i*^§ ^v' 
 

lOOO WAYS 
 
 OF 
 
 1000 TEACHERS 
 
 BEING A COMPILATION OF METHODS OF INSTRUCTION AND 
 
 DISCIPLINE PRACTICED BY PROMINENT PUBLIC 
 
 SCHOOL TEACHERS OF THE COUNTRY 
 
 v' 
 
 ^^' 
 
 By a. C. mason. 
 
 " Let me advise you to make a variety in your modes of teaching. If you have 
 been teaching in one way that you think is best, take another way to-morrow. The 
 new way will be a revelation to some of your dull pupils, with whom you have been 
 unable to do anything." — Supt. F. W. Parker, Mass. 
 
 19 1882 
 
 ^\ 
 
 CHICAGO 
 
 S. R. WINCHELL & 
 1882 
 

 COPYRIGHT, 1881, 
 
 BY 
 
 S. R. WINCHELL & CO. 
 
 STEREOTYPED BY 
 
 THE CHICAGO STEREOTYPE WORKS 
 
 SS FIFTH AVENUE 
 
PREFACE. 
 
 This volume is not the expression of the peculiar views 
 of one person, but rather a collection of the ways of 
 many. The author has aimed to include in it such 
 suggestions on school management and discipline as 
 the teacher, occupied and perhaps worried with the 
 every-day duties of the schoolroom, would not think 
 of; such a variety of exercises as will renew the inter- 
 est of pupils in their school work, and such methods of 
 instruction as will give a restful change to both teacher 
 and pupils in class recitations. It is therefore not in- 
 tended for consecutive reading. 
 
 The ideas contained therein have been gathered 
 from experience, reading, and an extensive correspond- 
 ence with those who are acknowledged now to be suc- 
 cessful workers in the schoolroom. The author does 
 not claim that these methods and maxims are the only 
 perfect ones. To set up such a claim would be absurd. 
 The book is not designed for instructors in the high- 
 school studies, but for the great number of teachers of 
 the common English branches who have a desire for 
 the right accomplishment of their work, and are willing 
 to profit by the experience of others. 
 
 In short, the book is a volume of experiences, and 
 suggestions gleaned from experience. If it meets the 
 approbation of the working teacher, the credit will be 
 due mor-e to those whose ideas are embodied in it than 
 to him who collected and compiled them. 
 
 A. C. M. 
 
 Jacksonville, III. 
 
 (3) 
 
CONTENTS. 
 
 CHAPTER 
 
 PAGB 
 
 List of Contributors - - - 6 
 
 Introductory ----- 7 
 
 I. Opening and Closing of School - 1 1 
 
 II. Reading ------ 20 
 
 III. Arithmetic ----- 39 
 
 IV. Writing ----- - 64 
 
 V. Spelling * " , " " " 73 
 
 VL Grammar ----- - 88 
 
 VII. Geography ----- 108 
 
 VIII. History - - - - - - 125 
 
 IX. Discipline and School Management 139 
 
 X. Absence and Tardiness - - - 163 
 
 XL Sayings of Experienced Educators 173 
 
 XII. Forms - - - - - - 199 
 
PARTIAL LIST OF CONTRIBUTORS. 
 
 C. F. Adams, Jr. 
 Theodore Arnold. 
 H. H. Ballard. 
 W. H. Beaman. 
 J. J. Burns. 
 S. P. Bates. 
 W. A. Beer. 
 C. E. Beale. 
 H. L. Bemis. 
 W. A. Buxton. 
 W. H. Beach. 
 James Baldwin. 
 M. S. Crosby. 
 W. E. Cochrane. 
 Edward Conant. 
 R. M. Hitch. 
 L. B. Irvin. 
 L. E. Irland. 
 S. M. Inglis. 
 A. F. Jenks. 
 J. P. Judson. 
 J. L. Hartwell. 
 Henry Higgins. 
 J. H. Hoose. 
 S. M. Knowles. 
 Simon Kerl. 
 L. M. Kellogg. 
 C. S. Locke. 
 Miss M. V. Lee. 
 I. C. Libby. 
 E. L. Wells. 
 James A. Garfield. 
 Richard Grant 
 
 White. 
 Edward Searing. 
 J. G. Holland. 
 
 E. S. Carr. 
 W. H. Campbell. 
 G. W. Cullison. 
 W. R. Comings. 
 
 A. B. Copeland. 
 J. M. Clenahan. 
 E. Crosby. 
 
 W. E. Coleman. 
 Mrs. F. M. Case. 
 
 B. L. Dodge. 
 
 J. W. Dickinson. 
 
 C. A. Downs. 
 G. B. Drury. 
 H. M. Enos. 
 E. A. Apgar. 
 E. T. Lockard. 
 C. E. Lowry. 
 
 A. B. Lemmon. 
 E. S. Morris. 
 
 J. B. Mechling. 
 Mrs. A. M. Mills. 
 W. E. Mann. 
 J. W. McKinnon. 
 
 B. Mallon. 
 
 B. G. Northrop. 
 M. A. Newell. 
 J. F. Nichols. 
 G. A. Osinger. 
 J. H. Orcutt. 
 Edward Olney. 
 A. E. Jones. 
 J. P. Wickersham. 
 N. M. Walrus. 
 J. R. Trisler. 
 G. W. Hoenshel. 
 H. W. Beecher. 
 
 (6) 
 
 J. Fairbanks. 
 T. B. Lee. 
 F. A. Fogg. 
 M. N. Fish. 
 A. Guyot. 
 C. A. Gower. 
 Neil Gilmour. 
 S. S. Greene. 
 J. C. Gregg. 
 J. H. Gilbert. 
 S. H. Hutchinson. 
 W. C. Whitford. 
 H. E. Hale. 
 
 E. E. Henry. 
 Hiram Hadley. 
 W. B. Powell. 
 W. T. Phelps. 
 
 F. W. Parker. 
 Emily J. Rice. 
 Herman Roe. 
 C. M. Ranger. 
 
 C. B. Stayt. 
 John Swett. 
 Erasmus Schwab. 
 O. R. Smith. 
 
 W. F. Scott. 
 
 D. P. Simmons. 
 H. C. Speer. 
 Jos. Slaughter. 
 A. W. Sullivan. 
 D. R. Sessions. 
 M. S. Sherman. 
 S. R. Thompson. 
 L. A. Thomas. 
 S. S. Townsley 
 Emma Wheat. 
 
INTRODUCTORY. 
 
 Whatever changes the near future may bring to our 
 present system of free schools, the branches treated of 
 in this vokime will continue to be the fundamentals of an 
 English education. Bearing on this subject of pending 
 changes the following opinions of men whose position 
 and reputation entitle them to consideration are pre- 
 sented. 
 
 A school is a business institution created for specific 
 purposes. It should be conducted in all of its manage- 
 ment upon the principles of business. Its business is to 
 assist, as being one of the many corporations created 
 and fostered by the state, in increasing the wealth by 
 increasing the productive poAver of the state. These 
 ends are served when the attending learners are ac- 
 quiring sound knowledge in the sciences and the arts, 
 when they are learning to respect authority, when they 
 are cherishing a proper self-respect, when they are 
 understanding their relation to their peers, Avhen they 
 are establishing the imperative habits demanded by 
 business, when they are founding all their dealings on 
 the general principles of law, morals, and religion. — J. 
 H. Hoose. 
 
 The safety of the state, requires that all her citizens 
 should know the difference between right and wrong. 
 
8 1000 WAYS OF 1000 TEACHERS. 
 
 Surely, it is of quite as much importance to do right as 
 it is to spell right, yet how insignificant is the time 
 given to one in comparison with what we spend on the 
 other ; the question is, Shall morality be taught indi- 
 rectly, spasmodically, and according to the whim of the 
 individual? or, Shall it be taught systematically, con- 
 tinuously, and with the weight of superior authority? 
 Would not mental development be as effectually secured 
 by the discussion of problems of right and wrong in 
 conduct as by correcting bad English, making out lists 
 of long rivers, or extracting square and cubic roots ? 
 
 My opinion is, that elements of personal and social 
 morality, principles of good behavior in the family and 
 in the world, the elements of political economy, the 
 nature and relations of money, capital, labor and wages, 
 can be made as accessible to the young as the elements 
 of grammar and arithmetic — and much more interest- 
 ing. There are heights in all subjects which the young 
 cannot climb. There are depths which they cannot 
 penetrate ; but there are also wide plains where they 
 can freely roam and gather flowers of useful knowledge. 
 I would have these fields opened up to the younger as 
 well as the older pupils. It is not necessary for them to 
 scale the mountain heights until their limbs are stronger. 
 —M. A. Newell. 
 
 Intelligent economy does not require th.at our system 
 cost less but that it produce more. Educational business 
 should be conducted on the sound business principles 
 which make the success of other callings. — J. H. Smart. 
 
 More attention should be given to the education of 
 people for work. Our system of education, judged by 
 
INTRODUCTORY. 9 
 
 its fruits, is not sufficiently practical. Our public school 
 leading- should be not to the higher education, but to- 
 wards mills, workshops, and farms. — jf. P. Wickersham. 
 
 The average country school of to-day does not so 
 well qualify the average pupil for the struggle of life as 
 he now finds it as did the same school a generation ago 
 qualify this pupil's father for the simpler and less exact- 
 ing demands of that period. — Edward Searing. 
 
 Our school work is not as well adapted to the wants 
 of our people as it ought to be in the following among 
 ■other particulars: i. It is too bookish. The book is 
 taught instead of the subject ; words are taught instead 
 of ideas ; the relations of words are taught instead of 
 the relations of thoughts or things. 2. Our courses 
 contain too many things. The multitude of subjects 
 studied precludes the formation of habits of continued 
 work at one thing. 3. The studies pursued are too 
 often dictated by fashion instead of being adopted from 
 a consideration of their fitness. For working people 
 who do not take an extended education, book keeping is 
 a much more useful study than algebra, yet the latter is 
 studied by ten times as many people as the former — 
 because it is the fashion. 4. There is too much culti- 
 -vation of the knowing powers to the exclusion of the 
 active. A man's intellectual standing should not be 
 measured by what he knozvs, but by what he can do. 
 Knowledge is not power, but only a condition for the 
 attainment of power. — 5. R. Tho^npson. 
 
 Does public education pay in industrial power, in civic 
 ability, in public and private virtue } If it does 7iot pay 
 
10 lOOO WAYS OF lOOO TEACHERS. 
 
 is it not time to insist that it take a new direction, that 
 it give more training and less cramming, that it impart 
 more knowledge of things necessary to be known, and 
 less of things a knowledge of which may be deferred, or 
 is useless to the mass of pupils ? — E. S. Carr. 
 
 The most important educational problem of our day 
 is the introduction of "industrial education" into the 
 existing organism of our public schools. — Dr. Erasmus 
 Schwab. 
 
 The signs of the times indicate that there is a grow- 
 ing demand for more practical work in our public 
 schools. This means not only that our schools teach 
 the boys and girls more in the common branches that 
 will be of value to them, but also that they fit the 
 former for industrial pursuits and the latter for the 
 duties of the household. The methods compiled in this 
 volume have reference only to the management of our 
 schools as they are. A collection of the views of lead- 
 ing educators concerning "industrial education" would 
 be of sufficient value to constitute a volume by itself. 
 
CHAPTER I. 
 
 OPENING AND CLOSING OF SCHOOL. 
 
 "How shall I open my school?" is a question that 
 arises frequently in the mind of the experienced teacher 
 as well as in that of the beginner. The former thinks 
 upon it from a force of circumstances, either he himself 
 tires of the same old method, or else his pupils show 
 by their listless observance of the form that it has tO' 
 them no attraction. The latter, most likely, has na 
 clearly defined idea of just what to do. The opening^ 
 of his school is perhaps the most difficult duty he has 
 to perform. 
 
 A variety in the manner of opening school day after 
 day may be necessary in order that both teacher and 
 pupil keep up their interest in this important part of 
 the day's exercises. 
 
 For the benefit of those who desire to know how 
 other teachers do, the following methods of opening; 
 school are given here. 
 
 METHODS OF TEACHERS. 
 
 The school does not know what the opening exercises, 
 are to be, for I constantly change them. The following 
 is a partial list : Singing by the whole school. Song by 
 one or more. Declamation. Recitation. Essay. Se- 
 
 (11) 
 
12 lOOO WAYS OF lOOO TEACHERS. 
 
 lected Reading. Pronouncing exercise from list of words 
 on board. Important facts presented and suggestions 
 made by pupils. Biographical sketches or anything 
 else of interest that may present itself I of course 
 Tiave the matters arranged before-hand with the parties 
 to act so that preparations will be duly made. — L. B. 
 Irvin. 
 
 I open with singing, encouraging all to assist ; prayer 
 short, pointed, and practical, and sometimes reading a 
 few verses from the Bible which contain a practical 
 lesson. I frequently read a short comic, pathetic, or 
 instructive selection from the best standard authors, 
 always endeavoring to say something which will interest 
 or sometimes amuse the pupils, but never weary them. 
 — W. H. Campbell. 
 
 We have roll-call. Scripture reading, (pupils alternat- 
 ing with teacher), chanting Lord's Prayer, and singing 
 some piece of glee music. — A. K. Carmichael. 
 
 Immediately after roll-call, I have various pupils (six 
 or eight) rise and repeat a proverb or moral maxim 
 previously prepared and made known to me, so that no 
 two have the same. — Ationymous. 
 
 I open my school as follows: i. Singing. 2. Short 
 Scripture lesson. 3. The Lord's Prayer in concert. 4. 
 Singing. 5. Roll-call. — A. F. Jenks. 
 
 I open school by reading (myself) a few verses from 
 the Bible without comment. The pupils then stand 
 and (as many as will voluntarily) repeat the Lord's 
 
OPENING AND CLOSING OF SCHOOL. 13 
 
 Prayer with me. We then sing some famihar piece, 
 perhaps one they have learned in Sunday school. — 5> 
 C. Bond. 
 
 The method to be used in obtaining pupils' names 
 will depend to a great extent upon the grade of pupils. 
 
 According to circumstances the teacher may call for 
 all those whose last name begins with "A" to stand, or 
 raise the hand until all are taken. Then for those 
 beginning with "B," and so on. This method is used 
 very satisfactorily in taking the names of pupils in the 
 various classes. 
 
 Or, slips on paper may be passed to the pupils by the 
 teacher, upon which they are to write their name, age, 
 and perhaps the studies which they pursued during the 
 last term of school. 
 
 Or, if the teacher does not care to take the names 
 alphabetically, he may call for those in whose last 
 name there are three letters, and xiq-kX four letters, etc.; 
 this will attract their attention. 
 
 Or, he may for a diversion call for those whose last 
 name ends with a certain letter; as "a," "b," "c," etc.; 
 this will cause all eyes to be open and attentive. 
 
 Or, a paper may be started in a certain corner of the 
 room to be passed from pupil to pupil regularly up and 
 down the rows until all are taken. 
 
 Or,' if but few are present, time may be taken to go 
 to each one individually. 
 
14 1000 WAYS OF 1000 TEACHERS. 
 
 Or, each pupil may be requested simply to leave his 
 name with the teacher by writing or communicating it 
 verbally. 
 
 Or, if the old roll of the school be preserved it would 
 be well to call it and mark those not present. In this, 
 to familiarize the teacher with the pupil, it is a good 
 idea to have the pupil rise as his name is called, that 
 the teacher may see him and thereby know him. 
 
 On the first day of school, after obtaining the 
 names of the pupils, select some branch such as Spell- 
 ing or Arithmetic, in which you can assign all work, 
 and get them all to studying as soon as possible, thereby 
 giving you opportunity to organize at greater leisure. 
 Have your plan so well laid that you can keep them 
 profitably busy the whole of the first day. 
 
 It is too much to ask of pupils that they understand 
 absolutely the meaning of every word they read. The 
 teacher frequently calls for meanings which he himself 
 is unable to give. The pupil ma)^ have an idea of 'the 
 meaning of a word and yet be unable to express it. — 
 A nonymous. 
 
 We vary our opening exercises by having occasionally 
 concert drill on History, Civil Government, Botany, or 
 some other branch. — G. W. Cullison. 
 
 Assign a number to each pupil, beginning at i. 
 
 At the time for roll-call the pupils present name their 
 numbers in order, the teacher calls the names of the 
 absent ones and writes them on the board. This place 
 
OPENING AND CLOSINCx OF SCHOOL. 15 
 
 should be near the entrance, that tardy ones may cross 
 their numbers and mark opposite the number of minutes 
 late. At the close of the session tardy pupils and those 
 absent at previous sessions remain at desks to give 
 verbal or written excuses. — Anonymous. 
 
 Instead of the Bible reading and prayer, the school 
 recite together some appropriate prose or poetry verse 
 as for instance : 
 
 If wisdom's ways you would wisely seek, 
 
 These things observe with care : 
 Of whom you speak, to whom you speak, 
 
 And when, and how, and where. — Anonymous. 
 
 We open by singing, followed by short talks on 
 familiar topics or matters pertaining to school v/ork 
 and discipline. — H. E. Hale. 
 
 The roll may be called by the pupils calling their 
 own numbers from one up. Or by the teacher calling 
 names, and pupils responding. Or by monitors report- 
 ing rows. Or some pupil especially delegated may 
 report delinquents at night. 
 
 The Scripture reading may be varied by pupils read- 
 ing after the teacher ; reading alternately ; reading 
 responsively, the teacher giving the first and the pupil 
 the last part of the verse. The teacher may read first, 
 then the boys, and next the girls. Various pupils 
 called on individually may read. The teacher or the 
 school may read the selection ; or the teacher and 
 school togrether. 
 
16 loop WAYS OF lOOO TEACHERS. 
 
 I read short appropriate selections, and offer a short 
 prayer while the pupils stand. — J. C. Gregg. 
 
 I have no formal method of opening school, but 
 proceed to work as soon as pupils are seated. — F. A, 
 Fogg. 
 
 We open school by reading a chapter in the Bible 
 and on Monday mornings vary by having each pupil 
 recite a "Scriptural quotation." — J. B. Echli?ig. 
 
 We open school with singing. The music is not 
 necessarily of a devotional character. — H. C. Speer, 
 
 We have no regular stereotyped method of opening 
 school. My belief is that more depends upon the 
 manner than the matter of the exercises. — C. S. Locke. 
 
 The most satisfactory opening is the simplest. — H. 
 H. Ballard. 
 
 During the opening exercises have all books put 
 away and let there be no studying. 
 
 "Memory Gems," published by D. Appleton & Co., 
 N. Y., is an excellent work from which to select 
 exercises suitable for opening. 
 
 Various subjects may be taken up, such as honor, 
 truthfulness, neatness, promptness, accuracy, economy, 
 pleasantness, dignity, politeness, cheerfulness, forbear- 
 ance, etc., upon any one of which the teacher may 
 make some remarks that are to the point and practical 
 
OPENING AND CLOSING OF SCHOOL. 17 
 
 enough to leave upon the minds of the pupils the 
 thought that they must put into practice particularly 
 during the day the things he mentions. If the subject 
 spoken of be Economy, let the idea be in each and 
 every thing done by both teacher and pupil throughout 
 the day in all the little details — ECONOMY ; in time, in 
 chalk, in paper, in ink, in space at board and upon 
 slates, etc. If the subject be Cheerfulness, let the idea 
 of cheerfulness in conversation, in work, in recess, in 
 difficult or unpleasant tasks, in going to and frorn school, 
 etc., be impressed. One word may be used for such 
 a period as the teacher thinks necessary. — Samuel 
 Paisley. 
 
 Any rule or remark that is necessary, I make at the 
 opening, since it is a good time to make an impression. 
 — Anonymous . 
 
 A general question left over from one day to the 
 next may very properly be called up before the first 
 recitation. 
 
 It is also the time to inform those who have been 
 absent where the lessons are ; or permit them to find 
 out for themselves. 
 
 Long speeches as a rule are unfruitful of good results. 
 — A nonymous. 
 
 The following is suggested as a good way of keeping 
 
 the daily register : Let an absence be indicated by | , 
 
 this crossed, (+) will stand for tardy. A withdrawal 
 
 from the school by PF, returned or registered by R, 
 
 2 
 
18 lOOO WAYS OF 1000 TEACHERS. 
 
 and transferred by T, after this placing the "whence" 
 or "whither" of the transfer. Let the register be a 
 complete history of each pupil's school life, his age, 
 time of entering, time of leaving, cause, etc. — Teacher's 
 Hand Book. 
 
 I close the opening exercises with remarks of en- 
 couragement, admonition, or instruction, as the case 
 may be, striving to induce the feeling that I am in- 
 terested in all their welfare — spiritual, mental, and 
 physical, and their duties and recreations. — W. A. 
 Buxton. 
 
 Leave a short study period between the opening 
 exercises and the first recitation. 
 
 All lists of names for the convenience of the teacher 
 should be alphabetically arranged. 
 
 I was present at the opening exercises at the West- 
 field Normal School a few days ago and was much 
 pleased. First a psalm was read responsively, then a 
 few verses from a chapter in James by the principal. 
 Two verses of a hymn were sung, a short prayer was 
 offered by the principal, and all joined in repeating the 
 Lord's Prayer. — W. B. Rice. 
 
 The teacher should especially guard against having 
 such a rush of work come to a focus at the hour of 
 closing that the school must be dismissed in confusion, 
 some pupils withHheir work half done, others restless 
 and confused, going out without regard to order or 
 quiet. Better call all work to a close a few minutes 
 
OPENING AND CLOSING OF SCHOOL. 19 
 
 before the time for dismissal and have all pass out 
 quietly and in order. — AnonynioiLS. 
 
 I have lying upon my desk a plot of the room with 
 the name of each pupil written upon the desk he 
 occupies. A glance over the room and then at the plot 
 will tell me just who are absent. — D. R. Hatch. 
 
 Sometimes I wrote upon the board a form for open- 
 ing every day in the week and continued the course for 
 several weeks. Th'ese the pupils recited with me in the 
 opening exercises. — Fowle. 
 
 To check and perhaps prevent noise when the pupils 
 are dismissed at night, let the girls go first one night 
 and the boys the next, etc., to see who can pass out 
 the more quietly. 
 
 Occasionally put the question in the evening, "What 
 have you learned to-day that you did not know before .'' " 
 and let the answer be taken from a number of pupils. 
 
 Teachers desiring a variety of daily devotional ex- 
 ercises already arranged can find the same in "Brooks' 
 School Manual of Devotion," published by A. S. Barnes 
 &Co. 
 
 Have the pupils rise during roll-call and as each calls 
 his number let him be seated. This teaches the scholars 
 to pay close attention and saves time. — Clyman. 
 
CHAPTER 11. 
 
 READING. 
 
 I teach my pupils that as in adding and subtracting 
 in Arithmetic we take one figure at a time, so in 
 Reading we take but one syllable at a time ; and that 
 to read well consists only in pronouncing each syllable 
 clearly and with good inflection. Long words should 
 be no bugbear to them. I frequently take time to write 
 out such upon the blackboard, carefully marking the 
 accented syllables and have pupils individually and the 
 class collectively pronounce them ; especially such 
 words as nec'es sa'ry and in' flu en'tial and others that 
 are of frequent use. — Anonymous. 
 
 Let the teacher take the part of the pupil and the 
 pupil the part of the teacher. Let the teacher read 
 incorrectly and request the pupil to tell wherein wrong. 
 The teacher can show the pupil his error by reading 
 exactly as he does. 
 
 There are certain paragraphs that are valuable for 
 the class to commit to memory. An exercise of this 
 kind thrown in occasionally will lend interest to the 
 lesson. Let all close books (including the teacher) ex- 
 
 (20) 
 
READING. 21 
 
 cept one, who reads a line or sentence and the class with 
 teacher repeats. Do not take too much at once, and 
 take something which is of itself worthy of recollection. 
 
 Use stories occasionally from good journals or mag- 
 azines. Or let a certain pupil read to the class from 
 the home newspaper. 
 
 To test good reading let the books of those who 
 listen be closed, and have them mention what sounds 
 wrong to them, or what is read so incorrectly that they 
 do not catch the meaning. — Anonymous. 
 
 That method is best which makes the pupil think 
 most. — W. R. Comings. 
 
 Encourage home practice and be not particular that 
 it be upon the next lesson. Let the reading lesson be 
 to cultivate a taste for reading. 
 
 Have the pupil pronounce columns of words having 
 no connection ; as in the spelling lesson. 
 
 To teach accuracy let the pupil be caused to read 
 the paragraph or stanza backward, word by word. 
 This is a good exercise for those who are apt to read 
 too hastily or indistinctly. It will cause them to look 
 more closely and be more accurate. — Anonymous. 
 
 To keep little children busy set them to copying the 
 Reading lesson. Be sure that they put in all the capitals 
 and punctuation marks. Look the work over yourself, 
 or give to older pupils to correct. — Mrs. F. M. Case. 
 
22 lOOO ^YAYS OF lOOO TEACHERS. 
 
 No pupil should be permitted to read a selection 
 until every word in it is so familiar as to be pronounced 
 at sight. — Alston Ellis. 
 
 Allow one pupil to read consecutively two or three 
 paragraphs sometimes, and do not be afraid to have 
 him stop in the middle of a paragraph or at some "^^^^ 
 station" for another to go on — Anonymous. 
 
 "Read it again and see if you cannot do better," is 
 advice which should be given only to the higher grades 
 and older pupils. The young are not supposed to 
 know what is best. — Anonymous. 
 
 Lay out your Avork ahead. 
 
 Study the sense of the piece ; for only when it is 
 understood can the reading be intelligent. Do not 
 attempt professional or elocutionary reading. That 
 belongs to higher schools, the same as Trigonometry 
 and Surveying follow Arithmetic in the Academy or 
 College. — A nonynious. 
 
 I adapt the piece to the capacity and taste of the 
 pupil. I have them read so distinctly as to be readily 
 understood. I have them read as if the language were 
 their own. I frequently put the question, "Who can 
 give a more natural expression.''" Also, "In doing so, 
 how do you enunciate, emphasize, and inflect differently 
 from the one who read before you.^*" — W. H. Beaman. 
 
 Grammar can be taught incidentally by calling atten- 
 tion to any peculiar grammatical constructions. Direct 
 
READING. 23 
 
 their notice to the fact that some descriptions and 
 narrations are finer than others, because in them the 
 Adjectives and Adverbs are used more abundantly and 
 to a better advantage. — McGiiffey. 
 
 Accept suggestions from pupils as to how an expres- 
 sion should be rendered ; but permit no criticisms upon 
 a rendition you know is right. Be sure you are right, 
 — A nonymous . 
 
 Let one pupil read until called down for a mistake. 
 
 Drill the class until. they are familiar with one para- 
 graph, then let them read it in concert. 
 
 Have some favorite piece, and drill on one paragraph 
 each day. 
 
 Let the class choose sides and correct each other. 
 
 Let each pupil in the class have a blank book in 
 which he shall write each day one rule dictated by the 
 teacher and then commit it to memory. — W. A. Beer. 
 
 Let Reading be Reading. Have abundance of it by 
 the pupils and not too much by the teacher. Have a 
 whole hour occasionally of nothing but reading. If 
 the class needs it, give them practice with little or no 
 outside questioning. 
 
 It is well to have the paragraph read through by the 
 pupil first. Then all errors corrected by the class. 
 Then drill — line by line, or sentence by sentence. 
 Insist on distinct enunciation. — Anonymous. 
 
 At each lesson the teacher and the members of the 
 class may alternately read word by word as rapidly as 
 
24 ICKX) WAYS OF lOOO TEACHERS. 
 
 may be compatible with accuracy. This is an excellent 
 practice, cultivating attention and enabling pupils read- 
 ily to recognize words at sight. — W. F. Phelps. 
 
 To break up too rapid reading let the pupil stop 
 between the words until the teacher says "one" or 
 gives a signal ; or let the pupil be caused to pronounce 
 each word twice. — Anonymous. 
 
 Bring out a general truth wherever it is possible. 
 Enforce a practical lesson also as opportunity offers. 
 
 Let a certain paragraph be assigned for spelling each 
 day. 
 
 Read with the pupils. Let one who reads rapidly 
 read with one whose speed is slower. 
 
 Let one pupil read to a certain punctuation mark, 
 another to the next, and so on. This can be successful 
 only when the pupils are so seated that they know who 
 is to go on, without a name being called. 
 
 Have frequent general lessons on -the sounds of letters, 
 pitch, stress, volume, etc. 
 
 Let the eye be a word or two ahead of the one 
 pronounced. This is the secret of reading well strange 
 or new pieces. 
 
 Confidence is essential to good reading. It is to be 
 encouraged by much practice and by feeling sure of 
 one's ability. 
 
READING. 25 
 
 To test good reading, let a pupil be required to make 
 a certain number of mistakes in a paragraph (as, for 
 instance, five,) and no more. 
 
 Have written topics with inflections, emphasis, etc., 
 marked. Let these be given to the pupils to practice 
 and be prepared upon the next day. A little time 
 spent by the teacher in preparing such, will amply 
 repay him by the increased energy with which the 
 pupils will take hold of the study. — Anonymous. 
 
 When the pupils are suitably arranged, let the first 
 one read the first word and the second the next, and so 
 on. This may be rendered more interesting by having 
 all stand near their seats, and as one misses, let him be 
 seated.— W. F. A llcot. 
 
 Reading can be taught in connection with Arithmetic, 
 Geography, etc. In every example let the pupil be 
 required to pronounce distinctly each word and read so 
 that any one listening would get the idea. — S. C. Greer. 
 
 The teacher may inform the class that in a paragraph 
 to be read by him there will be four mistakes in 
 pronunciation, and ask them to find them as he reads. 
 Or if he is not sure that he will make just four, let him 
 tell them that there will be a number, and he desires 
 them to observe all of them. 
 
 When interest lags the teacher may tell the class that 
 he will ask a question upon each word in a certain 
 paragraph. This he may perform in a variety of ways, 
 by calling for the elementary sounds, or the dependence 
 
26 1000 WAYS OF lOOO TEACHERS. 
 
 of the word grammatically, or its spelling (if the books 
 are closed), or its silent letters, or whether it be a 
 monosyllable, dissyllable, or trisyllable, or what its 
 part of speech, or its meaning, or a synonym for it, and 
 many others which will suggest themselves to a thought- 
 ful teacher. This may be varied by having the pupils 
 ask the teacher questions. — A . C. Pejny. 
 
 Practice on fragments of piece to show that different 
 ideas may be conveyed by the words according to the 
 reading. For instance, the sentence, "Young as I am 
 'tis monstrous hard" will admit of a number of different 
 constructions as it is read with different emphases or 
 inflections. — L. F. Ringhoiise. 
 
 Let those who read in a low tone be drilled each day 
 in reading louder. Let them be taxed to the uttermost, 
 for in this way only can the habit be broken. 
 
 Call attention to the punctuation marks, and teach 
 that they are not so much for rhetorical pauses as they 
 are to assist the reader in getting the idea of the 
 author. Illustrate upon the blackboard with a sentence 
 how a change of punctuation changes the idea, as thus : 
 •" I said that he lied ; it is true, and I am sorry for it," 
 which may be changed to the opposite meaning by 
 punctuating it thus: "I said that he lied, it is true; 
 and I am sorry for it." 
 
 A valuable exercise in connection with the reading 
 is to have the pupil close his book and give some of 
 the thoughts which he has read in his own words. If 
 the lesson be a story, let one pupil tell as much of it as 
 
READING. -^ 27 
 
 he knows, or let one start it and another go on. Be 
 sure that they give attention to the thoughts expressed 
 by the words they read. In connection with this, let 
 them change the easier selections in poetry which they 
 read to prose. — Primary Teacher. 
 
 Do not let pupils get the idea that they must make a 
 pause for eveiy punctuation mark. 
 
 As a matter of habit, teach the pupils to look up any 
 biographical, historical, or geographical reference that 
 occurs in the lesson. 
 
 Do not read a whole paragraph, unless it be a short 
 one, for the pupil to imitate. Let it be taken in 
 sentences, as the pupil cannot recollect all of the pro- 
 nunciations and inflections in a long expression. See 
 to it also that he is giving his attention to your read- 
 ing. — A nonymous. 
 
 Or let them pick out the paragraph which they think 
 is the most difficult to read, or the one which contains 
 the most vivid description, or that which has the most 
 eloquent sentences, or that which has the most beauty 
 whether in word or thought. — Primary Teacher. 
 
 Let them change certain sentences to other kinds ; 
 as, for illustration, one that contains a statement to one 
 that contains an inquiry or command. Let them make 
 a statement out of an inquiry, etc., etc. — Examiner. . 
 
 Let them take a certain specified sentence and ex- 
 press the opposite of the idea in the book. 
 
28 lOOO WAYS OF lOOO TEACHERS. 
 
 Or have them give the same idea, using more words 
 or fewer words as the case may be. 
 
 For a diversion, with a class which has made suitable 
 proficiency, difficult, practical exercises may be intro- 
 duced as a test of their ability to enunciate distinctly ; 
 as, " Peter Prickly Prangle picked three pecks of prickly 
 pears from three prickly prangly pear trees." Those 
 also with the many sounds of s, z, f, sh, and other 
 letters can be introduced with the double advantage of 
 causing fresh interest in the study and accomplishing 
 the end sought by the teacher, namely, distinct utter- 
 ance. — G. C. Mantling. 
 
