit is a tendency to perform cer- 
 I. Definition.-/ tain actions wiiich is acquired by 
 ( their frequent repetition. 
 C I As relating to actions and 
 
 I. Physical, < positions of the body. 
 
 ( As relating to the appetite. 
 
 2. Kind. -I 2. Mental. 
 
 I As relating to the actions of 
 i the mitad as a whole. 
 "j As relating to separate fac- 
 I ulties of the mind. 
 
 I As relating to the tendencies 
 Moral ^ of thought 
 
 / As relating to actions. 
 
 a: 
 
 < 
 
 \'alue. 
 
 1 . As a pri- \ Being essential to substan- 
 mary end, ) tial character. 
 
 2. As an aid in the management of the 
 school. 
 
 u 
 
 4. Aids 
 in forma- 
 tion of 
 
 5. How 
 secured. 
 
 I I. Right classification o#pupils in studies. 
 
 2. Arran.rement of work inorogramme. 
 
 3. The seating and arrangement of the 
 
 school. 
 
 r I, 
 
 It should be something 
 , definite to do, that they 
 can .do. and that will 
 occupy their time. 
 It should be so done that 
 the pupils' efforts may 
 be graded at each reci- 
 tation. 
 
 5. The recitation or work of pupils in class. 
 
 6. Good habits in the teacher. 
 
 4. Pupils' I 
 work out of -{ 
 school. 
 
 I. 
 
 3- 
 
 By repeated efforts. 
 
 By not trying to form too many new 
 
 habits at the same time. 
 By working in harmony with nature's 
 
 laws. 
 
34 
 
 LECTURE v.— Correct Haiiits. 
 
 Principles Stated. 
 
 1. The ability and tendencies of an individual arc 
 largely determined by the habits formed, 
 
 2. The formation of correct habits tend to bring youth 
 into harmony with the principles and laws of truth, and 
 this is freedom. 
 
 3. " Habits render labor easy and the performance of 
 duty a pleasure " — Tate. 
 
 4. " Habits fortify us against bad example and shield 
 us from the force of sudden temptation." 
 
 5. " Intellectual habits are not less essential to man than 
 those habits that have relation to conduct." 
 
 6. "The habit of working out results from first princi- 
 ples and not by rules exercises a most salutary influence 
 in the development of the faculties of children." 
 
 7. The habit of relying on one's own efforts in place of 
 depending on help from others, has a healthful influence 
 in the formation of reliable character. 
 
 8. In its natural condition the body is symmetrical in 
 form and graceful in posture and movement. The young 
 man who comes out of school with protrusive chin, 
 humped shoulders and unseemly habits, commences the 
 race of life to a disadvantage. He may possess a discip- 
 lined mind, stored with knowledge. Yet his appearance 
 is taken as an index of his character, and is an influence 
 against him. 
 
35 
 
 LKCTURE VI.— Powers of Observation. 
 
 f i The five bodily senses and the tac- 
 
 I I. Definition. -j ulties of the mind that use them con - 
 ( stitute the powers ot observation. 
 
 2. Their place in the natural order of the mind's 
 development. 
 
 Z 
 
 H 
 -r 
 
 > 
 
 CO 
 
 C 
 
 o 
 
 CO 
 
 P^ 
 
 o 
 
 3. As to 
 importance. 
 
 4. How Cul- 
 tivated, 
 
 5. Principles, 
 Stated "1 
 
 1. In the acquisition of knowledg-e. 
 
 2. As an aid to memory. 
 
 3. As a remedy against timidity. 
 
 4. As rdatefl to the expression of 
 
 thouj^jht. 
 
 5. As essential to accurate schol- 
 
 arship. 
 
 1. By repeated and accurate obser- 
 vation. 
 
 2. By the reproduction of images 
 taken into the mind by observa- 
 tion — the description of things 
 seen. 
 
 3. By the natural method of instruc- 
 tion. 
 
 4. By studit s in the natural sciences. 
 
 I I. " Before a child is capable ot 
 I talking its education should be 
 commenced, 
 2. The five senses — the inlets of 
 its earliest knowledge should, 
 receive the most careful atten- 
 tion, that habits of accurate 
 observation may be early 
 formed . 
 4. The reliableness of the mem- 
 ory and the accuracy ot the 
 judgment are dependent upon 
 the culture of the powers ot ob- 
 servation. 
 
36 
 
 LECTURE VII.— Memory. 
 
 i^ Definition. 
 
 Memory is the faculty for retaining- 
 and recollecting images or ideas in 
 the mind . 
 
 2. As to the kind. 
 
 O 
 
 S Spontaneous. 
 
 \ Volitional — recollection. 
 
 3. As to place in the natural order of the mind's de- 
 velopment. 
 
 ^ , . • ( I. As preliminary and auxiliary to all 
 
 4-. /vs to im- y r ^i_- 1 • 
 
 ^ , ' processes 01 thmkm<j. 
 
 portance. J ,' <■ , '^ 
 
 ^ f 2. As a source of pleasure. 
 
