■THE SCHOOL BVLLETm PUBLIC ATIOI^S.- 
 
 The Five Great English Bool^s. 
 
 The recofrnition of Teaching as a Science was much earlier in England 
 than-in this country, and the five books which are there recognized as stan- 
 dards, have probably no equals in soundness and scope. Hence they are 
 usually the first books adopted by Reading Circles, and are indispensable to 
 the library of an intelligent teacher. These are: 
 
 1. Essays on Educational Befonnei'8, By Robert Henry Quick. Cloth, 
 ICmo, pp. 330. Price Sl.'SO. 
 
 This is altogether the best nistonj of Education. " With the suggestion 
 that stHdy should be made Interesting,'''' writes Principal Morgan, of the Rhode 
 Island State Normal School, " we most heartily agree. How this may be 
 done, the attentive reader'will be helped in learning by the study of this 
 admirable book." 
 
 2. Tlte First Three Years of Childhood. By B. Perez. With an intro- 
 duction by Prof. James Sully. Cloth, 12mo, pp. 294. Price $1.50. 
 
 This is incomparably the best-jrSychology for primary teachei-s. and 
 forms the propier Basis for pedagogical xnov Jedge. Tlie Journal of Pedafjofjy 
 says (April, i889): *'Some of the greatest questions relating to primary edu- 
 cation can only be solved by an accurate observation and correct interpre- 
 Ution of the infant mind, and as the author :)f this volume combines the 
 oper qualifications for the Avork with ample opportunity, I's observations 
 'ul deductions are entitled to the highest confidence." 
 
 5. Lectures on Vie Science ana Ai't of Education. By Jos^ru Payne. 
 Cloth, IGmo, pp. 384. Price, $1.00. 
 
 The student is now ready to take up the Science of Education, which is 
 nowhere else so brilliantly and effectively presented. The lectures are sin- 
 gularly fascinating, and the full analysis and indexes in this edition make it 
 easy to collate and compare all that the author has uttered upon any topic 
 suggested. 
 
 A. The Philoso2)h7/ of Education, v '^v? Prbic^^les and Practic of Teaching. 
 By TH03U '■"■:" "K. Cloth, 16mo, pp. 44U. Prirr^iPO. 
 
 This gives the application of the Science to the Art of Teaching, and is 
 without a rival in its clear presentati(m and abundant illustvutions. The 
 author is not content with 'giving directions. He shows by specimens of 
 class-work just what may be done and should be done. 
 
 5. Introductory Text-Book to School Education, Method and School Man- 
 agement. By John Gill. Cloth, IGmo, pp. 270. Price $1.00. 
 
 This supplements the work of all the rest by practical directions as to 
 Scliool Management. Of the five this has had a sale equal to that of all the 
 rest combined. The teacher's greatest difficulty, his surest discomfiture If 
 he fails, is in the discipline and management of his school. That this man- 
 ual has proved of inestimable help is proved by the fact that the present 
 English edition is tlie 44th thousand printed. 
 
 C. W. BAKDEEN, Publisher, Syracuse, N. Y. 
 
FEDAOOGICAL PRIMER SERIES, JVo, 1. 
 
 A. I^RIMEIl 
 
 -O^- 
 
 S€HOOL lAi>[iaEMENT. 
 
 SYRACUSE, K. Y. : 
 
 0. W. BARDEEN, PUBLISH EE. 
 
 1890. 
 
 Copyright, 1890, by C. W. Baedeen. 
 4o 
 
'?, 
 
 (f^ 
 
 V^M 
 
 '^^ 
 
CONTENTS. 
 
 PA6B 
 
 I. Organization 
 
 The First Day ^ 
 
 A Course of Study. ^ 
 
 II. School Government - 
 
 The First Requisite 
 
 Do not Anticipate Offences ^^ 
 
 A Cheerful School J^ 
 
 Corporal Punishment |^ 
 
 Elements of the True Teacher J^ 
 
 Hints on the Correction of Special Offences lo 
 
 Communication 
 
 Loud Study - '"'"17 
 
 Laughing 
 
 Moving Noisily-- ""'17 
 
 Questions during Recitation 1 ' 
 
 Writing Notes y^ 
 
 Uncleanliness ~^ 
 
 Disorder 
 
 Tattling J^ 
 
 Quarrelling - 
 
 Untruthfulness ^ 
 
 III. Conduct op Recitations ^^ 
 
 General Suggestions *^ 
 
 Dr. Harris's Description ^- - *' 
 
 Methods of Instruction - ^ J 
 
 Text-Book ^ 
 
 Oral - I 
 
 The Two Combined **** 
 
 35 
 Socratic --- 
 
 Topical „ 
 
 Discussion - ^^ 
 
 37 
 Lecture - 
 
 Laws of Questioning ^^ 
 
 Special Hints to Young Teachers 40 
 
SCHOOL MANAGEMENT. 
 
 School management may be considered under three 
 heads: I. Organization; II. Government; III. Con- 
 duct of Eecitations. 
 
 I. OEGANIZATION. 
 
 School organization is a system of arrangement de- 
 signed to secure constant employment, effi- purpose of 
 cient instruction, and moral control. It organization, 
 aims at providing the means of instructing and educat- 
 ing the greatest number in the most efficient manner, 
 by the most economical expenditure of time and money. 
 
 Organization puts each child in its proper place; al- 
 lots to each class proper work, — proper in kind and 
 amount; secures to each subject the time that is justly 
 its due; arranges the work, both as to place and to kind, 
 so as to preserve a quiet room; and properly distrib- 
 utes the work, so that no interest of the school in any 
 of its parts shall suffer. 
 
 The young teacher should not select a difficult school 
 at first. Too many teach for the money, choice of 
 and do not consider whether or not they are ^ school, 
 adapted to particular schools. 
 
 The contract should be in writing, and express defi- 
 nitely the conditions. Both parties should 
 
 Contract 
 
 have a copy. Like all other business, this 
 should be done in a business-like manner. It is import- 
 ant that the teacher should know both his rights and 
 
 (1) 
 
2 SCHOOL OEGAKIZATIOlf. 
 
 his duties, and he should not begin school without a 
 careful reading of Bardeen's *' Common School Law for 
 Common School Teachers/* 
 
 Preparation for the first day's work is all impor- 
 The first tant. The seeds of failure are frequently 
 ^^^- sown the first hour. The teacher should 
 
 have a plan in his mind: just what he ivill do; how he 
 will do it; and when he will do it. He should not try 
 to accomplish too much the first day. Let him not be 
 too anxious about courting the favor of pupils — good 
 discipline cannot be established in a day; he should use 
 words expressive of friendly feelings and good intentions; 
 he should not let frowns cloud the brow, although all 
 may not be, at the outset, just as one might wish; he 
 should leave nothing to the impulse of the moment; he 
 should be firm, watchful, and uniform; he should en- 
 deavor to make the first impression pleasant. 
 
 Do not attempt to hear recitations the first morning; 
 First after opening the school with a general ex- 
 
 exercises. ercise, let them all join in singing some 
 familiar piece; this will dispel embarrassment. The im- 
 portance of singing in school as an aid to school govern- 
 ment, can hardly be overestimated. The "Song 
 Budget, '* and "The Song Century" at 15 cts. each are 
 certainly within the means of every school. 
 
 Write on the board the requirements, and pass slips 
 Enrolment ^^ paper, asking all that can write to hand 
 in the following, viz. : 
 
 1. The full name. 
 
 2. The full name of parent or guardian. 
 
 3. Residence. 
 
 4. Age. 
 
 5. His studies and'classes for the term before. 
 
HOW TO BEQIK. 6 
 
 Let some pupils pass around and take the names, etc., 
 of those who cannot write. 
 
 In the highest classes institute a written examination. 
 This can be made a test exercise in spellinsr. 
 
 Classification 
 
 penmanship, and the use of language. The 
 questions need not be difficult; ten questions upon 
 the different subjects will test the knowledge of the pu- 
 pils as well as twenty. The pupils that cannot write 
 should be examined orally, and record kept of the stand- 
 ing of each pupil. It is not best to make sudden and 
 radical changes; better adopt the classification of your 
 predecessor, if you have not confidence in your own 
 ability. Be especially careful not to find fault with the 
 methods and work of the term before. Choose points 
 to commend, not to criticise. 
 
 Make all changes gradually and quietly and let the 
 pupils see that they are necessary for the good of the 
 school. 
 
 After having graded the pupils, attempt a tempor- 
 ary classification. It will be impossible to forming 
 classify permanently at first, and the pupils classes. 
 should so understand it. 
 
 As a suggestion to teachers who do not find a pro- 
 gramme of work already adopted in school, we give here 
 the Course of Study adopted in 1889 by the Association 
 of Montgomery, Fulton and Herkimer, Counties, N. Y., 
 and approved by the State Superintendent. 
 
 FIRST YEAR. 
 
 Beading. — Familiar words, phrases, and sentences from black- 
 board, chart, and books. First Reader begun. Phonics. 
 
4 SCHOOL OKGANIZATION. 
 
 Writing. — Copying the reading lessons in script. Names of 
 letters taught incidentally. 
 
 Spelling. — All the words in reading lessons and similar ones 
 from dictation. 
 
 Numbers. — Counting by I's to 100 with and without objects. 
 Addition and subtraction by I's, 2's and 3's to 30 with and with- 
 out objects. 
 
 Physiology. — Body lessons on surface features. The senses 
 and their organs. Cleanliness, alcoholics, and narcotics. 
 
 Drawing. — Straight lines, angles, triangles, quadrilaterals, 
 and circles developed from solid forms. See State syllabus. 
 (Page 91 of this volume.) 
 
 Object Lessons. — Familiar plants and animals. Cardinal points 
 of compass. Relative positions. Colors of the spectrum . 
 
 Recitations. — Golden Rule and ten other character-building 
 gems of literature. 
 
 Singing .—^vov^Iq exevciBe^ and calisthenic songs. The scale 
 by numerals and syllables. 
 
 Miscellaneous. — Good manners at school, at home, and on the 
 street. 
 
 SECOND YEAR. 
 