 With certain classes, pupils may be called upon to 
 name the parts of speech of words in their order. 
 
 Let the teacher give the meaning of a certain word 
 which the pupil is to find in what he reads. 
 
 Where it is practicable, the pupil may be asked to 
 give a word which, substituted in the place of a certain 
 one in the lesson, would convey the same meaning. 
 
 Have pupils write upon their slates all words which 
 they are unable to pronounce in the lesson assigned. 
 Let some pupil in the class pronounce those which are 
 brought rather than the teacher, if possible, thus teach- 
 ing them to depend upon \.hemse\wQS.— Medina Cotmty 
 Register. 
 
 Every teacher of reading should collect numerous 
 prose sentences and stanzas of poetry requiring a 
 
READING. 29 
 
 variety of tones in the reading and adapted to the 
 capacities of the pupils, and use them for purposes of 
 drill. — Wickersham. 
 
 A teacher should never assign a reading lesson to 
 his pupils that they are unable to comprehend. — Anon. 
 
 Flippant pronunciation is not good reading. 
 
 Skillful reading is hardly possible for one who is not 
 a good general scholar. 
 
 Do not interrupt a pupil in the middle of a paragraph 
 to correct a mistake. Such a proceeding is awkward 
 for both teacher and pupil. — Anonymous. 
 
 Be patient with the bunglers. 
 
 Occasionally read as few words as the sense will 
 allow, and have all read after you. By this means all 
 may be benefited. 
 
 Take a story from a newspaper or magazine and cut 
 it 'up into sections, giving them to various pupils to 
 read. The attention and interest of all the class will 
 thereby be secured. 
 
 It is a good exercise occasionally to have one pupil 
 step out in front of the class or the school and read a 
 verse or selection for the others to criticise in every 
 particular. The value to the pupil of such an exercise 
 is two-fold ; it gives confidence in himself and causes 
 him to be particularly careful in his reading. — Anon. 
 
30 lOOO WAYS OF lOOO TEACHERS. 
 
 Dialogues are best understood by children ; are read 
 more naturally and with more animation ; and as the 
 inflections of the voice in them are more various, they 
 are particularly useful, and more of them should be 
 introduced for practice. — Fozvle. 
 
 Ideas are of more importance than words ; it is 
 therefore better for the pupil to express the tJioiight, 
 even if he miscall a word now and then, than to read 
 all the words correctly and have no idea. — Howai'd's 
 ManzLal. 
 
 If you tell a child that he is wrong in his efforts to 
 express the thought, your criticism is lost unless you 
 show him the correct way. — Anonymous. 
 
 Encourage and practice favorable criticism rather 
 than adverse. We gain more by securing the imitation 
 of the good than by merely indicating what is faulty. 
 — Howard. 
 
 Encourage your pupils to take their books home at 
 night and to read aloud there. You will often accom- 
 plish more by securing the help of parents in some way 
 than by your own direct efforts. 
 
 To prevent beginning thoughtlessly the teacher may 
 first question about the subject of the lesson ; thus, 
 "About whom is this lesson.''" "Where did he live.''" 
 "What did he do.-*" etc. Then the children may read. 
 I would encourage them as if they were trying to 
 interest me. When a child had read a few sentences, 
 I would ask him what he had read. He would look off 
 
READING. 31 
 
 his book and tell. The next child will expect to be 
 asked to tell what he reads, and, therefore, will read 
 thoughtfully. If the teachers in higher grades will ask 
 their pupils to tell what they read, I think that they will 
 find many students who do not get an intelligent idea of 
 their lessons. Such reading encourages stupidity and 
 hinders mental activity. — Emily J. Rice. 
 
 It is an advantage to place reading classes at some 
 distance from the teacher and to classify the voices of 
 those who read in the same class, and hear them in 
 sections. — Wickers ham. 
 
 Practice may be had with sentences in which the 
 emphatic words are indicated to the eye. These may be 
 written upon the blackboard. It is in favor of such 
 training that while pupils are receiving this kind of 
 training, they can at the same time learn the use of 
 emphasis, and the different methods of giving it. — The 
 Teacher. 
 
 An interesting mode of recitation to illustrate in- 
 flection consists in arranging a series oi sounds, letters, 
 figures, or words in the form of questions and answers, 
 and allowing one portion of the class to put the questions 
 and the other to give the answers — Anonymous. 
 
 In reviews, do not be unwilling to allow one pupil to 
 read a whole piece without interruption. 
 
 Be ever ready to assist a pupil to pronounce difficult 
 words ; sometimes it would be well to have him stop in 
 his reading and spell such. 
 
32 1000 way; of iooo teachers. 
 
 Before requiring the class to read the paragraphs con- 
 secutively, sometimes select a single paragraph and let 
 each member of the class read it in rotation. Between 
 each rendition call on such of the class as have observed 
 errors to raise their hands. Then let these corrections 
 be given so that all will understand them, before the 
 next reads. Grant precedence to those who make the 
 most important corrections. — Foivle. 
 
 Never let mispronounced words go unnoticed. 
 
 Questions addressed to young learners on the lesson 
 should be calculated to exercise their perceptive powers 
 and their memories. — Wickersham. 
 
 Strength can be given to the voice by judicious 
 breathing exercises and by oft-repeated lessons in utter- 
 ing letters, letter sounds, words, syllables, and sentences 
 with different degrees of loudness. The teacher should 
 illustrate these lessons, by first making the sounds 
 himself and afterwards aid his pupils by accompanying 
 them with his voice in their efforts to imitate him — 
 A nonymoiis. 
 
 A teacher who cannot clearly utter the forty-four 
 elementary sounds of the English language should 
 not expect his pupils to learn to do so. 
 
 In a great majority of schools, pupils are using 
 reading books too far advanced for them, and the con- 
 sequence is, they learn little in reading that is valuable 
 to them, but acquire habits that it is scarcely possible 
 to correct. — Wickersham. 
 
READING. 33 
 
 It is the teacher's special duty to supply the want of 
 exercise to the vocal organs. 
 
 Make language transparent that the thought may be 
 revealed. 
 
 Teach pupils to weigh every word, phrase, and sen- 
 tence of the lesson. 
 
 The teacher should lose no opportunity of impressing 
 upon his pupils the ennobling sentiments which he may 
 find in the reading lesson. 
 
 With younger children instruction must be mainly 
 by imitation, and in advanced classes imitation may be 
 assisted by rules. — Ajtonymous. 
 
 Let the country teacher, after his pupils have gone 
 home in the evening, read and declaim to the empty 
 seats for half an hour each day the lessons in the 
 Readers. The time thus spent will repay him many 
 fold. It will elevate him not only among teachers, but 
 among all classes. — Lind. 
 
 Histories are excellent reading books. 
 
 Spelling in connection with the reading may be 
 made interesting by having one pupil give a word in 
 the lesson for another to spell, etc. 
 
 In reading, the teacher should not sit as a judge, 
 merely, but as a teacJier, that the pupil's voice, un- 
 derstanding, and perception may be cultivated and 
 3 
 
34 1000 WAYS OF 1000 TEACHERS. 
 
 developed ; that the gems of thought, the beauties of 
 language, and the golden truths of the authors may not 
 pass unnoticed or unappreciated. In no branch of 
 study is a teacher more needed than in reading. — 
 A 7tonymous. 
 
 In teaching beginners to read, do not attempt to 
 familiarize them with too many words at once. 
 
 If possible, the class should always stand while read- 
 ing, and so stand that the teacher can see the entire 
 person of every one, that he may watch their positions. 
 — Foivle. 
 
 Concert reading should not be used to such an extent 
 as to supplant individual drill. Many teachers have 
 the fault of using the former as the rule, and the latter 
 as the exception. — W. F. Ledlie. 
 
 The advantage of reading aloud is inestimable, but 
 teach the pupils to make personal studies of pieces 
 even in the second reader, and then call for the differ- 
 ent renditions. If false, then give your own. This 
 avoids mimicry. — Anonymous. 
 
 The teacher must be careful to favor weak voices, 
 and while he endeavors gradually to strengthen them, 
 he must not break or injure them by requiring too 
 great an effort at first. — Anonymous. 
 
 The teacher should consult all the practical works 
 on the art of reading, but, as far as my observation 
 goes, it is idle to put marks and rules and directions 
 
READING. 35 
 
 by words or characters into books intended to be read 
 by children, for the plain reason that they seldom or 
 never use them. — Anonymous. 
 
 Teach the pupils to take in, if possible, the sense of a 
 whole line or stanza at a glance, so as to know what is 
 coming and be ready with the proper inflection. Care- 
 ful attention only can accomplish this, yet it is absolutely 
 necessary for the successful reading of new articles. 
 
 Self-composure and self-coniidence are necessary for 
 the good reader. Encourage these frequently. 
 
 Break up the sing-song drawl by having the pupil 
 read with you, and by persistent drill. 
 
 Let not your anxiety for accurate pronunciation cause 
 you to be over exact in fine distinctions of such sounds 
 as short Italian a and short o, etc. — Country Teacher. 
 
 Social reading should be encouraged. The industry 
 in many a sewing circle has been enlivened by a well 
 selected reading by one of their number. Reading 
 circles ought to be maintained in every town, and the 
 teacher should be the prime mover in the enterprise. — 
 A nonymoiis. 
 
 Teach reading as a means of obtaining knowledge 
 rather than of communicating it. — 5. R. Thompso7i. 
 
 In teaching the interpretations of the characters used 
 in Webster's dictionary, the following table may be of 
 value : 
 
36 
 
 1000 WAYS OF lOOO TEACHERS. 
 
 EQUIVALENT SOUNDS. 
 
 a e 
 
 a 
 
 a e a 
 
 a e i 
 
 e 
 
 
 e 1 y ft 6 
 
 late 
 
 rat 
 
 :are father 
 
 ask meat 
 
 set 
 
 
 vgrge 
 
 \eil 
 
 ^ 
 
 where 
 
 pique 
 
 
 mirth 
 
 
 
 
 
 
 
 myrtle 
 
 
 
 
 
 
 
 murmur 
 
 
 
 
 
 
 
 work 
 
 I y 
 
 i y 
 
 o 6 a 
 
 6 g, oo u o 
 
 (X) u o u ew 
 
 1C^; 
 
 lie 
 
 more not 
 
 order 
 
 fool 
 
 foot mute 
 
 'ying 
 
 merry 
 
 what 
 
 all 
 
 ride 
 prove 
 
 bull blew 
 wolf 
 
 u 6 
 
 ■e ^ z 
 
 gg n 
 
 n s § 
 
 ks X z 
 
 gz 
 
 fh th 
 
 nut 
 
 sae 
 
 get sin loose 
 
 ax 
 
 
 fhat 
 
 done 
 
 gra(je 
 
 edge link k§e 
 
 xebec 
 
 think 
 
 
 sa-erifice 
 
 
 exact 
 
 
 The following table of the characters representing 
 the elementary sounds may be valuable also : 
 
 r 
 
 TD 
 
 in 
 
 H 
 
 e e 6 
 'Common, 17 i _ 
 
 ' 00000 
 
 Vowels, 21 < 
 
 I Diphthongs, 2 : ou, oi. 
 
 I Sub-vowels, 2 : w and y. 
 
 ^ r- 4. /c f Pj t, k, ch, f, sch, th. 
 
 r Cognates, 16 ] I' ' ' . ' ' ' 
 
 (b, d, g, J, V, z, zh, th. 
 
 Consonants,23 j Liquids, 5 : 1, m, n, r, n. 
 i_ Aspirates, 2 : h, and hw. 
 
READING. 37 
 
 Particular attention should be paid to the position 
 of the pupil while reading — that he should stand on 
 both feet — hold the book properly, with one hand, and 
 at a suitable distance from the eye — stand erect and 
 free from desk, bench, or wall, and face the teacher. 
 Let these points always be open for criticism. — L. N. 
 Camp. 
 
 In phonics, an interesting exercise may be made by 
 the teacher's giving a pupil a certain consonant, as m, 
 or r, with which he is to form as many words as pos- 
 sible by placing a character standing for a vowel sound 
 (before or after) ; as thus : 
 
 ma, ma, me, mo, mu, ml, etc.; or e:r., am, am, etc. 
 
 Or the teacher may give a vowel sound to be placed 
 with a consonant (before or after) to form a word, as : 
 
 a in ab, ad, as, al, ak, am, etc.; or I in hi, li, si, mi, etc., 
 always requiring the correct spelling of the word with 
 the phonic form. 
 
 Or the teacher may write a sentence upon the board 
 phonetically for the pupils to copy with correct spell- 
 ing, or vice versa. 
 
 The teacher may give the elementary sounds for the 
 class to tell the word, or some pupil may give the 
 sounds in a word which some member of the class or 
 the teacher himself will mention. 
 
 The teacher may give a number of sounds which 
 can be arranged into one or more words, and request 
 the class to make out the word. 
 
38 1000 WAYS OF lOOO TEACHERS. 
 
 Or a word may be written phonetically upon the 
 blackboard for the class to make words from, using 
 only the sounds found in the one written. 
 
 Mutual friendly criticisms on pronunciation should 
 be encouraged. 
 
 One pupil may be requested to start a word which 
 he has in his mind by giving the first sound in it ; 
 another may fit that to a sound which is found second 
 in a word upon which he is thinking ; another may give 
 the third sound, and so on until a word is formed. 
 — Webb. 
 
CHAPTER III. 
 
 ARITHMETIC. 
 
 Arithmetic is to a great extent mechanical. Facility- 
 is the great end to be aimed at in its study. To interest 
 the class, I try to be interested myself and to make the 
 lesson interesting. I let the pupils do the work. — E. T. 
 Lockard. 
 
 In various kinds of work it is advantageous to have 
 one-half of the class at the board and one-half at their 
 seats. 
 
 When the class is working on interest, addition, or 
 any other subject where they choose to work by- 
 different methods, good and interesting work may be 
 obtained by dividing the pupils into as many divisions 
 as there are methods used, and testing whose method is 
 best by the quickness with which results are given — 
 the teacher of course giving the examples and watch- 
 ing impartially for the first one that has the correct 
 answer. — A nonymoiis. 
 
 Have occasional contests, members of the class choos- 
 ing sides. This will often work well when better 
 
 (39) 
 
40 1000 WAYS OF 1000 TEACHERS. 
 
 methods fail. In these it would be best for the teacher 
 to give the problems, (previously prepared,) and let the 
 prize (that is, the teacher's approval) be for the sice 
 that makes the fewest errors, each pupil having the 
 same number of problems ; or it may be for the side 
 that works the more ; or pupils may dictate examples 
 to one another. — Mrs. A. M. Mills. 
 
 Let each pupil bring to the class a problem, under 
 the principle or table as the case may be that the 
 lesson is on, and from these the teacher may select 
 examples for practice. 
 
 I have my pupils commit but three rules ; namely, 
 those for Partial Payments, Cube root, and Square root. 
 — A nonyino2LS. 
 
 Let one pupil read the rule, step by step, while the 
 teacher or some member of the class performs the work 
 at the board, the class doing the same on their slates. — 
 Olneys Arithmetic. 
 
 To awaken interest in the class work and also to give 
 pupils an excellent drill in rapid work where there is 
 not much likelihood of their making a mistake, let the 
 teacher give such examples as this: ii,iii,iii, to be 
 multiplied by ii,iii,iii ; the work, though long, being 
 easy and bringing the peculiar answer, 123,456,787,654,- 
 321. Or let the multiplier be 4,444 and multiplicand 2,- 
 222, with the peculiar answer 987,456. In these, the work 
 is easy, and the pupils, if naturally slow workers, will be 
 encouraged with believing that they can work fast. 
 Let long examples in addition be given, in which there 
 
' ARITHMETIC. 41 
 
 is no digit above four ; or in subtraction where the 
 minuend 4S always as large as or larger than the sub- 
 trahend. — C. E. Ashton. 
 
 The following scheme may assist the teacher in the 
 explanation of notation and numeration. 
 
 Quadrillions. Trillions. Billions. Millions. Thousands. Units. 
 
 ■^t'^ i^s- :s|2 S2« .^gl -s 
 
 c 
 
 -O cr-.;-, 'O.P.S 'O'^O 'OG.ii 'T3-m2 'O,. trt 
 
 Cj-rt 5c — ' ^ CZ^ 5cr^ CCO '-'G"'^ 
 
 2S^ 2S'C 3S-;:; 2S'c; 2Sr^ 2<uS 
 
 ^+jCr ^4-14-1 ^4-'rO ^4_.C ^4_)4_) ^4-';3 
 
 400 206 
 
 9 
 
 324 603 247 896 504 
 
 189 204 266 899 466 233 
 
 It should be drawn as the teacher goes on with his 
 explanation, showing that each column is an order, 
 that it takes ten of one order to make one of tfie 
 next higher, that three orders make a period as marked, 
 that the name of a period is the same as the first order 
 in that period, that a figitre, or digit has different 
 values according as it stands in different orders, etc. 
 Let attention be called to the fact that in reading 
 numbers we read the number expressed in a period and 
 give the name of the period from the highest on down 
 to the lowest. Let them practice reading from the 
 scheme which the teacher has before them on the 
 board, and observe that the only difference in reading 
 any number out of the scheme is that the commas 
 
42 1000 WAYS OF 1000 TEACHERS. 
 
 must take the place of the spaces which separate the 
 periods and that they must know the names of the 
 periods— ^units, thousands, millions, billions, etc. No\ 
 tens of thousands and hundreds of millions, but ten- 
 thousands and hundred-millions. 
 
 In decimals something like the following will probably 
 be of assistance. 
 
 
 
 
 ^ 
 
 13 
 
 
 
 ^ 
 
 
 
 
 
 ■4-1 
 
 G 
 
 
 tn 
 
 +j 
 
 
 
 
 
 'O 
 
 rt 
 
 
 ,c| 
 
 G 
 
 
 
 tn 
 
 en 
 
 c 
 
 C/5 
 
 
 -M 
 
 .2 
 
 
 
 13 
 
 ,13 
 
 o 
 
 ■J-J 
 
 O 
 
 3 
 
 o 
 
 en 
 
 .2 
 
 a 
 
 tn 
 
 rG 
 
 ■(-> 
 
 ■(-> 
 
 C 
 
 4-> 
 
 
 
 
 S 
 
 1 
 
 (U 
 
 
 3 
 
 9 
 
 
 
 
 
 
 
 
 
 8 
 
 6 
 
 
 
 4 
 
 
 
 
 
 
 2 
 
 
 
 3 
 
 9 
 
 4 
 
 
 
 6 
 
 
 
 8 
 
 I 
 
 
 
 o 
 
 
 
 
 
 9 
 
 4 
 
 2 
 
 Call attention to the fact that the only difference in 
 the names of the orders on either side is the addition 
 of the two letters "th" to the orders on the right, and 
 that they are exactly the same in regularity of arrange- 
 ment and also that the orders increase in value from 
 the right to the left in a tenfold ratio, just the same as 
 those on the left of the decimal. 
 
 Point out the contrasts, that ciphers placed before an 
 integer do not affect its value ; but before a decimal do. 
 That ciphers placed after an integer do affect its value ; 
 but after a decimal do not. 
 
ARITHMETIC. 4S 
 
 Also that to the right of the decimal point the third 
 place is thousandths, the sixth is millionths, the ninth 
 billionths, etc. 
 
 Also point out the fact that to the left of the decimal 
 the number of an order is two more than the number 
 indicated by the Latin adjective at the first of the 
 word (all of which should be taught as far as ten). 
 Billions is the fourth — bi meaning two. Trillions is the 
 fifth — tri or tris meaning three, etc., etc., etc. 
 
 Always keep your pupils busy, for industrious pupils 
 are orderly. 
 
 With beginners in our primary department we use 
 the various combinations in addition to ten as follows : 
 
 1+1 = 2 
 
 1+3=4 
 
 4+1 = 5 
 
 1 + 2=3 
 
 3+1=4 
 
 1+4=5 
 
 2+1 = 3 
 
 2+2 = 4 
 
 2+3 = 5 
 3+2=5 
 
 After they have been thoroughly drilled in this man- 
 ner, they are then taught to add numbers by what we 
 call the tens system; as for instance we wish to add the 
 following : 
 1685 Beginning with the seven we take enough from 
 6843 the eight to make ten, as seven and three are 
 9684 ten ; ten and the five remaining of the eight are 
 2168 fifteen, and four are nineteen ; nineteen and one 
 6857 from the three make twenty, plus the two re- 
 27237 maining make twenty -two; twenty -two plus 
 five make twenty-seven ; write the seven and 
 carry the two, proceeding as before. — R. W. Wood. 
 
44 lOOO WAYS OF 1000 TEACHERS. 
 
 Greater interest will sometimes be aroused by mak- 
 ing the exercises social to the extent that pupils assist 
 in the giving of the problems, as thus : All have slates 
 in hand, including teacher; one pupil gives one of the 
 numbers to be added, another gives another, etc., until 
 by a signal from the teacher all proceed to add. Or 
 one pupil may be called on for the minuend and another 
 for the subtrahend. Or one the multiplier and another 
 the multiplicand, etc. 
 
 In Interest, let one give the principal ; a second, the 
 rate per cent.; a third, the years ; a fourth, the months ; 
 and a fifth, the days. — Fcltcr. 
 
 Make Long Division interesting by giving the pupils 
 a change in the form of putting down the example ; as 
 thus : 
 
 FRENCH'S. 
 
 24)43248(1802 
 
 192 
 192 
 
 RAY'S. 
 
 ITALIAN. 
 
 43248(24 
 
 24)43248(1802 
 
 24 1802 
 
 192 
 
 192 
 
 48 
 
 192 
 
 
 48 
 
 
 48 
 
 
 48 
 48 
 
 The last consists in writing only the remainders. 
 
 Topical recitations may be conducted in a variety of 
 ways. Numbers may be assigned each member of the 
 class, or a number may be taken by a pupil voluntarily 
 calling it as his choice, or little slips may be passed to 
 the pupils with the numbers one, two, three, etc., written 
 
ARITHMETIC. 45 
 
 upon them for the pupils to draw. Each should have a 
 number. Corresponding to these are the topics written 
 upon slips, and as the teacher calls No. i, the pupil 
 who has that number takes his topic, etc. It is well to 
 pass out but about the first six at once, so that the atten- 
 tion of the others may be directed to what is recited. As 
 No. I recites let No. / step forward for a topic, etc. — 
 Normal Method. 
 
 Let one example (a long- or hard one) be written upon 
 the board occasionally for pupils to work at for a 
 change, or to occupy their spare time. 
 
 If the class be small, the topics (numbered) can be 
 drawn directly from the hand of the teacher. 
 
 Original practical problems that deal in things with 
 which the pupil has acquaintance, are by far the most 
 valuable, and should be introduced at every opportunity, 
 as for instance, to find the square feet in a certain 
 piece of blackboard, or on a certain desk, to find the 
 number of gallons that the drum of the stove will con- 
 tain, the number of perches in the school yard, the cost 
 to calcimine the ceiling at a certain price per square 
 yard, etc., etc. If possible, introduce something practi- 
 cal of this kind in every recitation. 
 
 In Compound Numbers, the teacher may write a list 
 of numbers upon the board, as thus : i6, 24, 4, 200, 8, 
 2240, 1760, 32, 437;^, and so on, according to the tables 
 studied, and then ask, " How many of the class know 
 what 16 stands for.?" He should take care that every 
 possible answer be given. Thus 4 may stand for quar- 
 ters in a hundred weight — nails in aquarter — farthings 
 
46 1000 WAYS OF 1000 TEACHERS. 
 
 in a penny — quarters in a yard — hogsheads in a ton — 
 pecks in a bushel — gills in a pint, etc. 
 
 Or pupils may be caused to number upon their slates 
 from one to twelve (or any other number). The teacher 
 having done the same, asks, for instance, " How many 
 grains in a scruple.?" — all writing in figures the answer 
 opposite the number one. The teacher having given 
 time for even the slowest to write his answer without 
 too much thinking, passes to the second, and so on. 
 These may be given so rapidly as to preclude the pos- 
 sibility of much cheating. 
 
 The answers may be taken by each pupil giving his 
 own, or the slates may be interchanged and corrected 
 by dictation of what is correct from the teacher. 
 
 This may be reversed by the teacher giving a num- 
 ber and the pupils writing the name of the kind of 
 which it takes that number to make one of the next 
 higher. Thus the teacher says "sixteen," pupils write 
 *^ ounces in a pound." The teacher says "nine," pupils 
 write ^^ square feet in a square yard," etc. 
 
 In this exercise as well as in all others in which pupils 
 correct their own work from dictation by the teacher, 
 there is an opportunity to catch those who are not 
 careful or who are inclined to cheat. The teacher may 
 occasionally give an incorrect answer and honestly ask, 
 "How many have that.?" Some will perhaps raise the 
 hand, whose slates when examined will be found to 
 contain some other answer. Sharp reproof adminis- 
 tered with discrimination at such times will most 
 generally cause them to be more careful. 
 
 As early as possible show that the writing of the 
 partial products in multiplication may be in any order 
 
ARITHMETIC. 47 
 
 SO long as units of the same order fall in the same 
 column. This may be illustrated as follows : 
 
 4296 
 6042 
 
 25776 
 8592 
 17184 
 25956432 
 
 Also, where it is possible to shorten the labor, instruct 
 the pupil in the shortest method which he is capable of 
 comprehending ; as for instance, in the above example, 
 since 42 = 7X6, if we multiply by 6 and by 7, we 
 get the product of the number by 42, and all that is 
 necessary to make it units is to put the right hand figure 
 of the product in units order, thus : 
 
 4296 
 6042 
 
 25776 
 180432 
 
 25956432 — Anonymous. 
 
 In the above example a still shorter method might 
 be given to advanced classes, wherein all the work 
 must be done in the mind without the assistance of 
 figures at all ; thus for convenience, reverse the figures 
 of the multiplier as follows : 
 
 4296 
 
 2406 
 
 25956432 
 
48 1000 WAYS OF lOOO TEACHERS. 
 
 Beginning with the left hand figure of the multipHer, 
 say 2X6=12, write the 2 and carry the'i; 2X9=18, 
 plus the 1= 19. Also 4X6= 24,+ 19=43, write the 3 and 
 carry 4: 2X2 = 4+4=8, 4X9=36, 0X6=0+36+8 = 44, 
 write the four and carry four; 2X4=8+4=12,4X2 = 8. 
 0X9=0, 6x6=36+0+8+12=56, write the six and 
 carry the five; 4x4=16+5 = 21, 0X2 = 0, 6 X 9= 54, 
 +0+21 = 75; write the five and carry seven, etc., etc. 
 Unless there be many figures in the multiplier this 
 method is undoubtedly the shortest. The reason '''why''' 
 will become evident to any one who recollects that the 
 2 is units, 4 is tens, etc., etc. — Anonymous. 
 
 As a diversion, take a column of figures such as, 
 6 Let the column be added from top down or 
 9 from bottom to top by any pupil or the class in 
 
 4 concert, care being taken that the response 
 3 comes thus : — two, five, seven, fifteen, twenty, 
 2 twenty-seven, etc. 
 
 6 When these have been gone over once or 
 
 7 twice, instead of erasing or writing fresh figures, 
 
 5 start them with any number, as i, 2, 10, or 12, 
 
 8 to which they are to add, as 12, 14, I7, 19, 27, 
 
 2 32, etc.; or 
 
 3 Let them give separately the sums of first 
 2 and second, second and third, third and fourth, 
 
 etc.; or 
 
 The sum of each separately with any number the 
 teacher may give to be used through the column, as 9 
 with the 2 gives 11, with the 3 12, etc.; or 
 
 The difference bejtween first and second, second and 
 third, etc.; or 
 
 The difference between any number the teacher may 
 
ARITHMETIC. 49 
 
 mention and each of the numbers in the column suc- 
 cessively ; or 
 
 Start with any number, as 75, and successively sub- 
 tract ; or 
 
 Use them as multipliers to a given multiplicand ; or 
 Multiply first by second, second by third, etc.; or 
 Use them as divisors with a common dividend calling 
 for quotients and remainders. 
 
 Mental exercises in Addition alone, or with Subtrac- 
 tion ; also those in Subtraction alone or with Addition, 
 Multiplication and Division, are valuable at any time. 
 Thus the teacher may say, "Seven times nine, plus one 
 divided by eight, minus two, times six, divided by four, 
 equals what V ■ ' 
 
 Such an exercise as the above is excellent to fill up 
 a few spare minutes before a recess, or a noon, or the 
 close of school. 
 
 The following exercise, where the pupil works back- 
 ward from the answer, using the opposite of the sign 
 written is suggested: — "What number-}-4,X3, — 1,-^8, 
 X 5,+a,-^ii — I, X8,X3, + 1,-^5 = 5 ?" — (the commas in- 
 dicating separate steps in the question may be omitted 
 when that is understood by the pupils). - Read in full, 
 the question would be, "What number increased by 
 four and that answer multiplied by three and that 
 answer diminished by one, etc., etc." 
 
 Counting exercises are valuable with elementary or 
 even advanced classes ; thus, with two, beginning with 
 one or two; as, i, 3, 5, 7, 9, 11, etc., or 2, 4, 6, 8, etc. 
 
 With three, beginning with one, two, or three ; as i, 
 4 
 
60 lOOO WAYS OF lOOO TEACHERS. 
 
 4, 7, 10, 13, i6, etc., or 2, 5, 8, ii, 14, 17, etc., or 3, 6, 9, 
 12, 15, etc. 
 
 With four, beginning with one, two, three, or four ; 
 as I, 5, 9, 13, 17, 21, etc., or 2, 6, 10, 14, 18, 22, etc., or 3, 
 7, II, 15, 19, etc., or 4, 8, 12, etc. 
 
 With thirteen; as 13, 26, 39, 52, 65, etc., etc. — Goff. 
 
 The same principle can be used in Subtraction, start- 
 ing with any number and constantly subtracting a 
 given number; as starting with 75 and continually 
 subtracting 3 we have 75, 72, 69, 66, 6^, etc. 
 
 The recitations upon the multiplication table can be 
 varied by calling for a certain table forward with the 
 odd numbers and backward with the even ones ; as 
 1X6=6, 3X6=18, 5x6=30, and 12X6=72, 10X6=60, 
 8X6=48, etc. 
 
 Or it may be given forward every third number and 
 backward Q.M&XY fo.urth, etc., etc. 
 
 Or the teacher may write upon the board the factors, 
 and pupils on slates write the corresponding answers. 
 
 Or the teacher may write a list of products, the 
 pupils to find suitable factors. 
 
 Or he may write a list of numbers of two digits as 
 thus : 
 
 36 And ask the class to give the products of 
 45 the two digit figures; as 18, 20, 4, 48, etc. 
 22 Or the products increased by a certain num- 
 86 ber, as 3 ; thus, 21, 23, 7, etc. 
 
^ ARITHMETIC. 51 
 
 Or the products diminished by a certain number 
 as 2 ; thus, i6, i8, 2, 46, etc. 
 
 Or the first product increased by one, the second by 
 two, etc. 
 
 Or the sum of the digits to or from their product. 
 
 Or the difference of the digits to or from their 
 product. 
 
 Or the difference of the sum and difference of the 
 digits to or from their product. 
 
 Where there is a long list of general promiscuous 
 problems, it is better to have the "how" and the "why," 
 or in other words, the method of solution of all of the 
 examples given in the class where all can give attention, 
 than to have each one separately working at the board. 
 
 On certain subjects it is well to have all the examples 
 brought to the class solved, so that one can go on 
 where another closes, and thus save time, chalk and 
 blackboard. By this means outside work can be forced 
 from the pupil, and each one gets the benefit of the 
 practice. — C. A. Hiirlbut. 
 
 When you require outside work — see that it is done. 
 
 Where the class is large, and the work is problems, 
 as in Interest, Percentage, Compound Numbers, Multi- 
 plication, etc., etc., the following is suggested : Let the 
 class, according to its size, be divided into two or three 
 divisions and pupils assigned numbers so that two 
 or three have the number one, two or three the 
 number ttvo, etc., taking care that those who have the 
 same number be far apart. From examples prepared 
 
52 1000 WAYS OF lOOO TEACHERS. * 
 
 with answers, or from some other Arithmetic than the 
 text-book used, the teacher may call the number one 
 and give a problem, two and give another, etc., till all 
 are at work, then beginning at one he takes answers 
 from those who worked under that number, and as soon 
 as taken assigns another, and so on. By this means a 
 large class can be interested and profited. 
 
 Or certain examples may be written upon the board 
 in front of the class for them to solve, thus giving the 
 teacher an opportunity to assist those who need assist- 
 ance, either by way of correction or direction. 
 
 In many cases the teacher may advantageously per- 
 form the work on the board in front of the pupils as 
 they dictate. 
 
 Or in long examples, as in Partial Payments and 
 Compound Interest, an example may be started by one 
 pupil and carried on by others to completion, the class 
 and teacher watching for mistakes. 
 
 A pleasant exercise in decimals is for the teacher to 
 write upon the board a number, as 103246, letting indi- 
 viduals in the class read the numbers expressed by the 
 figures, keeping the voice up until the decimal point is 
 placed, and then give the kind. The name of the 
 number being determined by the order in which the 
 last figure stands. — Normal. 
 