 1. Cultivate habits of careful ob- 
 
 servation as a basis. 
 
 2. Disencumber the mind of 
 
 things frivolous. 
 
 3. Cultivate the habit of system- 
 
 atic study by instruction 
 given on a regular and con- 
 nected plan. 
 
 4. Cultivate attention. 
 
 5. Cultivate a tendency to trust 
 
 the memory. 
 
 6. Cultivate the habit of associat- 
 
 ing things easily remem- 
 bered with those recalled 
 with greater difficulty. 
 
 How aided in 
 development. 
 
 i I. Do everything with attention. 
 Remarks. < 2. Things are easily forgotten because 
 f they are not accurately known. 
 
37 
 
 LECTURE VIII.— Course of Study. 
 
 The development of the mental 
 
 powers. 
 
 ™, \ 2. The development of moral powers. 
 
 '■ . ^ 1 \ •^. The formation of w-ood habits of 
 prime end. ^ -^ ^^^^^j^,_ 
 
 4. The acquisition of knowledge. 
 
 5. To create a thirst for knowledge. 
 
 ^ til. Meditate — language- -books. 
 
 -. ouan.cs ui 1 ^ Immediate— observation— mtui- 
 knovvledge. ^ ition. 
 
 With reference to the above named 
 
 end. 
 With reference to the natural or- 
 3. How de- J der of the mind's development. 
 
 Q termined. ) 3. With reference to the nature of the 
 
 D / different branches of study and 
 
 the relation of those branches to 
 the different faculties of the mind 
 
 O 1 /i. Lessons in natural history, — 
 
 ^ / principally object lessons. 
 
 c/^ I f Reading, vocal culture, 
 
 ^ , \2. Lau-l&c, spelling, language 
 
 Q / Primary in- j gu^S^- 1 lesrsons. essays, letter- 
 
 U / struction \ Iwritinp-, etc. 
 
 3. Numbers, arithmetic, &c. 
 
 4. Lessons in geography and histo- 
 ry — Instruction, in most part, oral. 
 ,5. Penmanship and drawing. 
 
 . Natural science. 
 
 ] Reading,elocution,&c.; 
 2. Lan- J English or some other 
 guage. j language, essay writ- 
 ^ , , I ing continued. 
 
 ..econaary^^_ Arithmetic, Algebra, &c. 
 instruction. \^^ Geography and history, with 
 essays. 
 
 5. Lessons in political and moral 
 science. 
 
 6. Drawing. 
 
 <^ 
 
 CO 
 
38 
 LECTURE VIII.— Course of Study. 
 
 PRINCIPLES STATED. 
 
 1. All courses of study, methods of instruction and 
 government should be determined with reference to the 
 formation of correct habits and the natural development 
 of powers. 
 
 2. A normal development of powers through the im- 
 partation of useful knowledge is ideal success in teaching. 
 
 3. They who love learning will have learning. 
 
 4. The subject matter in a course of study should be 
 selected with reference to the natural order of the mind's 
 development, the purity of the thought to be infused, and 
 tho practical needs of the pupil. "Children should be 
 taught only what they are capable of understanding." 
 
 5. The development of the moral and intellectual pow- 
 ers is more important than the acquisition of knowledge. 
 
 6. The mind should occupy itself with different depart- 
 ments of study in a philosophical order. 
 
39 
 
 LECTURE LX. — Preliminary Work of Teacher. 
 
 u 
 < 
 
 O 
 
 o i 
 < 
 
 Ph 
 
 I . Before opening 
 a term of school. 
 
 2. Preparation 
 for each day's j 
 work in term 
 time. 
 
 4- 
 
 There should be a definite un- 
 derstanding between teacher 
 and employers. 
 
 A comfortable boarding place 
 should be secured. 
 
 Teacher should see that the 
 I. Clean. 2. Fur- 
 niture and fixtures 
 ( properly arranged 
 
 school room 
 is in order. 
 
 4. Teacher should have a definite 
 plan of organization. 
 
 The above results should be se- 
 cured before the morning on 
 which the School commences. 
 
 5. The seating and partial clas- 
 sification of pupils before the 
 formal opening of the school. 
 
 To see that the school room is 
 put in order. 
 
 The preparation of^ each lesson 
 likely to come up during the day. 
 
 The consideration of any miscel- 
 laneous work likely to come up 
 during the day. 
 
 The examination of such work, 
 brought up by pupils, as it was 
 not convenient to examine during 
 the recitations. 
 
40 
 LECTURE lY. — Preliminary Work of Teacher. 
 
 REMARKS. 
 
 1 . The teacher who comes to a clean and well-arranged 
 school room, on the first morning- of school, with a definite 
 plan of organization and work, will be apt to have a 
 pleasant day for himself, and be likely to make a favorable 
 impression upon his pupils that will last through the term. 
 