 Reading. — First Reader completed and Second Reader begun. 
 Punctuation marks and capitals used. Phonics. 
 
 Writing. — Reading lessons copied neatly in script. Pupils' 
 and parents' names written, etc. 
 
 Spelling. — Oral and written; words taken from reading les- 
 sons, and similar ones from dictation. 
 
 Numbers. — Notation and numeration to 100,000. Addition 
 and subtraction tables. Dry measures, liquid measure, and long 
 measure taught by use. 
 
 Physiology. — Body lessons. Care of eyes, ears, teeth, and gen- 
 eral health. Alcoholics and narcotics. 
 
 Draicing. — Outlines from models and other objects. See State 
 syllabus. 
 
 Object Lessons. — Familiar plants and animals with reference to 
 their parts and their uses Familiar land and water divisions. 
 
A COURSE or STUDY. O 
 
 Reeitatiotis. — Ten character-building gems of literature, and 
 three longer recitations before the school. 
 
 Singing. — Simple exercises and calisthenic songs. "The scale 
 by numerals, syllables, vowel sounds, and the letters. 
 
 Miscellaneous. — GiOo& manners at school, at home, on the 
 street, etc. 
 
 THIRD YEAR. 
 
 Beading. —'Second. Eeader completed. Sight reading. Silent 
 reading followed by oral reproduction of the thought. Phonics. 
 
 Writing.— YvSiCWce exercises with pen and ink for position 
 and movement. Pen-tracing and copying. 
 
 Spelling. — Oral and written. All new words from other les- 
 sons and first 400 words from spelling-book. 
 
 Arithmetic. — Multiplication and division to the 7's. Simple 
 practical problems, mental and written. Develop simple frac- 
 tions. 
 
 Physiology. — Familiar tissues, principal bones and muscles and 
 their uses. Care of health. Alcoholics and narcotics. 
 
 Drawing. — Outlines from models and other objects. See 
 State syllabus. 
 
 Object Lessons. — Familiar plants and animals and their uses. 
 Geography of school grounds, district and town. Time of day. 
 Months of year. 
 
 Recitations. — Ten character-building gems, and three longer 
 recitations before the school. 
 
 Singing. —Simple exercises. National and calisthenic songs. 
 Drill upon the scale. 
 
 Miscellaneous. — Morals and manners. 
 
 FOURTH YEAR. 
 
 Reading. — Third Reader. Frequent sight and silent reading. 
 Diacritical marks thoroughly mastered. Pupils use dictionary 
 frequently. 
 
 Writing. — Practice exercises for position and movement. 
 Partial pen-tracing. Letter writing. 
 
 Spelling. — Oral and written. All new words from other les- 
 sons and first 800 words from spelling-book. 
 
6 SCHOOL ORGAI^^IZATIOI^. 
 
 Arithmetic. — Multiplication and division completed. Fractions 
 continued. Drill for accuracy and rapidity. Practical, mental, 
 and written problems. 
 
 Physiology. — Internal organs and their uses. Care of health. 
 Alcoholics and narcotics. 
 
 Draicing. — Outlines of objects. See State syllabus. 
 
 Object Lessons. — Familiar garden vegetables and trees and their 
 uses. Geography of county with map of towns. Products of 
 county. Oral lessons on shape of the earth. 
 
 Recitations. — Ten character-building gems, and three longer 
 recitations before the school. Easy fables and proverbs. 
 
 Singing. — Simple exercises and patriotic and calisthenic songs. 
 The staff, notes, rests, and cleffs copied and analyzed. 
 
 Miscellaneous. — Stories from American History, morals, and 
 manners. 
 
 FIFTH YEAR. 
 
 Reading. — Fourth Reader begun. Frequent sight and silent 
 reading followed by oral and written reproduction of the thought. 
 
 Writing. — Drill on capitals, letter- writing, bills, receipts, etc. 
 Oopy poetry neatly. Copy-books, Nos. 3 and 4. 
 
 Spelling, — First 1,400 words from spelling-book and all new 
 words from other lessons. Drill on words misspelled or mispro- 
 aiounced. 
 
 ArithmetiC'-Qi. C. D. and L. C. M. Common and decimal 
 fractions. Frequent drills for accuracy and rapidity. 
 
 Geography. — County Map of the State of New York, with 
 railroads, canals, agricultural products, and manufactures. Pri- 
 mary book of the United States. 
 
 Language Lessons. — Reproduction exercises, narrations, and 
 descriptions. 
 
 Physiology. — Circulation, respiration, and digestion. Pure air 
 and water. Alcoholics and narcotics. 
 
 Drawing. — Ten original designs for borders. See State syl- 
 labus. 
 
 Botany, — Root, stem, and leaf forms; flower clusters and parts 
 of flowers. 
 
A COURSE OF STUDY. 7 
 
 Miscellaneous. — Ten memory gems, and three longer recitations 
 before the school. Indians and early discoverers. Morals, pat- 
 riotism, and singing. 
 
 SIXTH YEAE. 
 
 Beading. — Fourth Reader completed and best pieces commit- 
 ted to memory. Sight and silent reading followed by oral and 
 written reproduction of the thought. 
 
 Writing. — Business forms and compositions. Copy-books Nos. 
 5 and 6. 
 
 Spelling. — All new words from other lessons and first 2,000 
 words from spelling-book. Rules for spelling. Drill on words 
 misspelled and mispronounced. 
 
 Arithmetic. — Compound numbers and review to percentage. 
 Frequent mental exercises for analysis and principles. 
 
 Geography. — Primary book completed and reviewed. All maps 
 drawn and boundaries thoroughly mastered. 
 
 Language Lessons. — Continue previous year's work. Compo- 
 sitions upon subjects analyzed in class. 
 
 Physiology. — The elements of the entire subject thoroughly 
 reviewed. 
 
 Drawing. — Ten original designs for borders, etc. Industrial 
 drawing. See State syllabus. 
 
 Physics. — Solids, liquids, gases, adhesion, cohesion, elasticity, 
 evaporation, malleability, ductility, reflection, thermometer, ven- 
 tilation, gravitation, weight, and simple machines. 
 
 Miscellaneous. — Ten memory gems, and three longer recitations 
 before the school. Prominent men, places, and events of the 
 United States, Morals, patriotism, singing, etc. 
 
 SEVENTH YEAR. 
 
 Beading. — Fifth Reader begun. Frequent sight and silent 
 reading followed by oral and written reproduction of the thought. 
 
 Arithmetic. — Practical arithmetic to percentage. Special at- 
 tention given to oral and written analysis. 
 
 Geography. — Complete geography reviewed. 
 
 Grammar. — Etymology, analysis of sentences, and an abun- 
 dance of illustrative and constructive work. 
 
8 SCHOOL ORGANIZATION". 
 
 Phydology. — Elementary book completed and reviewed. 
 
 Civil Government. — School district, village, town, county, and 
 outlines of State and National government. 
 
 Zoology. — Carnivora, herbivora, birds, reptiles, fisbes, am- 
 phibia, rodents, flies, spiders, and ants. 
 
 Geology. — Kinds of rocks and fossils; water and glacial action, 
 strata, boulders, veins, crystals, coal, iron, gold, marble, slate, 
 granite. 
 
 Word Analysis. — 500 selected words. 
 
 Miscellaneous. — Three compositions upon subjects analyzed by 
 the pupils. Three recitations or declamations given before the 
 school. Morals, patriotism, and singing. 
 
 EIGHTH YEAR. 
 
 Beading. — Fifth Reader completed and best pieces committed 
 to memory. Sight and silent reading. 
 
 Arithmetic. — Practical arithmetic to cube root and review^ 
 Special attention given to oral and written analysis. 
 
 Geography. — Eeviewed by means of State uniform examina- 
 tion questions and Regents' questions. The answers to be written. 
 
 Grammur. — The study completed and reviewed. Illustrative 
 and constructive work. 
 
 United States History. — Elementary book completed and re- 
 viewed. 
 
 Chemistry, — Oxygen, hydrogen, nitrogen, carbon, and car- 
 bonic acid gas; air, fire, water, soap, matches, yeast, decay, bleach- 
 ing, glass, iron, and steel. 
 
 Astronomy. — Solar system, stars, comets, meteors, asteroids, 
 dipper, pointers, north star, eclipses, phases. 
 Word Analysis. — 500 selected words. 
 
 Compositions. — One each month read before the school. Sub- 
 ject previously analyzed by the pupil. 
 
 Miscellaneous. — Three patriotic declamations or recitations 
 given before the school. Singing, morals, and patriotism. 
 
FIRMNESS A FIRST REQUISITE. 9 
 
 II. SCHOOL GOVERNMENT. 
 
 The strength or weakness of a teacher is no where 
 more clearly shown than in the government of the 
 school. 
 
 How often have I been asked, ^' Tell me how to govern 
 my school." The subject is the most impor- difficulty of 
 tant that can engage the attention of teach- government. 
 €rs. It is one that calls for experience, judgment, and 
 wisdom. Every pupil has a conscience, that decides 
 on all actions contemplated or begun — decides whether 
 the act is right or wrong. The fundamental rule is, 
 ^'Do nothing that your conscience tells you is wrong." 
 This covers the whole ground, and a score of rules will 
 only weaken it. Some consciences are depraved, but 
 few are seared. 
 
 For the maintenance of a healthy discipline, it is not 
 necessary that there should be great severity in the 
 punishment of offences. 
 
 Firmness is the first requisite to school management; 
 the pupils must understand that the teacher 
 has absolute control, that his authority is 
 supreme; and this in most cases is sufficient in itself to 
 hold the evil propensities of pupils in check. 
 
 On the contrary, a lack of firmness will encourage the 
 spirit of revolt, and make necessary frequent resorts to 
 punishment of one kind or another. 
 
 School government should be administered in such a 
 way that it shall le a reign of justice. The 
 
 «.,.., • 11 Justice. 
 
 sense oi justice is strong even m the case of 
 
 vicious children. Offences will occur in the best con- 
 
10 SCHOOL GOVEENMEN^T. 
 
 ducted schools, but the teacher must discriminate be- 
 tween trivial, aggravated, and flagrant offences. 
 