 The subjects of Greatest Common Divisor and Least 
 Common Multiple may be made interesting perhaps 
 by something like the following : Let a number of 
 
ARITHMETIC. 53 
 
 illustrations be drawn to represent jars. Tell them 
 that to find the Greatest Common Divisor is to find the 
 largest measure of two or more quantities. In this case 
 it would be to find the largest vessel that will exactly 
 measure the three. (It would be better to have empty 
 bottles or boxes instead of the drawings.) Tell them 
 we can find this measure without knowing what the 
 capacity of each jar is ; thus we may fill the smallest 
 and empty into the next larger, if it exactly fills it and 
 also the largest one when filled and emptied a certain 
 number of times it is the largest measure of the three. 
 If it will not, then we must start next with a measure 
 one-half the size of the smallest, and if it will not do 
 then, next one third, and so on down until one is found 
 that will measure them. 
 
 Allow wide range in the forms of analysis so long as 
 the language is good and reasoning logical. — Teachers^ 
 Hand-Book. 
 
 Least Common Multiple may be explained with the 
 same kind of an illustration. If the largest will exactly 
 hold the contents of each of the others when filled and 
 emptied separately into it, then it is the smallest vessel 
 that will contain them. If it will not, then we must 
 try one twice its size, and if it will not, then one three 
 times its size, etc. 
 
 The above may be illustrated with weights, capacities, 
 lengths, areas, etc., etc. 
 
 If pupils do not see the reason for learning factoring 
 and the finding of the Greatest Common Divisor and 
 
54 lOOO WAYS OF 1000 TEACHERS. 
 
 the Least Common Multiple, tell them that aside from 
 being valuable of themselves, they are of great use in 
 dealing with fractions, as in reduction, addition, etc., 
 etc. — Morgan County Teachers' Institute. 
 
 Reward neatness of work as well as accuracy. 
 
 In written examinations, where but few are perfect, a 
 proper emulation may be awakened by posting in some 
 conspicuous place in the schoolroom the papers of those 
 perfect. 
 
 Let pupils compete for the above "honorable notice" 
 also in the writing of a page of figures on half sheets of 
 paper, as thus : 
 
 I, 2, 3, 4, 5, 6, 7, 8, 9, o. 
 I, 2, 3, 4, 5, 6, 7, 8, 9, o. 
 
 Neat figures and accurate placing in columns without 
 the assistance of perpendicular lines being the ends 
 sought. 
 
 Much time can be saved to the teacher if he have 
 written out and fully explained on heavy white card- 
 board, examples under each of the more difficult prin- 
 ciples of Arithmetic ; so that when a pupil comes for 
 assistance in any of these, the teacher, if busy, may 
 give him the cardboard on which there is the full and 
 lucid explanation. This can be used to a great advantage 
 in True Discount, Bank Discount, Alligation, etc. The 
 object of having cardboard is that it is not easily de- 
 stroyed. — Anonymous. 
 
ARITHMETIC. 55 
 
 Show that hundredths divided by thousandths gives 
 tens, thus Th-^rwm=TUX^^r^=IO. 
 
 Also that ten-thousandths divided by hundredths 
 gives hundredths, thus loooo -^-TFg^TTOtrirX^— tto. 
 
 Also that ten times tenths gives units, thus lOX tV= i. 
 
 Also that tenths divided by tenths gives units, thus 
 Tjy-^Tir — tttX r — I. 
 
 Also that hundredths times ten thousandths gives 
 millionths, thus T:hsXTuh^=TS5hisis. 
 
 Also that tenths times tenths gives hundredths, thus 
 
 1 v/ 1 1 
 
 From these establish the truth of the decimal rules 
 of division and multiplication. 
 
 In writing and in reading decimals, the Normal pupil 
 would first determine or note "How many?" and next 
 "What?" thus, 21.4613 would be read — two hundred 
 fourteen thousand six hundred thirteen ten-thousandths. 
 
 Or the expression may be very properly read — 
 twenty-one and four thousand six hundred thirteen 
 ten thousandths. 
 
 With recent writers "and" in numeration stands for 
 the decimal point; thus for the expression 219, the 
 reading two hundred nineteen is preferable to two 
 hundred and nineteen. 
 
56 1000 WAYS OF 1000 TEACHERS. 
 
 I think fifteen minutes' recitation in quick mental 
 work apart from the usual recitations would give the 
 pupils a clearer insight into the solving of practical 
 every-day problems than the regular book work does. 
 — A nojiymons. 
 
 Teach by principles and illustrate by problems. Do 
 not teach the book but the science. Frequently take 
 other examples than those found in the text for 
 practice. 
 
 Also, teach hy principles rather than by rules. 
 
 I never set the sums for children, nor allow them to 
 copy from books, but always dictate the sum to be 
 added and require the children to write as I dictate ; 
 all together if they use their slates, and in turn if they 
 stand before the blackboard. It is surprising how 
 deficient the majority of pupils, and teachers, too, are in 
 this matter of numeration. — Anonymous, 
 
 In Addition, suppose the class contains fifty pupils. 
 I dictate a sum for each to do on his slate. I always 
 do it and prove it before any of the class bring it up ; 
 but if the teacher cannot do this, the pupils must be 
 required to form a line, those who do the sum first 
 being nearest the teacher. It is better that they 
 wait for him to do the sum beforehand, for he 
 needs the practice and should compel himself to take 
 it. As soon as he is sure that his answer is correct he 
 must look at the first slate ; if right, number it one, if 
 wrong make a w, but say nothing. Then look at the 
 rest, numbering those that are right in their order and 
 
ARITHMETIC. 51 
 
 marking all that are wrong with a zv. The teacher 
 must also say how long he will wait for answers, and 
 he must encourage those who do the sum wrong to try 
 again. No one after joining the line to show up must 
 make or alter a figure, and if known to do so, he must 
 go behind all that are in the line. When the whole 
 number have shown their slates, or the allotted time 
 has expired, if 20 is the last number that has the 
 correct answer, all others must call themselves 21. 
 Each scholar must then write the number obtained on 
 one corner of his slate and keep it there. Give other 
 sums and mark in the same manner. When the lesson 
 is over let each pupil add up the numbers he has 
 obtained and let the teacher record the aggregate 
 made by each, — W. B. Fowle. 
 
 Suppose the column to be added be; 
 
 21416 
 79128 
 46832 
 79864 
 240 
 
 The example is written on the board and the pupils 
 form a semi-circle about it, the teacher on one side. 
 Let the first say "4 and 2 are 6," and the next will say, 
 ^'and 8 are 14," and the next, "and 6 are 20." The 
 next will set down the o, while the one next to him 
 will continue by saying, "2 and 6 are 8." If mistakes 
 are made, let the next try. — Idem. 
 
 Or, let the first pupil or one designated by the 
 
58 . lOOO WAYS OF 1000 TEACHERS. 
 
 teacher add the whole first column silently, and telling- 
 the whole amount, let him set down only the right 
 hand figure, and another taking the next column pro- 
 ceed as before, and so on. — Idei7i. 
 
 Or the pupils (more advanced) may give the results 
 without the intermediate words. — Idem. 
 
 Or the teacher may call upon the pupils promis- 
 cuously to add ; but this gives the teacher more trouble 
 and requires more time. 
 
 Or, the teacher may stand with eraser in hand, the 
 pupils standing in a semi-circle around the board. The 
 first pupil adds the first column silently and sets down 
 the result without saying a word. If correct, the teacher 
 nods assent ; if wrong, he simply rubs out the figure and 
 says nothing. The next then writes the amount as he 
 made it; if right, it stands; if wrong, the teacher 
 simply erases it. Not a word is spoken. If when one 
 has missed, the next is not ready to write, those below 
 him who are ready hold up the right hand, and the 
 teacher points to the next highest to go to the board, 
 and if right, to go above the one who missed, and the 
 one, or more, who were not ready to correct him. — Idem. 
 
 The German method of performing subtraction by 
 addition can be used to advantage perhaps in explain- 
 ing Jiow to work to those who are dull of understanding. 
 It can be readily understood from the following : 
 
 3,416,034 
 896,458 
 
ARITHMETIC. 59 
 
 In doing the same, I say to the first pupil, "8 and 
 how many make 14?" "6," he says, and sets 6 under 
 the 8. As in addition, with which he is acquainted, i 
 must be carried for 14. Then I say, " i carried to 5 
 makes 6, and 6 and how many make 13?" "7," says 
 the pupil. Then set 7 under the 5 and carry i to the 
 6, saying, " i and 4 are 5> and 5 and how many make 
 10.''" "5," says the pupil. So continue till the work is 
 completed. — Idem. 
 
 Problems that involve but a single principle should 
 be given first, and afi;erwards those which involve 
 several principles. Text-book or teacher may furnish 
 a form of solution, but the problems should be so ar- 
 ranged that it cannot be followed mechanically. Pupils 
 may be required to compose problems involving certain 
 given principles, or answering certain conditions. Have 
 many miscellaneous problems. — Wickers ham. 
 
 In all cases the progress of the pupils should be 
 gradual. 
 
 Pupils should be taught to explain their work in 
 neat, appropriate and concise language. 
 
 Never tell a pupil anything you wish him to remem- 
 ber without requiring him to tell it to you again. 
 
 Let the pupils go through the recitation without 
 interruption from the other members of the class, and 
 with as little prompting and questioning as possible. 
 After they have recited, test their knowledge. — The 
 Schoolmaster. 
 
60 lOOO WAYS OF ICXX) TEACHERS. 
 
 Exercise your pupils in estimating the size and weight 
 of bodies so that they can judge of them off-hand with 
 accuracy. — A nonynious. 
 
 Require pupils occasionally to write out full solutions 
 of problems on their slates, on paper, or at the board. 
 Correct the wording carefully. 
 
 If you have an idea that pupils work for answers, 
 change a figure or two in the problem and then the 
 answers will be of no value to them. 
 
 If problems admit of more than one solution, let all 
 be given, and then require an expression from the class 
 of the one which they think best. 
 
 Show that we begin at the right in adding, subtract- 
 ing, multiplying, etc., onlyy*?^ convenience. 
 
 Do not be more anxious to have pupils get the 
 answer than to have them pi^ove the work and know 
 they are right. 
 
 Do not be too hasty and put your pupils at work 
 upon too difficult problems at first, and thus discourage 
 them. 
 
 It is better generally for scholars to learn the practi- 
 cal working of a rule first, and thus have their curiosity 
 excited to inquire WHY they have to do so and so, as 
 the rule directs, to obtain the result, rather than to force 
 the reasons upon them before they have any desire to 
 know them. — Holbrook. 
 
ARITHMETIC. 61 
 
 Remember that all pupils cannot work with equal 
 rapidity, and that in concert exercises, where only the 
 quick ones give answers, the others finding that they are 
 not called upon, will give their attention to something 
 else, or will be discouraged. 
 
 Do not permit pupils to follow the form of a solution 
 mechanically. 
 
 Do not excuse or tolerate constant inaccuracies. 
 
 The skillful teacher will always prepare his class for 
 any difficulty which may meet them in the advance 
 lesson. 
 
 At the close of any pupil's recitation, in which he 
 has explained some problem it is well to ask, "How 
 many do not understand any step in his solution.''" and 
 have the dark points cleared up. 
 
 Separate the useful and necessary parts of Arith- 
 metic from those which are only disciplinary and 
 curious, and teach the more important part first, leav- 
 ing the rest for the High School and Academy. — 5. R. 
 Thompson. 
 
 In Percentage, and Profit and Loss, take examples 
 from practical life as far as possible. 
 
 In Taxes, secure from the proper town or city officer 
 the valuation of the taxable property, the amount of 
 tax to be raised, and have the pupils find the rate, and 
 work practical problems from it. . 
 
62 1000 WAYS OF 1000 TEACHERS. 
 
 Show your pupils blank checks, drafts, notes, deeds, 
 mortgages, bonds, etc., that they may know what they 
 are and how they are used. It will interest them. 
 
 Obtain from the postoffice a money order blank, and 
 show them how to proceed to get a money order or 
 cash one ; also teach them how to procure or cash 
 a registered letter or bank draft, or how to write a 
 receipt. 
 
 In Insurance, show them what a policy is by produc- 
 ing one before their eyes. 
 
 Give them ideas as to use of bonds or stocks in 
 constructing railroads, digging canals, opening mines, 
 establishing manufactories, etc. 
 
 If the class is not too large, sit down with them oc- 
 casionally for an hour's work on their slates. Have 
 them put a little straight mark up in the right hand 
 corner of their slate for every answer correct, and one 
 in the left hand corner for every incorrect answer. Give 
 the example yourself or let theni give it. Let no one 
 speak his answer, but let each pass his slate to you and 
 be told personally whether he is correct or incorrect. 
 At the close, compare and see who has done the best 
 work. The greatest enthusiasm can be aroused in this 
 exercise if properly conducted. Let all of the general 
 examples introduced in the class for practice be 
 practical and deal in such things as the pupils will 
 meet in actual life. Practically, in life, pupils will not 
 have to compute beyond millions in numbers, and yet 
 many teachers take delight in puzzling their pupils on 
 
ARITHMETIC. 63 
 
 numeration up in the fifth, sixth and seventh periods. 
 Do not give such examples as "What cost 14,060,248 
 pounds of cheese at two cents an ounce?" and others 
 of hke character. They may do for older pupils, but 
 far more practical problems could be given even to 
 them. — A Correspondent. 
 
CHAPTER IV. 
 
 WRITING. 
 
 Penmanship should have regard principally to plain- 
 ness and rapid execution. Fancy flourishing may be 
 regarded as an "extra." — S. R. Thompson. 
 
 We use the Spencerian system in our school — the 
 teachers instructing the scholars in the principles of 
 that system as printed and explained on the cover of 
 the books. It seems to work satisfactorily. — y. Green- 
 leaf. 
 
 One way of making letters, well drilled, will produce 
 far better writers than a dozen ways receiving the same 
 time. — Penma7is Journal. 
 
 Full, plain writing to be easily read at a glance 
 should be written with a pen that makes a clear, fair 
 line and not a hair line. The fine marking pens should 
 be used more especially for ornamental work. — G. W. 
 Brown. 
 
 Teach a full, round, plain handwriting that people 
 can read, rather than a fine, small, dainty one. 
 
 (64) 
 
WRITING. ' 65 
 
 Do not encourage pupils to imitate the copy so 
 servilely as to destroy their own individuality. En- 
 deavor to instruct so that each pupil will acquire a 
 characteristic handwriting. 
 
 It is absolutely necessary that the pupils at the 
 beginning of a term be made to see the point, that 
 their progress will depend almost entirely upon their 
 own pains and diligent practice. It may be necessary 
 to refresh their minds on this frequently. — Anonymous. 
 
 Better work may be obtained by emulation. Let it 
 be announced that upon a certain future day specimens 
 of penmanship will be taken and that the best of these 
 (or even all) will be posted in the schoolroom for 
 exhibition. — A nonymous. 
 
 Whatever method is pursued, the teacher should 
 engage in the work earnestly, with genuine love for 
 the' children and determination to permit no personal 
 consideration of time or trouble to stand in the way of 
 their interests. — Anonymous. 
 
 Take from each pupil on entering the school a speci- 
 men of his handwriting in a certain sentence which 
 you give to all. Let the date on which it is taken be 
 written with it and the name of the writer. After 
 three or six months, let another specimen be taken. 
 The teacher having preserved carefully the first may 
 now arrange them, putting the first and second speci- 
 mens of each pupil together and have a committee 
 of the patrons of the school examine the work and 
 pronounce upon the«'one who has made the greatest 
 
 5 
 
66 lOOO WAYS OF 1000 TEACHERS. 
 
 improvement. The following are given as appropriate 
 illustrations of the first: — "First specimen of my plain 
 penmanship. John Smith, Oct. 24, 1876." Of the 
 second, "Second specimen of my plain penmanship. 
 John Smith, April 2, 1877." 
 
 It is a noticeable fact by all teachers of writing that the 
 longer the copy, the less the improvement made by the 
 pupil. This results from the fact that when a fault has 
 been discovered and pointed out by the teacher, by the 
 time a long copy has been completed and the letter or 
 word having the fault is again reached, the suggestions 
 for its correction are forgotten and the fault is repeated. 
 — Pe7iinans Joiunial. 
 
 Individuality in writing is indicated by having one 
 special way of making letters, such as capital A's, R's, 
 M's, etc., and small s's, g's, t's, etc. Teach one form 
 rather than a half dozen. — Students Manual. 
 
 Slow and patient work at first — rapid work later. 
 
 Give practical, general exercises on shading and 
 spacing, orally, occasionally. 
 
 The less the number of forms the more frequent will 
 be their repetition and the greater the skill and facility 
 with which they will be made. 
 
 Persevere in requiring the pupil who is learning, to 
 hold his pen correctly and sit in proper position. These 
 things can be learned in the beginning correctly as 
 well as incorrectly. «• 
 
WRITING. 67 
 
 "Not how much, but how well," should be the motto 
 for successful practice. 
 
 Teach pupils to study their own writing and discover 
 their own faults. 
 
 A single letter at the beginning, then words, followed 
 by shorter sentences, and lastly a line should be and is, 
 unquestionably, the best order of practice by a pupil 
 learning to write. — Anonymous. 
 
 Discourage hurry in writing but insist strenuously 
 and persistently that the pupil's copy shall be legible, 
 shall be clean, and shall approach the good copy set 
 before him. — English Journal. 
 
 With little children the privilege of writing upon the 
 blackboard, may be considered a reward for having 
 written well on their slates, and those who succeed 
 best should have their work retained. — Spencer. 
 
 The practice of writing through the first books of the 
 series with a lead pencil in primary schools has been 
 found of great utility. A reasonable objection is made 
 to the use of pen and ink by small children, as they 
 are likely to blot and deface their books, and injure 
 clothing and furniture, but this objection cannot be 
 urged against the pencil, and with it they may more 
 easily learn the forms of the letters, while neatness and 
 order may be preserved. — Spencer. 
 
 At least thirty minutes should be devoted each day 
 to the writing exercise. Pupils of the same depart- 
 
68 1000 WAYS OF 1000 TEACHERS. 
 
 ment should have the same number of writing series, 
 and should write upon the same page, and use the 
 same copy at the same time. — Spencer. 
 
 No pupil can mend a fault that he is unconscious of, 
 therefore the teacher should be ever on the alert to 
 observe the pupil's faults and point them out to him. 
 
 Each pupil should have an extra book or waste 
 paper. The extra book may be either a duplicate of 
 the regular book or a blank book, which is designed to 
 be used for training the hand in free movements ; also 
 for practicing upon the copy, preparatory to writing in 
 the regular copy book. — Spencer. 
 
 All copies embracing merely principles, or simple 
 combinations, should be traced with a dry pen before 
 writing them in ink. — Spencer. 
 
 As the time allotted to the writing exercises is very 
 short, it is important that every moment be economized 
 and improved. — Spejtcer. 
 
 Illustrate the common and chief faults upon the 
 blackboard. 
 
 We recommend that a merit roll containing the 
 names of the pupils in each class who have attained 
 the highest degree of excellence be prepared and 
 suspended in the schoolroom. This may be made 
 highly ornamental, if desired, and so arranged that 
 the names may be inserted, removed, and exchanged as 
 occasion requires. — Spencer. 
 
WRITING. 69 
 
 All incentives used to awaken interest in other 
 studies may with equal propriety be employed in pen- 
 manship. — Spencer. 
 
 Insist on having each pupil provide himself with 
 good paper, good pens, good ink, good pen wipers, 
 good blotters, and let it be your object to impart good 
 instruction. — Pay son. 
 
 Occasionally have neatly ruled lines upon the board, 
 and require a pupil, the others giving attention, to 
 write a word or words thereon and have the others 
 point out defects. This is an excellent way to illustrate 
 spacing, relative height of letters, etc. 
 
 Do not set an example of slovenliness in penmanship 
 yourself, as you write upon the blackboard or mark 
 any papers or slates which are passed in by pupils for 
 you to correct. 
 
 With careful drill on the part of the teacher, pupils 
 can be taught to write together by count. 
 
 If a certain pupil writes too rapidly, assign to him a 
 certain number of lines to be written in a certain 
 specified time, being sure that you give him no more 
 than you are confident he can do well in the time. — 
 Anonymous. 
 
 To give pupils confidence in their ability to execute, 
 and to enable them to write independently of copies, 
 the teacher should occasionally dictate commercial 
 terms, sentences, notes, forms, figures, etc., requiring 
 them to be written properly and at a fair rate of speed. 
 
TO lOOO WAYS OF 1000 TEACHERS. 
 
 To secure freedom of movement, let the pupils be 
 required to write a capital principle, making its height 
 three spaces of common ruled paper. — Anonymous. 
 
 The poorest figures are made at the board by those 
 who use the finger movement. 
 
 Drill only will enable pupils to master the forearm 
 movement. The teacher in this drill may at first 
 require all to rest the muscle between the elbow and 
 wrist upon the desk, or in the left hand, and as he 
 counts one, two, one, two, let them move the hand 
 forward and then backward by this muscle in time 
 with the counting. Later, with penholders and pens, 
 or with pencils in hand, the teacher may give an 
 exercise which consists simply in their making (with- 
 out regard to neatness particularly) upward and down- 
 ward strokes upon their practice paper from left to" 
 right, in time with the counting of the teacher, or as 
 he writes the same on the board. In these exercises 
 neither the wrist nor the fingers should touch the desk. 
 These may be followed by the direct oval, reverse oval, 
 etc. Some exercise of this kind should be a prelimin- 
 ary daily to the regular lesson. 
 
 Too many pupils are taught to write only with the 
 fingers; yet the muscle between the elbow and the 
 wrist should be trained to do the chief part of the work, 
 leaving for the fingers the shading, etc. 
 
 Conbine penmanship with composition by requiring 
 one or two or any number of lines to be written 
 describing any object or event. The writing should 
 
WRITING. Tl 
 
 first be done on slate or waste paper and then copied 
 into books and graded (marked). Copies are of but 
 little use after clear ideas of the forms of letters 
 are obtained. — Anonymous. 
 
 In case pupils (who write poorly) say that their 
 parents desire them to use a higher number of the copy 
 book than I know they are capable of using to advantage, 
 I allow them to get the book of their choice but forbid 
 them to write more than four or six lines daily in it, 
 and require the rest of the time to be spent on their 
 practice paper with a copy or exercise which I give 
 myself — A nonymous. 
 
 By consulting any good manual of penmanship the 
 teacher will find an extended variety of movement 
 exercises. 
 
 For various reasons the writing books and pens 
 should be kept at the desk of the teacher. These 
 should be distributed and collected by monitors at 
 given signals. According to the room and the grade 
 of pupils, the teacher should have regular signals for 
 the opening and the closing of the exercise; thus, 
 for opening: i. Put away all other books. 2, Col- 
 lectors distribute books and pens. 3. Take position 
 and open books. 4. Write. For closing: i. Stop 
 writing. 2. Apply blotters and close books and arrange 
 them for the collectors. 3. Collectors take up books. 
 The simpler the signals the better. — L. F. Wilder. 
 
 Mark the pupils' work frequently, pointing out their 
 chief errors. 
 
T2 1000 WAYS OF lOOO TEACHERS. 
 
 Where there are many minute points requiring at- 
 tention the great secret of success consists'in confining 
 attention to one point at a time. Thus to touch the 
 top and base lines, to have correct slant, to place the 
 downward strokes at correct distances, to make fine 
 lines, etc., should be taken up in turn and perfected by 
 devoting several lines to each, fixing attention on it, 
 criticising it, and correcting it. — Pay son, Diinton & 
 Scribner. 
 
 Caution pupils against forming the habit of writing 
 words far apart, thereby wasting space. 
 
 Teach the pupils how to take up ink and how to 
 apply blotters. The pen must be withdrawn from the 
 ink slowly, and the blotter must not be pressed down 
 too suddenly. 
 
 Do not allow them to form the habit of holding the 
 penholder too nearly perpendicular, thus causing the 
 pen to spatter ; nor yet too slanting. 
 
 Caution them not to grasp their pens too tightly. 
 
CHAPTER V. 
 
 SPELLING. 
 
 A misspelled word should be corrected by the 
 teacher in any class, or in any exercise in which it may 
 be made by the pupil. Good spelling is an accom- 
 plishment born with some persons ; but with most it 
 can be acquired only by pains-taking perseverance. 
 
 We use a practical Speller, which groups the names 
 of different articles in the same locality or of the same 
 species together, thus awakening an interest in the 
 mind of the scholar. We always teach scholars how 
 to spell new words which appear in their reading 
 lessons ; the teacher calling the attention of the class 
 to them when the lesson is given out and requiring 
 them to be spelled before reading. By a rigid system 
 of marking and of detaining scholars until the lesson 
 is learned we succeed in having them do satisfactory 
 work. — Geo. B. Drury. 
 
 We use no spelling book but find the lessons in the 
 reading and the misspelled words in the various written 
 exercises of the scholars. The latter plan is extended 
 through the High School. — /. C. Libby. 
 
 Cr3) 
 
74 1000 WAYS OF 1000 TEACHERS. 
 
 In the High School we have blank Spellers which 
 are kept at the teacher's desk and examined by friends, 
 a heavy cross put opposite the word spelled wrong. 
 We sometimes vary by having spelling matches, and 
 a spelling exercise with every recitation. — M. N. Fish, 
 
 We endeavor to have Spelling taught by requiring 
 definitions with the words spelled, believing that tO' 
 spell correctly the pupil must know what the word 
 means. — Secretary of Board, Foxborottgh, Mass. 
 
 For advanced classes who take regular written lessons,, 
 the following form, to be drawn upon foolscap paper by 
 the pupil, is suggested as getting comprehensive work 
 from the class. Ten words pronounced out of twenty 
 assigned will no doubt be sufficient. 
 
 Part 
 
 Words. of Speech. Synonym or Definition. Sentence using the word. 
 
 Where the pupils sit conveniently in rows and the 
 spelling exercise is written, let those who missed be 
 required each evening just before the dismissal of school 
 to rise and spell the words missed without reference to 
 paper, and in their order. Thus, if the exercise comes 
 
WRITING. 75 
 
 just after the noon recess, when their writing spellers 
 are returned to them for the lesson, each one can note 
 the words missed before the teacher begins to pronounce 
 the words. Just before dismissing in the evening the 
 teacher may step down in front of the first row, re- 
 questing all who have words to rise and spell ; and sO' 
 with the others. — Montgomery County Teachers' As- 
 sociation. 
 
 Careless spellers may be corrected by being required 
 to spell from the book, giving the letters in the exact 
 order of the book forward and backward — thus teach- 
 ing them observation. 
 
 The teacher should call attention to the change of 
 spelling of certain words in the course of the last five 
 decades, and also point out changes that may occur 
 in the near future. 
 
 If convenient, the teacher should keep the writing 
 spellers at his desk. They can be collected and dis- 
 tributed by collectors at signals. 
 
 Or the teacher may begin with a certain one and 
 have the pupils spell, in order, a word apiece around 
 the class. 
 
 The teacher should keep lists of words missed in 
 written examinations and papers and also by his corre- 
 spondents, and use. them in reviews and as general 
 exercises. Especially is this valuable when it is 
 remembered that out of about 100,000 words in the 
 language but few have at command above three or 
 
"76 lOOO AYAYS OF lOOO TEACHERS. 
 
 four thousand, and thus the necessity of mastering the 
 principal ones, or in other words, those in common use. 
 — A no7iyinous. 
 
 There should be less oral and more written spelling 
 in our primary and grammar schools. — A. B. Copeland. 
 
 In oral spelling, the teacher may spell a word and 
 the class a word. 
 
 Or, he may have the class spell in concert. 
 
 Or, where the pupils sit conveniently, one may give 
 the first letter of a word, another the second, and so on. 
 
 Or, one pupil may pronounce for others to spell. 
 
 Or, the teacher may point out certain pupils to spell 
 certain words. 
 
 Or, as a diversion, pupils may spell the words back- 
 ward (written by dictation from the teacher). 
 
 Or, spell the word from the phonic sounds given by 
 the teacher without the pronunciation. 
 
 The teacher may write a list of words upon the board, 
 some correct and others incorrect, for the class to 
 correct. 
 
 Occasionally at the close of the recitation have as 
 many words spelled as the pupils can recollect of those 
 that are in the lesson. 
 
SPELLING. YT 
 
 It is wasted time to have syllables pronounced in 
 oral spelling; neither is it practical. 
 
 Spell individual members of the class down. Let 
 their classmates give them words. 
 
 Let the pupils bring to the class lists of selected 
 words for reviews, from which the teacher may choose. 
 
 Names of pupils may be written on a record ruled 
 upon the board so that their standing may be registered 
 each day before the eyes of all, showing how many 
 words they have missed. This will appeal to their pride 
 sometimes when nothing else will. It should be erased 
 weekly or monthly at least. 
 
 One pupil may be called upon to rise and spell twelve 
 or fifteen words, others without demonstration to write 
 upon their slates those that he misses. 
 
 A good exercise consists in the class taking up, 
 under the direction of the teacher, a poorly edited 
 newspaper and correcting the errors in spelling. 
 
 Or, with the class seated, the teacher may pronounce 
 the lesson around, a word apiece, pupils writing upon 
 their slates the words they hear misspelled. The teacher 
 should keep account of those missed, and commend 
 the pupils who have the correct number. The words 
 misspelled should not be corrected until all have been 
 pronounced and the teacher has found out the various 
 numbers of misspellings that individual pupils have 
 noted. 
 
78 lOOO WAYS OF lOOO TEACHERS. 
 
 Or, the teacher may pronounce the words of the 
 lesson, pupils writing upon their slates or paper as is 
 convenient. When this is done the teacher may col- 
 lect the work and distribute so that no pupil will know 
 who corrects his slate or paper. Or, in certain cases 
 the pupils may correct their own work, or those near 
 •each other may exchange work and correct by dictation 
 from the teacher. The number of errors to be reported 
 to the teacher by the one who corrects the work, as the 
 teacher calls the roll. 
 
 Or, where all the pupils write the lesson from dic- 
 tation by the teacher, the work may be corrected by 
 liaving individual pupils spell from their slates, the 
 teacher correcting those missed, that all may know the 
 •correct spelling. 
 
 Assign for a lesson the names of classes of objects ; 
 as animals, flowers, fruits ; or qualities, places, acts, etc. 
 Suppose animals form the subject of the lesson. Each 
 pupil will pronounce in turn and spell .a name which 
 begins with the final letter of the preceding one. For 
 instance, one pupil spells the word elephant. Another 
 must select the name of an animal beginning with^, as 
 tiger ; while a third chooses one with r, as rhinoceros ; 
 and a fourth one with s, as seal. — W. F. Phelps. 
 
 Pupils may be assigned certain roots as diet, tract, 
 Jac, form, etc., for them to bring extended lists of 
 derivations. 
 
 Oral work is not always a test of the person's ability 
 to spell well. 
 
SPELLING. 79 
 
 A list of words may be written upon the board 
 which the pupils are to define, and on the succeeding 
 day spell the word from the definition of it given by 
 the teacher. 
 
 After each recitation it will be well to have the class 
 pronounce the words of the next day's lesson. The 
 teacher should give all needful definitions and illustra- 
 tions by sentences, which the pupil should lay up for 
 future use. Pronunciation should be taught especially 
 by the teacher. — y. H. Gilbert. 
 
 It frequently can be arranged so as to work well that 
 pupils be required to write upon the board, each even- 
 ing before going home, the words which they have 
 missed during the day, spelled correctly. 
 
 Or, they may be given certain prefixes or suffixes 
 which they are to embody in words, noting the mean- 
 ings of the words as well as the prefix used. 
 
 The old-fashioned oral method of spelling down, in 
 which two pupils choose sides and spell alternately 
 until one side or the other is down, will probably 
 never become obsolete. It can be varied by allowing 
 the leader to choose any person as a word is missed 
 upon the opposite side and so continue until all on one 
 side are drawn over to the other. 
 
 My method is to put out the word as it should be 
 pronounced, and not, as is the custom of some, improp- 
 erly pronounce it to indicate the letters that may 
 not have their name sound in the word. The whole 
 
80 lOOO WAYS OF 1000 TEACHERS. 
 
 class pronounce the word after me to make the pupils 
 attentive and to show that the word is understood. 
 Then the first of the class spells the word, and if he 
 spells correctly, well ; but if incorrectly, the next tries, 
 and if he spells correctly, he goes above the other, 
 who, instead of having a new word, is required to spell 
 the word by which he lost his place. A new word is 
 then given ; the whole class pronounce it, and the 
 third scholar spells it. If four or five or a dozen miss 
 it, he who spells it correctly goes up, and all who go 
 down separately spell the word they have missed. A 
 new word is then given to the next who has not tried,, 
 and so on. — Anotiymous. 
 
 Dictation exercises in which the teacher reads a 
 sentence which has in it words of .one pronunciation 
 but of two or more spellings are valuable ; thus require 
 the pupils to write out in full such sentences as, "They 
 told the sexton and the sexton tolled the bell." — 
 Sanders. 
 
 Misspelled words should always count off from the 
 standing of the pupils in every exercise in which they 
 occur. 
 
 In pronouncing words, pupils should be taught 
 that listening is a part of the exercise as much as 
 spelling, and they should therefore hear the word with 
 two pronunciations, at most, from the teacher. 
 