 2. It is important that the preliminary work of each day 
 be done in most part the day before, that the teacher may 
 begin the day's work rested and refreshed. 
 
 3. The exercise of a proper precaution in looking after 
 the arrangement, temperature, ventilation and cleanliness 
 of the school room before the commencement of the day's 
 work, and before the commencement of work after ea h 
 recitation, will yield a rich reward in the order and pro- 
 gress of the pupils and in the ease and satisfaction of the 
 teacher 
 
 4. The teacher who goes into school with the lessons of 
 the day all thoroughly prepared will have but little need 
 of reference to the text during the recitations. Thus freed 
 from a dependence on the text-book, the teacher is at 
 liberty to give the more attention to the subject matter of 
 the lesson and to the general wants of the school. 
 
 5. In preliminary work the teacher often meets with 
 that which is called by some school-room drudgery. Such 
 is not the most pleasant part of school work, but it is 
 essential, and if not done by some one else it should be 
 done by the teacher. A love for the work and an abiding 
 interest in those for whom we have undertaken to labor 
 is the best panacea fcjr all such ills. 
 
41 
 
 LECTURE X. — Programme. 
 
 w 
 
 < 
 
 o 
 o 
 
 I. Prime 
 End. 
 
 f I. Economy ot time. 
 
 I 2. Aid in the government ot the 
 
 I school, 
 
 j 3. Interested work amongthe pupils. 
 I 4, Justice to each class. 
 [5. Good habits of studv. 
 
 f I. By the nature ot the studies. 
 
 2 How ' ^- ^y ^^^ ^?^ ^"'^ advancement 
 
 'determined, j S^ '^^ P'^P^^ ,, , 
 
 I 3. By the size ot the classes. 
 
 [ 4. By the number ot classes. 
 
 -a 
 <v 
 
 CO j 
 
 :§^ i 
 
 o 
 
 c 
 
 0^ 
 
 1. Arrange tor the less interesting studies 
 when pupils are most inclined to study. 
 
 2. The best time to have a student recite is 
 when he feels least inclined to study. 
 
 3. The largest classes should recite when pu- 
 pils are most restless. 
 
 4. The younger the pupils, the shorter and the 
 more trequent the recitations. 
 
 5. The mind should occupy itselt with different 
 departments ot study in a philosophical order. 
 
 6. He has the most time who best uses the 
 time which he has. 
 
42 
 
 PROGRAMME. 
 
 Time. 
 
 830 
 
 840 
 
 850 
 
 9 20 
 
 945 
 
 10 
 
 10 20 
 
 1045 
 
 I I 
 
 II 25 
 
 II 45 
 
 I 30 
 
 2 
 
 2 15 
 
 2 40 
 
 305 
 
 320 
 
 330 
 
 345 
 
 405 
 
 415 
 
 430 
 
 STUDIES AND EXERCISES. 
 
 Openinjj^ exercises. 
 
 ^'First reader class. 
 
 Grammar class. 
 
 fPrimary g'eoijraphy and history. 
 
 First reader class. 
 
 Second reader class. 
 
 Third reader. 
 
 Recess. 
 
 11 Place work on board to he copieJ by class in 
 aumbers. 
 
 Geography and history. — A. class. 
 Language lessons 
 Class in numbers. 
 
 Noon. 
 
 I! Place work on board to be copied by class in 
 first reader. 
 
 Arithmetic. — A class. 
 
 First reader class. 
 
 Arithmetic. — B. class. 
 
 Penmanship. 
 
 Recess. 
 
 Oral lessons. 
 
 Second reader class. 
 
 Fourth reader. 
 
 First reader class. 
 
 Orthography or phonics. 
 
 Closing. 
 
 *First reader class iucliiiles the chart cIuks 
 
 tGeography and history a-e taught conjointly 
 
 HThis ruay bedouednring lece-s or at close of recess bet' ire recitations. 
 
 The subject matter of a prograinme can not 
 be fully arranged till the wants of the school 
 are known. The above is given as suggestive 
 of what may be the programme of an ordinar}' 
 district school. 
 
43 
 
 LECTURE XI.— The Recitation. 
 
 g 
 
 < 
 H 
 
 U 
 
 W 
 
 Pi: 
 
 w 
 a: 
 
 ( I. D( vtriopment of pocers— chiefly ot 
 
 t^xj)ression. 
 I 2. Inciease of pupil's kiu^vleclge of sub- 
 I Prime ' -'""^^ matter. 
 
 end 'i ^' ^'^ awaken an intei'est in subject 
 j matter. 
 
 I 4 To teach pupils how to study. 
 I 5. To stimulate thoug^ht and create an 
 (^ enthusiasm for study. 
 
 \ I. Review ot previous lesson. 
 
 2. Work to I 2. Examination of work done by pupils, 
 
 be done. 5 3 Discussion of subject matter. 
 