 Children know that disobedience and wrong-doing 
 in general deserve punishment; and providing the de- 
 gree of punishment does not exceed its just bounds, na 
 feeling of resentment will be cherished toward him wha 
 inflicts the penalty. 
 
 A teacher should not, generally, make a rule until 
 Do not antici- there is necessity for it. It should then be 
 pate offences, enforced, and for a violation of the rule a 
 penalty should be inflicted. Children soon learn to feel 
 contempt for a teacher who does not insist on respect- 
 ful obedience; they instinctively admire the firmness 
 and decision which metes out to offenders their deserved 
 punishment. Complete success in school management 
 at the outset is not to be expected; only by slow degrees 
 can dexterity in government be attained. Common 
 sense is an important element in management. A noble 
 Quaker once said, '^ There are three things a man needs 
 to make him successful; first, good health; second re- 
 ligion; and third -good sense: if he can have but one of 
 these, let it be good sense; for God can give him grace,, 
 and God can give him religion, but no man can give 
 him common sense." 
 
 But very few special privileges should at first be 
 granted to pupils, such as leaving seats, 
 speaking to one another, asking questions of 
 teachers, making complaint to teachers, receiving help 
 from teachers, etc. After the school is thoroughly 
 organized the teacher may gradually extend them privi- 
 leges, as he finds it convenient and safe, but at first they 
 are troublesome. 
 
A CHEERFUL SCHOOL. 11 
 
 The teacher should be careful not to disgust pupils 
 with learning. Frequently revengeful feel- , 
 
 . ^ •' . *^ Learning 
 
 mgs are excited by requiring children to re- should be a 
 
 mam after school hours and commit lines of 
 
 poetry to memory, or perform long arithmetic examples. 
 
 Teachers are sometimes at fault for unlearned lessons 
 on the part of pupils, because they have not told the 
 children what to do or how to do it. If the young un- 
 derstand the nature and object of their work, and the 
 manner in which it should be prosecuted, they will find 
 a pleasure in endeavoring to surmount every apparent 
 difficulty. The work should be represented both as a 
 duty and as a pleasure. 
 
 A smile from the teacher lightens the labor of the 
 school, and lessens the burdens of the day. ^ cheerful 
 School rooms should be spacious, light and school, 
 airy, — well ventilated, comfortably heated during winter, 
 and erected in delightful and commanding situations. 
 The walls should be adorned with pictures, mottoes, 
 vines, and ornaments. 
 
 The school-room should be made homelike as possible, 
 as inviting as public halls. Teachers should frequently 
 exhibit amusing and instructive experiments, and ask 
 the children to assist them. The children should be 
 gratified occasionally with excursions into interesting 
 parts of the country, to view the works of nature and 
 thus increase their love of the beautiful. Scholastic 
 exercises should carry delightful associations. 
 
 The principle of emulation should be made subordi- 
 nate. In an intellectual point of view emu- ^^ ^^^ ^^jy 
 lation may be satisfactory to the few that on emulation, 
 excel; satisfactory to the parents and guardians, who 
 
12 SCHOOL GOVERiq-MENT. 
 
 are led to form false estimates of their progress and 
 acquirements by the places they occupy in their respect- 
 ive classes; but it often produces an injurious effect on 
 the moral temperament of the young and on their com- 
 panions whom they excel. 
 
 One grand end of instruction, which has been too 
 much overlooked, is to cultivate and regulate the moral 
 powers — to produce love, affection, concord, humility, 
 self-denial, and other moral graces. But the principle 
 of emulation has a tendency to produce jealousy, envy, 
 hatred, and other malignant passions. Besides it is 
 only a very few in every class that can be stimulated to 
 exertion by this principle, and these few are generally of 
 such a temperament as to require their ambitious dis- 
 position to be restrained rather than excited. A ma- 
 terial prize is the least effectual mode of accomplishing 
 the desired object; it is founded on injustice, inasmuch 
 as it heaps honors and emoluments on those to whom 
 nature has already been most bountiful. 
 
 In the curiosity of children, there is sufficient and 
 natural stimulant of the appetite for knowledge, and we 
 live in a world abounding in the means of useful and 
 ]Dleasurable gratifications. 
 
 All that is required of teachers is to aid the faculties 
 with affection and judment. A certificate of diligence 
 and good conduct seems to be all that is necessary to 
 distinguish from the vicious, the idle, the slothful, those 
 who have employed their time and talents in a proper 
 manner. 
 
 Corporal punishment, as it is generally administered, 
 j^yQ[^ is revolting and degrading in its character, 
 
 whipping, Q^^^ ^^Q necessity of resorting to it generally 
 
CORPORAL PUKISHMEI^T. 13 
 
 indicates that there has been a want of proper training 
 in the earlier stages of life. It is vain to imagine that 
 children can be whipped into either learning or good 
 conduct; and if an enlightened and judicious mode of 
 tuition were universally adopted there would seldom be 
 any necessity for resorting to such a stimulus. But in 
 the modes of teaching which used to prevail^ corporal 
 punishment was inevitable, and in some instances it 
 seems still necessary. When other means of correction 
 have failed and it becomes a choice between whipping 
 and expulsion, whipping is almost always to be pre- 
 ferred. But let the teacher be sure that it is necessary, 
 and that he does not inflict it to gratify an angry feel- 
 ing of his own. 
 
 Plato said, " A teacher should never punish in anger." 
 When reproofs are uttered in passion, and with looks of 
 fury, they seldom or never produce any good effect, and 
 not unfrequently excite a spirit of revenge against the 
 reprover. 
 
 A blacksmith brought up his son, to whom he was 
 very severe, to his own trade. The urchin was never- 
 theless an audacious dog. One day the old vulcan was 
 attempting to harden a cold chisel which he had made 
 of foreign steel, but could not succeed. ^'^ Horse-whip 
 it, father,"^ exclaimed the youth, ^' if that will not liar den 
 it, nothing will." 
 
 A school ought never to serve the purpose of a prison. 
 Classes too young to prepare lessons them- Make school 
 selves, should be provided with ^^ busy work " ^^^^^ ^^*^^*- 
 of various kinds. In mild weather they should have 
 frequent recesses, and they should always be dismissed 
 earlier than the older classes. 
 
14 SCHOOL GOVERKMEKT. 
 
 The school should always be not "my^^ school but 
 ^'our^^ school, and teacher and pupils should work to- 
 gether to make it excel. 
 
 Pupils should be taught to investigate, to study, to 
 Insist on tMnk, to uotice every object within the 
 attention. reach of their vision, and to give an account 
 of what they have seen or heard. 
 
 This will induce a habit of attention, without which 
 there can be no solid improvement in any department 
 of instruction. The teacher should not proceed with 
 the exercises of the school until he has the undivided 
 attention of every pupil. 
 
 We would commend to every teacher Fitches little 
 manual '^ How to Secure and Retain the Attention of 
 Pupils/^ and Hughes^s larger work of similar name. 
 
 Too much government may jorove as injurious as too 
 over-gov- little; both may prove failures. The teacher 
 ernmg. should govcrn as little and teach as much as 
 
 possible. In some schools there is more of govern- 
 ment than of teaching. The pupils should understand 
 that in no instance will the teacher stop the recita- 
 tion to manage a school or discipline a pupil. If 
 the teacher observes that a pupil is disorderly during 
 recitation, he should silently mark him, and attend to 
 the offence during recess or at some convenient oppor- 
 tunity. 
 
 All discipline has its spring in the character of the 
 teacher. It depends more on the man than on his 
 means. It is character that imparts efficacy to action. 
 
 Character is the source of success or failure in all 
 Character of pursuits. So apparent is its influence in 
 the teacher, gchools that one who had many opportuni- 
 
CHARACTER OF THE TEACHER. 15^ 
 
 ties for observing has said that, "a teacher has more 
 need to watch himself than his children, as the evils 
 found in a school are often traceable to some omission, 
 inconsiderateness, hastiness of temper, want of firmness, 
 or absence of principle in himself." 
 
 The school becomes a reflector of the teacher, and in 
 every case it will be an accurate reflector. A teacher 
 cannot appear what he is not in the presence of his 
 pupils. The attempt is vain. Their eyes pierce througk 
 every disguise. 
 
 He must be what he seems, and must seem what he is. 
 
 Love, honor, truthfulness, sincerity, consistency, 
 justice, patience, and judgment, must be ele- 
 ments of a teacher^s character. Earnestness of the true 
 and cheerfulness are also elements. Earn^ 
 estness has great influence over children; cheerfulness 
 is sunshine. 
 
 Sympathy with them in their trials, sports and labors 
 is an element of power; but fear keyer. 
 
 Is there not a lesson prettily expressed in the follow- 
 ing: 
 
 He who checks a child with terror, 
 Stops its play, and stills its song. 
 Not alone commits an error, 
 But a great and moral wrong. 
 
 Give it play, and never fear it, — 
 
 Active life is no defect; 
 Never, never &re«A; its spirit, — 
 
 Curb it only to direct. 
 
 Would you stop the flowing river, 
 Thinking it would cease to flow? 
 
 Onward it must flow forever,— 
 Better teach it wTiere to go. 
 
16 SCHOOL GOVEENMEN^T. 
 
 Particularly must it be kept in view by the teacher 
 that quietness in 2foverninff is allied with 
 
 Alow voice, ^ ^ ... 
 
 good discipline. A loud voice reiterating 
 commands in an authoritative tone, is often considered 
 favorable to discipline. It is not really so. A quiet 
 way of issuing orders is favorable to quietness of dis- 
 position among the pupils. It conveys a double impres- 
 rsion — that obedience is expected, and that there is a large 
 reserve force at command, if the teacher should have 
 occasion to use it. 
 
 One thing deserving careful consideration is the im- 
 Obedience portance of inculcating the habit of obedi- 
 from the first, qj^^qq from the first. If children are accus- 
 tomed from their very earliest school experience to move 
 together in accordance with the fixed signals, the work 
 •of discipline is greatly simplified. Simultaneous move- 
 ments — as in rising, taking seats again, or marching — 
 always contribute to the result in a very pleasing way. 
 "We would encourage daily drill in Calisthenics, as well 
 calculated to enforce prompt obedience. 
 
