BUSY WORK CHAPIN BUSY WORK, MANUAL FOR Primary Teachers, n->> ,j- 1.C- ,,' ,, "' ' A. p; bHAPIN. EDITOR OF EDUCATIONAL GAZETTE. ROCHESTER, N. Y. : Educational Gazette Co., PREFACE, M THIS little manual is intended to be suggestive rather than exhaustive. The ingenious teacher will be able to elaborate the v^ork here given and to add many other exercises adapted to her surroundings. The collection of materials should be commenced v^ithout delay and carried on at all times. Recepta- cles should be provided for keeping all such materials. The importance of this work can not be overesti- mated. • • • *>• ••• • • •• J** Copyright 1S91, hy A. P. Clicqnn. INTRODUCTION, y^ CTIVITY is a natural law of childhood. The J(^^ successful teacher carefully observes this law and so shapes her work as to meet the requirements of it. This activity should not be repressed. It is the natural result of the child's developing faculties, and is just what the Creator intended. The work of the teacher is to guide this activity into proper channels — keep the little ones busy, and thus unfold and strengthen those faculties of body and mind which will fit them for the great work of life. The teacher in our public schools who has from twenty-five to sixty pupils under her care finds it impossible to give her personal attention to each individual pupil all of the time. This is especially true in ungraded or country schools where the teacher has several grades of pupils and a large number of classes. The teacher's time is fully occupied, and hence she finds it well-nigh impossible to devise the many things needful to keep the little ones interested and busy when not reciting. It is to meet this oft-felt want that these devices have been prepared. BUSY WORK. The employment of pupils at their seats, or, as it is more commonly termed, busy zvork, is a subject in which the earnest teacher of primary classes is always interested. Necessity compels us to be on the alert for new ways and means of interesting the little ones and employing their hands, and we gratefully accept whatever new ideas reach us in connection with this department of primary work. Many successful teach- ers have attributed a great measure of their success to the fact that they have managed to keep their classes interestedly busy. Before reminding you of what busy work is, let me state briefly what it is not. It is not play ; nor is it merely a device for preserving a similitude of silence in the class-room. It is, or should aim to be, developing interesting work closely connected, when possible, with the work of the various classes. Even in the best regulated classes, if the same slate exer- cises be given day after day, they will be performed in a listless, indifferent manner. But introduce some new feature and observe the increased activity and the growing interest. There are no idle hands to fall 6 BUSY WORK. into mischief, and there is no necessity for impatient glances in the direction of the seats, for, although there may be a suggestion of noise, you feel assured that it is a busy hum from a hive of workers. Suppose, in the phonic lesson, you have been introducing a new letter, give as employment to the class, then taking their seats, some work that will tend to impress this new element. It must, of course, so far differ from the lesson as to prevent any feeling of monotonous repetition. You might ask the chil- dren to write, or find in their readers, as many words as possible containing the new letter. When a list of ten words has been made, ask them to start at the first and write a little sentence, or "story," as they call it, containing each word. To make the exercise more difficult and suitable for a higher class, require two or more words containing the new sound or com- bination in each sentence. As supplementary to this exercise you may allow pictures to be drawn of the objects named. Some inventive geniuses will take great interest in this sort of work. But, as a source of never-failing delight and, I may add, development, let me recommend the shoe-pegs. A few pegs or short tooth-picks, or anything of the kind, placed on each slate will greatly interest the very little ones and afford plentiful scope for ingenuity and originality. BUSY WORK. 7 Houses, tables, chairs, wheels, flags, streets, mathe- matically defined trees, leaves, etc., will fill the slates. To impress the value of a number you may also use the pegs with good effect. Let the pupils place pegs to make eight, for instance, in as many ways as pos- sible. This will provide employment for a consid- erable length of time. Ask the pupils to write the numbers below one hundred, or any other numbers decided upon, in a similar way. The half-inch blocks which it is necessary to have scratched on the slates for the drawing lesson will furnish extra employment for the *' quick" pupils, those who invariably finish their work before the others. These are generally the ones who most need steady employment, therefore it is well to provide for the contingency. Additional exercises in which children of town or city schools will take great interest : Write names of 1. All the streets running east and west. 2. All the streets running north and south. 