 ( 4. Assignment of new lesson. 
 
 e. 
 
 Position 
 of class. 
 
 4. Order ol 
 recitingr. 
 
 fi. Should be in convenient view of 
 I the blackboard, 
 
 4 2. Class should be so situated that 
 
 teacher can see the eyes ot each mem- 
 
 l ber trom different points in the room. 
 
 \^ 1. There should be no head to the class? 
 
 2. Call on the timid and disinterested 
 olten. 
 
 3. The manner ot reciting should be 
 "^1 tree and natural. 
 
 4. The subject matter ot the lesson 
 I should be introduced in a system- 
 ( atic order. 
 
44 
 LECTURE XI.— The Rfxitation. 
 
 REMARKS. 
 
 1. Though the parts of a recitation will not, as a rule, 
 be in the order above giv^en, yet these are essential parts 
 ot a recitation and should be regarded. 
 
 2. The assignment of the lesson generally receives 
 too little attention. Each pupil should have assigned 
 him something definite to do that he can do and that 
 will occupy his time. 
 
 3. A common error in assigning a lesson is in attempt- 
 ing too much. This leads to a lack of thoroughness 
 and hence a lack of interest. 
 
 4. "Schools spend too much time in teaching facts, 
 and not enough time in teaching methods of study. " 
 
 5. Teacher should guard against the habit of talking 
 too much in the recitation. It is the part of the pupils 
 to recite the lesson and not the teacher. 
 
 6. A pupil is best helped when encouraged to help 
 himself. 
 
 7. The true teacher is an inspiration to rffort and not 
 one who simply imparts instruction. 
 
 8. The most satisfactory mrthod is that which will 
 secure the greatest amount of work from each member 
 of the class at each recitation. 
 
 9. The recitation should not proceed in the presence 
 of inattention and disorder. 
 
 10. The influence of the rt-ciiation should be to direct 
 the minds of the class to the subject and not so much to 
 the contents of the text, and to develop in the pupils 
 habits of self-reliance in place of too much dt-pendence 
 upon the help of the teacher. 
 
 11. The student that knows least about the lesson has 
 the greatest need of the recitation. 
 
 12. " One difficultv at a time t ) children. " 
 
45 
 SCHOOL GOVERNMENT. 
 
 INTRODUCTORY REMARKS. 
 
 School government is generally regarded as 
 the most difficult part of school work. 
 
 It has been estimated that ninety per cent, 
 of all the failures in teaching have had their 
 origin in bad government. Clesely related to 
 the above conclusions is an idea somewhat 
 prevalent among educators and others, that 
 the power of governing is a part of the individ- 
 uality — that government is neither an art nor 
 a science — that it is a "natural gift," rather 
 than a power that can be acquired by observa- 
 tion, study and practice. 
 
 Some persons are, by nature, better adapted 
 to the work of school government than others. 
 Just so we find some persons more naturally 
 adapted to the study of mathematics, some to 
 the natural sciences, and some to the study ol 
 the languages. 
 
 While one branch of study may be learned 
 more readily by one person, and another more 
 readily by another person, a general knowledge 
 of either branch may be acquired by any one 
 who will give it sufficient attention and effort. 
 
 And cannot the same be said with reference 
 to school government ^ 
 
 A knowledge of mathematics implies an ac- 
 quaintance with certain general principles in 
 their application to the solution of problems 
 and the demonstration of theorems. 
 
 What of school government .'* Is it not also 
 a science .'' Are there not certain general prin- 
 
40 
 
 ciples that undt-rlie the control and discipline 
 of children ? — principle that may be learned 
 and observed by teachers with definite and 
 practical results, just as one may learn and 
 employ the principles of mathematics, chemis- 
 try, physiology, or any other science. 
 
 And is it not the case that the successful 
 governor is successful largely because of his 
 obedience to these laws or principles ? 
 
 If school sovirnnient is a science then we 
 are able to explain why it is that we have so 
 many failures. Those who have had instruc- 
 tion in government have studied it more as an 
 art than a science. 
 
 It has been too much the custom to study 
 the plans of successful governors and managers 
 of schools and then endeavor to govern as they 
 governed. Normal schools have thus far done 
 but little more than instruct their pupils in em- 
 pirical methods. 
 
 Some very excellent methods have been in- 
 troduced and in a large number of cases very 
 much to the improvement of the schools. Yet 
 on the introduction of these same methods 
 under different circumstances, there have been 
 some bad results. 
 
 These facts do not show that there can be 
 no satisfactory methods, so much as they show 
 that methods must not be empirical. They 
 must be able to adjust themselves to new cir- 
 cumstanccN and therefore cannot be determined 
 by experience alone ; they must be based on 
 principles as well. School government is both 
 a science and an art. As a science, mental 
 and moral philosophy and physiology form the 
 basis. 
 