 The first thing that a child should learn is obedience. 
 All governments and all peoples have regarded filial dis- 
 obedience with great disfavor. The teacher should sup- 
 plement the parentis work. 
 
 Hiiq-TS OK THE COEEECTIOK OF SPECIAL OfFEI^CES. 
 
 /. Communication. 
 
 1. By suggestion, advice, admonition. 
 
 2. By reproof, — make it unpopular. 
 
 3. By restraint of personal liberties. 
 
 4. By separation of seatmates. 
 -5. By printed reports to parents. 
 
SPECIAL OFFEN^CES. IT 
 
 //. Loud Study, 
 
 1. Suspend exercises until quiet. 
 
 2. Train pupils to study with closed lips. 
 
 III. Laughing. 
 
 1. By suspension of exercises. 
 
 2. Make pupils laugh until weary of it. 
 
 IV. Moving Noisily. 
 
 1. Train the pupils how to walk, to stand, to sit, and' 
 to move. 
 
 2. Always admonish them, when a command is vio- 
 lated. 
 
 3. Eequire the pupils to try again, until they do it 
 quietly. 
 
 4. Slates should be covered. 
 
 5. Let the teacher move quietly himself. 
 
 V. Questions During Recitation. 
 
 1. Prohibit them. 
 
 2. Show their impropriety. 
 
 3. Eefuse to notice signals. 
 
 VI. Litter on the Floor. 
 
 1. Encourage neatness. 
 
 2. Require the floor to be swept. 
 
 3. Inspect the floor in the presence of the pupil,^ 
 without any remarks. 
 
 VII. Writing Notes. 
 
 1. Give pupils all the work they can do. 
 
 2. Read the notes before the school, omitting names* 
 
 3. Ask for the writer. 
 
 4. Destroy the notes without reading them. 
 
18 SCHOOL GOYERlfMEIi^T. 
 
 VIIL Uncleanliness. 
 
 1. Send pupils out till they are fit to enter. 
 
 2. Send pupils home till they are fit to return. 
 
 3. Insist upon cleanliness. 
 
 IX. Disorder. 
 
 1. Have a place for everything, and everything in its 
 place. 
 
 2. Allow no changing of position, without permission. 
 
 3. Hold pupils accountable for the care of property. 
 
 4. Insist on quiet attention when addressing pupils. 
 
 X. Tattling. 
 
 1. Point out its impropriety — it leads to gossip and 
 slander. 
 
 2. Eefuse to notice it. 
 
 XI. Quarrelling. 
 
 1. Persuade of its sinfulness. 
 
 2. Oblige pupils to play alone. 
 
 3. Make it unpopular by ridiculing those who engage 
 in it. 
 
 XII. Untruthfulness. 
 
 1. Ignorance. 
 
 " 1. Loss of reputation. 
 
 2. Loss of character. 
 
 3. Loss of conscience. 
 
 4. General demoralization. 
 
 ^ -ri- J 4. i.1, ) 2. Thoughtlessness. 
 
 1. Find out the cause, i ^ Selfishness. 
 
 [ 4. Innate tendency. 
 
 2. Point out the effect. ^ 
 
 3. Cultivate honor. 
 
THE FIN^AL TEST OF THE TEACHEE. 19 
 
 111. CONDUCT OF EECITATIONS. 
 
 As it is considered more important to digest what is 
 learned than merely to acquire it, the manner of con- 
 ducting a recitation becomes of the highest Test of 
 importance. It is to be expected that the t^® teacher, 
 pupils carry away with them the habits of mind that 
 the class training engenders. The ability of the teacher 
 to make each recitation a model of the best method of 
 investigating a subject and of expressing the results, is 
 the highest recommendation for the position he holds. 
 
 Discipline is only a means, whereas the recitation is 
 an end. A failure here is a failure altogether. It has 
 definite and rational aims to be carefully sought after 
 and earnestly pursued. It is the most delicate part of all 
 the school work. Here the teacher may exhibit skill, 
 tact, and individuality; the inventive powers are to be 
 taxed to their utmost, in order to bring about the de- 
 sired results. 
 
 The object is to develop the powers of the pupils, and 
 this development will be attained in propor- 
 tion to the ability, capacity, and ingenuity 
 of the teacher. 
 
 The conditions of success in school work are as fixed 
 as the axioms of mathematics. Intense in- _ ,.. . . 
 
 Conditions of 
 
 terest, activity, self-reliance, well-directed success, 
 effort — these are the essential features of all efficient 
 methods. Any method of conducting recitations that 
 embraces these is a good one. Different teachers do not 
 always succeed best with the same method. 
 
 Adaptation and variety are cardinal principles in edu- 
 cation. The safe rule is: Employ the method which will 
 best enable you to effect the desired results. 
 
20 cokduct of kecitations. 
 
 Gei^eral Suggestioks. 
 
 /. Essentials. 
 
 1. A brief reproduction of the preceding lesson. 
 
 2. A brief review of the preceding lesson. 
 
 3. Rehearsal and critical examination of the daily 
 lesson. 
 
 4. Recapitulation of the daily lesson. 
 
 5. Adequate preparation for the advanced lesson. 
 
 //. Objects. 
 
 1. The development of the faculties. 
 
 2. The acquisition of knowledge. 
 
 3. Its application to the use of life. 
 
 ///. Ends. 
 
 1. To develop individuality. 
 
 2. To encourage originality. 
 
 3. To cultivate self-reliance and self-possession. 
 
 4. To cultivate sentiments of justice, kindness, for- 
 bearance, and courtesy. 
 
 5. To nurture the development and the growth of the 
 pupils, physically, intellectually, and morally, and to 
 prepare them for lifers service. 
 
 IV. Hints. - 
 
 1. Teach '' one thing at a time, and that well.'' 
 
 2. Fix and hold the attention. 
 
 3. Develop the power of close observation. 
 
 4. Cultivate exact, concise, and ready expression. 
 
 5. Aim to increase the attainments of the class. 
 
 6. Determine the pupiFs habits and methods of study, 
 and correct whatever is faulty in either manner or mat- 
 ter. 
 
GEIS'ERAL SUGGESTIONS. 21 
 
 7. Ascertain the extent of preparation on the part of 
 the pupil. 
 
 8. Encourage. This is important to prevent apostacy 
 — " back-sliding.'' 
 
 9. Give preliminary drill on subsequent lessons show- 
 ing toliat is to be done and how it is to be done, This 
 needs special attention. 
 
 10. Hear reports on subjects assigned at previous 
 recitations. 
 
 11. Eequire pupils to answer in full and complete 
 statements. 
 
 12. Permit no pupil to speak until recognized by the 
 teacher — the chairman of the meeting. 
 
 13. Eequire the pupil to rise when called upon to re- 
 cite. 
 
 14. Do not yourself recite, or repeat the pupil's 
 answers. 
 
 15. Let system, neatness, and accuracy characterize- 
 all work. 
 
 16. Be ready with criticism, but always give it in the 
 spirit of kindness. 
 
 17. Stop the recitation when there is any confusion 
 in the room. 
 
 18. Aim to reach general principles. 
 
 19. Remember that in primary work the " how " al- 
 ways precedes the ^^why." 
 
 20. Master subjects rather than pages. 
 
 21. Remember that mind-training is more important 
 than mere knowledge. 
 
 22. Avoid wandering; keep the object of the lesson 
 before vou. 
 
22 COi^DUCT OF RECITATION^S. 
 
 23. Avoid leaning in slavish dependence upon the 
 text-book. 
 
 24. Use judgment in the assignment of lessons. 
 
 25. Propound lessons promiscuously. 
 
 26. State the question — then call upon the pupil. 
 
 27. When the pupil is called upon to recite, permit 
 no interruptions, as speaking without permission, hold- 
 ing up hands, etc. 
 
 28. Cultivate honesty in every recitation. 
 
 29. Never *^^show off" pet classes or pet pupils. 
 
 30. Do not talk too much about order. 
 
 31. Cultivate language in the pupils; let every exer- 
 cise bear upon the correct use of language. 
 
 32. Close recitations promptly. 
 
 33. Dismiss the class in order. 
 
 34. Be cheerful, active and energetic. 
 
 35. Thoroughly master your subjects. 
 m. ^' Make haste slowly." 
 
 37. Do not yourself remove difficulties, but teach pu- 
 pils to overcome, to master them; in all instruction 
 '^ never remove a difficulty which the pupil has the 
 power to remove." 
 
 38. Allow no questions foreign to the recitation. 
 
 39. Allow no hesitation during recitation. 
 
 40. Grive entire time and attention to the recitation. 
 
 41. Eequire expertness in mechanical operations. 
 
 42. Comprehend the difference between memory of 
 words and knowledge. 
 
 43. Comprehend the difference between '' hearing a 
 recitation," and teaching. 
 
 44. Always prepare your class in advance of the lesson 
 for any difficulty which may meet them. You may ex- 
 
GEl^ERAL SUGGESTIONS, 33 
 
 plain the difficuly orally; you may solve an example, not 
 in the book, which shall meet the difficulty; you may 
 give the class a preliminary drill on the rule, or on a 
 series of more difficult examples under any rule, or in 
 miscellaneous examples under a number of rules. Such 
 preparation, judiciously given, is calculated to keep up 
 the ambition of all the class, by removing all excuses 
 for laziness and discouragement. 
 
 45. Eemember that true education is the forming for 
 life of correct habits of thinking, feeling, and doing. 
 
 V. Requisites. 
 
 1. An energetic, intelligent teacher. 
 
 2. Comfortable recitation seats. 
 
 3. An abundance of blackboard. 
 
 4. Apparatus, — such as globes, charts, maps, numeral 
 frame, measures, etc. 
 
 5. Reference books. 
 
 6. Call-bell. 
 
 7. Proper ventilation. 
 
 8. Equal temperature. 
 
 VL Preparation hy the Teacher. 
 