3. All the objects in the school-room. 4. Things seen on the way to school. 5. Things in a grocery store, a fruit dealer's, etc. 8 BUSY WORK. Just a word regarding^ the inspection of the slates. Do not consider the time used in examining slates lost or wasted. It is well spent, even though it may shorten the lessons. But, when done systematically, it can be done quickly. It is the only way to pre- vent careless or inaccurate work. We cannot expect the majority of children to take pride or pleasure in doing neat, accurate work when notice is seldom, if ever, taken of it. We need to remind ourselves of the truth that children are, in reality, miniature men and women, that they have their ambitions very like our own, with a love of approbation highly developed. We need to keep in touch with the children, to sym- pathize more thoroughly with them. We require the *' child-heart " with the womanly mind to understand and meet the dilBculties of the primary rooms, and with the love and patience that ought to come from such a combination, we shall surely succeed in keep- ing the discouragements in the background, and hoping for their disappearance in days to come. MATERIALS AND HINTS FOR BUSY WORK. The teacher of Primary Grades with a little in- genuity, some industry, and a small expense can pro- vide an abundance of materials for use in profitable BUSY WORK. 9 busy work exercises. Below is given a list of ma- terials. 1. Kernels of corn to count and string. 2. Straw to cut in i, 2, 3, 4, 5 and 6 inch lengths, and tie in bundles of 10 and its multiples. If de- sired, color with diamond dyes and sort the colors to use in counting and making patterns, as in stick- laying, etc. 3. Paper for cutting, free hand, into definite shapes and sizes : as, one-inch squares one-inch cir- cles, ond oblongs one by two inches, forms of the outlines of the most familiar fruits from paper — the apple, pear, plum, etc. ; also vegetables, as onion, turnip, tomato, etc. 4. Narrow strips of cloth cut a foot long, a yard long, a meter long, etc. Brass-headed tacks should mark upon blackboard, -trays, or window sills the foot, yard, decimeter, and meter, in plain view of pupils, and where they can be conveniently used. 5. Cut string or rope into rod lengths and dekame- ter lengths, and have the sides of school grounds, or the side of the road in front, measured by chil- dren, each unit measured being marked by a little peg driven down. 10 BUSY WORK. 6. You need a set of measures for dry measure. 7. A common scale which weighs to eight pounds. 8. A barrel of modeling-clay. 9. Sets of wooden models. The number of boxes to equal half the number of children in a class. 10. Two thousand lower-case alphabets (for school of fifty pupils,) printed on sheets, cut up, and stored in boxes for use in preparation of spelling and read- ing lessons. 11. Two thousand sets of figures printed in the same way, and stored for busy work in number. Do not print signs -|-, — , X, -;-; let these be simply written upon blackboard as an indication of the kind of work desired, and allow pupils to lay simply the combinations and make the signs. Every one who has any knowledge of children has noticed the habit they have of gathering and hoarding all kinds of objects, such as pieces of crock- ery, stones, etc. They become treasures to them. The contents of a boy's first pocket will interest any- one. It is a collection of broken china, curious pebbles, marbles, nails and pieces of string. How often when these are taken out in the school-room, are they confiscated by the teacher. BUSY WORK. I I There is a valuable hint in this which the wise teacher will act upon. Children must have some- thing to do, and the primary teacher must devise some simple apparatus for "busy work" for her young children. At a trifling cost, a variety of things may be gathered which will not only employ, but also teach the pupils. If possible, have a long table made with drawers on both sides for holding materials. Have chairs placed around the table, and when the pupils are restless and uneasy, give them seats at the table and set them at work. SLICED PICTURES. Let them paste pictures on thin card board, then cut them in pieces. Keep a large boxful of these, and give each child a small box containing a sliced picture which he is to put together. STRINGING BEADS. A number of needles threaded with stout thread, and a box of brightly colored beads will give lasting employment. The pupils will take pleasure in assort- ing colors, and arranging the beads according to size. COPYING PICTURES. Keep a quantity of drawing cards on hand. Pieces of stout manilla paper will answer. Draw 12 BUSY WORK. simple outlines on the board, provide each child with a pencil and card, and let them copy the pic- ture. CUTTING PICTURES. After the child has drawn his pictures he may