47 
 
 LECTURE XII.— School Government. 
 I. A means to an end. 
 
 fi Development of powers. 
 
 2. The end \ ^' Fo''"^ation of good habits. 
 
 I 3 Protection ot individual rights. 
 
 [4. The facilitation ot instruction. 
 
 (I. Government from within self-gov 
 3 Kind. -I ernment. 
 
 ( 2. Government from without. 
 
 Z 
 
 > 
 
 o 
 o 
 
 o 
 
 n 
 
 U 
 
 f 
 
 u 
 ,0 
 
 bj: 
 
 > 
 o 
 C 
 
 I. As to 
 class. 
 
 < 
 
 J2 ^ 
 
 I. Influence 
 acting from 
 without. 
 
 2 Principles 
 acting from 
 i within. 
 
 i I. Moral force in 
 < the teacher. 
 
 ( 2. Brute force. 
 
 '' I. Intelligence. 
 
 2- Mor'l strength. 
 
 3. Interest in 
 [ study. 
 
 Forces acting irorn withoat. 
 
 Principles acting from within. 
 
 Brute force. 
 
 Moral force in teacher 
 
 Brute Forco. 
 
48 
 
 LECTURE XIII.— School Government 
 
 1. A good classification of School. 
 
 2. A clean and well arranged school 
 room. 
 
 3. A wholesome industry among the 
 pupils. 
 
 5 Collateral f Temperature of school 
 
 aids to gov- -I . ^ 1 ^ I room. 
 
 ° 4. Comlort ,r ,-, • f u 1 
 
 ernment, ^ . ., -^ Ventilation of school 
 
 ot pupils. 
 
 ^ ' I room. 
 
 I Seats, posture, Szc. 
 
 5. A systematic plan tor calling and 
 dismissing classes. 
 
 6. Well conductL'd recitations. 
 
 H 
 Z 
 
 Cil 
 
 2; 
 
 Pi 
 w 
 > 
 c 
 o 
 
 o 
 o 
 
 u 
 
 
 03 
 
 C 
 
 a; 
 
 Oh 
 
 3 
 
 PC 
 
 I. Rules. 
 
 1. Number. 
 
 2. When made 
 
 3. By whom made. 
 
 2. Offences. 
 
 3. Penalties. 
 
 f I. As to 
 ! intent. 
 
 I. Kind. J 
 
 2. As to 
 I circum" 
 [ stances. 
 
 Criminal. 
 Not crimi- 
 nal. 
 
 Public. 
 Secret. 
 
 I From a knowledge of 
 2. Llow J the motive 
 treated ' From the nature ol the 
 offence. 
 
 I. Kind, 
 
 2. Where 
 
 f Should not be stated 
 j to the school. 
 j There is great pow- 
 [ er in mystery. 
 Depends on the na- 
 ture oi the offence. 
 ^ inflicted. I Not, as a rule, in pres- 
 [ ence of the school. 
 [ Depends on the na- 
 3 When j tureofthe individual 
 inflicted. ) and the circumstan- 
 [ ces of the offence. 
 
49 
 
 LECTURE XIV.— School Government, 
 
 H 
 Z 
 
 w 
 
 > 
 o 
 o 
 
 o 
 
 o 
 
 X 
 
 CO 
 
 o 
 
 Q 
 
 c 
 
 O 
 
 I Teacher must so instruct as to awaken 
 an interest. 
 
 2. Teacher must exereise common sense. 
 
 3. Teacher must respect his personal ap- 
 pearance and cultivate good habits. 
 
 4. Teacher must have broad views — be 
 unselfish and tolerant. 
 
 5. Teacher must be precautious. 
 
 6. Teacher must have confidence in hu- 
 manity. 
 
 7. Teacher must have faith in God. 
 
 8. Teacher must govern himself. 
 9 Teacher must be natural. 
 
 1. Don't say too much about order. 
 
 2. Don't make threats. 
 
 3. Don't get out of j By loud talking, heavy 
 order yourself ( walking, &c. 
 
 9- 
 10, 
 
 II. 
 
 Don't look for acts of disobedience — 
 look for the best. 
 
 Don't treat your pupils as though you 
 are afraid to trust them. 
 Don't expect too much of children. 
 Don't be perplexed by the noise and 
 pranks of pupils. 
 
 " Don't trouble trouble while trouble 
 don't trouble you." 
 Don't scold or use tobacco. 
 Don't adhere too closely to non-essen- 
 tials of any system. 
 
 Don't neglect to take advantage of aux- 
 iliary aids. 
 
50 
 
 LECTURE XIV.— School Government. 
 
 PRINCIPLES STATED. 
 
 1. " The aim of your discipline should be to produce a 
 self-governing' being, not to produce a being to be gov- 
 erned by others." — H, Spjiicer. 
 
 2. " We might as well expect children to be ten feet 
 high as to expect them to have judgement in their tenth 
 year. — R'tsse'ni,. 
 