 1. A knowledge of the subject and of the pupils. 
 
 2. General preparation, as special as possible. 
 
 3. A programme for each day^'s work. 
 
 4. Knowledge how to '^ use ^^ books without abusing 
 them. 
 
 No permanent results can be attained in teaching 
 without thorough, careful and repeated re- neproduc- 
 production of lessons. *^°^' 
 
 After a lesson has been given, and recited by the 
 pupils in the subsequent recitation, they should be re- 
 
24 CONDUCT OF EECITATIOl^ S. 
 
 quired to restate what they learned in the preceding- 
 lesson, using good language and distinct and definite 
 propositions. No questions should be asked by the 
 teacher — and if the work has been done as it should be- 
 in the preceding exercise, there will be no need of any. 
 
 In primary classes require oral reproduction; in inter- 
 mediate and senior classes, written reproduction. 
 
 In the review the teacher asks questions of the pupils, 
 
 direct and general; pupils are required ta 
 
 construct tabulations. It is well to let the 
 
 pupils ask questions of each other — this will inspire the 
 
 pupils with a desire for study, and make them ready,, 
 
 prompt, and self-reliant. 
 
 The teacher should institute weekly reviews, both oral 
 and written. 
 
 Eehearsal is perhaps the most delicate part of the reci- 
 tation. So to conduct it that pupils mav pass 
 a thorough examination requires skill, judg- 
 ment, and experience. 
 
 The teacher is not expected to render assistance in 
 this division of the recitation; the pupils 7nust do the 
 worh, and give clear proof of their comprehension of 
 the lesson. If they cannot do it, the teacher is in 
 fault, and not the pupils. 
 
 During this part of the recitation, the teacher should 
 not take the time '''to recite ""; it is the pupils' time. 
 He is a very poor teacher who will do the work that 
 should be done by the pupil. 
 
 Before the class is excused, let them give the leading, 
 salient points of the lesson — a summary — a 
 
 summary. ^.^^g^ ^^ ^^^ ^^^^^^ 
 
GENERAL SUGGESTIONS. 25 
 
 A great deal of time is lost in the school, because 
 
 pupils do not know what to do or how to do Preliminary 
 
 it. In all primary classes oral instruction ^^^^^• 
 should precede pure recitation. In fact, in all classes, 
 where it is necessary, oral instruction should be given. 
 
 The main object of an education is to teach a child self- 
 oontrol — physical, intellectual, and moral. 
 
 r^^^ - it i ji it • Harmonious 
 
 Inis can be done only through a harmonious deveiop- 
 develoment of all his powers. 
 
 Pupils should be so taught in school that they may 
 have a desire to pursue other studies, and may be able 
 to acquire knowledge by observation, investigation, and 
 study. The knowledge imparted should be applied, as 
 far as may be, to practice. 
 
 In recitations, the expression of the thoughts which 
 the pupil has acquired by study, should be go^fai. 
 embodied in his own language. verbatim. 
 
 If the lesson contains captions, mathematical defini- 
 tions, principles or tables, or fixed rules, they should be 
 accurately recited in the words of the author. But they 
 must first be thoroughly understood. The mind should 
 be the depository of thoughts, and not of mere words and 
 signs. 
 
 In the class-recitation the pupil should be required 
 to stand erect while reciting. This will give stand while 
 him confidence and self-reliance. recitmg. 
 
 It should not be known beforehand what order will 
 I)e pursued in conducting the recitation. If pixed order 
 called on consecutively, some will be inatten- ^^ recitmg. 
 tive; if called on promiscuously, the idle and inattentive 
 will be called more frequently. 
 
26 CON^DUCT OF RECITATIONS. 
 
 Every teacher must see to it that each pupil is so 
 Adaptation to classified as to be required to perform a full 
 each pupil. amount of mental labor. '' Each mind must 
 be taxed." It is the wise teacher who is able to adapt 
 his treatment and instruction to the wants of each and 
 all. 
 
 Teachers are quite apt to call out the bright, intelli- 
 Do not slight S®^^ pupils in the recitation, but they should 
 the dull. remember that mere scholarship does not 
 make the man, and not slight those who are dull, slow to 
 understand. It is not brightness that wins in life's long 
 race; it is faithfulness, perseverance, persistence. 
 
 These qualities gave success to Nathanial Bowditch, 
 the mathematician; Benjamin Franklin, the philoso- 
 pher; George Peabody, the philanthropist; and Abra- 
 ham Lincoln, the statesman. 
 
 I would not intimate that scholarly ability is not 
 desirable, but it is not the only test. Long and merited 
 toil is the price of merit. The highest honors of pro- 
 fessional life are reached, not by genius, but by labor. 
 
 Strive to make the recitation attractive and interest- 
 
 ing. This requires thought and professional 
 
 tions inter- skill. The teacher should study each lesson 
 
 esting. . 
 
 before meeting the class, not merely to en- 
 able him to understand what he teaches, but to be able 
 so to conduct the recitation that he will awaken and 
 keep alive the interest of his pupils. The grand test of 
 the teacher's ability, and the secret of his success is 
 found in his power to inspire his pupils with earnest- 
 ness and enthusiasm. To wake up mind, is his first and 
 most important duty. A true teacher is alive and in 
 earnest; his heart throbs with tenderness and emotion; 
 
A LIFELESS SCHOOL. 27 
 
 his blood flows freely through his veins, and imparts 
 cheerfulness and vigor to his being. Enthusiasm speaks 
 out in his voice, glows in his countenance, and flashes 
 from his eye. We need in active service more of these 
 live teachers; teachers that can bring order out of con- 
 fusion, light out of darkness, and awake to activity the 
 slumbering powers of the intellect. 
 
 When superintendent of schools in St. Louis, Wm. T. 
 Harris, LL.D., now comissioner of educa- ThespMt 
 tion, said that listlessness in the school- ^^ ^^^^' 
 room might be traced to: 
 
 1. Lack of proper ventilation. 
 
 2. Lack of equal temperature. 
 
 3. Too long recitations for the strength of the pupils. 
 
 4. Injudicious and too frequent concert recitations. 
 
 5. The practice of ''keeping in^^ pupils at recess or 
 after school for failure in lessons or misbehavior. 
 
 6. Lack of definite analysis of the subject of the les- 
 son by the teacher during recitation. 
 
 7. Substitution of individual explanation on the part 
 of the teacher for correction (in the class) of bad habits 
 of study. 
 
 On entering the room of a careless or inexperienced 
 teacher, the visitor is struck by the life- a lifeless 
 less atmosphere that seems to pervade both ^c^^^i- 
 teacher and pupils. The pupils all turn their gaze upon 
 him as he enters and stare abstractedly, forgetful of the 
 presence of the teacher and of the purpose of their at- 
 tendance at school. The teacher languidly, or with a 
 slight flush of surprise and embarrassment, invites him 
 to a seat. After a little, the pupils settle back into the 
 condition prevailing before the entrance of the visitor 
 
28 CON^DUCT OF RECITATIONS. 
 
 The pupils at their seats are variously employed: many 
 are leaning over their desks, their faces full of en7vui; 
 others are endeavoring to relieve the tedium of the slow 
 creeping hour by ingenious devices of their own — pin- 
 traps, spit-balls, picture-books under the desks, writing 
 notes to their fellows, making caricatures on their slates, 
 scratching furniture, telegraphing on a small scale, etc., 
 — some have books open before them, others not; the 
 class that is ^'^ on the line '^ for recitations are leaning 
 against the blackboards behind them, or against the 
 desks in front of them; some are paying attention to the 
 lesson, others are busied with the pupils at their seats. 
 The teacher is distracted and confused. 
 
 Take the room as a whole, and the lack of the one 
 spirit that should prevail in it is painful to witness. 
 The almost audible sigh of the whole is: "Oh, that 
 school were out ! " The visitor thinks of the Lotus-Eat- 
 ers and of the " Land in which it seemed always after- 
 noon; all round the coast the languid air did swoon, 
 breathing like one that had a weary dream. ^' 
 
 The visitor who has come to inspect the school, looks 
 
 carefully into the methods of instruction and 
 
 discipline in order that he may discover the 
 
 primary causes of this failure, and suggest its remedy. 
 
 He notes: "This teacher has no force; she has no 
 No force in ^^1^ o^'^r these pupils; she does not make 
 the teacher. ^^ j^^j. ^^^ ^t the outset, that she will have 
 this and not that ; she commands incessantly, and does 
 not wait to see whether any command is obeyed; she ob- 
 viously had not prepared herself on the lesson before 
 coming to school, for, see, she holds the text-book in 
 her hand and is closely confined to the text while she 
 
WHAT MAKES A SCHOOL LIFELESS. 29 
 
 asks questions; at obvious allusions to the subject of the 
 previous lesson she does not pause to call it up, nor does 
 she illustrate the difficult portions of the lesson for to- 
 day;' while she is looking in the book for the next ques- 
 tion, a pupil has answered the previous one inaccurately, 
 or has omitted the essential point; she treats the impor- 
 tant and the unimportant questions alike; no wonder the 
 pupils are listless ! *' 
 
 But he sees that this phase is not the only one where- 
 in the teacher acts like a novice; in the more general 
 programme similar defects manifest themselves which 
 he notes accordingly: 
 
 The class is too large and too much time is taken to 
 hear it; the lesson for the next day is too defective 
 long, and no directions are given as to how to organization, 
 study it; all those who fail are kept in at recess or after 
 school; some receive individual explanations, and con- 
 sequently get in the habit of crowding around the teach- 
 er's desk, and of depending on her direct assistance. 
 