learn to cut them out. Each child should have a little box in which to keep his own work. SORTING SPLINTS. Have several little boxes of colored splints, and let the children sort those of the same color. The splints may be colored with diamond dyes. This will be a good exercise for the youngest pupils. BUILDING BLOCKS. These may be bought or picked up at a planing mill. A large boxful of these will be a great help, for the children will enjoy building houses, bridges, etc. SCRAP BOOKS. Encourage the children to collect pictures at home for their scrap books. In this way a large number of pictures may be got together. Any old blank book with every other leaf cut out will do to paste them in. But they may be made of manilla paper. One book may be devoted to animals, another to flowers, etc. BUSY WORK. 13 STORY MAKING. Paste pictures on card board or thick paper. Distribute them among the children, and ask them to tell a story about them. You will be surprised to see how many ideas they will bring out. These are only suggestions ; the teacher will be able to make many additions. The secret of success with small children is to keep them occupied. To teach them is to keep them occupied with things that call for greater exertion to-day than yesterday. READING. Busy work should be, not only attractive, but profitable, and so arranged that it will supplement and help the work done in recitation. Let us sup- pose that the new word for to-day' s lesson is basket. After the object has been talked about, the word written on the blackboard and used in sentences which are read by the class, they are ready for seat- work. First have them copy the word a number of times upon their slates, then draw several pictures from the object itself ; next make an outline of the object upon their desks with shoe-pegs and match- sticks. The drawing and stick-laying have afforded 14 BUSY WORK. them change and rest, and they are ready again for the copying. Now have them copy a short sentence containing the new word. 1. Write the words of your last reading lesson in columns, making four columns. 2. Arrange the words of your last reading lesson alphabetically ; that is, copy first those words that begin with a, then with b, and so on. 3. Arrange the words of your last reading lesson in columns, placing in the first column words of one syllable, in the second words of two syllables, and so on. 4. Arrange the words of your last reading lesson in columns, placing in the first words of two letters, and in the second words of three letters, and so on. 5. Copy from your reading lessons all the words beginning with capital letters. 6. Copy from your reading lessons all the name words. 7. Write on your slate the number of lines in your reading lesson. 8. Write on your slate the number of periods in your reading lesson ; the number of commas ; of question marks ; of semi-colons ; of hyphens ; of apostrophes. •• BUSY WORK. 15 IN PRIMARY NUMBER. Much of the black-board work, which must be prepared for each new class of beginners, may be preserved in permanent form in home-made charts. These charts save writing, and are of especial con- venience to the country teacher, who is often limited in blackboard space. Large sheets of manilla paper may be obtained for three or four cents a sheet. Pictures and forms can be found in fruit catalogues, or cut from colored paper or advertising cards. A short description is here given of a chart made by the teacher of a country school. The first page consists of pictures in groups of ones and twos. On the top of the second page are one circle, the figure one and the printed word one. Below is drawn a slate on which are outlined pictures, each of one object, for drawing copies ; and also the word one written three times in ruled lines. The third page illustrates the number Hvo iji a similar manner. Next are intro- duced the signs -|-, — , and =. The equations I -|- I = 2 and 2 — 1 = 1 are also given. These are to be copied until learned. Every step is intended to be illustrated with a variety of objects. This page will furnish a week's work, or more, for the pupils. By the use of pictures, tJiree is introduced, both as a l6 BUSY WORK. whole and in parts. Three pansies together show one three. Three thimbles separated are three ones. One blackberry removed a little distance from two berries groups the number into one and two. These ideas are repeated in different forms and pictures. The children are required to make complete sentences, and led to tell number stories suggested by the pic- tures. A review page follows, containing pictures in groups of ones, twos, and threes, to be recognized at sight. The slate under tJirce is like that already described. Each of the following numbers, to ten, is illustrated in much the same manner. No group greater than five is given for sight recognition. Each number is measured by all numbers within its limits ; for example : seven is grouped first by ones, next by three twos and one, by two threes and one, and so on in order. The