 3, •' A teacher who furnishes that regular and constant 
 occupation which commands the attention of all the pupils 
 during the several exercises of the day, thereby gives the 
 best assurance of ability to mma^-e a school successfully. 
 
 Indeed the secret of maintaiaing good discipline chiefly 
 lies in thi'^. " — Henry Kiddl>'. 
 
 4, Activity is a law of childhood, Success as a teacher 
 depends upm the proper guiding of this activity. 
 
 5. "The bist order docs n3t consist in maintaining any 
 fixed posture, nor in absolute quietness, but rather in that 
 interested attention to the lessons which so occupies the 
 minds of the pupils as to leave no inclination for disorder." 
 — .V. A. Calkins. 
 
 6, " The secret of successful discipline lies almost wholly 
 in the ability of the teacher to give every pupil something 
 to do just suited to his capacity. " — Lind. 
 
 7, Kindness is power ; love and not fear is the greater 
 rulin.j principle —fable of the wind and the sun. 
 
 8. Rewards and punishments are but necessary evils, 
 They appeal to the lower feelings and may be appealed to 
 when higher motives fail. 
 
 6, Bad acts repressed are not good habits formed. 
 
 10. The en 1 of govern iient is fully attained only when 
 order is maintained through the development of substan- 
 tial character. 
 1 1 Ability x.o<}ovn)'n well implies the ability to instruct well. 
 
 12. " The spirit of a gentleman depends on nothing so 
 much as upon the sentiment of self-respect. It is a higher 
 principle than the love of applause It looks to the actual 
 attainment while the latter looks to what may be thought 
 to be. It makes one control his appetites, his passions, 
 and his speech. V\ ithout it a person can neither win nor 
 retain the respect of others ; with it he cannot fail to be 
 respectable and respected. " 
 
51 
 
 LECTURE XV.— Teaching Reading. 
 
 
 r 1^ 
 
 < 
 
 Prime 
 
 eiul. 
 
 1. Abilitv to gather the ideas expressed 
 by the writer. 
 
 2. Ability to convey these ideas to the 
 minds ot others. 
 
 3. Ability to understand complex lan- 
 guage readily. 
 
 4 Culture in language. 
 
 5. Cultivation of a literary taste. 
 
 2. Special end in recitation. ) ^^Ij"''^ ^^ ^^^ ^'°'^^- 
 ' Cultui 
 
 3. Qualities ot , 
 good reading, j 
 
 ire of the eve. 
 
 [ I. Correct pronunciation of words. 
 I 2. Firmness and distinct articula- 
 tion in the enunciation ot words. 
 I 3 Natural emphasis. 
 [4. Natural expression. 
 
 4. All reading should he natural. 
 
 5. Selections read should not be beyond the pupils' 
 comprehension. 
 
 6. Pupils should be required to memorize choice se- 
 lections tor drill exercises. 
 
 7. Ii-. first second and third readers all, or a portion, 
 of each lesson should be printed on j)aper or 
 slate, till pupil can write, then written in script. 
 
 1. A general drill on sounds a.^l enun 
 ciations. 
 
 2. Reading— collectively and individ- 
 
 8. Work in I ually. 
 
 recitation, j 3. Spelling and examination of work 
 done out of class. 
 4. Assigning lesson — read lesson alone 
 or with class. 
 
52 
 
 LECTURE XVI.— Teaching Language. 
 
 I Language is a medium for transmitting 
 
 I. Defined. < thougiit. The means by which we 
 
 ( have access to accumulated knowledge. 
 
 o 
 < 
 
 O 
 
 < 
 
 o 
 g 
 
 5 
 u 
 
 < 
 
 w 
 
 2. Prime 
 End. 
 
 3. Methods, 
 
 Ability to express thought clearly, dis- 
 tinctly, and readily. - ^ 
 
 ^ -^ / By writmg. 
 
 Ability to gather thought from the 
 printed or written page —to readily un- 
 derstand a complex proposition. 
 A taste for good literature. 
 A formal discipline of the intellect in 
 receiving and expressing thought. 
 
 A 1 1 J f (Its history. 
 
 A knowledge of ) j^^ ^^^J^ ^^^ 
 
 language. 
 
 structure. 
 
 1. Imitative 
 
 2. Scientific- 
 
 4. The first four 
 of above ends 
 may be at- 
 tained 
 
 -Grammar proper, 
 sentences on slate 
 
 1. By copying 
 or paper. 
 
 2. By expressing thought j Written, 
 in sentences. ( Spoken. 
 
 — Language Lessons. 
 
 3. By memorizing and speaking 
 choice selections in literature. 
 
 4. By reading choice literature and 
 expressing the thoughts of the 
 writer in one's own language. 
 
 5. By writing essays, &c. 
 
 A knowledge of a language may be obtained by a 
 systematic study of its words and structure. — Gram- 
 mar proper and the history of language. 
 