 Give the falling inflection when pronouncing words 
 for spelling ; have pupils lower their voice when spell- 
 ing. — A jionyvwits. 
 
SPELLING. 81 
 
 Never pronounce a spelling lesson to a primary class 
 in the order they have learned it. 
 
 One cause of so many poor spellers is a lack of 
 familiarity with the sounds of the language. 
 
 The teacher can give his pupils a practical lesson of 
 application, to show them what it is to apply them- 
 selves strictly to work for a time, by pronouncing the 
 words to be written as rapidly as the pupils can pos- 
 sibly take them. 
 
 Let every word missed be marked by the teacher, 
 and let all such be pronounced at the end of the lesson. 
 — Fowle. 
 
 A diversion in school can be conducted profitably 
 by having all lay aside their work and spell in concert, 
 words pronounced by the teacher. Let the pitch of 
 the teacher's voice govern theirs. By this means the 
 teacher can carry his pupils from a low whisper to a 
 loud shout. — Fowle. 
 
 A reading frame with block letters is excellent for 
 young children to learn with. Handling of the letters 
 tends to fix their relative position in words. 
 
 Where the lessons are written on the slates and 
 corrected by dictation from the teacher, the words 
 missed by each pupil should be written upon a slip of 
 paper, handed to the teacher, and these should be 
 again pronounced at any rate as often as once a week. 
 — A nonyinous 
 6 
 
82 1000 WAYS OF 1000 TEACHERS. 
 
 Where the pupils stand and the lesson is spelled 
 orally the teacher may exact attention by pronouncing- 
 the words promiscuously to different ones. Positions of 
 honor and dishonor can be determined at the close of 
 the recitation by taking into consideration the spelling 
 of those who have missed the fewest or the most words, 
 the one missing the fewest going to the head, the others 
 taking their places in regular order below him. 
 
 Where pupils write the lesson on the blackboard 
 they should be divided into * sub-classes, and be ar- 
 ranged alternately; the teacher pronouncing first to 
 one and then to the other. This may in part preclude 
 the stealing of each other's work. — Wicker sham. 
 
 If, in the written lessons, the words are written in a 
 large hand, the teacher can at a signal have all the 
 slates held up so that he may see them as he passes 
 down the aisles. 
 
 The best spellers in the world are proof-readers. 
 Let this point be remembered and let many exercises 
 consisting of incorrectly written words be introduced. 
 
 In spelling matches it would be well to observe rules 
 somewhat like the following, which are taken from an 
 old Speller: ist. The lesson should be given before 
 the sides are chosen. 2nd. Words should be spelled 
 in some certain order; as, from beginning to end, or 
 from right to left across the column, etc. 3d. Words 
 should be pronounced but once unless the first speller 
 requires it before he spells. 4th. No speller should try 
 twice. 5th. If any speller prompts another it must 
 
SPELLING. 83 
 
 count one against his side. 6th. If a pupil misspells, 
 the pupil corresponding to him on the other side must 
 try; if he spells correctly, it counts one for his side. 
 If he spells incorrectly the next on the' other side tries, 
 and if he gets right, he saves his side only, and neither 
 party gains. 
 
 Where pupils correct the written work, if the teacher 
 doubts that all the errors have been marked by the one 
 who first examines the slates, let him pass them over 
 to a second or even to a third that all the errors be 
 found. By thus using his pupils for assistants the 
 teacher may secure much extra valuable work from his 
 school. — A nonymous. 
 
 It is not well to require the pupil to study the lesson 
 over a certain number of times, for this leads to undue 
 haste and slighting of the work. 
 
 In exercises where the words are written, give ample 
 time for the pupils to write the words carefully ; other- 
 wise the haste and slovenliness with which the work 
 will be done will entirely counteract the good done by 
 the regular instruction in writing. Accept no slighted 
 or slovenly work. 
 
 Or, the class may stand in line, the one who was at 
 the head the previous time going to the foot. Pro- 
 nounce a word to the head pupil. He spells it. All in 
 the class who think he spelled it wrong will raise the 
 hand. If the word is spelled right, those who raise 
 their hands go below those who did not ; all the scholars 
 of each kind keeping their relative places with those 
 
84 1000 WAYS OF 1000 TEACHERS. 
 
 of the same kind ; but all who were mistaken will take 
 their places below all who were right in their opinion 
 of the spelling. If the scholar misspelled the word, 
 then the first scholar in order who raises his hand is 
 called upon to spell the word, and, if he misses, then 
 the next, and so on until one is found who spells it 
 correctly, and he then goes above those who have 
 missed. — Holbrook. 
 
 The class may commence all standing, and as each 
 one spells he may sit down until all are seated. The 
 class may then rise in order as they spell, until all 
 are up. 
 
 A good method in oral spelling is to have the class 
 numbered, and their numbers written upon the black- 
 board. The teacher then with a book in one hand and 
 pointer in the other, pronounces a word and points to 
 a number. The pupil corresponding to that number 
 spells the word. If he misses, a mark is made under his 
 number, and the word passed to another. By jumping 
 rapidly from one number to another promiscuously, the 
 pupils are compelled to pay close attention. The num- 
 ber of marks will show the number of words missed by 
 each. — Lind. 
 
 Occasionally a class may be required to form their 
 own lesson in the following manner : Tell them, each 
 one, to write ten names of objects they saw on the 
 road to school, or objects in the schoolroom, or things 
 used in the kitchen, shop, etc. The slates are then 
 collected, and the words given out by the teacher. No 
 two pupils will have exactly the same list of words. 
 
SPELLING. 85 
 
 Perhaps out of the whole number there will be some 
 words which the majority of the class will miss. In 
 this case a list should be made of such words to be 
 used in future recitations. — Lind. 
 
 In giving the advance lesson, call attention to the 
 more difficult words. 
 
 Let the one point be kept in view of bringing in the 
 new, ha7^d words continually. Do not waste time by 
 pronouncing easy words which you know everybody 
 can spell. 
 
 Encourage pupils to photograph or picture the diffi- 
 cult words in their minds and spell them from this 
 picture rather than from the recollection of the order 
 of the letters by mere repetition. 
 
 Those who do not learn to spell well when young 
 seldom acquire the ability to do so. — Wickersham. 
 
 The spelling by the class in concert of the words 
 missed is a good exercise. 
 
 Words or sentences which have been studied, are 
 dictated to a class of scholars sitting on a recitation 
 seat or at their desks, till perhaps they have written 
 twenty words each on their slates. Slates are then 
 exchanged. Some scholar is then called upon to give 
 orally the spelling of the first word written on the 
 slates. The teacher says, " How many agree } All 
 who think his spelling right, raise the hand." Teacher 
 says, " How many disagree } All such raise the hand." 
 
86 lOOO WAYS OF lOOO TEACHERS. 
 
 Teacher notes those who are wrong. Teacher then 
 asks, "How many slates are wrong.?" All who have 
 slates with the word incorrectly spelled, raise their 
 slates to a vertical position on their knees, or on their 
 desks. They are then called on in order to give the 
 correct spelling; or, to save time, the teacher asks, 
 after one has given an incorrect spelling, " How many 
 slates have that spelling ?" He thus continues with the 
 word till he gets all the false spellings and determines 
 all the false spellers. — Holbrook. 
 
 Where the spelling lessons are written upon the 
 slates and the pupils spell orally from the slates, as a 
 word is missed by a pupil and corrected by myself or a 
 pupil, I have the one who missed the word erase the 
 improper form from his slate, write the correct spelling, 
 and then spell the word orally. This takes some time,, 
 but it fixes the correct spelling in the mind. — Anon. 
 
 Teach pupils to spell correctly by associating one 
 word with another. Thus if he doubts whether affirm- 
 ative has "i" or "a" in the third syllable let him think 
 of affirmation and he may think at once of the correct 
 spelling. 
 
 Or, call for fifty words beginning with a and contain- 
 ing a (long). First those of one syllable, then of two 
 accented on first syllable, then accented on second 
 syllable. Then let them begin with c, d, etc. 
 
 After using the ordinary long and short vowel sounds, 
 call for long a that isn't a, long e that isn't e, etc. 
 
 I have my pupils change papers and grade to a scale 
 of one hundred. 
 
SPELLING. 87 
 
 I trust that the senseless plan of having children 
 memorize long columns of words which they do not 
 now, and perhaps may never, need, will soon be ban- 
 ished from every school in the Union. — A. E. Jones. 
 
 The scholars are told to observe carefully a certain 
 paragraph or paragraphs in the daily reading lesson, or 
 any book of which each member of the class has a 
 copy,^ with particular reference to the spelling, capitals, 
 and punctuation. Subsequently a part from the para- 
 graphs thus designated beforehand is dictated to the 
 class by the teacher, and they write it in blank books 
 kept specially for that purpose. The books are then 
 collected and placed on the teacher's desk ; they are 
 looked over by the teacher at some time during the 
 day, and the errors indicated. Before the next reci- 
 tation, the pupil corrects his mistakes, writing the 
 misspelled words by themselves at the end of the lesson. 
 If this is not done, these mistakes are charged on the 
 next lesson by the teacher. — Win. A. Piatt. 
 
 One of the most attractive and practically instructive 
 ways of teaching spelling that I have ever tried is that 
 of giving out a word, such as matches for example, and 
 asking each pupil to make as many words as he can 
 out of the letters contained in it, using no letter oftener 
 than in the word given. It is best to arrange the words 
 composed in columns, beginning with m, a, t, etc. This 
 has the rare disadvantage of being too absorbing. 
 Admit no words borrowed for the occasion. — A. E. 
 ■Jones. 
 
CHAPTER VI. 
 
 GRAMMAR. 
 
 There is no branch of study, which, as a rule, is 
 attended with so unsatisfactory results as that of 
 Grammar. This is probably owing to the fact that the 
 end to be attained is lost sight of by most teachers, who 
 tie themselves to the definitions, rules, and construc- 
 tions of the text-book, and do not attempt to make 
 the study practical. The study of Grammar is but the 
 study of Language, and the end sought is the proper 
 use of language to express, thought. It matters then 
 not so much that a pupil be able to give all the techni- 
 calities of the text-book perfectly in recitation, as it 
 does that he be able to express himself intelligently 
 and correctly. Composition work should go hand-in- 
 hand with the study. As there can be no language 
 without thought to prompt it, therefore it should be 
 the province of the teacher of Grammar to awaken 
 thought on a continual variety of subjects, and, as it is 
 expressed, to correct inaccuracies and suggest better 
 words or constructions to convey the thought. 
 
 The following is given as a method of teaching the 
 parts of speech ; instruction throughout the lessons 
 should be oral. 
 
 (88) 
 
GRAMMAR. 89 
 
 LESSON I. 
 
 Show that things that we may see, hear, smell, touch, 
 and taste, are objects, and that words standing for 
 them are object-words or nouns. Bring out thought by 
 calling for those which we can see, smell, or taste ; or, 
 smell, taste and touch ; or, see, hear, smell, touch, and 
 taste ; or, hear but not taste ; or, see and touch but not 
 taste ; or, see but not feel, etc., etc. Let a list of fifty 
 object-words be brought to the class by each pupil. 
 
 LESSON II. 
 
 From the preceding lesson the class should recognize 
 any object-words the teacher may mention, and select 
 them from any short sentences or expressions he may 
 give. Let the pupils be called upon to write the 
 names of nouns which they can find on a certain page 
 of their Reader. 
 
 LESSON III. 
 
 Take one noun and let words be joined to it showing 
 property or quality, thus teaching the definition of the 
 adjective and its uses. For a written exercise let each 
 individual be given a noun, and at the next recitation 
 present thirty adjectives that can be used with it. 
 
 LESSON IV. 
 
 Same as preceding, except using one adjective with 
 many nouns. 
 
 Written work same as preceding, each having an 
 adjective to use with many nouns. 
 
90 1000 WAYS OF 1000 TEACHERS. 
 
 LESSON V. 
 
 Teacher has a prepared promiscuous list of adjectives 
 and nouns which pupils are to classify. 
 
 LESSON VL 
 
 Teach action words, or verbs, by having one noun 
 used with many words expressing action, being, or 
 state, and thus teach the definition of the verb. 
 
 Written, each pupil to join as many action words as 
 possible to a certain noun._ 
 
 LESSON vn. 
 
 Same as preceding, except having one verb to many 
 nouns. 
 
 Written, each pupil having a verb to be used with as 
 many nouns as possible. 
 
 LESSON vin. 
 
 Teacher has a prepared promiscuous list of nouns,, 
 adjectives, and verbs, which the pupils are to classify. 
 
 LESSON IX. 
 
 Nouns and verbs joined to express thought, and thus 
 teach the definition of sentence. 
 
 LESSON X, 
 
 Teach manner words, or adverbs, by having a verb 
 modified by words denoting the various relations of 
 time, place, cause, manner, etc. 
 
GRAMMAR. 91 
 
 . Written, each pupil having a verb to which to join as. 
 many adverbs as possible. 
 
 LESSON XI. 
 
 Same as preceding, except that one adverb should 
 be joined to many verbs. 
 
 Written, each pupil having an adverb to be placed 
 with as many verbs as possible. 
 
 LESSON XII. 
 
 Teacher has a prepared list of the four parts of speech 
 learned, which the pupils are to classify. 
 
 LESSON XIII. 
 
 Teacher has a prepared list of sentences with nouns 
 repeated, with which to teach the definition and use of 
 pronouns. 
 
 LESSON XIV. 
 
 Review of the five parts of speech learned, as in 
 Lesson XII. 
 
 LESSON XV. 
 
 Teach the definition of conjunctions by showing that 
 they are connective words, and assign the principal 
 ones to be placed in sentences. 
 
 LESSON XVI. 
 
 Show that interjections are exclamation words, and 
 have pupils give as many as they know. 
 
92 1000 WAYS- OF 1000 TEACHERS. 
 
 LESSON XVII. 
 
 Teach the definition of the preposition by having it 
 illustrated with numerous examples, and give the pupils 
 a list to embody in sentences. 
 
 LESSON XVIII. 
 
 The teacher may read a selection from some good 
 author and have certain designated pupils write the 
 nouns, others the verbs, others the adjectives, etc., etc., 
 as they hear them. 
 
 LESSON XIX. 
 
 All pupils number on their slates from one to twenty- 
 five vertically. Teacher pronounces a list of words, 
 and as the pupils hear each one they write the name of 
 its part of speech. These may be corrected in a con- 
 cert exercise ; thus, as the teacher calls one — all give 
 the answer, and if any one is wrong the acute ear of 
 the teacher should detect it. 
 
 LESSON XX, 
 
 Of any appropriate article have the pupils name the 
 part of speech of every word. 
 
 As general exercises the following can be introduced 
 with interest and profit : 
 
 Have pupils make words from the letters of a long 
 word, as consequence, and tell the part of speech of each. 
 
 Or, let them prepare a list of as many words as 
 
GRA.MMAR. 93 
 
 possible, beginning with letters such as str or bl, etc.; 
 or ending with such letters as kle, gle, se, etc., etc. 
 
 Or, have transposed or scattered words to be ar- 
 ranged into sentences as thus, "his the after dog ran 
 master." 
 
 Or, have certain words to be combined with others 
 into sentences ; as, bee, honey, flower. 
 
 Or, give a list of words for the pupils to give their 
 opposites ; as, day, night ; good, bad, etc. 
 
 Or, give them sentences partially complete to be 
 filled out. 
 
 Or, sentences to be expanded. 
 Or, sentences to be abridged. 
 
 Or, have them express the same idea as conveyed by 
 a certain sentence, with other words {i. e. their own 
 words). 
 
 Or, have them give sentences of one word, of two 
 words, of three, of four, of five, etc. 
 
 Or, let them think of words of two, three, four, or 
 more letters. 
 
 Draw out from them as many words as possible, and 
 teach them as many as possible, for in this manner only 
 will they get more extended vocabularies. 
 
■94 1000 WAYS OF 1000 TEACHERS. 
 
 Let them think of words that have only as many let- 
 ters and in the order indicated, as the following: 
 Vowel and consonant ; as on. 
 Consonant and vowel ; as to. 
 Consonant, vowel, and consonant ; as not. 
 Consonant, consonant, and vowel ; as the. 
 Vowel, consonant, and consonant ; as elm. 
 Two consonants, vowel, two consonants ; as starts etc. 
 
 Or, have them rearrange sentences as thus, "The plow- 
 man homeward plods his weary way." This can be 
 arranged in a score or more of ways. 
 
 Or, have them produce synonyms of such words as 
 think, wish, defend, etc. 
 
 Or, have them mention things which strike, spread, 
 run, etc. 
 
 Or, all the varieties of head; as head of a nail, head 
 ■of a lake, etc. 
 
 Or, all the names applied to standing water, or flow- 
 ing water, etc. 
 
 Or, the various coverings of animals or abodes of 
 man. 
 
 Or, the names that can be given to a bad man or a 
 good man, etc. 
 
 Or, let them mention the parts of any object, as an 
 engine, etc. 
 
GRAMMAR. 95 
 
 Or, have them give sentences with a certain letter 
 used as many times as possible. 
 
 Or, let them mention everything they know of that 
 is made from paper, etc. 
 
 Let one pupil be called upon to give one word used 
 as a subject of a proposition, another a verb to be used 
 with it to make complete sense, another some word or 
 phrase modifying the subject, each one repeating the 
 whole expression as given by his predecessor ; let it be 
 continued until the sentence is too long to be recol- 
 lected. The teacher can assist with such interrogatives 
 as Which ? How many ? Of what kind .-* When ? Where } 
 etc., in their proper place. 
 
 The teacher may write the outline of a story upon 
 the board for the pupils to fill up and present in the 
 form of a written exercise. 
 
 As an illustration of the manner in which composition 
 work can be secured from younger pupils, the following 
 is suggested : Let the pupils be requested to pass in 
 to the teacher eight sentences neatly written, telling 
 anything they know about the size and color of apples 
 and on what they grow. These the teacher corrects 
 and returns the next day, with the request that they 
 observe the corrections and embody the same ideas in 
 fewer sentences. When these are again corrected and 
 returned they should be preserved ; while the succeed- 
 ing lessons, follow on the taste of apples, their useful- 
 ness, how they differ from other fruits, their kind?, parts, 
 or anything else the pupils know about them. When 
 
96 lOOO WAYS OF lOOO TEACHERS. 
 
 the sentences have all been corrected and condensed, 
 the teacher may call for them all to be copied consecu- 
 tively and presented in the form of a composition. 
 
 In correcting work like the above the teacher should 
 notice the language used as much as the spelling and 
 punctuation, and should suggest more appropriate words 
 and better construction wherever necessary. 
 
 Compositions can be produced only where there are 
 ideas to be expressed, therefore a valuable exercise is 
 to outline subjects in the class, pupils presenting the 
 ideas and the teacher arranging them after all have 
 been collected. 
 
 It is most unreasonable to assign to some beginner 
 a theme which he has not so thoroughly investigated as 
 to become interested in, and then to expect of him an 
 original composition in which no thought of another 
 has been appropriated. No person can write until he 
 has thoughts. At first the main strength of teacher 
 and pupil should be turned thoughtward. Thoughts 
 must be gathered, revolved, organized, intensified, and 
 made to glow before they can be expressed effectively 
 as one's own. The gathering must come from actual 
 observation^ from oral instruction, from lectures, from 
 general reading, from special study, or from all these 
 combined. The knowledge must become a matter of 
 personal experience before it can be expressed in one's 
 own language.— vS. S. Greene. 
 
 Encourage pupils to form a mental picture and then 
 question them concerning it. In this way the teacher 
 
GRAMMAR. 97 
 
 can aid in making the thoughts vivid ; she can thus 
 create a clear thought, which is the foundation of a 
 clear statement. Suppose the teacher has suggested to 
 the pupils to look out in imagination upon a large body 
 of water. She may put to one pupil questions like the 
 following : Over what body of water are you looking ? 
 Is the day clear ? Does the wind blow ? Does it ruffle 
 the water ? Does it bring a salty smell ? What color 
 is the water ? Is it dazzling ? What do you see on the 
 water.'' Is it far off.'' Is it moved by wind or steam.? 
 Why do you think so ? The kind and order of the 
 questions will depend upon the answers given. The 
 teacher must correct false notions and see that harmo- 
 nious ideas are associated. — Mary V. Lee. 
 
 In the declension of nouns the work can be shortened 
 by having only the possessive singular and plural 
 spelled. 
 
 All grammatical inaccuracies in every class should be 
 corrected. Pupils learn to talk correctly more by asso- 
 ciation with those who use correct language themselves 
 than in any other way. Therefore let the teacher him- 
 self, as well as all the pupils, be always open to criti- 
 cism. Let the pupils write down all the errors which 
 they hear between one recitation and the next, and let 
 these be corrected in the class under the teacher's direc- 
 tion. 
 
 In the conjugations employ written exercises, which, 
 when completed, can be corrected by having the slates 
 interchanged and the pupils mark errors from dictation 
 by the teacher. 
 
98 
 
 lOOO WAYS OF ICXDO TEACHERS. 
 
 The teacher may read sentences which are loose or 
 not well expressed for the pupils to reconstruct, or on 
 which they may make suggestions. With these it would 
 be well to introduce some that are perfect, in order to 
 test the pupil's power of discrimination. 
 
 Let a short story or poem be read to the class by the 
 teacher, and require them to reproduce the thought by 
 an oral or a written exercise. This will lead them un- 
 consciously into good forms of expression. — Hiram 
 Sap p. 
 
 Outlines of the principal points passed over should 
 be made out by the teacher to assist the pupils in hold- 
 ing the facts. These he can improvise himself; as thus : 
 
 Properties of Nouns and 
 Pronouns 
 
 Person 
 
 Number 
 
 Gender - 
 
 Case 
 
 First 
 
 Second 
 
 Third 
 
 Singular 
 
 Plural 
 
 Masculine 
 
 Feminine 
 
 Neuter 
 
 Common 
 
 Nominative 
 
 Possessive 
 
 Objective 
 
 Independent 
 
 These will vary according to the text-book. 
 
 The teacher may occasionally appoint one half of 
 the class to make blanks and the other half to fill them 
 out ; or he may let some of the class write the skele- 
 ton of an incident or anecdote upon the blackboard for 
 
GRAMMAR. 99 
 
 the remainder of the class to fill out. After the exer- 
 cise the entire piece should be read, so as to enable the 
 pupils to compare their performances with it, and notice 
 their imperfections. — Simon Kerl. 
 
 In the conjugation of verbs, variety and thorough- 
 ness can be obtained by having synopses of different 
 verbs written by different pupils in different persons, 
 numbers, and voices. As thus : a synopsis of the verb 
 make, in the second person, singular, active voice, 
 according to Greene's Grammar. 
 
 
 Indicative. 
 
 Subjunctive. 
 
 Potential. 
 
 Present. 
 
 Thou makest. 
 
 If thou makest. 
 
 Thou mayst make. 
 
 Pres. Per. 
 
 Thou hast made. 
 
 If thou hast made. 
 
 Thou mayst have made. 
 
 Past. 
 
 Thou madest. 
 
 If thou madest. 
 
 Thou mightst make. 
 
 Past Per. 
 
 Thou hadst made. 
 
 If thou hadst made. 
 
 Thou mightst have made. 
 
 Future. 
 
 1 hou wilt make. 
 
 If thou wilt make. 
 
 
 FuT. Per. Thou wilt have made. If thou wilt have made. 
 Imperative Present. Make thou or you. 
 
 In the preceding the Infinitives and Participles are 
 omitted, as they have no person. 
 
 The conjugation may also be given by tenses, the 
 pupil giving everything he knows that is in the tense 
 assigned him, whether active or passive voice, and what- 
 ever the mode or form. 
 
 Or, the teacher may mention a verb and give the voice, 
 mode, tense, person, and number, for the pupils to write 
 or to give the form corresponding ; or vice versa. 
 
 In this, as in every other study, the discerning eye of 
 the teacher should pick out the most important topics 
 in the text, and upon these put most of the time. Thus 
 
100 lOOO WAYS OF 1000 TEACHERS. 
 
 there are many mooted points, in discussing- which val- 
 uable time may be wasted; as, for instance, whether 
 intransitive verbs have voice. There are many exer- 
 cises in false syntax which can be omitted because not 
 practical. — A nonymous. 
 
 Interesting exercises may be made by having the 
 pupils change any sentence which the teacher may give 
 them to its opposite meaning ; or, from one voice to the 
 other ; or, the verb in it from one mode to another ; or, 
 change the nouns and pronouns to their opposite gen- 
 ders and numbers, or from one person to another ; or, 
 change the degree of comparison of an adjective or 
 adverb in the sentence to some other degree, etc. 
 
 I believe in the oral and analytical method of teach- 
 ing language, and not in a system of technical rules for 
 the pupil to labor over. — Charles E. Beale. 
 
 I thoroughly prepare what I want to teach. Do not 
 attempt too much. Am interested myself, and teach as 
 though the subject was of great importance. — D. P. 
 Simmons. 
 
 The analysis of sentences by diagrams is one of the 
 most interesting devices. — N. M. Walrass. 
 
 I select such parts of the text-book as I know my 
 class can understand. We take but one part of speech 
 at a time, and when that is "on the tongue's end" v/e 
 pass to another. I select sentences from the Grammar, 
 best adapted to the advancement of the class. If some 
 in the class are backward, I give them the simpler 
 
GRAMMAR. 101 
 
 sentences to analyze, with which they will succeed ; and 
 this gives them confidence and secures their attention. 
 — T. y. Lodge. 
 
 Rules and definitions should be learned verbatim, 
 and should be recited without assistance. — Anonymous. 
 
 Also, the models for parsing when given by the 
 teacher should be followed literally. 
 
 As in conversation we are compelled to think quickly 
 of the right word to use in the right place, so in the 
 general exercises of the Grammar class the pupils 
 should be taught to think rapidly. — Anonymous. 
 
 Review exercises upon the properties of nouns may 
 be made as follows, the teacher writing upon the board 
 the kind and properties, for the pupils to give a suit- 
 able word, thus : 
 
 Proper, third, singular, neuter, objective. 
 
 Common, third, plural, common, possessive. 
 
 Proper, first, singular, masculine, possessive. 
 
 Proper, second, singular, feminine, nominative, etc. 
 
 It very frequently occurs that a pupil can give an 
 illustration of a term or of a construction which he 
 cannot define. We therefore particularly insist upon 
 illustrations being given. — Anonymous. 
 
 The following is a valuable exercise in synthesis. Let 
 the pupils be called upon to give sentences which 
 contain only 
 
 A noun and a verb; as, "John runs." 
 
102 ICX)0 WAYS OF 1000 TEACHERS. 
 
 Adjective, noun, and verb ; as, " Good pupils obey." 
 
 Noun, verb, and adverb; as, "John studies indus- 
 triously." 
 
 Noun, adjective, verb, adverb; as, "Dry wood burns 
 quickly." 
 
 And so on in many combinations, even calling for a 
 sentence having eight or nine words, with all of the 
 eight or nine parts of speech illustrated in it, etc., etc. 
 
 Those who use text-books where the distinction of 
 simple, complex, and compound elements of the first, 
 second, and third class is made, as in Greene's Gram- 
 mar, will find a valuable exercise in calling for such 
 elements used adjectively, adverbially, objectively, and 
 subjectively, thus : 
 
 ADJECTIVE ELEMENTS. 
 First Class. 
 
 Sii7iple. — Good boys. 
 
 Complex. — Very good boys. 
 
 Compoimd. — Good and industrious boys. 
 
 Second Class. 
 Simple. — Pupils of towjt. 
 Complex. — Pupils of the town. 
 Compound.-. — Pupils of Pittsfield and of Griggsville. 
 
 Third Class. 
 Simple. — The boy who died. 
 Complex. — The boy zvho died yesterday. 
 Compound. — The boy who was hurt and who died. 
 
 They, in writing their exercises may underline the 
 words to illustrate a given construction. 
 
GRAMMAR. • 103 
 
 A conversational exercise may be introduced, which 
 shall consist of letting one pupil think of an object 
 which the other pupils with the teacher will endeavor to 
 find by questioning, none of the questions asking for the 
 name of the object itself The questions may be upon 
 its size, weight, color, form, usefulness, hardness, etc. ; 
 the teacher observing carefully that each is stated well 
 and answered correctly (grammatically). — Brand. 
 
 No rule should be introduced till the necessity for it 
 is understood by the class. — Holbrook. 
 
 Written parsing exercises are valuable in many ways 
 and should be frequently introduced, neatness and 
 uniformity always being insisted upon. 
 
 Scholars in recitation should be encouraged to criti- 
 cise each other. Without special care on the part of 
 the teacher, he will deprive them of this privilege by 
 doing too much of it himself 
 
 In the schools of Germany there is a variety of games 
 which serve to amuse as well as instruct. For instance, 
 the teacher gives such remarkable descriptions as these 
 and requires the class to name the object: i. "The 
 world's wash basin," — The sea. 2. "A free exhibition 
 open only to early risers," — Sunrise. 3. " A large silken 
 bag with gas in one end and a fool at the other," — A 
 balloon. 4. " The giant who effects most when he is most 
 closely confined," — Steam., etc., etc. There is another, 
 which consists of the teacher saying that he has in his 
 mind a word that rhymes with another, as, for instance, 
 inain. The pupils then proceed to guess it by giving 
 
104 lOOO WAYS OF lOOO TEACHERS. 
 
 those that rhyme with it, and the one who guesses cor- 
 rectly thinks of a word which rhymes with another 
 which he mentions, and the other pupils endeavor to 
 find it. The exercise is valuable in giving pupils a more 
 extensive acquaintance with words and also in that it 
 teaches them to think. — KerVs Composition. 
 
 In calling for sentences it is well with advanced 
 classes to have the rule that there shall be given no 
 sentence which has in it less than six words, unless the 
 nature of the question requires fewer. 
 
 How rarely do we hear of a teacher's engaging in 
 conversation with his pupils ; and yet what exercise 
 could be more proper or more useful than for the teacher 
 to converse freely with his pupils about the thousand 
 subjects that interest their opening minds. In this ex- 
 ercise, as in Philosophy, action and reaction will be, at 
 the least, equal. — Fozvle. 
 
 Teachers must guard against the use of corrupt ex- 
 pressions, and rigidly prohibit the use of them in the 
 conversation and composition of their pupils. They 
 must be careful to associate more with persons whose 
 conversation is correct and refined. They must set a 
 watch over themselves, as well as hold one over their 
 pupils. — Fowle. 
 
 A sheet, on which are written the reported grammat- 
 ical errors of pupils, kept posted conspicuously, will do 
 more to banish bad language and bad pronunciation 
 than all the set Grammar lessons that can be given. — 
 Fowle. 
 
GRAMMAR. 105 
 
 Be not too severe in correcting the written exercises 
 of the less advanced pupils, lest you thereby discourage 
 them. 
 
 The written exercises should be so graded as to 
 grow gradually more difficult and comprehensive. The 
 teacher who feels incapable of devising such a series 
 should consult or use some such model series as Greene's 
 Graded Grammar Blanks, or Richardson's Graded Lan- 
 guage Exercises. 
 
 The ability to parse and analyze sentences is no guar- 
 antee of ability to successfully use language. — Hiram 
 Hadley. 
 
 Every school exercise, even the dryest Arithmetic, 
 may be a language exercise, if the class are always 
 kept on the alert to notice (and correct when at its 
 close corrections are called for) any and all errors in 
 pronunciation or Grammar. If a pupil can give an an- 
 swer in fewer or better terms than those used by a 
 class-mate, let him always be encouraged to do it. The 
 habit of using correct language thus formed, in conver- 
 sation and recitation, will lay the foundation for the 
 higher work of composition. — B. G. Northrop. 
 
 In addition to the number of exercises already given 
 by which the teacher may profitably interest his class, 
 the following are given, taken from the author previ- 
 ously quoted : Have pupils point out resemblances and 
 differences in things. Describe pictures as seen or re- 
 membered. Describe natural scenery. Describe one's 
 town — one's county — one's state — one's country. 
 
106 lOOO WAYS OF 1000 TEACHERS. 
 
 No one ever changed from a bad speaker to a good 
 one by applying the rules of Grammar to what he said. 
 — Whitney. 
 
 As a drill for the memory, let the analysis of sen- 
 tences be written without reference to the book. 
 
 After correcting a set of written exercises it is a good 
 idea for the teacher to read aloud to the class some of 
 the papers that have errors, for the class to detect. 
 Also some of the perfect ones, that they may know 
 what is right. 
 
 Or, supply simple predicate to given subject. Sup- 
 ply enlarged predicate to given subject. Supply en- 
 larged subject to given predicate. Construct a sentence 
 containing a phrase. Change an adjective into a phrase. 
 
 Or, change an adverb into a phrase. Change a phrase 
 into an adverb. Change a phrase into an adjective. 
 Have stories by teacher to be repeated by pupils, oral 
 and written. Stories by pupils, both oral and written. 
 Commit selections to memory. 
 
 Or, (for advanced pupils) resemblances and differ- 
 ences in words — in persons — in authors — in nations. 
 Real journeys described. Letter writing. Business 
 papers. Turn direct quotation to indirect quotation,, 
 and vice versa. Diaries, imaginary. Debates. Edito- 
 rials. Criticism of book. Sketches. Essays. 
 