 Added to this, the teacher hears many parts of the 
 lesson in concert, and the consequence is concert 
 only those portions of the lessons are dwelt I'^citation. 
 upon that are most mechanical, for only such can be 
 recited in concert — discriminating and original answers 
 cannot be given in concert — concert answers must be 
 something verhatim and short answers: *^Yes, Sir,'' 
 *'No, Sir,'' "Atlantic Ocean," and the like. Complete 
 answers are made by the smart pupils, while the dull 
 ones follow the lead and join in toward the end of the 
 answer. Thebright pupils answer the whole: '^^ Twenty- 
 five thousand miles;" the less bright one says: "Five 
 thousand miles;" and the dull one: " Thousand miles; " 
 
30 CONDUCT OF RECITATIONS. 
 
 the dullest comes in at the word '^ Miles." These pupils 
 have not the power or discipline of mind to concen- 
 trate their attention for so long a recitation; they get 
 fatigued before it is through, and listlessness is the 
 result. 
 
 Again: ''The ventilation is not attended to, and the 
 
 impure air causes incipient congestion of the 
 
 brain, and a few of the delicate ones have 
 
 headaches, while all feel that apathy and indifference 
 
 which is its premonitory symptom." 
 
 '' Most important is the failure of the teacher; she 
 Definite ^^^^ ^^^ practise a system of definite analysis 
 
 analysis. ^f ^^iQ, lesson at recitation. She asks probing 
 questions only seldom; the pupil is not made to seize 
 the subject and analyze it till he thoroughly under- 
 stands it. The consequence is, he does not know how 
 to study the next lesson, nor when he has learned it, 
 and therefore does not study at his seat, having no defi- 
 nite sense of his deficiency and of his ability to over- 
 come it." 
 
 These causes of failure when generalized may be 
 Preparation traced to oue prevailing defect on the part 
 by the teacher, of ^j^^ teacher. And this may be described 
 thus: The teacher fails because she does not pay care- 
 ful attention to the power for work which her pupils 
 actually possess, and so lay out tasks and secure their 
 accomplishment as to increase constantly this power of 
 work. Previous preparation on the part of the teacher 
 is indispensable for this result. Everything should be 
 digested by the teacher before entering the school- 
 room; she should re-enforce the moments hy the hours, 
 and thus be able at all times to bring to bear the entire 
 
METHODS OF INSTKUCTIOIT. 31 
 
 weight of her character upon the pupil. The practice 
 
 of keeping the pupil in at recess for failure in lessons is 
 
 very baneful in its effects. The cause of the failure is 
 
 probably owing to inability to concentrate his mind, and 
 
 here the cure prescribed is calculated to heighten the 
 
 disease. The teacher should get the lesson into such 
 
 shape that the pupil can master it by a general assault, 
 
 and he should not be allowed — at home or in school — 
 
 to make a dissipated, scattering attack on it. 
 
 The country needs school-teachers, not school-keepers^ 
 
 The country needs men and women to conduct rational 
 
 recitations, not to hear classes. The country needsr 
 
 masters, and mastery is attained only through voluntary 
 
 and persistent labor. Michael Angelo says: ''^Trifles 
 
 make perfection, but perfection is no trifle.^' The 
 
 teacher should be watchful, faithful, and prayerful. 
 
 Then, and not until then, will he attain success in 
 
 teaching. 
 
 Methods of Insteuctiok. 
 
 r m i -L 7 SI- Rote, memoriter. 
 
 Methods 
 
 of 
 Teaching. 
 
 2, Rational. 
 
 TT r\ 1 \ 1' Rote. 
 
 II. Oral, 1^ Rational. 
 
 III. Socraticj 
 
 IV. Topic or Subject, 
 V. Discussion, 
 
 VI. Lecture. 
 
 In our schools, all the above methods may be found 
 and many other ways not entitled to the name of 
 method. 
 
 The text-book method is by some a much abused 
 method. When teachers simply require the Text-book 
 pupils to commit a lesson to memory and "^^*^o^- 
 
^2 COKDUCT OF RECITATIONS. 
 
 recite it mechanically, this is an abuse of the method. 
 The subject is one of unusual interest at the present 
 time, for the reason that so much is said and written 
 for and against the so-called " oral " and "text-book " 
 methods respectively. While on the one hand the text- 
 Memoriter ^ook method is stigmatized as a dead me- 
 Tecitations. chanical memorizing of the words in the 
 book and then a parrot-like repetition of the same to the 
 teacher, who sits behind the desk and looks on the book 
 to see that the lesson is given verbatim, on the other 
 liand the oral system is accused of relieving the pupils 
 :from the necessity of study; of throwing all the work 
 upon the teacher. 
 
 No doubt there are legions of unskilful, untrained or 
 Unskilled negligent teachers in the country. Indeed, 
 teachers. they far outnumber the skilful and pains- 
 taking — and it is hardly fair to judge the methods they 
 ^employ when they misuse the position and the instru- 
 ments placed in their hands so far as to make the text- 
 l)ook a Procrustean bed and the recitation a benumbing 
 process to the faculties of the child. The mere memor- 
 izing of the context is no index to the understanding of 
 it. A school-mistress once said to a little girl: "How 
 is it, my dear, that you do not understand this simple 
 thing?''' "I do not know, indeed," she answered, with 
 :a perplexed look; "but I sometimes think I have so 
 many things to learn that I have no time to under- 
 stand.'' 
 
 It is not best to condemn a method that has been in 
 use for hundreds of years, because all cannot attain good 
 results. But systems should not have their merits ad- 
 judged by their results in the hands of bunglers; they 
 
METHODS OF INSTEUCTIOlf. 3^ 
 
 should be compared in their results as achieved at the 
 hands of those who have mastered the methods. A sys- 
 tem is not responsible for the failure of those who do- 
 not follow out its principles. 
 
 Grand results have been attained with the text-book 
 method, by adopting the rational method of recitation, 
 — appealing to reason, to a proper understanding of the 
 context iefore memorizing. The latter is insisted on by 
 all rational teachers. 
 
 The oral method is distinctively German, and like 
 the text-book method has its friends and foes, q^^i 
 In some schools the teachers lecture before °^®*^<^^- 
 the children, and require them to reproduce the exact 
 language of the lecture. In this case it is as much a 
 rote or memoriter exercise as the text-book method. 
 
 In other schools, the teachers ask suggestive questions, 
 — they excite the pupils^ curiosity, awaken the mind 
 and easily hold the attention. The pupils do the work, 
 and infer the answers through their powers of percep^ 
 tion. This is real education. This is the rational oral 
 method. 
 
 The best method is a philosophical combination of 
 the oral and the text-book methods — uniting ^pj^g combined 
 the merits and rejecting the faults. Oral °^®*^'^^- 
 methods predominate properly in American primary 
 schools; text-book methods in secondary schools and 
 colleges; and we return again to oral methods, or lec- 
 tures, in the professional schools. The true place for 
 oral methods is in preparatory work. Oral instruction 
 should lead to and prepare for the text book. 
 
 The best work in American schools is found in a judi- 
 cious combination of both methods. Oral instruction 
 
■34 COKDUCT OF, EECITATIOl^S. 
 
 alone, if carried through a course of instruction, even 
 if teachers are prepared to give it, is not the best method. 
 It should lead to a mastery of other thoughts than those 
 on the printed page. The most effective teaching uses 
 both the oral and text-book methods. If used properly, 
 oral teaching will teach the pupils how to investigate. 
 Oral instruction, in its results, is of the highest impor- 
 tance to American citizenship. Young children have 
 iew ideas, for they have heard little, read little, and 
 their observation has not been developed. 
 
 Oral instruction takes a more permanent hold of the 
 mind than memorizing from books. It affords the 
 learner an opportunity to ask questions as the lesson 
 proceeds, and gives the teacher the entire control of the 
 youthful minds that lie fallow before him. It opens 
 also a field for enthusiasm in teaching and learning, 
 where everything with some teachers is mere drudgery. 
 It would give life where there is nothing now but worn 
 and worthless machinery in our public schools. 
 
 Children are often made to commit to memory names 
 and dates and rules, without a proper understanding of 
 them. The text-book becomes the real instructor, and 
 not the living man or woman who should impart instruc- 
 tion. 
 
 We would not discard the text-books entirely, neither 
 would we exclude them. 
 
 The proper place for oral instruction is in the primary 
 department; and in other classes the oral instruction 
 should be of such a character as to prepare the pupils for 
 study, so that no time may be wasted. 
 
 Pupils should be made to study their text-books; 
 learn short lessons; be asked by their teachers not only 
 
METHODS OF IJ^TSTRUCTION. 35 
 
 the questions in the books, but others that will test their 
 knowledge and awaken their interest. 
 
 Some pupils learn readily from their text books, and 
 get along with a little explanation. Some are more dull 
 and need the stimulus of recitation, of questions and 
 answers, and of illustrations. 
 
 By skilful questioning the pupil is led to discover the 
 truth, and trained to think. Subjects are socratic 
 developed from the standpoint of the learner. "^®<^^od. 
 The teacher stimulates and directs, but never crams. 
 Pupils are encouraged to present their own thoughts. 
 If correct, the teacher deepens and widens their views 
 by suggestive illustrations. If incorrect, the absurdity 
 is shown by leading the pupils to discover the legitimate 
 consequences. Thus the burden of thought and re- 
 search is thrown upon the learner, who, at every step, 
 feels the joy of discovery and victory, and the conscious 
 pleasure of assisting tho teacher. Such teaching results 
 in development, growth, and education. '^The exercise 
 of the child's own powers, stimulated and directed, but 
 not superseded, by the teacher^'s interference, ends both 
 in the acquisition of knowledge and in the invigoration 
 of the powers for future acquisition. '^ 
 
 In this method the pupils are trained to tell consecu- 
 tively their own thoughts. The art of con- Topical 
 nected discourse is essential; hence by our °^®*^^*^' 
 best teachers the topical method is made the basis of the 
 recitation. This should be required of every class in 
 school, whenever the subject will admit of it. No other 
 method can so easily secure the results to be accom- 
 plished. Pointed, searching questions are asked when- 
 ever necessary, and instruction is given in the Socratic 
 
36 CONDUCT OF EECITATIONS. 
 
 method. At any moment any member of the class is 
 liable to be called on to explain a difficulty, to answer a 
 question or to continue a topic. Thus life, vigor, un- 
 divided attention, and effective individual effort are 
 secured and maintained throughout the recitation. 
 