53 
 
 LECTURE XVI.— Teaching Language. 
 
 REMARKS. 
 
 1. Language may be studied either as an instrument to 
 be used or a subject matter to be investigated and under- 
 stood. It may be studied as an art or a science. 
 
 2. It is the province of language lessons to teach lan- 
 guage simply as an art — to teach pupils the correct use of 
 language both in speaking and writing 
 
 3. Grammar proper is the study of language as a science. 
 In studying language as a science it is the purpose to dis- 
 cover the laws that regulate its use. 
 
 4. Language lessons should precede formal grammar. 
 
 5. Special attention should be given to written language. 
 
 6. If children can v^^rite a language correctly they will be 
 apt to speak it correctly 
 
 7. The correction of current errors in speech should 
 have daily attention. 
 
 8. The study of language as a science is based on the 
 classification of words. 
 
 9. The unit of grammatical study is the sentence. 
 
 10. Words are classed with reference to their uses in a 
 sentence. 
 
 1 1 . A definition enumerates the uses a word must have 
 in a sentence in order that it belong to a certain class. 
 
 12. The idea of a class should precede its definition. 
 
 13. Words should be first classed simply as nouns, 
 verbs, adjectives, &c-., and afterwards distributed under 
 their sub-classes. 
 
 14. In language lessons and in the commencement of 
 grammatical study the method of instruction should be 
 largely oral. 
 
 15. Letter writing, or essay writing should accompany 
 the study of language. 
 
 16. They who would understand a language must know 
 its history. 
 
54 
 
 LECTURE XVII.— History. 
 
 I. Its relation to 
 Geography 
 
 2. Its value 
 as a study. 
 
 o 
 
 H 
 
 CO 
 
 . Method 
 of study. 
 
 4 Remarks -{ 
 
 1. The characteristics of a people 
 are influenced by the physical 
 features of the country ift which 
 they live. 
 
 2. The industries of a country are 
 determined by its natural re- 
 sources. 
 
 2. An acquaintance with the place 
 makes the remembrance of an 
 I event more lasting. 
 
 1. As a means of culture. 
 
 2. As a collateral aid in the study of 
 other subjects. 
 
 3. As a source of valuable experience. 
 
 4. As an influence upon the moral nature. 
 
 5. As a basis of political and social 
 prescience. 
 
 6. As a means of broad culture. 
 
 \ I . The topical method is 
 the natural method 
 2. It makes prominent the 
 most important characters 
 and events of history. 
 ItshouldJ 3. It concetrates the inves- 
 be topical tigations of the student 
 upon these important sub- 
 jects instead of upon the 
 
 I contents of the text. 
 
 I 4. It encourages independ- 
 
 [ ent thought and research, 
 
 2. The subjects should be studied in a 
 systematic order. 
 
 3. Classes should be exercised in recita- 
 tions, classifications and historical essays. 
 
 f I. The principle of cause and effect 
 I should be the basis of historical study. 
 ' 2. The student of history is brought 
 I "into the companionship of the good 
 I and great. 
 [ 3. History is a reflection of human nature 
 
55 
 
 LECTURE XVIII.— Geography. 
 
 f I. Its relations to history and the natural sciences. 
 
 X 
 
 < 
 
 O 
 O 
 
 fi. 
 
 2. 
 
 3- 
 4 
 
 It broadens the intellectual vision. 
 It enlarges the moral sympathies. 
 It tends to develop a tolerant spirit. 
 It cultivates a tendency to observe 
 the relations of causes and effects. 
 5. It creates a thirst for knowledge — 
 especially a knowledge for history 
 
 2. Its valu2 I and natural seiences. 
 
 as a study. ] 6. It gives an idea of the form and sur- 
 face of the earth, with a knowledge 
 of its climate, soil, animals, chief 
 products. &c. 
 
 It teaches of the different nations, 
 their political and commercial rela- 
 tions, their civilization, resources, 
 &c. 
 
 -o ba 
 o c 
 
 ■4— » -1— 1 
 
 V (J J. 
 
 Proceed from the known to the unknown. 
 Commence by studying the school grounds, 
 or some other convenient plot, and thus 
 study by observation before studying by 
 map. 
 
 The recitation should generally be discur- 
 sive and conversational. 
 Map drawing and essay-writing should 
 accompany the study of geography. 
 
56 
 
 LECTURE XVIII.— Geography. 
 
 REMARKS. 
 
 1. The Geographical interest of a place increases. as one 
 becomes acquainted with its history, 
 
 2. There is a very close relation between the physical 
 features of a country and the industries of its people. 
 These features, such as the configuration of the surface, 
 the climate, soil, &c., should have a prominent place in 
 the first lessons in geography. 
 
 3. The natural method requires that the teacher often 
 lead the class on imaginary journeys along the lakes and 
 rivers, through valleys, over mountains, or follow with the 
 pupils the ships in their voyages across the ocean, and thus 
 make the recitation as natural aid life-like as possible. 
 