 Endeavor to have in all that is said the maximum of 
 thought in the minimum of words. 
 
GRAMMAR. lOT 
 
 The teacher should not directly tell a child anything 
 which he can be stimulated to find out by his own 
 senses or reflection. A single fact or truth which he 
 discovers himself is worth a thousand which he passively 
 receives. 
 
 Conversation should be treated as an art, and should 
 therefore be cultivated with the zest of the amateur in 
 painting and sculpture. 
 
 Of all the prescribed work in the text-book, I lay the 
 most stress upon the exercises at the close of chapters, 
 which require upon the part of the pupils answers indi- 
 cating their acquaintance with the text gone over. 
 They are the most valuable feature of any text-book. 
 —A nonymous. 
 
 The time is coming, and will be here ere long, when 
 there will be no more thought of teaching the Grammar 
 of his mother tongue to an English speaking boy than 
 of teaching him astrology. — Richard Grant White. 
 
 Teach the child habits of speech. Let correct speak- 
 ing become his habit. Dwell upon the use of nouns in 
 the singular and^the plural number. Drill on the form- 
 ation of sentences in the singular and plural. Have 
 pupils form sentences with irregular plurals. Teach 
 children to talk, because they must before being able to 
 reason upon construction. — W. B. Powell. 
 
 The actual use of language is the only method to 
 acquire it. — A nonymous. 
 
CHAPTER VII. 
 
 GEOGRAPHY. 
 
 My method of teaching Geography is not very com- 
 plicated. The pupils are first taught the divisions of 
 land and water, illustrated by black-board drawings and 
 maps. They then take the "Geographical models" of 
 the United States. They are taught to put them to- 
 gether and describe the different features of each State, 
 and the United States as a whole. The lessons are 
 altogether oral in my department — the First Interme- 
 diate. The pupils always become thoroughly interested 
 in the models. — Emma Wheat. 
 
 We teach Geography topically in advanced classes — 
 map drawing accompanying every lesson in both pri- 
 mary and advanced classes. Teachers are required to 
 have some historical fact each day <f possible, and 
 present it in connection with the lesson in such a man- 
 ner as will interest the pupil. — 5. M. Inglis. 
 
 Direct the pupil's mind in such a channel that he will 
 learn to think of countries in their actual location. 
 Thus teach a child that China is under Ohio and not 
 west of it. — A . W. Foster. 
 
 (108) 
 
GEOGRAPHY. 109 
 
 Give the class as much oral instruction as possible 
 concerning the habits and customs of the people of the 
 country about which they are studying, also anything 
 that may be interesting concerning the Natural History 
 or Botany of the country. In fact, as much general 
 information as possible, at the same time asking mem- 
 bers of the class to look up some particular part of the 
 lesson in advance, and bring it up in the class. Outline 
 maps are essential, I do anything that there shall be 
 no parrot work. — L. M. Kellogg. 
 
 We have no patent method of teaching Geography. 
 Our teachers do not tie themselves to the text-book, 
 but pursue the recitation in a conversational way, en- 
 couraging digression on the part of the pupils and 
 thoroughly interesting them in the subject under re- 
 view. — R. P. Warne. 
 
 Make selections from the maps drawn on paper, and 
 have them fastened to the wall. Of maps drawn on the 
 board, have one or two of the best left till the next set 
 is drawn. 
 
 Where there is a list of questions, let one of the 
 pupils of the class occasionally ask them. 
 
 Let any new and practical outside matters pertaining 
 to the subject be introduced at any time. If you can- 
 not answer any of the questions at once, find out the 
 answer and give it at the next recitation. 
 
 Don't expect paragraph after paragraph of the text 
 to be recited without the assistance of some questions. 
 
110 ICXX) WAYS OF lOOO TEACHERS. 
 
 Have them locate a place by the teacher's giving its 
 Latitude and Longitude ; thus the teacher may place 
 upon the board at recitation the following Latitude 
 and Longitude of places, which the pupils will find for 
 the next recitation: 
 
 Lat. 
 
 Long. 
 
 
 53° N. 
 
 6° W. 
 
 (Dublin). 
 
 42° N. 
 
 7i° W. 
 
 (Boston). 
 
 30° N. 
 
 90° W. 
 
 (New Orleans). 
 
 59?^° N. 
 
 31° E. 
 
 (St. Petersburg), 
 
 23° s. 
 
 43° W. 
 
 (Rio Janeiro). 
 
 32° s. 
 
 132° E. 
 
 (Cape Adieu). 
 
 Or, he may ask them to find the large cities near a 
 certain parallel, as 40° North, or a certain meridian, as 
 80° West. 
 
 Teach the definitions of terms by illustration and 
 repetition. Have them take slates or paper and num- 
 ber perpendicularly from one to te?i. As the teacher 
 gives the definition they write the thing defined. 
 
 Or, the teacher may point upon the map to certain 
 natural divisions for the pupils to write the names. 
 
 Or, they may draw original maps to illustrate certain 
 things the teacher may assign ; as thus, one may be 
 asked for a sketch illustrating a cape, island, and river ; 
 another a gulf, peninsula, and an isthmus, etc. 
 
 Give a pupil an earth-board and a little heap of 
 moistened clay, and let him shape out for you an island 
 
GEOGRAPHY. Ill 
 
 •or a continent with its mountains, rivers, depressions, 
 and coast indentations. — Quincy (Mass.) Plan. 
 
 The first year of our course is spent on our own State 
 entirely ; after which nearly every pupil can easily 
 bound most counties of the state and give county seats, 
 as well as draw the state by counties. — H. G. Welty. 
 
 Have maps drawn from memory, and also from books. 
 
 Teachers may describe a river, and from the descrip- 
 tion pupils may give the name. 
 
 As a recreation exercise the teacher may call for the 
 name of some place the pupils have learned which has 
 in it but two letters, next three, next four, etc. 
 
 Or, for one beginning with A, the next with B, the 
 next with C, etc. 
 
 Or, for one which is a monosyllable, another a dis- 
 syllable, a third a trisyllable. 
 
 Or, describe or tell something characteristic of a 
 state, or city, or people, for the class to mention the 
 state or people. 
 
 Introduce practical lessons occasionally illustrating 
 the words : beneath, above, between, next, beyond, 
 first, second, third, right hand, left hand, etc., etc. 
 
 Have them draw a map of the schoolroom to a cor- 
 rect scale — also the school arrounds. 
 
112 lOOO WAYS OF lOOO TEACHERS. 
 
 The teacher may ask for the names of countries 
 which have contributed to a meal consisting of tea or 
 coffee, potatoes, beef, rice, bread, butter, prunes, fruit- 
 cake, a pineapple, and tapioca pudding. 
 
 Or, the countries which have contributed to the ap- 
 parel of a lady who wears a silk dress, a cashmere 
 shawl, diamond ear-rings, a lace collar, morocco gaiters, 
 a gold chain, and a velvet bonnet trimmed with ostrich, 
 feathers. 
 
 Or, what State produces the slate pencils, and what 
 ones the paper, and out of what is the latter made, and 
 how would it be brought to us from the place where 
 made. Older pupils should trace the route through, 
 giving names of railroads and important cities passed. 
 
 Without maps true geographic teaching is impossible. 
 — A. Gtiyot. 
 
 Let geographic queries be brought by pupils for other 
 members to answer. 
 
 In map recitations one pupil at the map may be 
 questioned concerning places by the class together or 
 by one pupil of the class. 
 
 Calling attention to comparative shapes is both inter- 
 esting and profitable, in that it fixes the form in the 
 mind of the pupil by comparison. Thus, Illinois resem- 
 bles a wedge. Lake Erie — a whale. Sea of Japan — a 
 rabbit. Cuba — a lizard, etc., according to the ingenu- 
 ity of the teacher. 
 
GEOGRAPHY. 113 
 
 Attention should be given to comparative sizes also. 
 That Australia is about the size of the United States. 
 That England is about as large as Illinois. Ireland 
 about as large as Indiana. Greece about as large as 
 New Hampshire and Vermont, etc., etc. 
 
 By means of thin paper the exact form of any or all 
 of the states can be cut from a large wall map. These 
 can be laid upon card or pasteboard and cut so as to 
 have accurate and durable outlines of all the states and 
 territories, which can be of use in a score of ways to 
 an ingenious teacher. Better than cardboard, and at- 
 tended with little expense, would be to have some 
 industrious boy saw them out of thin boards with his 
 "jig-saw" from the models cut by the teacher. — Anon. 
 
 With a string a pupil may outline a coast, as, for 
 instance, the Atlantic, or may shape it to mark the 
 bends in a river from its source to its mouth, as, for 
 instance, the Mississippi. 
 
 The order or arrangement of the pupil's course in 
 Geography should be from that which is around him to 
 that which is beyond. He should learn first all about 
 his own town, next his county, next his state, next the 
 United States, and lastly about the other important 
 grand divisions. 
 
 An interesting recitation upon the globe may be 
 obtained thus : With globe in center of the room and 
 with the class at the board, each pupil having a short 
 string and ruler, the teacher may tell them he wishes 
 them to draw the lines he is about to call for as they 
 8 
 
114 
 
 lOOO WAYS OF lOOO TEACHERS. 
 
 would see them if looking down upon the North Pole 
 of the globe. Also that each pupil will draw a line 
 and mark a place only as it is called for. He may- 
 then call for the equator (and as soon as it is drawn), 
 tropic of cancer, arctic circle, north pole, north frigid 
 zone, north temperate zone, torrid zone, and three or 
 four meridians. When completed, their figures should 
 be carefully corrected. 
 
 In the study of any state or country it is well to have 
 a plan laid out of the chief things to be noticed and 
 remembered — care being taken not to waste time on 
 little and unimportant details. The following, taken 
 from the "Teachers' Hand-Book," is suggested: 
 
 I. Its form. 
 
 II. Its position. 
 
 III. Size. 
 
 IV. Boundaries. 
 V. Coast. 
 
 VI. Surface. 
 
 VII. Inland Waters. 
 
 VIII. Climate. 
 
 IX. Soil. 
 
 X. Productions, 
 
 XL Occupations. 
 
 XII. Towns. 
 
 XIII. People. 
 
 XIV. Education. 
 XV. Religion. 
 
 XVI. Government. 
 
 With classes that have made suitable proficiency, an 
 interesting recreation may be taken by introducing such 
 questions as the following : 
 
 Who knows the name of a river, or cape, etc., which 
 is the same as the name of some boy in the class .'' 
 
 What mountains with the names of Presidents t or, 
 of great Generals } or, of some explorer } 
 
 What island the name of some girl } 
 
 These may profitably be extended indefinitely. 
 
GEOGRAPHY. 115 
 
 The location of places can be systematically and 
 thoroughly taught by the method of "tracing lessons" 
 long in use in many of the state schools, which consists 
 in starting upon the coast of the continent under con- 
 sideration at any point, and going around it and over it, 
 mentioning all the important places passed and any- 
 thing for which they are noted. The teacher goes over 
 the map first and prepares the list of places to be 
 learned, which he writes in a little blank book in the 
 order in which they come. For a lesson he may write 
 upon the board as many as he thinks the class can 
 master. These are to be recited in their order forward 
 or backward by the pupils — their location pointed out 
 and the names properly spelled. The work can be 
 made hard or easy, as the teacher takes many or few 
 places at a lesson; or the study of . a continent may 
 last a long or a short time according as the teacher 
 includes in his list all of the places given on the common 
 maps, or only the most important ones. Supposing the 
 continent to be studied is North America — the teacher 
 might lay out his work commencing with Pt. Barrow, 
 thus : C. Barrow, Mackenzie R., Great Bear Lake, Great 
 Slave Lake, Athabasca Lake and River, Bathurst Inlet, 
 Victoria Land, Boothia Peninsula, Melville Peninsula, 
 Southampton Island, Chesterfield Inlet, Hudson Bay, 
 etc., etc., etc. If every principal river is ascended and 
 the principal places taken in connection therewith, it 
 will be found when the continent has been surrounded 
 that not much of importance has been omitted. 
 
 These may be recited forward orally by any pupil, 
 the others listening for mistakes ; or. 
 
 The teacher may call for any particular place to be 
 located ; or, 
 
116 lOOO WAYS OF lOOO TEACHERS. 
 
 Class may recite in concert ; or, 
 
 Teacher may recite, making certain errors for the 
 class to notice ; or, 
 
 Pupils may question each other or the teacher ; or, 
 
 Some may be assigned to write the review lesson 
 upon the board while the advance is being recited ; or,. 
 
 The lesson may be recited around the class in order^ 
 each giving a place in turn, etc. 
 
 A good way that I have found for reviewing Geog- 
 raphy is to have the school divided as in a spelling 
 match. . Then the sides alternately state some geograph- 
 ical fact. If something is given that is not a fact, the 
 one doing so sits down. No fact is to be repeated. 
 The teacher decides in all cases of doubt. It is surpris- 
 ing how much interest pupils will take in looking up 
 facts. The teacher asks no questions, and the interest 
 increases as the number on each side becomes less. It 
 gives the pupils an opportunity to tell what they know^ 
 and they always desire their side to be victorious. It is 
 good for a Friday afternoon's exercise. Try it. — G. W. 
 HcensJiel. 
 
 The teacher may take any metropolitan newspaper, 
 in which there will be most likely many geograph- 
 ical references, and in the class have the pupils locate 
 all of them. They may 'thus be shown the practical 
 value of knowing the location of important places, for 
 they will continually be meeting with such in their 
 reading, and they will wish to know where they are. 
 
 Let them plan trips through certain countries so as 
 to include the things worth seeing. 
 
GEOGRAPHY. 117 
 
 The following method has been successfully used by 
 many teachers in fixing the location of places : In 
 taking up a continent let the first lesson be the coun- 
 tries and capitals ; the next the bodies of salt water 
 touching it (to the number of twenty or thirty as the 
 teacher sees fit to request) ; the next, rivers (taking an 
 appropriate number as before), and so on, taking suc- 
 cessively mountains, towns, cities, capes, islands, etc. 
 This can, of course, be used only with more advanced 
 classes, and has the advantage of getting the work of 
 ^'looking up" the places done by the pupils. 
 
 Call upon a pupil to tell what things worth mention- 
 ing he would see in sailing up a certain river or standing 
 upon a certain mountain. 
 
 The most accurate and correct method of map draw- 
 ing is by means of the lines of Latitude and Longitude, 
 substantially the same as the maps in the geographies 
 are represented as being drawn upon. The pupils 
 should first master the drawing of the parallels and 
 meridians both on paper and at the board, according 
 to some scale, having their parallels always an equal 
 distance apart and the meridians all equi-distant as they 
 cross a given parallel. These can be taken from the 
 maps, but the pupils should so determine the scale upon 
 which they draw as to get the largest possible map in 
 the space allotted to them. The teacher then gives 
 the Latitude and Longitude of the principal points 
 upon the coast as guides, pupils marking them by dots 
 and tracing the coast line accordingly. The maps 
 should not be drawn until the teacher is satisfied that 
 the lines are correctly executed and the points accur- 
 
118 lOOO WAYS OF ICXDO TEACHERS. 
 
 ately placed. As many points may be given of the 
 interior as the teacher thinks best. The points may 
 previously be written upon the board by the teacher 
 and copied by the pupils for their own future reference. 
 Do not have the pupils commit them to memory, as 
 they are of no practical value. 
 
 In drawing, the coast line should first be made light 
 and afterwards as heavy as possible, not to be stiff and 
 rigid. 
 
 Rivers should be very light at their source and grow 
 broader toward their mouth — no tributary being broad- 
 er at its intersection with another river than that river 
 itself 
 
 In shading the coast, the first line should be almost 
 as heavy as the coast line itself and close to it, the 
 next a little lighter and farther off, etc., etc. 
 
 Mountains should be shaded with perpendicular lines 
 close together, the heaviest part of each shade line 
 being at the center, which could be represented first by 
 two light parallel lines close together and, after the 
 shading, be filled up with one heavy bright line. 
 
 Lakes can be shaded by a uniform application of 
 chalk or pencil all over the surface, which is surrounded 
 by a bright and heavy coast line. 
 
 When a lesson has been recited, it is well for the 
 teacher to ask, " Who remembers something recited in 
 to-day's lesson.?" and repeat this until the chief things 
 in the lesson are mentioned, regardless of order. 
 
 I think it better to teach the sketching of each of the 
 United States well than to do all poo7'ly. — Anonymous. 
 
GEOGRAPHY. 119 
 
 The best way for advanced pupils to study the extent 
 of countries, the population of cities, the length of 
 rivers, kinds of religion, etc., is by comparison and 
 classification. 
 
 Foreign countries need not be described so minutely 
 as countries nearer home, nor those with which we 
 have little intercourse as those with which we have 
 much. Great teaching skill will be required to know 
 what to include in these lessons and what to omit. 
 
 Let imaginary schoolhouses and grounds be drawn 
 by the pupils, with all complete appliances. Also 
 imaginary farms, towns, etc. 
 
 The first time I go over the world with a pupil I do 
 not hurry, and I am not too particular. The next time 
 I require more. After a basis is thus laid, the children 
 are ready to enjoy history, voyages and travels, and 
 all books that describe the countries with whose 
 geography they are acquainted. — Fowles Teachers' 
 Institute. 
 
 Let all the maps be drawn upon paper of a uniform 
 size. Let all written exercises presented by the pupils 
 be neatly kept and filed away systematically. Thus 
 teach order and system. 
 
 I found map drawing very difficult to teach in the 
 beginning of the work, some of the class insisting that 
 they could not do it. This was indeed true. How- 
 ever, I insisted upon having something which we might 
 call a map from each pupil each time the task was 
 
120 lOOO WAYS OF lOOO TEACHERS. 
 
 assigned, and by encouraging each one by words and 
 increasing their standing in Geography for the day by 
 what I considered their effort at map drawing worth, I 
 succeeded by the end of the term in getting moderately 
 good maps from each, and very good from a few. — 
 A nonyinous. 
 
 It was always my custom to select a good newspaper 
 and read it, or suitable parts of it, to my more advanced 
 classes. If the name of a place was mentioned we 
 determined its direction and distance from home ; and 
 if the name was new to the class, they noted it upon 
 paper and at the next lesson were expected to tell all 
 that they had gathered about it. — Fowles Teachers' 
 Institute. 
 
 An English educator has prepared an article of appa- 
 ratus which he calls a geographical box. It is made of 
 wood, carved to represent a continent with its seas, 
 bays, islands, lakes, etc. Mountains, table-lands, banks 
 of rivers, etc., are made with putty, and the whole 
 painted in the natural colors of the objects represented. 
 This model is m.ade to fit in a box somewhat larger in 
 size and which when used is partly filled with water. 
 Inside, the box is painted a bluish-green, to imitate the 
 color of the sea. The model must be so adjusted in 
 weight that when placed in the water contained in the 
 box it will allow the water to pass about it in such a 
 manner as to represent peninsulas, bays, harbors, isth- 
 muses, etc. 
 
 Pleasant associations must be made to cluster about 
 all of the dry details of the study. The earth must not 
 
GEOGRAPHY. 121 
 
 be considered merely as a skeleton. It must be vivi- 
 fied with life. The teacher should travel with the 
 pupil in imagination. — Wickers ham.~ 
 
 Having found the facts of Geography, and classed 
 them, learners must be set upon the search for their 
 causes. The causes must be investigated that have 
 tended to shape the continental masses, heaved up 
 mountains, that temper the weather, that control the 
 occupations of people, etc. — Wickersham. 
 
 At the beginning of each month it is a good idea for 
 the teacher to post up in some place in the schoolroom 
 the list of maps that are to be drawn during the month, 
 naming the day that each is expected. This will re- 
 lieve him from answering every day the question, 
 ^' What shall we draw next t " 
 
 Don't fail to give full instruction how to draw maps. 
 Perhaps the reason that a certain pupil refuses to draw 
 a map is because he does not know hoiv to proceed. 
 
 Each pupil may be assigned a special topic upon 
 which to prepare and report to the class. The answer 
 to each may be written upon a slip of paper or a slate, 
 with the pupil's name, and given to the teacher, who 
 can hear the pupil recite from memory as much as 
 possible of what he has written. — Anonymous. 
 
 Young people should be taught those things in which 
 they can be made to feel an interest ; and this interest 
 can be greatly increased by placing the object of the 
 lesson before them in the schoolhouse. Minerals, shells. 
 
122 1000 WAYS OF 1000 TEACHERS. 
 
 flowers, fossils, etc., may be brought into the school- 
 house ; and the teacher and pupils may visit with profit 
 woods, meadows, mines, quarries, ruins, etc. — Wick- 
 ersham. 
 
 Do not attempt to make the work of the Primary or 
 Intermediate classes comprehensive in its character. 
 Many teachers are disappointed simply because they 
 attempt too much with elementary classes. 
 
 The origin of names of places and the reasons for 
 the growth of cities, formation of rivers, etc., are topics 
 for pleasant general exercises. 
 
 Short descriptive compositions about countries will 
 be found exceedingly valuable. 
 
 The teacher may write one day upon the board, for 
 recitation the next day, a set of questions, and inform 
 the class that in the recitation each one will be given 
 an equal amount of time to tell the information he has 
 gathered, for the purpose of seeing who can tell the 
 most in the shortest time. 
 
 These questions or topics should be copied by the 
 pupils neatly into blank books and occasionally exam- 
 ined and corrected by the teacher. — Fowle. 
 
 The teacher may draw upon the board a river, a 
 chain of mountains, or a lake, for the class to name 
 from its resemblance. 
 
 Or, he may draw a state and as he puts in the repre- 
 sentation of the various things that make up the map. 
 
GEOGRAPHY. 123 
 
 let the class name them. Carefully conducted, this 
 exercise can be made to arouse the greatest enthusiasm. 
 
 It seems to me a good plan during the recitation on 
 each state to take up some point pertinent to the lesson, 
 but outside the regular text-book questions, and discuss 
 it with the class. For example, while studying New ' 
 York, mention of the salt springs at Syracuse will give 
 occasion for a very interesting digression concerning 
 the cause and nature of this deposit ; how the brine is 
 obtained ; the process of manufacture and the amount 
 produced annually. In North Carolina the production 
 of tar and rosin claims attention. Rice in South Caro- 
 lina and cotton in Mississippi, each with its varieties 
 and mode of culture, will be subjects worthy of careful 
 consideration, as will sugar in Louisiana, oysters in 
 Maryland, fisheries in Massachusetts, etc. Now it 
 seems to me if these be made the prominent features 
 about which the others may be grouped, the minds of 
 the pupils will be more permanently impressed. It 
 makes the learners inquirers. — W. R. Hall. 
 
 Do not attempt to burden the minds of pupils with 
 the details of the different states as fully as they are 
 given in the text-books. 
 
 Do not expect your pupils to know more of the 
 subject than you would know without the use of text- 
 book. 
 
 Occasionally have the advance lesson read aloud by 
 some pupil for the others to hear and when read to 
 mention the chief or leading facts therein. 
 
124 1000 WAYS OF lOOO TEACHERS. 
 
 Omit minute details that are to be memorized only 
 to be forgotten in a week. 
 
 If you use the questions in the geography, teach 
 pupils how to- find the answers to them by having a 
 question read and then the answer. • 
 
CHAPTER VIII. 
 
 HISTORY. 
 
 In teaching History, I use the outlining, the topical, 
 and the catechetical methods combined. I discourage 
 the use of a uniformity of text-books on the subject. 
 I place on the board one day the topics to be discussed 
 the next, and let the pupils get their information from 
 any reliable source — mixing in with regular historical 
 exercises lessons in United States and Illinois civil 
 government. — W. F. Scott. 
 
 I try to get a text-book which is not a dry dictionary 
 of dates and facts. Trace routes and locate places on 
 an outline map, or on the black-board ; if on the latter,, 
 we fill it up as the lessons progress. Have proper 
 names written on black-board, noticing errors. Review 
 by written essays. Associate dates and names, as,, 
 1320, 1620, 1820, and General Knox, Knoxville, Knox 
 County, etc. — J. M. Clenahan. 
 
 I use the topical method when I can, but it happens 
 sometimes the pupils cannot tell all of one topic. This 
 being so, I commence with a topic that I think is 
 rather difficult for one pupil to remember entirely, and 
 
 (125) 
 
126 lOOO WAYS OF lOOO TEACHERS. 
 
 ask some member a question that will bring out part 
 of the topic, another member will be required to tell 
 another fact in the topic under consideration, and so on 
 until all the facts are brought out ; and call on one to 
 tell «// that has been told on that topic. By doing so, 
 I find I have the attention of the whole class all the 
 time, for no one knows when he will be called on for a 
 general statement. — H. L. F. Robinson. 
 
 One of my successful methods is to have each lesson 
 recited twice. To-day by topics, with review of the 
 same to-morrow by facts. Have the geography of the 
 places looked up, and have the pupils recite intelli- 
 gently in their own words. The fact recitation can be 
 made interesting, and need not take more than ten or 
 twelve minutes of time. Devote two days during the 
 month to general reviews. — W. E. Mann. 
 
 In every recitation let the attention of the pupils 
 who are not reciting be directed to the one who is re- 
 citing, for mistakes of omission as well as commission. 
 
 If the class is not too large, the teacher may have 
 the pupils write all they know about the lesson upon 
 their slates or paper, and at his leisure correct them in 
 the conciseness of their statements, punctuation, and 
 spelling, as well as in facts. 
 
 The particular date of each event in history is not so 
 essential as that the pupil be able to tell approximately 
 the time of the occurrence. Let the facts be grouped 
 around some great and important date, which all should 
 always remember, as, for instance, such landmarks as 
 
HISTORY. 127 
 
 1620, 1643, 1775, 18 12, etc. As many of these cluster- 
 ing points can be selected as the teacher thinks best. 
 It is idle to hope that pupils will remember the years 
 for every settlement, important battle, or change in 
 society. Teacher, do you ? — Examiner. 
 
 By way of review, the teacher may give the event 
 for the pupils to locate the time, or vice versa. 
 
 Cross-examinations of teachers by pupils, or pupils 
 by teachers, are valuable and interesting. Any ques- 
 tions that pertain to the lesson should be admissible. 
 
 Or, at the close of the recitation the teacher may 
 request one pupil to ask a question bearing upon the 
 lesson, and quickly turn to another to answer it. 
 
 Or, he may go around the class by rote, having each 
 one in turn ask a question in reviev/, and call upon 
 some one to answer it, or do it himself 
 
 The thing to be studiously avoided by the teacher in 
 recitations is the asking of such questions as by their 
 form give the class an idea of the answer. 
 
 The confidence of the pupils in the teacher can be 
 inspired only as he does not expect of them a closer 
 acquaintance with the book than he himself possesses. 
 In other words, the teacher should not resort to the 
 book during recitation, but should besides be so posted 
 in collateral history as to introduce additional interest- 
 ing information with which the class has no acquaint- 
 ance. — Anonymous. 
 
128 1000 WAYS OF lOOO TEACHERS. 
 
 Concert recitations on such things as lists of Presi- 
 dents and wars will sometimes fix the facts in the 
 minds of some where nothing else will. 
 
 Review lessons may be written at the board while 
 the advance is recited in the class. 
 
 Pronunciation and spelling are accidents of the study 
 to which constant attention should be paid. 
 
 When the lesson has been recited, the teacher can 
 test the knowledge which the class will likely retain by 
 such questions as, "Who remembers anything in to- 
 day's lesson?" "Who remembers anything else?" etc., 
 until the time of the recitation expires, or until nothing 
 more can be obtained from them. 
 
 Or, he may test their power of discrimination Dy 
 asking, "Who recollects the most important thing 
 mentioned in the lesson?" "The least?" " The sad- 
 dest?" "The bravest ?" etc. — Anonymous. 
 
 Recreations, such as to have the class find as many 
 events in the history of the country which have been 
 made memorable by poems or stories are valuable ; and 
 in connection with this, encourage the pupils to read 
 such. Some like Barbara Frietchie, or portions of 
 Evangeline could be read in the class by any pupil, or 
 pupils, or teacher. — Anonymous. 
 
 A diversion called "The Thinking Exercise" may be 
 made interesting by the teacher, who remarks : " I am 
 thinking of a General who was called 'Rough and 
 
HISTORY. 129 
 
 Ready;'" or, "I am thinking of a battle in which the 
 commander of each army had formed the same plan of 
 attack;" or, "I am thinking of a settlement that pros- 
 pered from the very first," etc., in almost endless variety. 
 These the pupils are to answer; or they may take part 
 in the exercise by giving some topics upon which they 
 are thinking themselves, for the others to mention. 
 
 Pupils should also be encouraged to bring into the 
 class any anecdotes concerning persons mentioned in 
 the lesson, or anything touching upon the lesson which 
 they have gleaned from their outside reading. 
 
 The teacher may recite a portion of the lesson hmi- 
 self, telling the class that he will make certain mis- 
 takes for them to observe and (when he is through) to 
 correct. 
 
 When there are members of the class who are duller 
 than others, it is a good idea to assign them the same 
 topic that has been recited by another occasionally to 
 encourage and assist them. — A. S. Stayt. 
 
 Let each pupil draw by lot, on coming to the class, a 
 number, and let the teacher assign the topics by num- 
 ber, so that neither the teacher nor any member of 
 the class (except one) will know who is to recite upon 
 a certain topic ; or, the questions may be written and 
 numbered to correspond with the numbers drawn. 
 
 Show cause and effect in every sUp,- and strive to 
 have the pupils seek out the causes of various events 
 for themselves. History deals for the greater part with 
 9 
 
130 1000 WAYS OF 1000 TEACHERS. 
 
 effects — the causes being given, as a rule, only for tvars. 
 " Why did the Spaniards flock to Cuba and Mexico ? " 
 "Why did the Dutch seek homes on the Hudson?" 
 "Why did certain battles result favorably or disas- 
 trously to a certain army?" "Why did Chicago be- 
 come a larger city than Indianapolis?" "Why did 
 Lincoln write the emancipation proclamation?" "Why 
 do we celebrate Thanksgiving Day ? " and the like, are 
 questions which cannot fail to arouse thought in the 
 pupil. 
 
 Let map drawing accompany all such descriptions as 
 require it for a clear understanding of the subject ; as, 
 for instance, Boston Harbor and New York Bay for the 
 Battles of Bunker Hill and Long Island. These should 
 be drawn on an enlarged scale. 
 
 With a little effort a composition may be offered each 
 day by a member of the class on some historical topic, 
 to enliven the recitation. — Barnes History. 
 
 Call attention to the fact that the degree of civiliza- 
 tion of the people is indicated in one way by the 
 refinement with which they partake of food. Witness, 
 for illustration, the Indians, on the ground, around one 
 common vessel, from which all promiscuously eat ; the 
 Mexicans, with rough tables and coarse manners ; and 
 the Americans (and other nations), with their conven- 
 ient tableware, tablecloths, napkins, etc. Let attention 
 also be called to the fact that these things are the pro- 
 ducts of civilization, having come into use as it ad- 
 vanced. Have them seek out others, such as better 
 treatment of criminals in prison ; a tendency toward 
 
HISTORY. 131 
 
 self-government in monarchical countries ; freedom of 
 thought and action, as seen in the public press and 
 private invention, abolition of slavery, etc. 
 
 Draw practical lessons from the lives of men, the re- 
 sults of battles, etc. By this means illustrate old 
 proverbs. These may come up in every lesson, and 
 pupils will take delight in looking for them in their 
 study. Thus : 
 
 Nothing ventured nothing won (Stony Point). 
 
 All is not gold that glitters (Action of immigrants 
 at Jamestown). 
 
 In union there is strength (Yorktown). 
 
 Necessity is the mother of invention (Missouri Com- 
 promise Bill). 
 
 At the beginning of the study let each pupil be re- 
 quired to draw an outline map of North America, at 
 least 18X24 inches. This should contain only physical 
 features, such as coast Hne, mountains, lakes, and rivers. 
 Jf desired, they may be marked very faintly at first, 
 and shaded and darkened when discovered in the pro- 
 gress of history. As the pupils advance in the text, 
 let them mark on their maps, day by day, the places 
 discovered, the settlements, battles, political divisions, 
 etc., with their dates. — O. R. Smith. 
 
 Each pupil should keep a notebook in which to put 
 down the important facts that are mentioned in the 
 class aside from the text-book. 
 
 A mistake made by very many teachers in this study 
 is that they instruct too much in detail ; and by at- 
 
132 1000 WAYS OF 1000 TEACHERS. 
 
 tempting to have their pupils learn everything, they 
 fail to impress upon them anything positively. 
 
 Wake up the dull ones by having them examine 
 special points in the advance lesson ; and have them 
 feel that they must do this thoroughly, for their report 
 to the class will be taken as authority. 
 
 The endeavor of the teacher should not be to teach 
 chiefly %var history, but rather the progress of civiliza- 
 tion, or, in other words, the peace history of the country 
 should receive the bulk of attention. No teacher can 
 fail to be profited by reading " Taylor's Model History 
 of the American People." 
 
 Let one object of the teacher be to cultivate in pu- 
 pils a desire for collateral historical reading. Whether 
 or not the pupils master the lessons assigned each day 
 is not in the long run so important as that they form or 
 acquire a taste for the reading of histories. — Hunter. 
 