outline drawings upon the slate are by groupings into parts and are intended to be read as equations, thus : Three varied crosses and two crosses are five crosses. Four ladders and one ladder are five ladders. Have a little class represent counting by drawing a given object in this way (See cut). They may also represent it backwards, beginning with ten and going down to one. BUSY WORK. 17 o o o 000 0000 00000 000000 0000000 00000000 000000000 0000000000 The little ones may be directed to draw one flag, two tents, three carts, four houses, etc. Give out five circles, or any desired number, cut from colored paper. Direct the class to arrange them in some design and draw the design on the slate, then arrange them in defferent designs, draw- ing them afterward on the slate. The slate work will be a record of what has been done. Sometimes have the colored paper pasted on cards in these same designs. 00 000 1 8 BUSY WORK. Place in envelopes squares cut from colored papers, and short sticks, as broken toothpicks. With these, have addition stories made, using sticks to make the signs. □ □ OO DD o Direct the class to write out all the sets of exam- ples in a given number, as far as 8. 1 + 7 = 8 2 + 6 = 8 3 + 5 = 8 4 + 4 = 8 7 + 1 = 8 6 + 2 = 8 4 + 4 = 8 8-4 = 4 8-1 = 7 8-2 = 6 8-3 = 5 2X4 = 8 8-7=1 8-6=2 8-5=3 4X2=8 8-^2 = 4 8^4 = 2 NUMBER WORK FOR BEGINNING CLASSES. Exercises with cardboards of different colors, cut in inch squares, for l^usj/ ivork. Each child is given a box of squares. After the attention of the children has been secured, the teacher writes on the board one of the BUSY WORK. 19 following exercises, and the children put the squares on their desks in such a way as to correspond with the figures given by the teacher : I. Teacher writes on the board : I 2 3 4 5 6 7 8 9 • Children arrange these O's : the squares as indicated by 00 000 0000 00000 000000 0000000 00000000 000000000 BUSY WORK. Teacher : Children : 2 O O 4 o o 6 oo ooo o 8 oooooooo lO 0000000000 Teacher: Children: I o 3 ooo • 5 O 7 o o o o o o o 9 ooooooooo II ooooooooooo 4. The following exercise will also be found very helpful. Teacher writes on the board one figure, 7 for instance. Children represent with their squares as many two numbers as they can think of, which together make 7: CJuldren : 000000 0000 00 o 000 00000 The same material may also be used to represent forms for drawing. The squares can be put together BUSY WORK. 21 to make many beautiful designs. The children delight in inventing new things, and they very soon learn to do the work without any help from the teacher. Teachers who are in need of something to keep the little folks busy, will find the exercise with squares very helpful. BUSY WORK IN DIVISION. The following may be written on the blackboard and the pupils required to copy the table on their slates, writing results in place of the dots, for recita- tion exercise. The teacher or a pupil points to the dots on the right of the vertical lines, while the pupils in turn name results. The table may be extended to include other divisors and dividends, also the opera- tions of addition, subtraction and multiplication : ^4 ^4 ^4 ^-4 4 3 6 7 . 8 9 10 II . 12 13 14 15 . i6 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 22 BUSY WORK. STICK-LAYING. The accompanying page of designs for stick-laying illustrates many of the forms. No. i may represent to the child a line of soldiers, No. 2 a row of tents, and Nos, 3 to 7 letters of the alphabet. Nos. 7 to 13 outline with three sticks each a camp stool, a flower pot, letters of the alphabet, and a table. With four sticks are represented a square, diamonds, or rhombs in different positions, a picture frame, letters of the alphabet, a gate, dipper, old-fashioned straight chair, camp chair, front of a house, steps, and windows. With five sticks, Nos. 27 to 30, are shown a fence, a flag, and another house front. Now increase the number of inch sticks in the envelopes to eight of each color and vary the repre- sentation of objects by symmetrical designs. The children should be encouraged to invent, and any pretty design made by one pupil placed on the black- board for all to copy. No additional sticks should be given until each child can lay six different designs in a neat row upon the desk, each design composed of eight inch sticks of but one color. Nos. 30 to 36 show some of the forms which can be made. If the children have learned in the work already given, to match and name the colors and to draw tL.ofC. BUSY WORK. 23 lines which approximate an inch in length, they are able to use sticks of different lengths. It will be well to limit the colors to two. These combinations should consist of the complimentary colors red and green, orange and blue, or purple and yellow. Place in each box or envelope four three-inch sticks, four two-inch sticks, and twelve inch sticks of each of the two colors selected, making forty sticks in all. The use of two rather than six colors gives a prettier appearance to the child's work, even if the