 4. The writing of short essays on geographical subjects 
 from analyses given by the teacher proves an interesting 
 and profitable exercise in connection with the study of 
 geography. 
 
57 
 
 LECTURE XIX.— The Natural Sciences. 
 
 ' I. Mental discipline. 
 
 V 
 V 
 
 In observation. 
 
 In generalization. 
 
 In inductive reasoning. 
 
 r I. By leading the mind into pure 
 
 2. Moral I channels of thought, 
 
 discipline. { 2. By awakening an appreciation of 
 
 [ law as the basis of harmony. 
 
 3, Esthetic j By the observation and study 
 culture. ( ut the beautiful in nature. 
 
 As a source of pleas- 
 
 4 An acquaintance 
 with natural laws 
 in their relations to 
 natural phenomena. 
 
 ure. 
 
 As valuable in the ap- 
 plication of science to 
 the arts. 
 
 -o 
 
 3 
 
 o 
 
 x: 
 *-> 
 
 a-1 
 
 Ji -1 
 
 c 
 
 1. Proceed Irom the known to the unknown; 
 from the individual to the class, 
 
 2. Commence by studying objects and phenom- 
 ena that are common, and thus study by ob- 
 servation before studying by use of the text. 
 
 3. Study by subjects or natural objects, using 
 books simply as helps. 
 
 4. Recitations should be largely discursive — 
 students observing and expressing their ideas 
 ot observation. 
 
 5. Subjects should be studied in a systematic 
 order. 
 
 6. Pupils should h-t encouraged to collect speci- 
 mens. 
 
 7. Pupils should express the results of their ob- 
 servations and research in written classifi- 
 cations or essays. 
 
 1. " Read nature ; nature is a friend to truth. 
 Nature is Christian, preaches to mankind and 
 bids dead matter aid us in our creed." 
 
 2. "The beautiful is a manifestation of the se- 
 cret laws of nature, which but for this 
 appearance had been forever concealed 
 from us," 
 
 3. " Every truth is connected with every other 
 truth in the universe ot God." 
 
58 
 LECTURE XX. 
 
 CHARACTERISTICS OF THE IDEAL TEACHER. 
 
 1. A cheerful and hopeful disposition. 
 
 2. A frank and trustful nature. 
 
 3. Self-reliance and firmness. 
 
 4. Agreeableness. 
 
 5. Neatness. 
 
 6. Punctuality. 
 
 7. A non-partisan spirit. 
 
 8. Sympathy. 
 
 9. Originality. 
 
 10. Naturalness. 
 
 11. An appreciation of true character. 
 12- An interest in children. 
 
 13. Strong faith in the possibilities that lie hidden in the 
 child. 
 
 14. A love of the work. 
 
 15. Broad and thorough scholarship — mastery of subjects 
 to be taught. 
 
 16. Aptness to teach. — Teaching power. 
 
 17. Faith in humanity. 
 
 18. Faith in God. 
 
A LIST OF BOOKS. RECOMMENDED FOR THE 
 TEACHER'S LIBRARY 
 
 Pedagogical. 
 
 How to Teach — Henry Kiddle. 
 Laurie's Primary Instruction. 
 Quick's Educational Reformers. 
 The Cyclopaedia of Education. 
 
 — Henry Kiddle and A. J. Schem. 
 
 (The Dictionary of Education based on the above is a lowor priced work. 
 
 Primary Object Lessons. — N. A. Calkins. 
 Education — Herbert Spencer. 
 Normal Methods of Teaching — A. Holbrook, 
 Lectures on Teaching. — y. G. Fitch. 
 Methods of Teaching. — John Sweet. 
 Methods of Teaching and Studying History. 
 
 — G. Stanley Hall. 
 Common School Law. — Bardee?t. 
 
 Psychological. 
 
 Outline Study of Man — Mark Hopkins. 
 
 The Law of Love, and Love as a Law. — Mark Hopkins. 
 
TABLE OF CONTENTS. 
 
 LECTURE. PAGE. 
 
 I. Introduction . . ^ 5 
 
 II. Mental Development 6 
 
 III. Moral Culture 19 
 
 IV. Physical Culture 27 
 
 V. Correct Habits 33 
 
 VI. Powers of Observation 35 
 
 VII. The Memory 36 
 
 VIII. Course of Study , 37 
 
 IX. Preliminary Work of Teacher 39 
 
 X. Programme 41 
 
 XI. The Recitation 43 
 
 XII. School Government 45 
 
 XIII. School Government {continued.) 48 
 
 XIV. School Government {continued^ 49 
 
 XV. Teaching Reading 51 
 
 XVI. Teaching Language 52 
 
 XVII. Teaching History 54 
 
 XVIII. Teaching Geography 55 
 
 XIX. The Natural Science 57 
 
 XX. Characteristics of the Ideal Teachers 58