 For advanced pupils and in reviews, I have found the 
 progressive method productive of good results. — Wick- 
 ershain. 
 
 History should be taught from a series of progressive 
 standpoints. — Wickersham. 
 
 A knowledge of history can be turned to good ac- 
 count in all the varied affairs of life. For the purposes 
 of moral instruction its claims are of a higher order 
 than those of any other branch of learning. No better 
 opportunity of awakening virtuous feelings can occur 
 
HISTORY. 133 
 
 to the teacher than is presented in the study of History, 
 and it is nowise out of place to urge here that judi- 
 cious advantage be taken of it. Moral examples have 
 more influence upon the young than moral precepts. 
 The heart is more easily moved to virtue by incidental 
 than by direct teaching ; and the faithful teacher will 
 not fail to improve the occasions which so frequently 
 occur in reciting lessons in history by planting moral 
 seeds in the open hearts about him, well knowing that 
 they will germinate and eventually produce rich fruit. 
 No study is so useful in the formation of character as 
 History. In its study pupils see life. Great deeds are 
 done by beings like themselves, and they cannot resist 
 the desire to do like deeds. — Wickersham. 
 
 It concerns us little to know the lineage of kings and 
 queens, the intrigues of courts, or the plans of cam- 
 paigns ; but it would interest us much to be told how 
 people in past times built their houses, worked their 
 fields, or educated their children ; what style of dress 
 they wore, what kind of food they ate, what books they 
 read. Let the customs, manners, and doings of by- 
 gone people — life's quiet ongoings, as well as its com- 
 edies and tragedies — be vividly described, and History 
 will become a favorite study. — Wickersham. 
 
 It is an excellent plan for every teacher to keep a 
 commonplace book of considerable size, different por- 
 tions of it being set apart for the different subjects 
 upon which he is to give instruction. On the first 
 twenty pages "Geography" may be the head; the 
 next twenty pages may be set apart for " History ;" 
 twenty more may be assigned to "Reading," and a like 
 
\M \000 WAYS OF lOOO TEACHERS, 
 
 number to "Arithmetic," " Grammar," " Spelling," " Writ- 
 ing," etc., reserving a space for miscellaneous matter. 
 This would make a large book, but when it is remem- 
 bered that it is to be used for several years, it is well to 
 have it large enough to contain a large amount of mat- 
 ter. Now, whenever the teacher hears a lecture on a 
 peculiar method of teaching these branches, let him 
 note prominent parts of it under the proper head, and 
 especially the illustrations. When he reads or hears 
 an anecdote illustrating "Geography," "History," or 
 "Grammar," let it be copied under the proper head. 
 If it illustrates "Geography," let the name of the place 
 stand at its head. When he visits a school and listens 
 to a new explanation or a new process, let him note it 
 under its head. In this way he may collect a thousand 
 valuable things to be used with judgment in his school. 
 — Page. 
 
 It is a common error in our schools to place Histories 
 of the United States in the hands of children who can- 
 not appreciate the facts contained in them or understand 
 the language in which they are written. — Wickersham. 
 
 Let the first examination cover the work of the first 
 eight weeks of the school year ; the second cover the 
 work of the first term ; the third cover the work of the 
 first eight weeks, and the fourth cover the work of the 
 second term. Let the last examination cover the work 
 of the school year. Monthly examinations are too fre- 
 quent. Time, paper, and strength are all wasted. — 
 Practical Teacher. 
 
 Review ! Review ! ! Review ! ! ! 
 
HISTORY. 135 
 
 As a foundation of study, the topical method seems 
 preferable. One or more topics may be given out, and 
 all in or outside of the text-book bearing upon the sub- 
 ject should be brought in, that time will permit. Maps 
 should be freely used. Pictures of people and places, 
 stories, and anything that will make the subject real, 
 should be made use of. Relics of the Revolution or 
 Rebellion will raise the interest to a white heat. The 
 connection between topics should be carefully shownj 
 cause and effect should be dwelt upon, and then repe- 
 tition will serve to fix the ideas in memory. Review by 
 questions, by dates, by geography, by parties (political 
 and otherwise), and in every possible way. And here 
 a word as to dates. Fix on some few important dates 
 and learn them thoroughly. In nearly all cases the 
 year is sufficient. Then group other facts around these 
 dates, as occurring before or after. Occasionally send 
 either a part or the whole of the class to the board and 
 have them write the answer to a question or topic. Then 
 have each pupil correct another's work ; or, all seated, 
 let the class correct each pupil's answer. The teacher 
 may write important questions on slips of cardboard 
 and pass to members of the class. These used for a 
 few moments during each recitation are very profitable. 
 The same questions may be preserved for succeeding 
 classes. Occasionally let a pupil recite till he makes a 
 mistake, or let pupils ask one another questions. Once 
 in a while, have these questions written and passed 
 round among the class. Children are very fond of 
 making out questions, and sometimes ask very good 
 ones, though not seldom they ask unimportant or catch 
 questions. Parrot recitation should be guarded against. 
 Ideas imperfectly expressed are better than the words 
 
136 lOOO WAYS OF 1000 TEACHERS. 
 
 of another glibly recited, with no idea behind them. 
 Perhaps there is no branch of study which can be made 
 more interesting and profitable than History, or, on the 
 other hand, more uninteresting and of less benefit. 
 Aim not for per cents., dates, or rote recitation of dis- 
 connected facts, but for real ailture. — Ellen A. Folger. 
 
 Let the teacher who wishes to fix thoroughly in the 
 minds of the pupil the succession of battles during a 
 war, use the black-board. Draw the plot, and trace on 
 the board the exact route of each army, and have the 
 pupil name each battle as it is reached by the teacher, 
 until the pupil is familiar with the plan ; then let each 
 member of the class pass to the board and do the trac- 
 ing. They will in this way not only gain a thorough 
 knowledge of the geography of the country, but will 
 not readily forget the order in which the battles occur. 
 —H. D. Fisk. 
 
 One of the earliest points to be attended to is the 
 cultivation of language. It is useless to expect chil- 
 dren to get ideas from the printed page if they do not 
 know the meaning of the words they read. Sometimes 
 we fail to appreciate what a faint idea children get of 
 the meaning of words. With beginners in History it 
 seems advisable to read over the lesson with the class 
 before they study it, and ask them to express the 
 thought in their own words. Sometimes the number 
 of ways is astonishing in which the same thought is 
 expressed by different pupils. Obtain from the class, 
 if possible, a common word for every hard one in the 
 lesson. Show by sentences the shades of meaning be- 
 tween words of similar signification. In a short time 
 
HISTORY. 13T 
 
 pupils will take pleasure in reciting in their own 
 words, and they will improve rapidly in their ability to 
 tell a story well. — Ellen A . Folger. 
 
 HOW TO TEACH GENERAL HISTORY. 
 
 First, the class must be taught hoiv to study. The 
 teacher must direct, else time will be wasted and a lack 
 of interest soon become apparent. The schokr is first 
 instructed to read carefully the advance lesson. If he 
 has need to consult the pronouncing dictionary, the 
 gazetteer, the biographical dictionary, the encyclopae- 
 dias, other histories, or any work of reference, this is 
 his time to do such work. The student then reads very 
 carefully the first division of the text. Then, with pen- 
 cil and paper at hand, he re-reads the same and writes 
 ''catch-words" as an outline of that division. He closes 
 his book. From his outline he recites to himself the 
 paragraph. He opens his book, and reads to see if any 
 essential particular has been omitted. He puts aside 
 his first outline ; now, with book closed, he makes a 
 new outhne and again recites to himself. If he has 
 given close attention from the beginning, his lesson is 
 now learned. At the recitation no books are used by 
 either scholars or teacher. The review of the previous 
 day's lesson is recited by the teacher giving topics, or 
 by questioning. For the advance lesson, each one of 
 the class, at the black-board or on a slip of paper, 
 makes a " catch-word" outline of the lesson, similar to 
 the one prepared when studying. From this outline, 
 each recites his lesson. The advantages of this method 
 are: (i) drill in both oral and written work; (2) con- 
 stant attention to penmanship, spelling, punctuation, 
 
138 1000 WAYS OF 1000 TEACHERS. 
 
 and the use of capital letters ; (3) system ; (4) origin- 
 ality of thought and expression ; (5) each scholar thinks 
 over carefully and recites all the lesson ; (6) independ- 
 ent research ; (7) a genuine love for the study of 
 History, and enthusiasm in the work. — C. H. Gurney, 
 
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CHAPTER IX. 
 
 DISCIPLINE AND SCHOOL MANAGEMENT. 
 
 In calling classes to recitation, or in dismissing school, 
 it is well to observe some regular signals. Of all those 
 in use, perhaps the most common and generally satis- 
 factory are those which are based on the number three ; 
 thus, one signifies "prepare to rise;" two, "rise," and 
 three, "pass." These can be given by count, tap of 
 bell, by signal with pencil on the desk, etc. 
 
 i^Some prefer to have no counting, but simply to ob- 
 tam the attention of the school by calling the word 
 "class;" and with the word "rise" give an upward 
 motion of the hand or forearm, and with the word 
 "pass" let the hand fall. 
 
 In large rooms, having many rows, confusion and 
 noise can be avoided by calling but one row at a time ; 
 yet it is questionable whether the saving of the noise is 
 more to be desired than the saving of the extra amount 
 of time required by it. 
 
 Some time since, I called the attention of the pupils 
 to the idea of making the schoolroom more attractive 
 
 (139) 
 
140 1000 WAYS OF 1000 TEACHERS. 
 
 by the addition of pictures, winter bouquets, flowers, 
 and anything ornamental. It took only a few days to 
 transform the plain blank walls into attractiveness. The 
 children brought dried grasses from the meadows, au- 
 tumn leaves, plants, hanging baskets, chromos, and 
 engravings. The girls remained after school to assist 
 in making rustic frames, and the boys were useful in 
 handling the step-ladder. The scheme has been so 
 successful — not only making our rooms more pleasant, 
 but also creating a new spirit for excellence in school 
 work — that I have noted the fact, hoping others may 
 profit by it. — E. Crosby. 
 
 Almost anything is preferable to such slovenly way 
 of calling as, " Grammar class ! " and allowing the pupils 
 to come pell-mell or straggling. 
 
 In country schoolhouses, where one or more rows of 
 desks are crowded close to the wall, the teacher should 
 be governed by circumstances, calling pupils two by 
 two ; or, first those nearest the aisles, and next those 
 near the walls. 
 
 Dismissals should be systematic — even if the calling 
 of the classes be not with signals. 
 
 For various misdemeanors, the teacher may keep a 
 list of the names of those whom he sees out of order 
 •during the day, and read before the school at night. 
 
 To excite good feeling among pupils, let the teacher 
 inform them that upon a certain day he will permit 
 them to spell down, and the last one down shall 
 
DISCIPLINE AND SCHOOL MANAGEMENT. 141 
 
 have the honor of receiving in his own name a school 
 journal, which shall be for the use of the school outside 
 of school hours and which will be paid for by the 
 teacher. — Kansas School Journal. 
 
 When pupils have had work at the board, and are 
 still standing by it waiting for directions from the 
 teacher, if the nature of the work is such that it can 
 be corrected by dictation from the teacher, he may 
 call their attention and tell them that (at a signal) each 
 pupil is to pass to the place of the one standing third,, 
 sixth, fourth, etc., from them to the right or left. Thus,, 
 with attention of all, the teacher says : " You will each 
 pass to the place of the one whose work is the fifth 
 from yours to the right. Pass ! " Thus teach them ta 
 observe orders. 
 
 A general exercise is appropriate occasionally in the 
 middle of a long session to rest the eyes from the books. 
 
 Our usual punishments are demerits, accompanied 
 with detention after school ten minutes for each mark. 
 An average of at least 80 per cent, each month in 
 every department is required under penalty of suspen- 
 sion. — L. A. Thomas. 
 
 Samples of the work of the school should not only 
 be kept posted up in the schoolroom, but perhaps also 
 at the postoffice in the smaller towns, that patrons may 
 be interested. 
 
 I have the plan of giving each scholar a number, and 
 each one is known by number instead of by name. It 
 
142 1000 WAYS OF 1000 TEACHERS. 
 
 precludes the necessity of calling names so commonly, 
 and if we have visitors I can call a pupil to order with- 
 out any one knowing who it is. — Het'nian Roe. 
 
 I have no code providing specific punishments for 
 specific offenses. I endeavor to make my pupils all 
 understand what I require of them and Avhy they should 
 meet those requirements, avoiding formal commands 
 as far as possible. I am a firm believer in corporal 
 punishment as a last resort. Direct appeals to the self- 
 respect and pride of pupils are very potent agencies 
 for mitigating many of the annoyances of the school- 
 room; but this life is too short to spend in waiting for 
 such appeals to take effect on some pupils. — A. B. 
 Copeland. 
 
 Where it is necessary for pupils to pass from the 
 room, they are required to leave their names, written 
 upon a slip of paper, upon a file on the teacher's desk, 
 writing also the number of minutes they wish to be 
 excused — no two to be out at the same time. When 
 the pupils return to the room they take their papers 
 from the file. — Anonymous. 
 
 These two things should be kept in mind — first, that 
 the object of punishment is to cause the offender to 
 suffer for his misdemeanor; second, all punishments 
 should be reformatory. 
 
 A pleasant and profitable exercise is to take half an 
 hour upon Friday afternoon of each week for a review 
 of the principal events of the week which the pupils 
 have gathered from their newspaper reading. — G. W. M. 
 
DISCIPLINE AND SCHOOL MANAGEMENT. M3 
 
 In many schools the regular recesses have been done 
 away with, and in their place have been substituted 
 whispering recesses of three or five minutes' duration, 
 one regularly every hour. During these, no pupil 
 passes from his seat without excuse. 
 
 I try to interest my pupils, keep them busy, have 
 private talks with them, very seldom reprove before the 
 school, govern myself, use kindness and firmness, and 
 in extreme cases suspend, but have not had to do this 
 for a long while. — C. B. Stayt. 
 
 A good plan to awaken attention in the lower classes 
 is to have the children, when they become listless, 
 spell as rapidly as they can, or spell words slowly back- 
 ward, or observe a word or number written in the air. 
 But when the attention to such an exercise lags, it 
 should be dropped or changed to another. — Educational 
 Weekly. 
 
 Different people demand different kinds of govern- 
 ment, so do different schools and pupils in the schools. 
 
 A query box can easily be made out of a chalk box 
 and be left upon the teacher's desk to receive questions 
 from the scholars during the week, to be answered 
 on Friday afternoon — if not by any of the pupils, then 
 by the teacher. — AnonymoiLS. 
 
 Have a seat more prominent than the others in front 
 and apart from the remainder, designated as the seat 
 for bad pupils. This should be near the teacher, that 
 the unruly who are called upon to occupy it may be 
 
14A lOOO WAYS OF 1000 TEACHERS. 
 
 closely watched, and the punishment thereby be given 
 force. 
 
 Whether a pupil should be deprived of recess de- 
 pends upon the pupil. Some it will punish and others 
 not. 
 
 An interested school is a working school, and a work- 
 ing school is self-governed. Therefore interest your 
 pupils. 
 
 Work up a zvholesome sentiment against irregulari- 
 ties of all kinds. 
 
 Work is the great element of correction. — E.E.Henry. 
 
 "Heroic" treatment for extreme cases. Persistently 
 endeavor by gentle means to elevate the moral tone of 
 the school, and by short talks occasionally show the 
 necessity of self-control. — J. Valentine. 
 
 I try to avoid the misdemeanors rather than to find 
 suitable punishments. — A. F. Jenks. 
 
 Corporal punishment is sometimes a necessity, but 
 we think the least possible the best. The encourage- 
 ment of a manly and womanly spirit among our schol- 
 ars is often more important than the things they learn 
 from books. — W. H. Beach. 
 
 With large scholars I am more successful with the 
 system of reading criticisms at noon and night cover- 
 ine all misdemeanors. I have a book on the desk in 
 
DISCIPLINE AND SCHOOL MANAGEMENT. 145 
 
 which they are written at the time of occurrence. 
 Pupils are very careful about having their names appear 
 on this book. 
 
 Again, I take them aside and appeal privately to 
 their sense of right and wrong. When the case is ob- 
 stinate, suspension and finally expulsion. In the lower 
 grades a system of merits and demerits works well. — 
 y. W. Simmons. 
 
 Punishments should be like the old lady's spice in 
 the pickles, "according to taste." — C. B. Thomas. 
 
 As to schoolroom misdemeanors, I make the punish- 
 ment of the same nature as the offense. As a privilege 
 is abused, I deprive the pupil of that privilege. If the 
 pupil is playing in school, I ask him to look up some 
 subject in the cyclopaedia. By this he may gain infor- 
 mation. Idleness is the parent of mischief ; I therefore 
 aim to give all plenty to do, and see that it is done. — 
 J. H. Orcutt. 
 
 Cultivate the habit of never showing vexation. There 
 seems to be a certain amount of felinity about the av- 
 erage small boy. This spirit of persecution is directed 
 against the teacher if easily harrassed or irritated. The 
 skill and ingenuity of the live teacher will be used to 
 guide this spirit rather than to crush it. Utilize these 
 activities of the child, and they at once become the 
 sources of his highest satisfaction and success. Save 
 the boy for good in spite of himself — S. S. Townsley. 
 
 Physical vigor is an important element of success in 
 the teacher. The teacher should regard it as a duty to 
 10 
 
146 1000 WAYS OF 1000 TEACHERS. 
 
 feel well. Then early hours, regular habits, good and 
 well prepared food, and an equable temper, combined 
 with a hopeful spirit, should constantly bless the teach- 
 er's life. Dr. Arnold used to say: "When I cannot 
 mount the library stairs two steps at a time, I shall 
 think it time for me to seek another calling," — 5. S. 
 Tozvnsley. 
 
 " Similia similibiis curantur" 
 
 The first way to secure obedience to commands is to 
 make every rule and regulation you lay down the sub- 
 ject of careful previous thought. Determine on the 
 best course, and be sure you are right ; then you will 
 gain confidence in yourself, and without such confidence 
 authority is impossible. Be sure that if you have any 
 secret misgivings as to the wisdom of the order you 
 give, or as to your own power ultimately to enforce it, 
 that misgiving will reveal itself in some subtle way, 
 and your order will not be obeyed. An unpremedi- 
 tated or an indefinite command — one the full signifi- 
 cance of which you yourself have not understood — 
 often proves to be a mistake, and has to be retracted. 
 And every time you retract an order your authority is 
 weakened. Never give a command unless you are sure 
 you can enforce it, nor unless you mean to see that it 
 is obeyed. You must not shrink from any trouble 
 which may be necessary to carry out a resolution you 
 have once laid down. It may involve more trouble 
 than you were prepared for ; but that trouble you are 
 bound to take in your scholars' interest and in your 
 own. We must not evade the consequences' of our 
 own errors, even when we did not foresee or even de- 
 
DISCIPLINE AND SCHOOL MANAGEMENT. MT 
 
 sire all of them. The law once laid down should be 
 regarded as a sacred thing, binding the law-giver as 
 much as the subject. Every breach of it on the schol- 
 ar's part, and all wavering or evasion in the enforcement 
 of it on your own, puts a premium on future disobedi- 
 ence, and goes far to weaken in the whole of your 
 pupils a sense of the sacredness of law. — J. G. Fitch. 
 
 For small boys and heedless ones I have a little plan 
 which pleases me. My desk is a box desk closed in 
 front, with a large opening behind. I sometimes re- 
 quire a troublesome boy to sit in behind this desk for 
 a while. He is there by himself and keeps quiet. — H. 
 H. Ballard. 
 
 I aim to anticipate trouble and thus avoid the neces- 
 sity to punish. I never scold nor talk about order, but 
 act promptly and say nothing. I check all wrong ten- 
 dencies at the very beginning. The best thing tried to 
 keep up interest is constant e7icoiiragement. — L. B.Irvin. 
 
 Consistent requirements, with eternal vigilance, yield 
 satisfactory results with me. — H. M. Hale. 
 
 The only form of punishment I ever deem necessary 
 is censure before the whole school, followed by report 
 to parent if the case proves stubborn. — W. A. Buxton. 
 
 A thoroughly organized, well treated school, under a 
 quick eye and a ready ear, seldom needs punishment. 
 I 'rarely punish two alike. Do not whip. Laughter 
 and merriment from the school are the severest things 
 I can use. — C, M. Ranger. 
 
148 lOCXD WAYS OF 1000 TEACHERS. 
 
 If a penalty for whispering or idleness is needed, I 
 generally impose fifty or one hundred words of one, 
 two, or three syllables, as the case may be, or a page 
 in United States History. I aim to treat my pupils with 
 the same respect that I expect from them, and they 
 understand me. I never threaten or promise, and sel- 
 dom excuse. — Herman Roe. 
 
 I think it does a mischievous young chap of twelve 
 or fourteen years of age good occasionally to take him 
 by the collar and exercise him for a minute or two in a 
 pretty lively manner. — F. J. Ostrander. 
 
 I endeavor to visit upon the offenders the obvious re- 
 sults of their own misdeeds as far as I am able. — 
 Anonymous. 
 
 I recognize the past and make due allowances for the 
 fact that boys are boys and girls are girls, and so I give 
 them a chance for a good hearty laugh now and then. 
 I have very little trouble with misdemeanors, and have 
 not whipped a boy or girl in any department for five 
 years. — W.K. Wickes. 
 
 Dealing with whisperers is hard work. We allow to 
 all pupils who obtain an average of ninety per cent, in 
 attendance, deportment, and recitation for one month, 
 one holiday in that month. Whispering takes grade 
 from deportment ; hence it costs a pupil to whisper. 
 Our best method of checking whispering is to give the 
 pupils all they can do, and then watch them and see 
 that they do it. Eternal vigilance is the price of good 
 order. — J. W. McKinnon. 
 
DISCIPLINE AND SCHOOL MANAGEMENT. 149 
 
 I take pains always to be kind even under provoca- 
 tion. I take every means to preserve the pupil's self- 
 respect and arouse it if dormant. I usually inform a 
 pupil of his punishment privately unless the disorder 
 has attracted general notice. I seldom point disorder 
 unless it is necessary to do so to prevent general dis- 
 order. I notice the first attempts to take liberties. I 
 never punish a pupil until I am positive he is guilty, 
 and then never allow the first word of excuse. I act as 
 my own detective. I make no fixed rules of order, but 
 when I observe a bad tendency I request that it may 
 not occur again, and leave it to the pupils' discretion. 
 I require each one to give attention to his own work. — 
 C. E. Lowry. 
 
 If I see pupi-ls whispering, conferring about work, or 
 disorderly in any way, I silently mark down and detain 
 at night. If this occurs too frequently, I refer the mat- 
 ter home. If much out of order, I name the pupil, 
 requesting him to stand ; then talk to him. These 
 methods work the best of any I have ever tried. — H. 
 M. Enos. 
 
 I govern by " moral suasion " as far as it will go, 
 and when that fails I use a shingle. (This is a lumber 
 region and shingles are plenty). We publish the names 
 in our county paper of those who are neither absent 
 nor tardy. This serves as a stimulus with some to 
 keep them in school. — Newton Wiest. 
 
 If a pupil in my room is caught whispering, I give 
 him a chance to talk by asking him questions and com- 
 pelling him to stand until he answers. — J. B. Mechling. 
 
160 lOOO WAYS OF lOOO TEACHERS, 
 
 I have no rules and no punishments for my pupils. 
 An expression of disapproval of any misconduct is all I 
 give. — E. L. Wells. 
 
 When little fellows will persist in communicating — 
 let them be caused to learn a piece to be spoken before 
 the school at the time when it will punish them worst. 
 
 Communication is forbidden by the printed rules of 
 the district. Scholars violating the rules are suspended 
 and required to bring a written statement signed by a 
 majority of the board before being reinstated. Badges 
 of honor are given at the close of the term to those 
 who have been faithful. — G. A. O singer. 
 
 When it is necessary for me to resort to corporal 
 punishment, with my watch in one hand I stop one- 
 half minute between blows. — Anonymous. 
 
 If I find a boy acting mean, that is, doing wrong 
 knowingly and intentionally for spite, I shake him up 
 without comment, and I do not take pains to be easy 
 about it. A large boy or girl with average intelligence 
 must comply like a gentleman or lady with all school 
 requirements, or make room for some one who will act 
 decently. I try to be prompt and decided but kind 
 and reasonable in every movement about the school 
 room. — W. H. Campbell. 
 
 I don't whip much. There are many ways to pun- 
 ish that are so much better. I don't intend to have 
 a pupil outgeneral me in any way. Having been 
 through boyhood myself and knowing something- of it, I 
 
DISCIPLINE AND SCHOOL MANAGEMENT. 151 
 
 make it a point to beat any boy or girl at any game he 
 or she may start, and make him feel so small that he 
 will not try to repeat it. I have a seat for bad cases of 
 whispering that cures by making it impossible. I study 
 such punishments as can be protracted at pleasure with- 
 out injury to the pupil ; and that is more satisfactory 
 than any other mode. A boy hates to be led around 
 by a string, which makes him an object of ridicule (that 
 I sometimes allow and sometimes suppress). To keep 
 a boy from being spoken to by his mates will become 
 monotonous after a few days ; but it requires care to see 
 that the order is obeyed. The general law is "beat 
 them," but not with the rod. — S. M. Knowles. 
 
 Commending the good is a strong means of preserv- 
 ing a high standard. — 5. P. Bates. 
 
 My rule is, " Punish seldom and judiciously." Re- 
 move if possible the causes of misdemeanor, and the 
 necessity of punishment no longer exists.— T. J. 
 Walsh. 
 
 Some teachers are successful in breaking up fighting 
 by tying the arms of the offenders for a period. 
 
 One teacher with whom the author has had corre- 
 spondence cured a boy of running away from school by 
 taking the boy home with him and keeping him for 
 three or four days. 
 
 I attach no penalties to the various misdemeanors of 
 the schoolroom, but try to keep the room quiet by 
 keeping quiet myself — L. E. Irland. 
 
152 lOOO WAYS OF 1000 TEACHERS. 
 
 Two of the oldest boys of my school in the excite- 
 ment of snow-balling got into a fight. My attention 
 was directed to it in time to check it before either was 
 seriously hurt. After school was called I informed 
 them that the penalty for such an action was whipping. 
 In the afternoon, having previously provided two raw- 
 hide whips, I called out these two boys who had en- 
 gaged in fight, together with others who had seen it, 
 into the hall, informing them that it was well for the 
 whipping to occur under the very tree where the fight 
 occurred — to which we then repaired. Arriving there 
 I told them that the custom of whipping for fighting 
 was of ancient origin, and that even the scriptures said 
 " An eye for an eye" and " a tooth for a tooth," that we 
 should abide by the custom; but as blows were painful 
 to flesh, and yet as some person or thing must receive 
 the flogging I was persuaded that the tree which had 
 no nerves should receive the castigation. I thereupon 
 required each to give the trunk of the tree 50 blows 
 with a rawhide as hard as he could strike. Panting 
 and blowing, at fifty strokes they were tired out and 
 punished with a punishment that lasted, for it was a 
 long while before they heard the last of it from the 
 boys who witnessed it and from the community. — 
 A no7tymoiis. 
 
 A certain teacher had a pupil who was annoying in 
 that the boy was impudent and disobedient. One 
 evening he detained the boy after school, and having 
 talked to him for some time in regard to his offenses, 
 got him with tears in his eyes to admit that he had 
 done wrong and was deserving of punishment. There- 
 upon the teacher took his pocket blank-book and wrote 
 
DISCIPLINE AND SCHOOL MANAGEMENT. 153 
 
 xipon a fresh page the following : "For being impudent I 
 deserve a punishment." " For being disobedient I de- 
 serve a punishment." He asked the boy if he was will- 
 ing to subscribe to it, which, the boy assenting, he was 
 requested to sign ; and he did. The teacher then told 
 Tiim that at any future time he should feel at liberty to 
 .administer those punishments, but would not that 
 evening. After a few days, when the boy gave evi- 
 dence of growing careless, the teacher asked him very 
 -suddenly one day if he recollected the conversation of 
 a previous evening, and the boy responded that he did, 
 the teacher informed him that he was ready to attend 
 to one of the punishments right then and there, which 
 Tie did in perfect good nature and with good grace. 
 The boy never needed the other. 
 
 The teacher's private blank-book is a thing of great 
 importance in the eyes of the pupils, and to have their 
 names taken by him and placed upon a " black list" in 
 it, is, to some, exceedingly mortifying — that they should 
 "be held so low in their teacher's estimation ; — nor 
 should their names be entered there without the pupils 
 have opportunity to redeem themselves and have their 
 names rubbed out or torn out. 
 
 The teacher himself can keep the deportment of the 
 school by a system of marks by which the pupils' stand- 
 ing is lowered. Ten, one hundi^ed, or one thousand is 
 generally used to indicate perfect. In marking at the 
 Northern Illinois State Normal University, where lOO 
 is perfect, an " m" counts off ten, and an " i " deducts 
 Jive. The teacher may use them according to his 
 judgment, letting the marks take off respectively five 
 
154 1000 WAYS OF 1000 TEACHERS. 
 
 and one or any other amounts. In a State Normal 
 School of New York i,ooo is the standard for perfect 
 
 Before a boy is flogged he should be informed clearly 
 and explicitly what the punishment is for, and should 
 be convinced beyond doubt by the action of his teacher 
 that the whipping is not done through malice or re- 
 venge, nor yet in anger. No pupil should be whipped 
 while he is angry, for then he is not open to conviction. 
 
 Little fellows who are caught fighting may be taught 
 a lesson which they will never forget by being giv- 
 en each two juicy saplings and compelled to persist 
 in whipping each other about the legs until both are 
 worn out. They should then be made to shake hands 
 and kiss. — Anonymous. 
 
 In a primary school the author has seen two little 
 boys, who had been fighting, called up before the 
 school by the teacher and compelled to kiss each other 
 twelve times upon the mouth, and at the close of school 
 to go from the house to the gate with their arms 
 around each other. 
 
 Some pupils are kept in subjugation by not knowing- 
 what may be the next move of the teacJier in case they 
 are disobedient. They should be made to feel that 
 there is plenty of power in reserve. 
 
 The sending of pupils from the room with an appro- 
 priate injunction is used with effect by some teachers. 
 Especially is it a punishment when thereby they lose 
 some exercise in which they are interested. 
 
DISCIPLINE AND SCHOOL MANAGEMENT. 155 
 
 The promiscuous seating of boys and girls where 
 such a thing has never been resorted to is sometimes 
 attended with wholesome effects ; not having a boy 
 and girl in the same desk, but let the desks in a row be 
 filled alternately with boys and girls. 
 
 The changing of a pupil's seat is effective as a pun- 
 ishment only as he is peculiarly attached to the seat he 
 leaves or is placed in a seat he peculiarly dislikes. 
 
 I find that keeping a strict account and furnishing 
 parents with a monthly statement of the pupils' deport- 
 ment are, combined, the most potent remedies. — W, 
 E. Coleman. 
 
 Our punishments are detention at recess and after 
 school, seating in a chair at the front of the room, and 
 as a last resort, punishment ; and in this age of law- 
 suits the ferule is preferred, as the palm of the hand 
 will show more dimly the effects of punishment. — D. 5. 
 Elliott. 
 
 We do not have any particular punishment for any 
 particular offense, being governed by circumstances^ 
 using such as loss of seat, reciting to superintendent,, 
 studying in superintendent's office, sometimes corporal 
 punishment, and last, but not least, suspension, either 
 definitely or indefinitely. — J. R. Trisler. 
 
 A roll of honor may be written prominently upon 
 the front board at the beginning of each month, in 
 which shall be included the name of every pupil in the 
 room. As any are disorderly during the month, their 
 
156 1000 WAYS OF lOOO TEACHERS. 
 
 names should be erased — all starting with their names 
 on the roll at the beginning of each month. 
 
 When rolls of honor are published in the home 
 paper, the requirements to entitle a pupil's name to be 
 placed in them should be so rigid as to let it be an 
 honor to have it enrolled therein. 
 
 Set a bad boy to doing something which he 
 thinks is helping you, even if it is not in the line of 
 study. Thus, have him pick up the chalk at the board, 
 or paper on the floor, or have him look up a given list 
 of words in the dictionary, to see if they be spelled cor- 
 rectly, etc. 
 
 Boys who are disagreeable upon the play ground by 
 being overbearing, can be rendered docile by having 
 their hands tied securely, with the order to the others 
 that they are not to untie them. This can be contin- 
 ued until a change is effected. 
 
 The author has known a teacher to break up paper- 
 wad chewing by compelling a pupil caught in the act 
 to chew before the school and throw into the waste 
 basket a few sheets of clean paper. 
 
 "Solitary confinement" can be approximated by 
 liaving the disobedient pupil sent into the "entry" or 
 hall, to ponder upon the error of his ways. 
 
 Candidly, teacher, how would it do to work upon the 
 feelings of a bad boy, and when he is seriously sorry, 
 have him whip you •■* 
 
DISCIPLINE AND SCHOOL MANAGEMENT. 15T 
 
 Have music by all means. If you cannot sing, let 
 those lead who can. 
 
 In small places it is a good idea to have a report of 
 the school posted conveniently in the postoffice at the 
 first of each month to remain during the month. This, 
 may include : 
 
 Number Enrolled. 
 