 Prompting, in all its forms, is inartistic and perni- 
 cious. The aim is to train the pupils to habits of inde- 
 pendent expression, as well as independent thought. The 
 exclusive use of the topic method is an extreme to be 
 studiously avoided, as it excludes instruction and fails 
 to elicit the intense interest and the earnest effort of 
 every member of the class. It should have a limited 
 use in the primary department, more extended in the 
 intermediate and senior departments. In the primary 
 classes, the terms may be developed individually, and 
 written on the board, thus forming a complete tabula- 
 tion and classification. 
 
 The pupils should be required to review the terms 
 written on the board, without any assistance from the 
 teacher. 
 
 In intermediate and senior classes, the pupils should 
 be taught to tabulate and classify, and recite from the 
 tabulation. 
 
 Briefly and pointedly pupils present their arguments 
 Discussion ^^ f avor of their respective positions. Criti- 
 method. cisms are urged and answered. Every point 
 
 is sharply contested. The reasons for and against are 
 carefully weighed. 
 
 Educationally the discussion method stands high. 
 It is like the interest excited in debate; in these mental 
 conflicts, the utmost power of the pupil is put forth. 
 
METHODS OF TEACHING. 37 
 
 There is no better way to cultivate independence, 
 self-assertion, liberality, and the habit of treating an 
 opponent courteously and fairly. The discussion 
 method supplements the Socratic and topic methods. 
 It breaks up monotony, dissipates stupidness and in- 
 sipidity. 
 
 From the primary school to the university this method 
 may be used with incalculable advantage; but in all 
 eases it must be kept well under the control and direc- 
 tion of the teacher. 
 
 Perhaps there is no method that will excite greater 
 interest than this rational method. There is less exam- 
 ining, less artificial training and more solid develop- 
 ment. The discussion method is pre-eminently the 
 method to make thinhing men and thinlcing women. 
 
 Lecturing is another method of instruction which has 
 its uses and abuses. A lecture by the Lecture 
 teacher should never be substituted for a method, 
 recitation by the class. Many teachers suppose that the 
 measure of their ability as instructors is the power they 
 have to explain and illustrate before their classes, and 
 hence spend most of the time assigned to recitation in 
 the display of their own gifts of speech. But in the 
 recitation room the good teacher has but little to say* 
 Her ability is tested more by her silence than by her 
 loquacity; by her power to arouse and direct the activity 
 of her pupils, more than by her own actions. In pro- 
 fessional schools and in the advanced classes in colleges, 
 the time for recitation is largely spent in this way. 
 The lecturer outlines the subjects, suggests the fields of 
 research, indicates the line of thought, gives much in- 
 formation, and stimulates the pupils to effort. If the 
 
38 coiq"DUCT OF recitations. 
 
 student, by long continued effort makes the lecture his 
 own, great will be the results. 
 
 But nowhere in this country has the lecture method 
 alone given entire satisfaction. It has been found neces- 
 sary to institute oral and written examinations in order 
 to make it effective. 
 
 The conversational lecture gives results. The class 
 by skilful questions are led into rich fields of thought. 
 Topics are discussed by the teacher and the pupils. 
 Questions are asked that produce thought; experiments 
 are performed that elicit attention; pupils are led to 
 draw inferences from what they perceive. This method 
 was admirably used by the wise Socrates, Plato, and 
 Aristotle. From these great masters modern teachers 
 may learn important lessons. 
 
 The lecture method is utterly out of place in primary 
 classes. Wherever it has been used it proves a failure. 
 
 Whenever a teacher gives a lecture to her pupils, she 
 should require them to take notes, and recite after every 
 formal lecture. It is well for the teacher to write on 
 the board a tabulated classification, and require the 
 pupils to copy. 
 
 General Eemarks. 
 
 Whatever method the teacher may follow, one end 
 should be attained: the best possible development of 
 true manhood and womanliood. The inquiry may rise, 
 what is the end of study, recitation, and instruction? 
 
 Not the attainment of knowledge, but discipline — 
 power. It is undoubtedly a fact that " secular educa- 
 tion will make a good man better, but a bad man 
 worse." 
 
LAWS OF QUESTION"Il!?^G. 39 
 
 Education, then, is not the storing of knowledge, but 
 the development of power; and the law of development 
 is thorough exercise. 
 
 Any system of education, therefore, which weakens 
 the motive or removes the necessity of laborious think- 
 ing is false in theory and ruinous in practice. 
 
 There is only one way to acquire knowledge, and that 
 way is through study — the voluntary and continual ap- 
 plication of the mind to a subject. 
 
 Laws of Questioning. 
 
 1. Questions should be clear and concise. 
 
 2. Questions should be to the point. 
 
 3. Questions should be adapted to the capacity. 
 
 4. Questions should be logical. 
 
 5. Questions should not be ambiguous. 
 
 6. Avoid questions that give a choice between two 
 answers. 
 
 7. Avoid direct questions. 
 
 8. Avoid set questions. 
 
 9. Avoid general questions. 
 
 10. Avoid questions that simply exercise the faculty of 
 memory. 
 
 Objects of Questioning. 
 
 1. To find out what the pupils know. 
 
 2. To ascertain what they need to know. 
 
 3. To awaken curiosity. 
 
 4. To arouse the mind to action. 
 
 5. To illustrate; to explain, — when necessary. 
 
 6. To impart knowledge not found in the text-book. 
 
 7. To fix knowledge in the mind. 
 
 8. To secure thoroughness. 
 
40 CONDUCT OF EECITATIOKS. 
 
 Cautions to he Observed in Questioni7ig. 
 
 1. Ask questions only once. 
 
 2. Vary the questions. 
 
 3. Begin the exercise with an easy question. 
 
 4. Let your questions be connected. 
 
 6. When a question is asked do not suggest the first 
 words of the answer. 
 
 6. Enunciate every question with distinctness. 
 
 7. Anticipate answers; arrange suggestive questions. 
 
 8. Never neglect or ridicule an answer. 
 
 9. Never tell a child what you could make that child 
 tell you. 
 
 10. Question the lesson into the minds of the pupils^ 
 and question it out again. 
 
 11. Lead the pupil by a pleasant question to discover 
 his own mistake, instead of directly charging him with it. 
 
 General Suggestions. 
 
 1. Show the necessity of a subject before you begin, 
 to teach it. 
 
 2. Eequire one subject to be understood before tak- 
 ing up another. ^ 
 
 3. Require everything that is taught to be reproduced 
 by the pupils. 
 
 4. Always take up subjects in their logical order. 
 
 5. That which is attempted should be thoroughly 
 mastered. 
 
 6. Remember that all the powers are developed by 
 being judiciously and vigorously exercised. 
 
 7. Remember that knowledge is of little value unless 
 it can be utilized. 
 
 8. Remember that a lesson is not given until it has 
 been received. 
 
MISCELLANEOUS SUGGESTIOl^S. 41 
 
 Special Suggestions to Young Teachers. 
 
 1. Make weekly or bi-weekly inspections of all books 
 held by the pupils, holding each responsible inspection 
 for the right use of the same. This will of^oo^s. 
 prevent much mutilation and destruction of books. 
 
 2. In the class-room teachers should not confine the 
 attention of the pupils exclusively to what outside 
 
 is found in the books. '^ Books are but i^f«"^ation. 
 helps," or instruments; and while that which is con- 
 tained in them should be judiciously used and thor- 
 oughly understood, yet, so far as time will permit, the 
 teacher can with advantage introduce such matters as 
 ^re not only valuable in themselves, but will tend to im- 
 press the subject of the lesson more firmly upon the 
 mind. 
 
 3. Be judicious and sparing in awarding credit or dis- 
 -credit marks; to be lavish, would render judicious 
 them cheap and comparatively valueless. markmg. 
 
 4. Before reproving delinquents in recitation, first 
 inquire whether or not they have studied, credit honest 
 ;and, if so, what effort has been made. Some 
 
 pupils may devote much time and labor to the acquire- 
 ment of their lessons, and yet in the class room be weak 
 in their recitation; to denounce such would discourage 
 rather than stimulate. 
 
 5. During a recitation, the attention of all should be 
 engaged upon the lesson or subject under Ensure 
 consideration. ^*^^*^^^- 
 
 6. When a pupil applies for assistance on any ques- 
 tion, do not accomplish the whole yourself, q^^^ ^eip but 
 nor send him away entirely unaided; but not too muoh. 
 :after he has studied the subject faithfully, present to 
 
42 COifDUCT OF RECITATIONS. 
 
 him one or two of the leading principles involved, and 
 then leave him to develop the matter himself. Too 
 much aid is sometimes worse than too little. 
 
 7. Before entering on the duties of the day, the 
 The teacher's teacher should be thoroughly conversant 
 preparation, -^ith the Subject of each lesson. A teacher, 
 while conducting a recitation, should never le oMiged 
 to refer to the look or map for the purpose of ascertain- 
 ing whether or not the pupil is correct in his answer^ 
 Besides displaying a weakness on the part of the teacher, 
 there arises in the mind of the pupil the query — why 
 should 1 study what my teacher does not know? 
 
 The teacher should be first well acquainted with the 
 true answer to every question, and the correct pronun- 
 ciation of every word in the several lessons. It will be 
 seen that many advantages attend this plan; the chief 
 of which are — much time is saved, the teacher instructs 
 with more facility and success, and the pupil, observing 
 the familiarity of the teacher with the several subjects,, 
 feels for him and for the subjects a greater respect. 
 
 8. In hearing a lesson, give the pupil time to answer 
 „ ,. , when he appears to have a correct idea, and 
 
 Be patient ^ ^ 
 
 butaUowno merely hesitates to find words to express- 
 guess-work. , . . 
 himself; but when it is evident that he is 
 
 ignorant of the answer, waiting is but a loss of time. 
 Ideas not ^' ^^ ^^^® ^^® pupils have gained ideas. 
 
 words. Words, without ideas, clog the mind. 
 