combina- tion of two colors in any one row or design is avoided. Had so many sticks been given at first the little beginner would have been confused, but now that he has some idea of representing objects he will be delighted with the abundance of material. New forms will suggest themselves and the symmetrical designs already learned will furnish the keys for new ones. The teacher should continue the practice of placing a new drawing on the blackboard for each lesson, for the power to invent grows by seeing new inventions. The sticks are of great value in teaching numbers. In the following quotation from Mrs. Kraus' Kinder- garten Guide is a device in counting which prepares the child for the study of the tables : 24 BUSY WORK. '*With three sticks the child commences by arranging them in an orderly manner on the lines of the table at even distances, and then counts all the sticks in groups, always laying stress on the third number ; viz., One, two, three ; four, five, six ; seven, eight, nine, etc." The teacher by questions and directions may lead the children to discover many number facts for them- selves. By laying the sticks lengthwise and touching, the children may find the length of their pencils and ruler, the length and width of their slates, books, and desks. They should be able to lay quickly and neatly an inch square, a two-inch square, or a three- inch square ; to enclose a surface of given length and width, and to tell the number of inches around it. To build a fence around an imaginary yard or field will never again be so enjoyed by a pupil as in the primary grades. The sticks furnish material particu- larly adapted to this class of problems. In order to produce clear impressions on this point the sticks should not be used to teach the square inch. Let the questions relate only to distance and call no attention to the area of the enclosed surface. The square tablets and folding papers are best for the illustration of surface. BUSY WORK. 25 The children should frequently be asked to lay a line of sticks twelve inches in length. If their curiosity is aroused to find another name for this length or measure they will take great interest in stating that twelve inches make one foot. 1 M I I I I I I A A^A A A Ip Vl A Cf" B (J HH P O rLTUTLTLn D-D-D-D-a 47 At ' Xf JfS yy hri a;^ 26 BUSY WORK. When this fact is thoroughly understood, direct them to lay a foot ruler parallel with the line of sticks and tell what they see. If the teacher is successful in arousing observation, the children will state that the ruler is a foot in length and that it is marked into inches and parts of an inch. The number of inches in a half, a quarter, and a third of a foot can be illustrated in a similar manner. DRAWING. Cut simple forms from cardboard, as fans, leaves, butterflies, shoes, etc. Draw what is necessary, as buttons on shoes, veins on leaves, etc. Direct chil- dren to place the card on the slate and draw around it, adding the buttons, veins, etc. Cut, from cardboard, circles, squares, rectangles, and triangles, two sizes of each. Place in envelopes ready for distribution. The pupils are to draw around these, inventing figures by combining the various forms ; as houses, wagons, etc. Direct the pupils to draw a variety of figures, us- ing only three straight lines, or only four. A class of little ones may be given wooden tooth- picks to lay in the same manner. BUSY WORK. 27 BUSY WORK IN SPELLING. To keep the children at work and to give an inter- esting exercise require lists of words like the follow- ing. The competition to give the greatest number of words in each list is stimulating. 1. Write names of objects which are in the school-room. 2. Name objects which you see on your way to school. 3. Name objects used in a kitchen. 4. Name objects found in a parlor. 5. Name objects needed in a dining-room. 6. Write a list of names of vegetables. 7. Make a list of articles kept ior sale at a gro- cery store. 8. Ditto a dry-goods store. 9. Ditto a hardware store. 10. Ditto a furniture store. 11. Write the names of the girls who are at school to-day. 12. Ditto, names of boys. 13. Make a list of towns and cities. 14. Make a list of materials, as iron, wood, etc. 1 5. Make a list of parts of objects, as hub, tire, etc. 16. Write a list of names for relatives; as uncle, cousin, etc. 28 BUSY WORK. 17. Write all the names found in to-day's read- ing lesson. 18. Make a list of names of birds. 19. Write names of fruits. 20. Write names of flowers. GENERAL EXERCISES. 1. A pint of shoe-pegs, costing five cents, can be used in many ways. A simple table in addition, sub- traction, multiplication, or division may be written on the board, and then little pupils make it on their slates, or desks, with the pegs ; then they can make pictures of houses, animals, etc., or form the Roman capital letters with the same. 2. A box of wooden toothpicks, costing eight cents, may be used in forming geometrical figures, etc. 3. A fifteen-cent box of colored pencils, or crayons gives much pleasure, when the little ones are allowed to color the pictures in sample leaves of histories, seed and flower catalogues, or to draw outline pictures for themselves and then color them. 4. Give pupils small pieces of newspaper, or leaves from old books, and let them write a list of all the words that they know. 5. Write lists of words, each containing a certain BUSY WORK. 29 letter, or all to commence with the same letter, or containing a certain number of letters. 