 Average Daily Attendance. 
 
 Number of Absences (Days). 
 
 Number of Tardinesses. 
 
 Punishments. 
 
 Number of Visitors. 
 
 — Signed by the Teacher. 
 
 Old people sometimes like to see their names in 
 print as well as young ones. It is therefore a good 
 policy to publish the names of visitors occasionally, if 
 you desire to have parents frequent the school. 
 
 Never make the study of the Bible a punishment. — 
 Page. 
 
 When scholars do wrong it is sometimes best to 
 withhold immediate reproof, but to describe a similar 
 case in general instruction. — Page. 
 
 Avoid those punishments which, from their nature,, 
 imply in the inflictor a love of prolonged torture. 
 
 In making programmes, indicate the work of the 
 class that is not reciting as well as that which is. — 
 Hand-Book Denver Public Schools. 
 
158 lOOO WAYS OF 1000 TEACHERS. 
 
 I believe that the honor of a whole room can be ap- 
 pealed to and a state induced so that a pupil who is 
 disorderly in absence of the teacher shall be made to 
 feel the contempt of the whole room. — Anonymous. 
 
 Noisy boys who delight in making a disturbance or 
 unnecessary confusion in passing out can be punished 
 and reformed by being allowed to pass alone, one step 
 at a time, as the teacher taps the bell or counts. 
 
 I have practiced during the past year giving the pu- 
 pils their monthly report cards in the order of the 
 pupil's rank in scholarship, with a few words of com- 
 ment. The effect has been to stimulate most of the 
 class to make an effort to improve. — Anonymous. 
 
 Corporal punishment is a delicate and serious meas- 
 ure in school management, and would better in most 
 cases be relegated to the homes. — Hand-Book Denver 
 Public Schools. 
 
 A friendly rivalry for excellence in reports with 
 neighboring schools can be used as a powerful auxiliary 
 in school management, especially where the schools 
 compete for superiority in attendance and punctuality. 
 These are things which admit of little dispute, being 
 based on fact. Grades in scholarship and deportment 
 are matters of opinion. 
 
 In higher grades encourage the establishment of a 
 a school library or a school cabinet of curiosities. 
 These can be supplied by direct contribution of the 
 pupils or patrons, or the books for the former may be 
 
DISCIPLINE AND SCHOOL MANAGEMENT. 159 
 
 purchased out of school money arising from school ex- 
 hibitions or entertainments. Have an encyclopaedia, a 
 dictionary, and a gazetteer by all means. 
 
 Use the first five minutes of a recitation for review. 
 Avoid governing too much. 
 
 I use the following method : A sort of currency called 
 merits was established, and every exercise had its value. 
 Every child knew exactly what he was entitled to in 
 ordinary cases ; and, in extraordinary cases a fair val- 
 uation was made. I always exercised the right to do 
 justice in particular cases. Every term it was under- 
 stood that a certain sum called the merit fund would 
 be distributed among the pupils in proportion to the 
 number of merits each received. Of course the value 
 of a merit depended upon the total number obtained by 
 all the scholars. If the fund was $10.00 and the num- 
 ber of merits 60,000 — sixty merits would be equal to 
 one cent. This in a pecuniary point of view was next 
 to nothing ; and yet it was sufficient to induce every 
 pupil to take good care of his exercises, and led to a 
 more careful attention to the school x&zoxdi.—Fowle' s 
 Teachers' Institute. 
 
 In conducting a recitation it is assumed that the class 
 is an organized assembly with the teacher as chairman. 
 No scholar has a right to the floor (using parliamentary 
 language) till he is recognized by the teacher. The 
 raising of the hand signifies that he wishes to obtain 
 the floor, but does not give him a right to it without 
 the assent of the chairman. The teacher should be 
 
160 1000 WAYS OF 1000 TEACHERS. 
 
 particularly watchful on this point ; otherwise scholars 
 conceive that whenever they raise their hands they may 
 speak. Thus the object of raising the hand is defeated 
 and disorder is the result. — Holbrookes Methods. 
 
 There is connected with the high school of Fostoria,. 
 Ohio, a reading room, which is open from 8 A. M. 
 to 5 P- M., for the accommodation of the pupils of 
 the schools. It has two daily papers and nearly all tl e 
 leading periodicals of the day. This method has been 
 taken to prevent the reading of trashy literature by the 
 pupils. The periodicals are obtained by subscription 
 from pupils and teachers. 
 
 The large bell or warning should be rung for five 
 minutes before the opening of the school in the morn- 
 ing and afternoon and before the close of the recess, 
 that all may have due notice and time to repair to- 
 their seats and be ready for work at the tap of the 
 small bell by the teacher. Always be prompt in calling 
 to order. 
 
 ^' A bad boy can frequently be reformed by having 
 ■■ confidence reposed in him. Let him do something that 
 assists you or some pupil when you observe that he is 
 inclined to be out of order. The nature of the work 
 assigned to him must depend on the boy. Convert 
 thus indirectly his propensity for doing bad into a de- 
 sire to do good. 
 
 It must be deeply impressed upon the mind of the 
 child that it is unjust for one to do what all may not 
 properly do. The school is a little community ; here 
 
DISCIPLINE AND SCHOOL MANAGEMENT. 161 
 
 should be taught the fundamental principles of true 
 liberty and civil government. Let the pupils feel that 
 you are willing to give them the greatest liberty con- 
 sistent with the general welfare. Teach them that the 
 boy or girl who attracts the attention of a seat-mate 
 by whispering to him is infringing upon the rights of 
 others. When this lesson is learned a great step has 
 been taken toward the accomplishment of our purpose 
 — the abolishment of whispering. — y. B. Estee. 
 
 WHISPERING : 
 
 1. Keep the pupils busy. 
 
 2. Treat them politely. 
 
 3. Consider whispering as disorder simply. 
 
 —D. G. Wright. 
 
 By allowing one or two minutes at the close of each 
 recitation, or each half-hour's work, for communication, 
 it is not a difficult matter to secure practical non-com- 
 munication for the rest of the time. — Indiana School 
 jfournal. 
 
 The school is a true democracy. No rule or law 
 should be passed without the consent of the governed. 
 If pupils do not realize it to be their duty to obey a 
 command it will not be obeyed. Before requesting 
 anything of a pupil cause him to see that it is to his 
 advantage to do it. My best success in school govern- 
 ment is in having few rules and none to which the 
 school does not give its consent. Thus, the pupils are 
 thrown upon their own responsibility and learn to 
 govern themselves, and are better prepared for the 
 duties of hfe when they become men and women. Al- 
 ii 
 
162 1000 WAYS OF lOOO TEACHERS. 
 
 ways give your pupil a chance to do what is right. It 
 is the teacher's duty to teach not to govern. — G. W. 
 Hce7tshel. 
 
 A teacher asked me : " What is your remedy for 
 noisy slates .''" And I told her as follows : 
 
 I write to the mother (by impression from hekto- 
 graph) about thus : " Mrs. : The clatter of slate- 
 frames prevents the quiet Avhich is necessary for 
 study ; therefore we are trying to have all our slate- 
 frames covered. I would consider it a great favor if 
 you would put a binding of woolen goods — either new 
 or old, — on this slate, and send it back to-morrow." 
 
 I tell the children the necessity of quiet slates ; put 
 the name of each mother on the notes, send the notes 
 and slates home by the pupils, charging them to bring 
 their slates back, — covered, — the next day. Some- 
 times they come back with " Mother didn't have time," 
 *' Ma didn't have any suitable goods," " My ma didn't 
 have time." Then I take the strip of goods I have my- 
 self prepared, take thimble, needle, and coarse black 
 thread from the desk, give up my resting minutes to 
 the work of covering slates ; and before the first week 
 has passed, our slates are quiet for the year. — School 
 Journal. 
 
CHAPTER X. 
 
 ABSENCE AND TARDINESS. 
 
 I admit no tardy pupils for half an hour (unless 
 they have a written excuse) and then mark them ab- 
 sent for half a day, and send a printed blank to pa- 
 rents for their excuse for tardiness or absence, which 
 the pupils must return. — J. C. Gregg. 
 
 Our teachers use their united efforts to prevent ab- 
 sence, mostly by visits to parents, which meet with 
 good results. Pupils tardy are required to report to 
 the superintendent after school hours, and in his pres- 
 ence make up lost time by some useful exercise on the 
 black-board, and here the tardiness is reduced to a 
 minimum. — y. R. Trisler. 
 
 I find that having the scholars go through some in- 
 teresting exercise in the morning, such as marching, 
 has a good effect in preventing tardiness. — A. W. Sul- 
 livan. 
 
 A scholar tardy to-day without an excuse, loses his 
 seat to-morrow ; a scholar absent recites all his back 
 lessons before he joins his classes. — C. M. Ranger. 
 
 (163) 
 
164 lOOO WAYS OF lOOO TEACHERS. 
 
 For absence the pupil loses his recitation credit, and 
 is consequently lowered in rank on monthly report. 
 For tardiness I sometimes keep the pupil for double the 
 time lost. — Anonymous. 
 
 For tardiness we use emulations — prizes — making" 
 up double time, copying fifty lines from the cyclopedia^ 
 etc. — A nonynious. 
 
 When pupils can be made to look upon unnecessary 
 absence and tardiness as decidedly discreditable and 
 improper, there is little further trouble from these 
 sources. — A nonymous. 
 
 " Attend to business or leave " is the rule at the Kan- 
 sas Agricultural College, Manhattan, Kan. 
 
 The best way to prevent tardiness of which I know 
 is to educate pupils against it. — Anonymous. 
 
 The thing with us which directly bears on the at- 
 tendance inside the school is that absences count zero- 
 in recitation except those excused for sickness. Pupils 
 are ranked monthly. — Anonymous. 
 
 To prevent tardiness I give credit marks to those 
 who are early, and sometimes tell a story, or have a. 
 song sung to incite them to be early. — Judson Durham. 
 
 I require tardy ones to remain at night and make, up- 
 time by study, never excusing them short of ten min- 
 utes, and sometimes twice the time tardy. For absence 
 I require the pupils to make up lessons lost on first day 
 
ABSENCE AND TARDINESS. 
 
 165 
 
 of returning ; at least, make them study them and put 
 a good dose of those into next monthly examinations, 
 when if they fail, I put them back. — H. M. Enos. 
 
 We show to the class that a pupil who has been ab- 
 sent is behind, by giving questions to him, and I find 
 that it has a good effect. I appeal to the reason and 
 better feelings of the pupils. — jf. B. Mechling. 
 
 The best rule that I can give for punctuality and at- 
 tendance is to make the school a more desirable place 
 than any other. — Anony??ious. 
 
 I find that if pupils are required to register their tar- 
 diness they will try to be more punctual. I have on 
 the black-board near the door a diagram like this : 
 
 Tuesday, December 23, 1881. 
 
 A. M. 
 
 P. M. 
 
 pupil's no. 
 
 MIN. LATE. 
 
 pupil's no. 
 
 MIN. LATE. 
 
 
 
 
 
 Each tardy pupil as he come in steps to the board 
 and puts down his number of minutes late. This is 
 copied into the register in the evening. — W. E. Coch- 
 ran. 
 
 Pupils who are tardy are required on entrance to 
 write their names on the black-board, with reason for 
 being late, and number of minutes late, and then I 
 write the demerits for tardiness close by and permit it 
 to remain the entire day. Boys and girls get it by 
 
166 lOOO WAYS OF lOOO TEACHERS. 
 
 heart and tantalize each other by repeating it to them, 
 and talk of it at home. — W. D. May field. 
 
 In my school all the pupils want to sit on the back 
 seats, therefore I say, " Any one who is out two days 
 will lose his seat, one from the front taking it if he is 
 punctual," — H. L. Bemis. 
 
 To prevent tardiness I say, " I will not tolerate it," 
 and I succeed well. Moral suasion, shame, sarcasm 
 {sparingly), loss of all recess except three minutes are 
 slight punishments. When these fail I try an applica- 
 tion of a brush to the calves of the legs. — Anonymous. 
 
 Unless assured the tardiness was unavoidable, tardy 
 pupils are not admitted, and four half-day absences sus- 
 pend them until they obtain permission of the board to 
 enter. — S. P. Hutchinson. 
 
 Let a tardy song be learned by the school to be sung 
 on the entrance of a late pupil. 
 
 My school time is five minutes slower than railroad 
 time. I arrive at the school house at 8 ; find the 
 house in order for school and pupils enough there for 
 me to commence upon. Every pupil is commonly at 
 work upon his lesson at 8:40. Roll-call occupies from 
 five seconds before 9 to 9 o'clock. Each one who is 
 not present at roll-call, coming in afterward, remains 
 after the other scholars have gone, to have his attend- 
 ance entered upon the schedule. This detention is not 
 a penalty inflicted for being tardy, but to enable me to 
 have the schedule show the attendance correctly. By 
 
ABSENCE AND TARDINESS. 16Y 
 
 the time I have my schedule, pen and ink duly ar- 
 arranged, and the attendance entered, the other pupils 
 are one-fourth mile from the school house. Tardy 
 ones have lonely walks. Cases of tardiness are rare. — 
 B. G. Roots. 
 
 For tardiness in our intermediate grades, deprivation 
 of the customary recess, increasing as the tardiness in- 
 creases, thus : First time, one recess ; second time, 
 two. We do not, under any circumstances, keep a 
 scholar in during a whole session, — C. S. Wilder. 
 
 Impress upon their minds that tardy pupils make 
 tardy men and women — that tardiness will produce 
 negligence and carelessness, that in being tardy at 
 school they are forming the habit of going through life 
 tardy, always behind time, their work always crowding 
 them to such an extent that they will never in their 
 lives get ahead of it and have a resting spell. 
 
 When the teacher observes that two or three are not 
 present, he might introduce some pleasant little exer- 
 cise out of the regular routine of work, which will be 
 enjoyed by all, and about which they will afterward 
 talk, so as to cause those who are late to see when they 
 come that they have missed something interesting. 
 
 The author is acquainted with a teacher who re- 
 quires tardy pupils who do not bring with them satis- 
 factory excuses to write upon the "black-board their 
 names and the number of minutes tardy as follows : 
 For the first tardiness, five times ; for the second, ten ; 
 for the third, twenty ; for the fourth, forty, etc. Thus, 
 
168 lOOO WAYS OF 1000 TEACHERS. 
 
 John Smith, who comes in late, steps to the black- 
 board and writes, by the direction of the teacher, the 
 following : 
 
 John Smith, tardy eight minutes. 
 
 John Smith, tardy eight minutes. 
 
 John Smith, tardy eight minutes. 
 
 John Smith, tardy eight minutes. 
 
 John Smith, tardy eight minutes. 
 Knowing that his punishment is increased each suc- 
 ceeding time, he lets his tardinesses be few and far be- 
 tween. The teacher should have the names written 
 neatly, and so systematically as to be easily counted. 
 
 Or, make him (the tardy one) figure up, if he can, 
 the total time lost if the school had been as late as he, 
 and how much it would be worth at 20 cents per hour, 
 etc. 
 
 In cases of often repeated truancy, when the teacher 
 has the co-operation of parents, a good antidote is to 
 give the pupil a statement each night, directed to the 
 parent, stating that the pupil has been in attendance 
 during the day. This should be attended to with never 
 failing regularity so that the parent may know for a 
 surety that when his child brings home no statement at 
 night he has been delinquent at school during the day. 
 A mention of any good thing the pupil has done during 
 the day would also have a wholesome effect. 
 
 A tardy roll might be kept in a prominent part of 
 the room, headed, according to circumstances, some- 
 thing like the following : " Thoughtless, careless, pupils. 
 We have no pride in the report of our room." Those 
 
ABSENCE AND TARDINESS. 169 
 
 who come in late being required to sign their names 
 beneath in order. The names should be erased monthly. 
 
 We suspend four days for unnecessary absence and 
 ■detain a half hour after school for tardiness.— d7. E. 
 
 JLowry. 
 
 In no case should the pupil be kept after school to 
 make up time lost by tardiness when he can see that it 
 is as much a punishment for the teacher to remain as 
 for him. It should be arranged at such a time as will 
 appear to inconvenience the teacher the least. 
 
 The better the school the fewer the absences. 
 
 In graded schools, consisting of two or more rooms, 
 a friendly wholesome rivalry can be awakened some- 
 times by indirect methods. Thus, two neat and attract- 
 ive pictures might be supplied by the Board of Educa- 
 tion, each to remain respectively in the room which 
 liad during the previous month the fewest cases of ab- 
 sences or tardiness. By this means the pupils them- 
 selves are interested. 
 
 I strive to encourage a friendly competition among 
 the pupils by ranking, making it a punishment (great 
 to them) to incur a demerit or diminution in their 
 standing which absences or tardinesses from any re- 
 quired exercises always bring. — Anonymous. 
 
 So strong is the desire among the pupils to keep 
 •down tardiness that a child dreads the frown of the rest 
 of the school in going in late. — A nonymous. 
 
lYO lOOO WAYS OF 1000 TEACHERS. 
 
 We depend more upon enthusiasm for school work 
 to prevent tardiness than any other means. — J. Fair- 
 banks. 
 
 Badges of honor are given at the close of the term ta 
 those who have been punctual. — Anonymoics. 
 
 For tardiness I require a written excuse from the 
 parent, and have a personal interview with the pupiL 
 — A nonymous. 
 
 We make it so thoroughly unpleasant for a tardy^ 
 scholar, we seldom have a case. — B. L. Dodge. 
 
 Monitors report those absent or tardy. Pupils dis- 
 like to have their names mentioned thus publicly, and 
 make an effort to be punctual. — W. H. Beach. 
 
 Reason would dictate that there should be no bodily 
 punishment for absence or tardiness except where pa- 
 rents fail to excuse, and then only in extreme cases. 
 
 A pupil may be sent home for his excuse when tardy. 
 
 Or, in extreme cases, be deprived of the privilege of 
 entering. 
 
 Attendance and punctuality go together, and are 
 equally important ; neither must be secured at the ex- 
 pense of the other. As a rule, rewards and punishments 
 are of little avail. Regular attendance is absolutely 
 necessary to make thorough scholars, and punctuality 
 is just as necessary to avoid disturbance of regular 
 
ABSENCE AND TARDINESS. 171 
 
 school work. First, the teacher must be thoroughly 
 in earnest ; he must be enthusiastic. He must be 
 always at his place ; he must never be tardy ; he must 
 be prompt and exact in everything he does. Second^ 
 the teacher must make school work pleasant and at- 
 tractive. By personal influence with his pupils he 
 creates a " Pride in our School." He appoints a com- 
 mittee on attendance and a committee on punctuality. 
 He gets the community interested by his influence 
 over his scholars, and by his acquaintance and talks 
 with parents. 
 
 The following is the plan in use by a graded school 
 of eight departments : At the afternoon recess of each 
 day, each department teacher sends to the principal a. 
 report of the attendance, punctuality and average of 
 her school for the day. The principal summarizes 
 these, placing the highest average at the head of 
 the list, and furnishes each teacher with a copy of 
 the same ; this is read to the school and shows the 
 relative average of each department. At the end of 
 the school months, similar monthly reports are made 
 The department having the highest average is given a. 
 neatly-framed "Roll of Honor, No. i," which is hung" 
 in the room for the coming month. Each department 
 has its " Roll of Honor," the number corresponding" 
 with the average attendance and punctuality. The 
 strife is as great to avoid getting a low number as to^ 
 secure a high number. When absences or tardinesses 
 occur, the teacher or principal or both talk kindly with 
 the scholar, learns the true cause of the absence or 
 tardiness, and shows an unselfish interest in the schol- 
 ar's welfare. Frequent communication with parents 
 
172 1000 WAYS OF 1000 TEACHERS. 
 
 and visits to them will secure their good will and co- 
 operation. With the good will and help of both 
 scholars and parents, the average attendance and punct- 
 uality can be raised as high as it is possible to be 
 brought in a healthy and normal state of affairs. 
 
CHAPTER XL 
 
 SAYINGS OF EXPERIENCED EDUCATORS. 
 
 The teacher should creat an interest in study, incite 
 curiosity, promote inquiry, prompt investigation, inspire 
 self-confidence, give hints, make suggestions, and tempt 
 pupils to try their strength and test their skill. — Wick- 
 ersham. 
 
 Never punish when angry. 
 
 Subscribe for some educational journal. 
 
 Require prompt and exact obedience. 
 
 The true order of learning should be : First, what is. 
 necessary ; second, what is useful ; third, what is orna- 
 mental. To reverse this order is like beginning to- 
 build at the top of the edifice. 
 
 Never indulge in anything inconsistent with true 
 politeness. 
 
 Human perfection is the grand aim of all well direct- 
 ed education. The teacher should have ever present 
 
 (1Y3) 
 
1Y4 1000 WAYS OF 1000 TEACHERS. 
 
 the ideal man whose perfection he would realize in the 
 children committed to his care, as the sculptor would 
 realize the pure forms of his imagination on the rough 
 marble that lies unchiseled before him. 
 
 Remember that your work, if done aright, will make 
 you a complete man or woman ; it will, like any busi- 
 ness, give you a better judgment, more information, 
 and a wider range of thought. 
 
 Avoid all undue self-sufficiency. 
 
 Avoid servile imitation of any model. 
 
 Never attempt to teach too many things. 
 
 Ask two questions out of the book for every one in it. 
 
 Let every lesson have a point, either immediate or 
 remote. 
 
 Activity is the law of childhood ; accustom the child 
 to do, and educate the hand. 
 
 Guard against prejudice on entering a school. 
 
 Never speak in a scolding, fretful manner. 
 
 The teacher must understand that on which he oper- 
 ates. 
 
 Never use a hard word where an easy one will ans- 
 wer as well. 
 
SAYINGS OF EXPERIENCED EDUCATORS. 175 
 
 Make the school room cheerful and attractive. 
 
 Do not allow pupils to direct their own studies. 
 
 Remember that your capital is your health, your 
 education, your liberty, your determination to brighten 
 and improve yourself and your power to teach others. 
 
 Proceed from the known to the unknown, from the 
 particular to the general, from the concrete to the 
 abstract, from the simple to the difficult. 
 
 Avoid reciting for a pupil or class ; it will do the 
 pupil no more good than to eat his dinner for him. 
 
 Teach your pupils how to study and think systemat- 
 ically and connectedly. 
 
 Remember that in teaching, as in everything else, 
 you must have a good deal of capital invested to obtain 
 large proceeds. 
 
 Never tell a pupil to do a thing unless convinced he 
 can do it. 
 
 Never let your pupils see that they can vex you. 
 
 Cultivate faculties in their natural order ; first form 
 the mind, then furnish it. 
 
 Remember that you ought to be more deeply inter- 
 ested in your school every day, as every business man 
 is in his business. 
 
176 lOOO WAYS OF 1000 TEACHERS. 
 
 Avoid invidious comparisons of one child with an- 
 other. 
 
 Remember that your duty consists not in keeping" 
 your pupils still and getting replies to questions, many 
 of which you could not answer yourself. 
 
 Never be slow to commend a pupil for good work or 
 deportment. 
 
 Teach self-government. It is the only government. 
 
 Speak grammatically to your pupils ; speak kindly,, 
 too. 
 
 Never let any known fault go unnoticed. 
 
 Be prompt in beginning and dismissing. 
 
 Leisure is sweet to those who have earned it, but 
 burdensome to those who get it for nothing. 
 
 Cultivate a pleasant countenance. 
 
 He that studies books alone will know how things. 
 ought to be. He that studies men will know how 
 things are. 
 
 Reduce every subject to its elements ; one difficult}^ 
 at a time is enough for a child. 
 
 Cultivate the voice, eye, ear and hand ; avoid loud^ 
 harsh speaking or singing. 
 
SAYINGS OF EXPERIENCED EDUCATORS. lYY 
 
 As the treasures of knowledge are mainly contained 
 in books, pupils should be early taught how to use 
 them. The rapid, discursive and thoughtless manner 
 in which books are now read by our youth is one of the 
 greatest obstacles to the progress of a sound education; 
 
 Never magnify small offenses. 
 
 Do not be hasty in word or action. 
 
 Teach both by precept and example. 
 
 Proceed step by step — be thorough ; the measure of 
 information is not what the teacher can give, but what 
 the pupil can receive. 
 
 Know what you desire to teach. 
 
 Teachers should be judged not by the amount of 
 knowledge which they seemingly impart, but by their 
 efforts to induce the child to acquire knowledge for 
 himself. 
 
 Other things being equal, the most intelligent are 
 the most industrious. 
 
 Do not continue recitations beyond the regular time 
 appointed for them. 
 
 Govern by quiet signals as far as possible. 
 
 Natural fitness for the duties of the teacher should be 
 the first consideration by those intending to enter the 
 12 
 
1Y8 lOOO WAYS OF lOOO TEACHERS. 
 
 profession. No amount of training can compensate for 
 natural deficiencies. Earnest determination to excel 
 may do much to stimulate one on against his natural 
 bent ; but, when a crisis comes, the artificial character 
 so laboriously induced will break down, and the unfit- 
 ness of the teacher will become apparent to himself and 
 his district.— W. E. Bellows. 
 
 The common schools are the stomachs of the country 
 in which all people that come to us are assimilated 
 within a generation. When a lion eats an ox the lion 
 does not become an ox, but the ox becomes lion. So 
 the emigrants of all races and nations become Amer- 
 icans, and it is a disgrace to our institutions and a 
 shame to our policy to abuse them or drive them away. 
 — Henry Ward Beecher. 
 
 The teacher is like the crutch ; its object is not to 
 support the child through life, but to support him until 
 he has strength enough to walk without it. — Educa- 
 tional Weekly. 
 
 The marking down of courses of study, and the cal- 
 culation of per centages, have given the public the idea 
 that education is synonymous with the acquirement of 
 an amount of information. The fixing of a course of 
 study has done an infinite deal of harm. Subjects 
 should be studied, and even these may be so pursued 
 as to render the advantage a mere verbal one. — N. Y. 
 School journal. 
 
 Every thought and action of your life, from infancy 
 to manhood, has a bearing more or less direct on your 
 
SAYINGS OF EXPERIENCED EDUCATORS. 179 
 
 work as a teacher. In other words, the teacher com- 
 mences to develop an influence and constantly adds to 
 his character that which will make him either a good 
 teacher or an inferior one. — G. Dallas Lind. 
 
 The one thing indispensable to the success of a school 
 is a good teacher. 
 
 The knowledge demanded for the successful conduct 
 of even a primary school is varied and extensive. 
 
 It is incumbent upon all teachers to continually study 
 and improve themselves. 
 
 "To teach, whether by word or action, is the greatest 
 function on earth. — Channing. 
 
 The tap root of a system of government in school is 
 to furnish all with employment that is interesting to 
 them, and at the same time conducive to their highest 
 mental and moral development. To keep the imps of 
 mischief away, put the angel of business on guard. — 
 G, Dallas Lind. 
 
 An enthusiastic teacher can rouse a 'lethargic class 
 or room in a few moments, and a great exertion to 
 overcome personal languor for a little while can make 
 the whole day a success in lessons. 
 
 Teachers should learn how to read character, how to 
 read the dispositions of each pupil, and how, therefore, 
 to manipulate each one in the best manner to secure 
 the highest success. — Nelson Sizer. 
 
180 lOOO WAYS OF lOOO TEACHERS. 
 
 The teacher need say Httle about government. A 
 system of rules laid down is of more harm than good. 
 — G. Dallas Lind. 
 
 Do not encourage pupils to report each other for 
 misdemeanors. 
 
 Experience is beginning to show that teaching, like 
 every other department of human thought and activity^ 
 must change with the changing conditions of society or 
 it will fall in the rear of civilization and become an ob- 
 stacle to improvement. — James Johonnot. 
 
 Now, I believe that a school, in order to be a good 
 one, should be one that will fit men and women, in the 
 best way, for the humble positions that the great mass 
 of them must necessarily occupy in life. " I do not care 
 how much knowledge a man may have acquired in 
 school, that school has been a curse to him if its influ- 
 ence has been to fill him with futile ambitions. — J. G, 
 Holland. 
 
 Do not lower yourself, but endeavor to bring your 
 pupils up to your level. 
 
 Never attempt to ferret out mischief without being- 
 successful. 
 
 The teacher, while he does not make a show of 
 watching his pupils, should ever be on the alert to> 
 detect departures from propriety and at once check 
 them. A firm stand at the beginning is of great im- 
 portance. — G. Dallas Lind. 
 
SAYINGS OF EXPERIENCED EDUCATORS. ISl 
 
 The teacher should observe closely the results of his 
 plans and note where they are successful and where a 
 failure, and should govern his future accordingly. Let 
 him review each evening the work of the day and try 
 and find a mistake he has made, and resolve to do bet- 
 ter the next day. — G. Dallas Lind. 
 
 Make no noisy assertions of authority, and do not 
 threaten. Be quiet, but be firm ; be dignified, but not 
 distant. Let pupils feel that your friendship is desira- 
 ble. Talk little, but do what you say you will. 
 
 The faithful and competent teacher never fails to 
 secure the confidence, respect, and even affection of his 
 pupils. He is, as he ought to be, esteemed " in place 
 of a parent." He is thought to be infallible. He ought, 
 therefore, to be correct.— Wm. H. McGuffey. 
 
 If you would profit by what you read and think, 
 write your thoughts down. It is a good habit always 
 to read with a pen or pencil in hand. Many an idea is 
 lost because not written down. — G. Dallas Lind. 
 
 The moral impressions made by the indirect method 
 of teaching need be supplemented by direct lessons 
 bearing upon the same subject. In teaching morals 
 the same laws prevail as in teaching other branches. 
 The mind must first be trained to observe, compare, 
 and classify facts, and then to draw inferences from 
 them. — James Johonnot. 
 
 See that pupils in discussing or reciting a subject use 
 proper language. 
 
182 1000 WAYS OF 1000 TEACHERS. 
 
 The teacher should teach pupils to govern them- 
 selves, and only when his best endeavors to this end 
 fail should he resort to coercive measures. — G. Dallas 
 Lind. 
 
 Have no pet pupils. 
 
 See that the recitations are as nearly perfect as possi- 
 ble under existing circumstances. 
 
 I have found to make my pupils work heartily with 
 me and feel that our interests are one, is to treat them 
 with uniform courtesy and respect. It takes time and 
 patience before the good results are seen, and I suffer 
 many discouragements and heart-aches, but I do think 
 that little by little it cultivates in them a self-respect,, 
 a kindness of feeling, and habits of courtesy toward 
 others which gives a happier atmosphere to the room 
 and stimulates them to better work. 
 
 When the lesson is assigned, explain somewhat its 
 more difficult features, and show pupils how to study it 
 to advantage. Lacking this preliminary aid, they will 
 needlessly waste much time and energy and perhaps 
 come to the recitation discouraged. 
 
 The great conspicuous evil practice in our schools,, 
 once almost universal and still widely prevalent, is that 
 of obliging pupils to commit to memory the words of 
 the text-book. This practice seems to have its origin 
 either in the ignorance or indolence of the teacher, and 
 is one calculated directly to stultify, rather than ex- 
 pand, the mind. — James Johonnot. 
 
SAYINGS OF EXPERIENCED EDUCATORS. 183 
 
 Lectures upon teachrng, talks upon methods, etc., 
 may greatly aid in securing their object, but it is 
 practice only, under the eye of criticism, that will 
 make successful oral teaching. 
 
 Object-lessons, giving pupils ideas and thoughts with 
 which they are already familiar, are to be avoided. 
 The interest of a lesson depends very much upon its 
 novelty ; and if this element is wanting, there is very 
 little left to create a permanent impression. — James 
 jfohonnot. 
 
 Avoid wounding the sensibilities of a dull child. 
 
 Never lose your patience when parents unreasonably 
 interfere with your plans. 
 
 Remember that good business men watch the mar- 
 ket ; they mark what others are doing, note how they 
 do it, and take papers and journals that give them 
 specific information. You will be very short-sighted if 
 you do not imitate their example. 
 
 The teacher who finds not pleasure in the pursuit of 
 his profession, or .in the action of his intellect, would 
 better quit the profession at once, and engage in some 
 other pursuit. — G. Dallas Lind. 
 
 Give due credit to those who work with and for you 
 for what they do. 
 
 If you cannot make study attractive to your pupils, 
 quit the profession. 
 
184 lOOO WAYS OF lOOO TEACHERS. 
 
 The teacher who possesses the ingenuity to con- 
 trive plans and methods is wise, but he exhibits 
 the more wisdom who studies the peculiarities of his 
 pupils, so as the better to know and adapt his teaching 
 to each individual mind. 
 
 Convince your scholars by your actions that you are 
 their friend. 
 
 Take especial care that the schoolhouse and its ap- 
 pendages are kept in good order. 
 
 Study to acquire the art of aptly illustrating a diffi- 
 cult subject. 
 
 Never deprive a child of anything of value without 
 returning it at the proper time. 
 
 In all things, set before the child an example worthy 
 of imitation. 
 
 Take advantage of unusual occurrences to make a 
 moral or religious impression. 
 
 Pull forward and not back, and lend a hand. 
 
 Be slow to promise, but quick to perform. 
 
 Do not tolerate slovenliness. 
 
 Never break a promise. 
 
 Be accurate. 
 