6. Write Roman tables, or tables in figures on the board or slate. 7. Make picture-tables, stars, apples, fishes, dots, crosses, etc., instead of figures; let pupils devise new pictures for their tables. 8. Make, or buy, a box of letters ; give a few to each child to spell with, etc. Counting by twos, threes and fours may be taught by paper chains. Cut paper into narrow strips. Show the child how to make a ring of one strip by pasting the ends, then tell him to put another strip through and paste as before. Direct him at first to make two links of one color and then two of another. 9. Distribute to the children wooden toothpicks and teach the children to arrange them in definite forms. The work will be more attractive to the children if the toothpicks are stained various colors. 10. The children may learn to add by using these sticks. 11. Shoe-pegs maybe used in same manner as toothpicks. Arrange them in the form of Roman numerals, squares, rectangles, etc. 12. Beans, peas, corn, beechnuts, acorns, chest- nuts and other vegetables and seeds may be used by 30 BUSY WORK. the children in the way of amusement, or they may learn to count, add, subtract, multiply and divide by their use. 13. Give children small cards on vv^hich the Ara- bic figures are written, one on each card. Have them arrange the Arabic figures by the side of the Roman characters of the same value. 14. Have children form little piles of objects of any number up to ten or twenty. Then have them place by the side of each pile the card on which is written the number of objects in the pile and also with shoe-pegs or toothpicks represent the same num- bers in Roman characters. 15. Have children count objects and represent the number taken in Roman characters with the shoe- pegs, also write the number in both Arabic and Roman characters on their slates or paper and on the blackboard. t6. Have children place pegs to imitate certain letters, boxes, chairs, window sash and other objects which the children may discover. 17. Have children form letters, outlines of objects pictures, etc., on their desks with split peas or beans or other grains, which will not cause annoyance by rolling. GET THE BEST, Newsy, Progressive, Practical. i^^ONTAINS Opinions of Eminent Thinkers, ^^y Contributed Articles from Able Educators, Department Work adapted to the different grades of Schools, Editorials, Discussions of Current Topics, Educational News, Kindergarten, Choice Literature, etc. Price $1.00 a Year. Single Copies lo Cts. AIvVIN P. CHARIN, Kditor. WORTH TWICE ITS COST TO ANY TEACHER. Send Stamp for Sample Copy. Leading Paper of its Kind. Subscribe at Once. EDUCATIONAL GAZETTE CO., Publishers, F200HESTER, N. V. AGBIVTS IJVAXXED. - PU/T - WORK. - WE have just published a Teachers' Manual of BUSY Work. It is a book that every teacher of little children ought to have. Keep the little ones interested and busy, and you will have little to trouble you in the way of school discipline. It is also the true way of teaching little children. Sent Post-paid on Receipt of 20 Cents. RECREATIONS IN GEOGRAPHY & HISTORY, BY TKOF. P>. C. nURPHY. Instructor of Teachers' Institute in Pennsylvania. THIS is a book that evey teacher will want. It is packed full of interesting information and suggestive helps in these two subjects. It is worth five times its price to aQy person teaching either of these subjects. Handsomely bound in cloth. Sent post-paid to any address for 75 cents. OUTLINE STUDIES IN PHYSIOLOGY, By EDIJVARD HAY^WARO, Supt. of Schools, Clyde, N. Y. JUST what every teacher of this subject needs. A valu- able guide to the teaching of this important subject. It is recommended for the use of teachers by Prof. C. E. Haw- kins, inspector of Teachers' Classes of the State of New York. Handsomely bound in Leatherette, with Gilt Stamp. 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Handsomelj- bound, and contains nearly 8,500 Questions and Answers on Different Branches of Study, as follows . Questions on U. S. His- tory. Answers to Same. Questions on Geography. Answers to Same. Questions on Reading. Answers to Same. Questions on Physical Geography. Answers to Same. Questions on Grammar. Answers to Same. Questions on Letter Writ- ing. Answers to Same. Questions on Orthogra- phy, Orthoepy and Pho- nology. Answers to Same. Questions on Written Arithmetic. Answers to Same. Questions on the Theory and Practice of Teach- Questions on Alcohol and Tobacco. Answers to Same. Questions on Civil Gov- ernment. Answers to Same. Questions on Physiology, Anatomy and Hygiene. Answers to Same. Questions