SAYINGS OF EXPERIENCED EDUCATORS. 185 
 
 Teaching pupils to draw their own conclusions pro- 
 perly stands above almost any other consideration. 
 
 Be thoroughly in earnest and your energy and spirit 
 will cause interest and enthusiasm in the class. 
 
 Be courteous ; do not gossip, especially about other 
 teachers. 
 
 Never find fault without showing why, and indicating 
 the better way. 
 
 Do not complain to the directors about little things ; 
 nor to your principal. Attend to them yourself. 
 
 Monotony in school exercises produces dull, listless 
 scholars. 
 
 Commend often, but judiciously ; never scold. 
 
 The art of teaching consists in starting the right 
 questions and urging them along the track of inquiry 
 toward their goal in finding the truth. 
 
 Encourage the use of books of reference by refer- 
 ring to them frequently yourself. 
 
 During monthly examinations, make one study topi- 
 cal ; assign a topic and have the work written in the 
 form of an essay. 
 
 Moral teaching should not be neglected. Direct in- 
 struction may be given in a few set lectures, by anec- 
 
186 1000 WAYS OF lOOO TEACHERS. 
 
 dotes or biographies of the great and good, at recita- 
 tion time, in reading lessons, etc., or from books on 
 morals and manners. Indirect instruction is given by 
 the personal influence of the pupils on each other. 
 
 Be wise in the selection of the matter for declama- 
 tion. Do not allow your pupils to memorize trash. 
 Use only standard authors. 
 
 If you cannot speak well of your co-laborers, say 
 nothing of them. 
 
 In difficult cases of discipline, let your pupils see that 
 you think before you act. 
 
 You can never exhibit vexation without losing the 
 pupils' respect. 
 
 It seems to me a most enervating practice to shrink 
 from demanding even irksome attention when it is 
 necessary. 
 
 Voluntary and conscious instruction and teaching 
 are the handmaids of education and are ways of ap- 
 proaching mindc 
 
 Good examiners always judge answers by their gen- 
 eral style as well as by their contents. 
 
 Whatever qualifications of mind and person the 
 teacher may have, he is still lacking in a most impor- 
 tant element of success, if he has not a quick apprehen- 
 sion of adapting means to ends. 
 
SAYINGS OF EXPERIENCED EDUCATORS. 187 
 
 All teaching of pupils " how to study," which does 
 not demand of them their maximum efforts in practice^ 
 is a delusion and a fatal deception to the learners. 
 
 Neglect of demanding maximum amounts of work 
 from children accustoms them to superficial scholar- 
 ship. 
 
 He is most fortunate in the classroom who inspires 
 his pupils with a zeal and determination for an in- 
 creased power on the morrow's lesson. 
 
 If your work drags, take more interest in it. Away 
 with the teacher whose daily routine is like drudgery. 
 The good teacher does not complain that his business 
 is a treadmill. 
 
 Is your dress a model of neatness and taste for your 
 pupils. >• 
 
 Gentlemanly and lady-like treatment of scholars at 
 school, upon the street, everywhere, will win. 
 
 It is the exception that the teacher receives, without 
 cause, insolence from pupils. There is generally a 
 lurking weakness somewhere that renders the teacher 
 liable. 
 
 Avoid doing the reciting yourself — that should be 
 the work of the class. 
 
 Noisy recesses can be obviated by allowing and en- 
 couraging instructive games or puzzles. 
 
188 1000 WAYS OF lOOO TEACHERS. 
 
 Remember that when you may be thinking least * 
 about it, some pupil is observing some action of yours 
 which he will remember through life. 
 
 When an error has been made and corrected by the 
 pupil who made it, the same question should be given 
 again to him a few minutes afterward. 
 
 Have a regular specified time during each day in 
 which you can pass around among pupils and give 
 needed explanations and assistance. 
 
 To show a pupil that he does not know anything is 
 often a necessary part of the teacher's duty, but it is 
 never his whole duty. 
 
 Don't be discouraged if your work does not appear 
 to be producing great results. " In due time ye shall 
 reap if ye faint not." 
 
 Do not allow pupils to come to you with words to 
 be pronounced, or questions to be answered, while you 
 are busy. 
 
 Begin every recitation with an object in view and 
 a matured plan for the accomplishment of that object. 
 
 Do not stop in the midst of a recitation to reprove a 
 refractory pupil. 
 
 Do not be satisfied with one correction of an error. 
 
 Open the windows during recess and purify the air. 
 
SAYINGS OF EXPERIENCED EDUCATORS. 189' 
 
 Business men often meet and consult. They have 
 exchanges, boards of trade, hold fairs, etc. Teachers 
 who do not pursue a similar line of conduct have them- 
 selves to blame when they fail. 
 
 Supervise the study of pupils. , 
 
 Give the last few minutes of the hour to the assign- 
 ment of the lesson. Be judicious as to length of lesson 
 assigned. 
 
 Detecting errors is not correcting them. 
 
 Drill when about three facts have been communi- 
 cated. 
 
 Add something to the text-book at every recitation 
 if possible. 
 
 Be moderate in all things. 
 
 The "thank you's" and "if you please's" of school 
 intercourse are more important than might at first 
 thought appear. 
 
 Do not answer questions in asking them. - 
 
 Concentrate the pupils' work on fewer subjects and 
 thus develop the power of continuous work. 
 
 Test the pupil's advancement in an art by calling 
 upon him to practice the art, rather than to tell how it 
 ought to be done. 
 
190 1000 WAYS OF 1000 TEACHERS. 
 
 Hold well to the essential points. Be on guard 
 against diversion from main issues. Know your scheme 
 thoroughly and stick to it. 
 
 Be patient with those who, though they may not do 
 as well as you desire, are yet doing as well as they 
 can. 
 
 Do your work heartily. 
 
 The best method to adopt in teaching any subject is 
 that by which the greatest amount of work can be ac- 
 complished in a given time. 
 
 Education pays — ignorance costs. 
 
 K Distingu ish between knowledge and skillj and rp..r| 
 H member th at skill can be ob tained only by practice I 
 
 y !->,-..:._ .. '— '— ^— ■ - - • . ^ I 
 
 Always do your very best. 
 
 Questions should be varied, logical, be given to ' 
 pupils in a promiscuous order, be put rapidly, and 
 should not hint the answer. 
 
 As is the teacher, so will be the school. 
 
 Classify according to scholarship, natural ability, and 
 age. Make reading and arithmetic the basis of your 
 classification. 
 
 We defraud ourselves when we do not rise up to the 
 full measure of our ability. 
 
SAYINGS OF EXPERIENCED EDUCATORS. 191 
 
 The pupils rely on themselves when studying and 
 writing. Don't hear a lesson unless it has been well 
 studied. Primary classes may be exempt from this 
 rule. Always assign short lessons. 
 
 Attend to but one thing at a time. 
 
 It is what the child does for himself and by himself, 
 under wise instruction, that educates him. 
 
 Endeavor to improve your methods of teaching. 
 
 The most perfect clearness and definiteness must be 
 regarded as indispensable in all stages. 
 
 Fasten every principle by frequent repetition. 
 
 Provide occupation upon parts of the lesson for each 
 member of the class. 
 
 Never attend to extraneous business in school hours. 
 
 Time spent in making your school happy is never 
 thrown away. 
 
 Give instruction frequently in morals and manners. 
 
 When a pupil feels that he has too many studies he 
 is in a bad way. 
 
 The teacher who does not secure from his pupils 
 thoroughly prepared lessons, by compulsion, if need be, 
 has no place in the schoolroom. 
 
193 I(X)0 WAYS OF lOOO TEACHERS. 
 
 The learning of arithmetic, grammar, geography, etc.^ 
 is valuable ; but the influence of none of these can be 
 compared with the acquisition of good morals, business- 
 and social habits, bodily and mental. 
 
 Certainty of punishment is more effectual than se- 
 verity. 
 
 "Children must have incentives that are not remote- 
 Direct attention to the most important things to be 
 noticed. 
 
 The spirit in which a thing is done is more import- 
 ant than the form. 
 
 The highest good of the individual pupil, so far as it 
 is compatible with the highest good of the -whole 
 school, is regarded as fundamental in all discipline. 
 
 The pupil must be made to feel that he has mastered 
 some one thing. 
 
 Lack of interest in study is the result of poor teaching. 
 
 Respect should be taught toward all men, under all 
 circumstances. 
 
 It is to make men, not to fill them that we want 
 schools. 
 
 Do unto others as ye would that they should do to 
 you. 
 
SAYINGS OF EXPERIENCED EDUCATORS. 193 
 
 - The boy should have an education which, when com- 
 pleted, will make him better prepared to pursue the 
 work for which he is fitted, and which makes him not 
 afraid to do it, thus dignifying labor. 
 
 Always be industrious in the schoolroom yourself 
 
 If you are not getting the salary you think you de- 
 serve, or if you do not occupy a position which you 
 know your talent deserves, do not slight your work and 
 permit yourself to grow careless. 
 
 """"Control your school by seating it properly. 
 
 Do not march pupils around the room in getting 
 them to their seats from a recitation when two or three 
 steps will answer the same purpose. 
 
 Be self-possessed. If you find that from hearing a 
 class recite, watching the order of the room, and giv- 
 ing individual attention to pupils you are becoming 
 confused, stop work for a moment until the fog clears 
 away and you can act intelligently. 
 
 Let your position of body in the schoolroom be dig- 
 nified, but not stiff and formal. It is not necessary 
 that the teacher be on his feet continually. 
 
 Avoid awkwardness in managing the body. Some 
 teachers, to the amusement of pupils, are continually 
 stumbling, jostling against pupils, etc. In his move- 
 ments in the schoolroom, as a rule, the teacher should, 
 be deliberate and thoughtful. 
 13 
 
194 1000 WAYS OF lOOO TEACHERS. 
 
 In the great scramble for life, there is a notion 
 at the present moment of getting hold of as much gen- 
 eral superficial knowledge as you can. That, to my 
 mind, is a fatal mistake. On the other hand, there is a 
 great notion that if you can get through your examina- 
 tion and "cram up" a subject very well, you are being 
 educated. That, too, is a most- fatal mistake. There is 
 nothing which would delight me so much, if I were an 
 examiner, as to baffle all the "cramming" teachers 
 whose pupils came before me. 
 
 It seems to me that one very prominent tendency of 
 the competitive system is extremely valuable ; namely, 
 that of securing from the teacher attention to the pro- 
 gress of his pupils. 
 
 Do the best you can for those large boys who are in 
 school but a short portion of each year. 
 
 Authority has a great deal to do through the whole 
 course of school life, but we cannot command attention 
 by simply demanding that it be given. 
 
 Discouragement has blighted the growth of many a 
 promising mind. 
 
 The individuality of a teacher is exhibited in the 
 way that one teacher illustrates a point differently from 
 another — in the way he speaks — in the way he looks — 
 in the way he thinks it may be — in the way in which 
 his questions are conceived — in the impromptu expedi- 
 ents which he devises — in what, in general, is called 
 " his way of doing things." 
 
SAYINGS OF EXPERIENCED EDUCATORS. 195 
 
 It is a great mistake to think tliat they (younger 
 boys) should understand all they learn ; for God has 
 ordered that in youth the memory 'should act vigorous- 
 ly, independent of the understanding — whereas a man 
 cannot usually recollect a thing unless he understands it. 
 
 Always do one thing at a time. Do not permit your- 
 self to get confused and out of patience. 
 
 A radical mistake is made if a teacher lean on his 
 authority in the school as the guarantee for attention 
 by the scholars. 
 
 Be neat in all your records. Let them be a model 
 for the succeeding teacher. 
 
 Never tell a pupil to do that which you would not 
 wish to do yourself 
 
 Do not measure the ability of the duller pupils to 
 comprehend a demonstration with that of the older 
 ones. 
 
 A vacillating policy is a sure index of a want of ex- 
 ecutive ability. 
 
 Do not allow your school to become a public nui- 
 sance by insulting travelers, or destroying fences or 
 crops in the vicinity. 
 
 The teacher should avoid set phrases. They come to 
 have no meaning for himself, and they hinder his chil- 
 dren. 
 
196 1000 WAYS OF lOOO TEACHERS. 
 
 The educator of youth does not merely communicate 
 so much instruction from year to year ; he develops 
 the receptive and acquisitive tendencies of mind which 
 are afterwards to play their parts in the intellectual 
 activity of the nation. 
 
 A teacher who neglects moral instruction fails essen- 
 tially in one of the chief duties of his profession. 
 
 Do not attach a specific penalty to a rule, but leave 
 that for circumstances to determine. 
 
 Protect the school property as though it were your 
 own. It will pay. 
 
 Teaching, to be successful, must be adapted to win 
 attention. 
 
 Garfield's educational aphorisms : 
 
 School houses are less expensive than rebellions. 
 
 That man will be a benefactor of his race who shall 
 teach us how to manage rightly the first years of a 
 child's education. 
 
 One-half of the time Avhich is now almost wholly 
 wasted, in district schools, on English grammar, at- 
 tempted at too early an age, would be sufficient to 
 teach our children to love the republic, and to become 
 its loyal and life-long supporters. 
 
 The old necessities have passed away. We now 
 have strong and noble living languages, rich in litera- 
 ture, replete with high and earnest thought, the lan- 
 guage of science, religion and liberty, and yet we bid 
 
SAYINGS OF EXPERIENCED EDUCATORS. 197 
 
 our children feed their spirits on the Hfe of the dead 
 ages, instead of the inspiring Hfe and vigor of our own 
 times. I do not object to classical learning— far from 
 it ; but I would not have it exclude the living present. 
 Greek is, perhaps, the most perfect instrument of 
 thought ever invented by man, and its literature has 
 never been equaled in purity of style and boldness of 
 expression. 
 
 The graduate would blush were he to mistake the 
 place of a Greek accent, or put the ictus on the second 
 syllable of Eolus ; but the whole circle of the liberalum 
 artium, so pompously referred to in his diploma of 
 graduation, may not have taught him whether the 
 jejunum is a bone, or the humerus an intestine. 
 
 The student should study himself, his relation to so- 
 ciety, to nature and to art ; and above all, in all, and 
 through all these, he should study the relations of him- 
 self, society, nature, and art to God, the author of them 
 all. 
 
 It would be unjust to our people, and dangerous to 
 our institutions, to apply any portion of the revenues of 
 the nation, or of the States, to the support of sectarian 
 schools. 
 
 Here two forces play with all their vast power upon 
 our system of education. The first is that of the local, 
 municipal power, under our State governments. There 
 is the center of responsibility. There is the chief edu- 
 cational power. There can be enforced Luther's great 
 thought of placing on magistrates the duty of educating 
 children. 
 
 The best system of education is that which draws its 
 chief support from the voluntary effort of citizens, and 
 
198 lOOO WAYS OF 1000 TEACHERS. 
 
 from those burdens of taxation which they voluntarily 
 impose upon themselves. 
 
 Next in importance to freedom and justice is popular 
 education, without which neither justice nor freedom 
 can be permanently maintained. 
 
 Use several text-books. Get the views of different 
 authors as you advance. In that way you can plow a 
 broader furrow. I always study in that way. 
 
 The student should first study what he needs most to 
 know ; the order of his needs should be the order of 
 his work. 
 
 This generation is beginning to understand that edu- 
 cation should not be forever divorced from industry • 
 that the highest results can be reached only when 
 science guides the hand of labor. With what eagerness 
 and alacrity is industry seizing every truth of science 
 and putting it in harness. 
 
 Grecian children were taught to reverence and emu- 
 late the virtues of their ancestors. Our educational 
 forces are so wielded as to teach our children to ad- 
 mire most that which is foreign, and fabulous and dead. 
 
 At present the most valuable gift which can be be- 
 stowed on women is something to do which they can 
 do well and worthily, and thereby maintain themselves. 
 
 Is it of no consequence that we explore the bounda- 
 ries of that wonderful intellectual empire which encloses 
 within its dominion the fate of succeeding generations 
 and of this republic.'' 
 
 The children of to-day will be the architects of our 
 country's destiny in 1900. 
 
CHAPTER XII. 
 
 FORMS. 
 
 In the graded schools, and frequently in the common 
 district schools, the attendance is so large as to make 
 necessary the use of some additional school " ma- 
 chinery" not heard of in the management of country 
 schools. This is of course to be adapted to the school ; 
 the amount of machinery required depending altogeth- 
 er upon the number of pupils and teachers in the 
 school. Were there but ten pupils in attendance, the 
 teacher very easily could inquire personally into the 
 causes of absence and tardiness, could himself super- 
 vise the order of the pupils in the schoolroom, could 
 inform parents individually of the progress of their 
 children, could write out in full the certificates of work 
 done, etc ; but as the number of pupils increases, the 
 difficulty of doing this becomes proportionately greater. 
 
 Therefore the necessity of reducing the matter to 
 System. The following blank forms have been select- 
 ed from a large number, and include those that are 
 useful in the successful management of the average 
 graded school. 
 
 In case a pupil is absent or tardy, and at the next 
 
 (199) 
 
200 1000 WAYS OF 1000 TEACHERS. 
 
 session thereafter presents no excuse for the delin- 
 quency, the following- is recommended as a blank to be 
 filled out and sent by the pupil himself (or by some 
 other if he is not trustworthy) to his parents : 
 
 Ferry Public School. 
 
 . — . — Department. 
 
 i88- 
 
 Mr .. 
 
 .was 
 
 A pupil's progress in school depends to a great ex- 
 tent on his punctuality. To prevent tardiness and ab- 
 sence and to keep a perfect record of every pupil, we 
 should know the cause of each failure to be present. 
 Will you please fill out the blank below and return to 
 me .-* Respectfully, 
 
 Teacher. 
 
 M 
 
 was 
 
 on account of 
 
 Parent. 
 
FORMS. 201 
 
 Or the following, to be used in like manner : 
 
 Delphi Graded. Scliools. 
 
 Delphi, Ind., i88 
 
 M 
 
 The following is one of the rules of the Board of 
 Trustees, for the government of the school : 
 
 Sec. 5. — Absence and Tardiness. When any scholar in the 
 Grammar or High School is absent two days, oi- their equivalent in 
 parts of days, or any scholar in the Primary School is absent three 
 ■days, or their equivalent in parts of days, in four consecutive weeks, 
 without excuse from the parent or guardian, given either in person 
 or by written note, satisfying the teacher that the absences were 
 caused either by his oion sickness or by sickness in the family, or to 
 ■avoid serious and imprudent exposure of health, he shall be reported 
 to the Superintendent for suspension. 
 
 In estimating absence for suspension, one case of tardiness shall 
 be equivalent to one half day's absence. 
 
 No pupil being suspended shall be restored till the parent or 
 guardian has given satisfactory assurance that the pupil will be 
 punctual in future, and has obtained permission from the Superin- 
 tendent for him to return. 
 
 has been 
 
 .without valid excuse, 
 
 I therefore send you this notice, as I am required to 
 do by the rules of the Board. 
 
 Very respectfully, 
 
 Teacher. 
 
 Room No 
 
202 1000 WAYS OF lOOO TEACHERS. 
 
 Another form of absence blank, to be sent on a postal 
 card, is as follows : 
 
 Hotice of Absence. 
 
 This notice is made in accordance with Article of the Regu- 
 lations of the Board of Education. Sickness of the pupil, attend- 
 ance on a sick member of the family, or death in the family, or a 
 statement by the parent that other necessity existed for the detention 
 of the pupil, will be sufficient excuse. 
 
 i88- 
 
 Mr 
 
 Has bee7i absent 
 
 Monday A. M. and P. M. 
 
 Tuesday A. M. and P. M. 
 
 Wednesday A, M. and P. M. 
 
 Thursday A. M. and P. M. 
 
 Friday A. M. and P. M. 
 
 Your attention is called to the importance of a reg- 
 ular and prompt attendance. 
 
 Respectfully^ 
 
 Teacher. 
 
FORMS. 203 
 
 Notice of restoration: 
 
 Public Scliools of GriggSYille. 
 
 i88 
 
 M ^ 
 
 has been restored to his 
 
 former position in school, to take effect^ 
 
 . Teacher, 
 
 Warning to parent : 
 
 Public Schools of Junction City. 
 
 Department, 
 
 . i88^ 
 
 Mr . 
 
 Your attention is respectfully called to the fact that 
 is not doing the kind 
 
 and amount of work that are necessary in order that 
 
204: lOOO WAYS OF 1000 TEACHERS. 
 
 he may be promoted with his class at the close of the 
 
 term, his progress in for the past month 
 
 not being satisfactory, as will be seen from the record- 
 below : 
 
 Average Recitations' ] 
 
 " Examinations V Standard lOO 
 
 Monthly Standing ) 
 
 Promotion does not depend solely on the final exam- 
 ination, but quite largely on the pupiVs daily work. 
 Hoping to receive your co-operation, I am^ 
 Very respectfully, 
 
 Teacher. 
 
 Loss of Grade on account of Scholarship : 
 
 MeadYille PulDlic Schools. 
 
 .Department. 
 i88. 
 
 Mr- 
 
 It is my duty to inform you that your- 
 
 has failed to make the required stand- 
 ing in class, and according to the rules attd 
 
 regulations of the school, has been placed in the next 
 
FORMS. 205 
 
 lower grade. Should prove self in 
 
 that class one month to be worthy may again 
 
 regain lost position. 
 
 Very respectfully, 
 
 • Teacher. 
 
 Restoration to Grade : 
 
 Meadville Publio Schools. 
 
 ^Department. 
 i88. 
 
 Mr.. 
 
 Your having shown- 
 
 proficient in the Grade, Class, has been re- 
 stored to former position in Class, 
 
 . Grade. 
 
 Respectfully, 
 Teacher. 
 
206 lOOO WAYS OF lOOO TEACHERS. 
 
 As a notice of bad conduct the following is given 
 
 Public Scliools of Jiinction City. 
 
 -Department. 
 
 Mr.. 
 
 I am sorry to inform you that- 
 causes me iniich trouble by 
 
 / have used all the mild means in my power to correct 
 this fault, but thus far without satisfactory results. 
 Your attention is now called to the matter, in the hope 
 that your influence m.ay prevent more serious trouble. 
 Very respectfully. 
 
 Teacher. 
 
 Notice of Warning of Suspension. 
 
 Public Schools of Junction City. 
 
 -Department. 
 i88- 
 
 Mr.. 
 
 It is my duty to call your attention to Sees 
 
 vf the enclosed rules of the Board of Education, and to 
 
FORMS. 207 
 
 notify you that — is upon 
 
 the point of suspension imder the rules. I sincerely 
 
 hope it ivill 7iot be necessary to suspend h , and 
 
 that with your co-operation we may avoid all future 
 violation of said rules. 
 
 Very Respectfully, 
 
 Teacher. 
 
 Notice of Suspension : 
 
 Public Scliools of Junction City. 
 
 .Department. 
 
 .School. . Grade. 
 
 To. 
 
 I hereby report to you the szispension of_ 
 
 ., aged years., for 
 
 the following reasons 
 
 .18 
 
 Teache*-. 
 
208 1000 WAYS OF 1000 TEACHERS. 
 
 Certificate of Membership in School. 
 
 lP;ltl 
 
 tttfifti 
 
 That- 
 
 \ IS A MEMBER OF ; 
 
 The Junction City Pu1)lic Scliools. 
 
 .i88. 
 
 Class- 
 
 Grade- 
 
 Rank- 
 
 Stiperhi ten dent. 
 
CERTIFICATE GIVEN ON COMPLETION OF THE WORK OF A 
 CERTAIN GRADE. 
 
 <m Promotion Certificate, i 
 
 Delphi Public Schools 
 
 188_ 
 
 .haYing passed 
 
 satisfactory examination in tlie studies 
 of Class, Grade, is admit- 
 ted to the Class, Grade. 
 
 If this Certificate is presented at the 
 heginning of the term, it will he a ticket 
 of admission to the Class above named. 
 
 A. W. DUKKLE, 
 
 Superintendent. 
 
 , Teacher. 
 
MONTHLY KEPORT OF TEACHERS TO PRINCIPAI.. 
 
 ^ Delphi Public Schools, f 
 
 Eeport to the Superintendent for the month ending 
 
 . 188— 
 
 rboys ' 
 
 1. Number at any time in School during the month -j 
 
 2. Average number belonging 
 
 3. Average daily attendance 
 
 4. Per cent, of attendance 
 
 5. Number of days absence 
 
 6. Number of days presence 
 
 7. Number of pupils neither tardy nor absent 
 
 S. Number of cases of tardiness 
 
 9. Number of pupils tardy 
 
 10. Number of pupils reported to parents 
 
 11. Number of accessions during the month 
 
 22. Per cent, of Punctuality 
 
 13. Whole number enrolled — boys girls Total 
 
 14 
 
 Grade, Room 
 
 .Teacher. 
 
 i^° Teachers will please fill the blanks and hand in this report be- 
 fore leaving the building on Friday evening, at the close of the month. 
 
SEIiF-KEPOKTING SYSTEM OF DEPORTMENT. 
 
 lltW«Slllilt 
 
 1^ 
 
 JPvpiVs Heport of Deportment, for the term, commenc- 
 ing . 
 
 Name^ 
 
 Monday .... 
 
 Tuesday 
 
 Wednesday. 
 Thursday... 
 
 Friday 
 
 Monday 
 
 Tuesday 
 
 Wednesday. 
 Thursday... 
 
 Friday 
 
 Monday 
 
 Tuesday 
 
 Wednesday. 
 Thursday... 
 
 Friday 
 
 Monday .... 
 
 Tuesday 
 
 Wednesday . 
 Thursday... 
 Friday 
 
 Averages . 
 
 1st mo. 2d mo. 3d mo. 4th mo 
 
 .Teacher. 
 
 The reverse side of the above card might contain columns of figures to be used 
 in spare moments during the day for mental exercises in addition, subtraction, etc., 
 in which all could take part. 
 
SPECIMEK HEPOUT CARDS. 
 
 bmes^^a 
 
 FRONT SIDE. 
 
 t 
 
 ^H' 
 
 
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REVERSE SIDE. 
 
 
 1 
 
 
 STUD ES. 
 
 1st mo. 
 
 2d mo. 
 
 3d mo. 
 
 4th mo. 
 
 
 
 
 
 
 
 
 BEADING 
 
 
 
 
 
 
 ABITHMETIG. . . 
 
 
 
 
 
 
 SPELLING 
 
 
 
 
 
 
 WHITING 
 
 
 
 
 
 
 GRAMMAR 
 
 
 
 
 
 
 GEOGRAFHY.... 
 
 
 
 
 
 
 PHILOSOPHY. . . 
 
 
 
 
 
 
 ALaJHTiHA 
 
 
 
 
 
 
 RHETORIC 
 
 
 
 
 
 
 CHEMISTRY.... 
 
 
 
 
 
 
 HISTORY 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Co-operation of parents is earnestly requested in all 
 school matters, especially in the punctuality, good be- 
 havior and progress of their children. 
 
 
 
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-^i- 
 
 GRADE CARD 
 
 TERM, 1S8.... i— ♦— 
 
 Qrade Class PupiVsTer 
 
 
 
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 No. days pres- 
 ent. 
 
 
 
 
 
 Times Tardy. 
 Deportment. 
 
 
 
 
 
 Spelling. 
 Reading. 
 
 
 
 
 
 "Writing. 
 Arithmetic. 
 
 
 
 
 
 Grammar. 
 Geography. 
 
 
 
 
 
 U. S. 1-. isiory. 
 Physiology. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Average Exam- 
 ination. 
 
 
 
 
 
 Average Reci- 
 tation. 
 
 
 
 
 
 Monthly Stand- 
 ing. 
 
 
 
 
 
 Average of 
 Class. 
 
 
 
 
 
 Rank. 
 
 
 
 
 
 PARENT'S SIGNATURE. 
 
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REVERSE SIDE. 
 
 d^^ Gkiggsville high School. 
 
 f 
 
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 In each Study Pursued during the Month. 
 
 SPELLING AWALY8I8 
 
 PHY8. GEOa BHETOBIO 
 
 HIS TOM Y.. DEOLAMATION 
 
 ^ PHYSIOLOGY CIVIL GOV'T 
 
 ^J^ ALGEBRA BOTANY ^% 
 
 ^(^.4 GEOMETRY GEOLOGY. tS^ 
 
 f NAT. PHI LOS' Y. LATIN. 
 
 k CHEMISTBY DBAWING A 
 
 It ^======^====, \ 
 
 i ZOOLOGY TBIGONOMETBY 
 
 t BOOK-KEEP' G ENG. LITERATURE.... 
 
 ASTRONOMY J-^ 
 
 ^9 EXAMINATION 
 
 f 
 
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 The above card should be in four colors — Blue, Red, Yellow and Green, to corre- 
 spond to four degrees of excellence in scholarship. 
 The pupils each month receive a card. 
 
REPORT OF DAILY RECITATIONS, TO BE SENT TO PARENTS 
 MONTHLY. 
 
 
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 Gr'PCLd.e. 
 
 Record of- 
 
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 13 
 
 
 
 
 
 
 
 
 
 
 14 
 
 
 
 
 
 
 
 
 
 
 15 
 
 
 
 
 
 
 
 
 
 
 16 
 
 
 
 
 
 
 
 
 
 
 17 
 
 
 
 
 
 
 
 
 
 
 18 
 
 
 
 
 
 
 
 
 
 
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Month , 
 
 Retort CA.iti) 
 
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 'No. of days present^. 
 No. of days absent, . 
 No. of times tardy, . 
 
 The following is h. . . . standing as ascertained from the recor(i 
 and the monthly examination, on a scale of 100 : 
 
 Deportment 
 
 Attention during lessons . 
 Diligence in home work. 
 
 Reading 
 
 Arithmetic 
 
 Orthography 
 
 Penmanship 
 
 Geography 
 
 Grammar 
 
 Mental Arithmetic . 
 
 TJ. S. History 
 
 German 
 
 Translations. ... . . 
 
 JParent. 
 
 JTeacher. 
 
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Sept 
 
 Oct. 
 
 Nov. 
 
 Dec. 
 
 Jan. 
 
 Feb. 
 
 Mar. 
 
 April 
 
 May 
 
 June 
 
 00 
 CO 
 
 
 Reading. 
 
 
 Spelling. 
 
 
 Arithmetic. 
 
 
 Geography. 
 
 
 Grammar. 
 
 
 History. 
 
 
 Algebra. 
 
 
 
 
 
 
 Average. 
 
 
 Class Aver- 
 age. 
 
 
 Times Tar- 
 dy. 
 
 
 Half Days 
 Absent. 
 
 
 Deportm'nt 
 
 
 Rank. 
 
 
 Parent's Signature. 
 
►Ea- 
 
 -..=_n 
 
 MiRSHALLTOWN PUBLIC SCHOOLS 
 
 PUPIL'S REPORT CARD. 
 
 Report of_ 
 Member &f_ 
 
 . Gfrade, Class, Room, No.. 
 
 . Ward, for half year ending- 
 
 .188— 
 
 Teacher. 
 
 Days taught.. 
 Times tardy., 
 iJays Absent. 
 Days Present. 
 
 "^ Reading .... 
 Spelling .. ., 
 
 '• Writing 
 
 Geography , 
 Grammar . . 
 Arithmetic. 
 
 Work . 
 
 Average Scholarship 
 
 Rank in Class 
 
 Pupils in Class 
 
 5^. 
 
 
 
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 Scale — 95 to 100, very good ; 85 to 95, good ; 75 to 85, medium ; 65 to 75, poor; 
 Be'ovv 65, very poor — ard unless improvement is made, the standing will be forfeited. 
 Deportment — habits and parent's signature on reverse side. 
 
 ■d 
 
PuMic Schools of Black River Falls. 
 
 HE PORT of 
 
 for the weeks ending. 
 
 Reading 
 
 Spelling 
 
 Arithmetic . . 
 ■Geography . . 
 Language . . . . 
 Penmanship . 
 Algebra . . .. 
 Philosophy . , 
 Physiology. . 
 •Geometry. . . 
 
 •Scholarship 
 
 Deportment 
 
 Per cent, of Attendance. . . 
 
 General Ayerage 
 
 ISTo. of Half-days Absence. 
 
 .1879. 
 _Teacher. 
 
 Parents will please examine, sign and return this report as soon 
 as possible. 
 
 [parent's signature.] 
 
r 
 
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 OSHKOSH NORMAL SCHOOL. 
 
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 SCHOOL RECORD 
 
 .Class, for the. 
 
 QJ 
 
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 .Term, ^ 
 
 188 
 
 
 
 
 
 
 —♦--!■ STUDIES, i— •— 
 
 Rank 
 istMo 
 
 Rank 
 2d Mo 
 
 Rank 
 3d Mo 
 
 Rank 
 
 4lhMo 
 
 Rank for 
 Term. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Rhetorical Exercises 
 
 
 
 
 
 
 
 
 
 
 
 
 Rank in Scholarship 
 
 
 
 
 
 
 Rank in Deportment 
 
 
 
 
 
 
 Rank in Attendance 
 
 
 
 
 
 
 Total Rank.... 
 
 
 
 
 
 
 t\' 
 
 Signature of Parent or Guardian. 
 
 Mrst Month 
 
 /Second " 
 
 Third « 
 
 Fourth " 
 
 DS^s- 
 
 Explanations and remarks on reverse side. 
 
 -5-S(i