on Natural Philosophy. Answers to Same. Participles and Infini- tives made Easy. Ans- wers to Same. Questions on Writing. Answers to Same. Questions on Algebra. Answers to Same. Ten Problems in Arith- metic. Questions on Parliamen- tary Rules. Answers to Same. ing. Answers to Same. The NewQuestion Book will be useful to every one. Teach- ers may now discard the tedious drudgery of searching- through n\imer- ovis text-books fi'om beginning to end for material for examinations. Here are Questions and Answers ready to hand cov- ermg ALL Common School Branches, school Commit- teemeu will readily appreciate the value of this book in their examina- tions of Teachers. We are selling these books in quantities to schools and academies in all parts of the country to be employed as text books for daily class use. Itshould be in every school-room. If saleability is a test of value, what shall we say of a book of which more than ( 50 000 copies have been sold? Such is the record of this remarkable work! The Questions and Answers on Par- liamentary Rules alone are worth the price. Remember, it contains nearly 8,500 Questions and Answers. The Questions in each de- partment are numbered, and like nttmbei-s are given to the Answers in the corresponding department. Our Price $1.50, Published at $2.25. Also I 00 I Questions and Answers on English Grammar, Ortho- graphy. Arithmetic, Geography, Theory and Practice of Teaching, Physiology and Hygiene, General History, U. S. History. Eight vol- umes. Price 50 cts. each. Sent by mail by Educational Gazette Co., Rochester, N.Y. UNIFORM EXAMINA TION QDESTIO H BOOKS. WE now have ready for delivery, all the questions used at these exami- nations from August, 1887, to August, 1891. The answers to these questions are also published in the same volumes. Every teacher should have a copy of these books noio, as they furnish the greatest possible assistance in passing examinations. The most valuable question books ever published. Mi ( Containing all questions and answers from August, ) (h i f) R , I , ■< 1887, to August, 1890, three full years, handsomely >- ^K 1 , ^ (| ( bound in leatherette, sent post-paid for ) ^ MO 3 Containing all questions and answers from I njl PflTlfc • U, 1 August 1,1890, to August 1, 1891. j" Uv UClllO Both VOIIIIII6S ] Mailed to any address on receipt of [ ^j ,50 A NEW QUESTION BOOK UPON Civil QovERNfiENT Carefully Classified and Indexed. ByD. M. ESTEE, a. M., 14 Years Principal of Canisteo Academy. Al^l%lll# That Every Student Should Have. KlllIK ThSLt Every Teacher Should Have. l/UUIl That Every Citizen Should Have. The new and enlarged edition contains the Constitution of the United States and a thorough list of questions pertaining to it in addi- tion to a thorough treatment of the whole subject of Civil Government in the form of questions and answers. ARE YOU desirous of passing the State Uniform Examination in Civil Government ? Then by all means you should have a copy of this work. ARE YOU desirous of passing the Regent's Examination or any other examination in Civil Government ? This book for a general review is the best in the market. The questions have been used with the best results in preparing pupils for the Regent's Examination in this subject. Every citizen should understand the principles of government. All these principles are embodied in this book. Good paper, neatly bound. Price, 50 CtS. Bducational Gazette Co., Rocliester, P(, Y» A GOOD RECORD. I^VER SEVENTY-FIVE PER CENT, of those Registered in the ^^ Educational Gazette Teachers* Bureau during the last year have secured satisfactory positions through the aid of this agency. Those who have never taught, now have good positions, while those who have had experience are now engaged at largely increased salaries. We challenge any agency in the country to produce a better record. OflBcers apply to us for teachers. We have more calls for teachers than we can fill. We want more first-class teachers ; there is always room at the top. It pays to be registered in this agency. Remember, we have no use for poor teachers— we wish only the strongest and best qualified teachers, those wide-awake and progressive in their profession. Address, EDUCAXIONAI^ GAZETTB CO., Rochester, N. Y. Every Teacher Is interested in the subject of Form Study and Drawing, and anxiously looking for practical helps. We have recently published two books which meet this demand, and they are the only ones which do. Ball's Form Study and Drawing Consists of questions and answers which thoroughly develop and teach the subject, as outlined by the New York State Department of Public Instruction. It is also just the book to use in preparing for examinations. Price, 35 cents. Colby's Fori Study and Drawing Is a plain and practical guide in teaching the subject. This book will enable any teacher to teach the subject successfully. It tells the teacher what to do and how to do it. Price, 30 cents. Addjress, BDUCATIOP^AI^ OAZETTE CO., Rochester, N. Y. LIBRARY OF CONGRESS 019 840 112 2 I