 10. A teacher taking charge of a new class, should at 
 p^gj^ first advance it beyond the farthest point it 
 
 forward. j^^^j previously attained in each study. In 
 case the teacher finds the new class deficient in what 
 has been passed over, he should not turn back until 
 
MISCELLANEOUS SUGGESTIONS. 43 
 
 about two weeks have elapsed, when all necessary re- 
 views may be made. When a class passes under the 
 control of another teacher, a sudden retrograde move- 
 ment would produce discontent in the class. At all 
 times, the teacher should avoid allusion tending to dis- 
 parage the course of his predecessor in the estimation 
 of the class. 
 
 11. The hearing of the class should not occupy more 
 than one hour and a half daily, the remain- Reciting 
 der of the day being devoted to actual teach- ^'- 1^^^^^^- 
 ing, when the lessons for the following day may be ex- 
 plained by the teacher. Answering in concert should 
 be little used. 
 
 12. Whenever practicable, teach by means of objects, 
 or through the medium of the eye; in geog- Employ 
 raphy, use globes and maps; in astronomy, the eye. 
 use orrery, globes, and diagrams; in spelling, frequently 
 require the pupils to write the words or sentences given. 
 
 13. If you would have no drones in your school, talk 
 at each recitation to the dullest in your class, „^ , 
 
 "^ . Work most 
 
 and use all your ingenuity in endeavoring to with the 
 
 •^ ® '' J^ dullest. 
 
 make him comprehend. The others, then, 
 will be sure to understand. 
 
 14. Make each exercise as attractive as possible. 
 Think out your methods beforehand, and mustrate 
 illustrate freely. ^"^^^y- 
 
 15. Cultivate self-control: never be led 
 into confusion, and above all be in earnest. 
 
 16. Be cheerful and smile often. A teacher with a 
 long face casts a gloom over everything, and 
 
 ^ , ., 1 .,, ^ . , -^ -,^1 Be cheerful. 
 
 eventually chills young minds and closes 
 young hearts. 
 
44 COKDCJCT OF KECITATIOiq'S. 
 
 17. Use simple language when you explain lessons. 
 Simple Long words are thrown away in the school- 
 language, room. 
 
 18. Thoroughly test each pupil on the lesson, and do 
 Frequent ^^t be afraid of repetition. Eeview every 
 reviews. ^^^^ ^j. j^^^^h will be lost. Do not try to 
 teach too much; better teach a little and teach it well. 
 
 19. Endeavor to make the pupils understand the 
 Make them meaning of what they study. Probe the 
 understand, flatter to the bottom, and get at the real 
 knowledge of your scholars. Cultivate the understand- 
 ing, and do not appeal to the memory alone. Lay the 
 foundation of knowledge firmly and well. 
 
 20. Impart right principles and lead your pupils to a 
 
 higher level, to a nobler range of thought. 
 Endeavor to accomplish all that skill, intel- 
 ligence, and love can suggest. 
 
 What now you do, you know not, 
 
 But shall hereafter know, 
 When the seed which you are sowing. 
 
 To a whitened field shall grow. 
 
 'Tis a rich young soil you're tilling; 
 
 Then scatter the good seeds well; 
 Of the wealth of the golden harvest 
 
 Eternity will tell. 
 
 21. Teach your pupils to fight manfully in the war- 
 Setanobie ^^^® ^^ good against evil, truth against error; 
 example. ^nd above all, let the eternal principles of 
 right and wrong govern your own life, and form a part 
 of your own character. If you do this, you will "sow 
 beside all waters, and eventually bring home your 
 sheaves rejoicing.^' 
 
FINAL MAXIMS. 45 
 
 22, Train the eye to perceive correctly, the ear to 
 understand correctly, the hand to execute pj^^j 
 correctly, the tongue to speak correctly, and "maxims, 
 the mind to retain correctly. " Begin at the begin- 
 ning.^' " Follow a natural order.'' '^Classify knowl- 
 edge." ^'Master principles." 
 
'THE SCHOOL BULLETIN PUBLICATIONS. 
 
 Books for Young Teachers. 
 
 1. _ Comnwn School Law for Common School Teachers. A digest of th& 
 provisions of statute and common law as to the relations of the Teacher to 
 the Pupil, the Parent, and the District. With 500 reference's to legal decis- 
 ions in 28 different States. 14th edition, wholly re-written, with references 
 to the Code of 1888. By C. W, Baedeen. 16mo, cloth, pp. 120. Price 75 cts. 
 
 The reason why the teacher should make this his first purchase is that 
 without a knowledge of his duties and his rights under the law he may fail 
 either in securing a school, in managing it, or in drawing the pay for his ser- 
 vices. The statute provisions are remarkably simple and uniform. The de- 
 cisions of the Courts, except upon two points, here fully discussed, follow 
 certain defined precedents. An hour to each of the eleven chapters of this 
 little book will make the teacher master of any legal difficulties that may 
 arise, while ignorance of it puts him at the mercy of a rebellious pupil, en 
 exacting parent, or a dishonest trustee. 
 
 S. Hand-BooTcfor Young Teachers. By H. B. Buckham, late principal of 
 the State Normal School at Buffalo. Cloth, 16mo, pp. 152. Price 75 cts. 
 
 It anticipates all the difficulties likely to be encountered, and gives the 
 beginner the counsel of an older friend. 
 
 S. The School Boom Childe, embodying the instruction given by the author 
 at Teachers' Institutes in New York and other States, and especially in- 
 tended to assist Public School Teachers in the Practical Work of the School* 
 Room. ByE. V. DeGkapf. Thirteenth edition^ with many additions and 
 corrections. 16mo, cloth, pp. 398. Price $1.50. 
 
 As distinguished from others of the modern standards, this is a book of 
 Methods instead of theories. It tells the teacher just what to do and how to 
 do it ; and it has proved more practically helpful in the school-room than, 
 any other book ever issued. 
 
 h. A Quiz-Book on the Theory and Practice of Teaching. By A.' P. 
 SouTHwicK, author of the "Dime Question Books." 12mo, pp. 220. Price $1.00. 
 
 This is one of the six books recommended by the State Department for 
 study in preparation for State Certificates. The others are Hoose's Methjods 
 ($1.00), Hughes's Mistakes (50 cts.), Fitch's Lectures ($1.00), Page's Theory and 
 Practice ($1.25), and Swett's Methods ($1.25). We mil send the six post-paid 
 for $5.00. 
 
 5. Mistakes in Teaching. By James L. Httghes. American edition, with 
 contents and index. Cloth, 16mo, pp. 135. Price 50 ctw 
 
 More than 15,000 have been used in the county institutes of Iowa, and 
 elsewhere superintendents often choose this book for their less thoughtful 
 teachers, assured that its pungent style and chatty treatment will arrest 
 attention and produce good results. 
 
 6 How to Secure and Retain Attention. By Jaiobb L. Hughes. 16mo, 
 cloth, pp. 97. Price 50 cts. 
 
 This touches attractively and helpfully upon the first serious difBculty 
 the teacher encounters. No young teacher should neglect these hints. 
 
 7. Prim/iry Helps. A Kindergarten Manual for Public School Teachers. 
 By W. N. Hailmann. 8vo, boards, pp. 58, with 15 full-page plates. Price 75 cts. 
 
 In these days, no primary teacher can afford to be ignorant of " The New 
 Education," and this is perhaps the only volume that makes kindergarten 
 principles practically available in public schools. 
 
 8. Dims Question Book, No. 4, Theory and Practice of Teaching. 16ino, 
 paper, pp. 40. Price 10 cts. By A. P. Southwick. 
 
 § A capital preparation for examination. 
 
 C. W. BARDEEN, Publisher, Syracuse, N. Y. 
 
■THE SCHOOL BULLETIN PUBLICATIONS,- 
 
 .Helps toward Correct Speech. 
 
 1. Verbal Pitfalls: a manual of 1500 words commonly misused, includ- 
 ing all those the use of which in any sense has been questioned by Dean 
 ij^-ord, G. "W. Moon, Fitzedward Hall, Archbishop Trench, Wm. C. Hodg- 
 son, W. L. Blaokley, G. F. Graham, Eichard Grant White, M. Scheie de Vere, 
 Wm. Mathews, ' ' AKred A3n'es, ' ' and many others. Arranged alphabetically,, 
 with 3000 references and quotations, and the ruling of the dictionaries. 
 By C. W. Bakdeen. 16mo, cloth, pp. 223. 75 cts. 
 
 Perhaps the happiest feature of the book is its interesting form. Some 
 hundreds of anecdotes have been gathered to illustrate the various points 
 made. These have the advantage not only of making the work entertain- 
 ing, but of fixing the point in the mind as a mere precept could not do. The 
 type indicates at a glance whether the use of a word is (1) indefensible, (2) 
 defensible but objectionable, or (3) thoroughly authorized. 
 
 2. A System of Rhetoric. By C. W. Bardeek. 12mo, half leather, pp.. 
 813. $1.75. 
 
 S. A Shorter Course in Bhetoric. By C. W. BjauDEEN. 12mo, half leather, 
 pp. 311. $1.00. 
 
 4. Outlines of Sentence Making. By C. W. Bakdeen. 12mo, cloth, pp» 
 187- 75 cts. 
 
 5. Practical Phonics. A comprehensive study of Pronunciation, form- 
 ing a complete guide to the study of elementary sounds of the EngUsh Lan- 
 guage, and containing 3,000 words of difficult pronunciation, with diacriti- 
 cal marks according to Webster's Dictionary. By E. V. De Gkafp. 16mo, 
 cloth, pp. 108. 75 cts. 
 
 The book before us is the latest, and in many respects the best, of the 
 manuals prepared for this purpose. The directions for teaching elementary 
 sounds are remarkably explicit and simple, and the diacritical marks are 
 fuller than in any other book we know of, the obscure vowels being marked, 
 as well as the accented ones. This manual is not like others of the kind, a- 
 simple reference book. It is meant for careful study and drill, and is es- 
 pecially adapted to class wse.—New England Journal of Education. 
 
 6. Pocket Pronunciation Book, containing the 3,000 words of difficult 
 pronunciation, with diacritical marks according to Webster's Dictionary. 
 By E. V. De Grait. 16mo, manilla, pp. 47. 15 cts. j 
 
 Every vowel that can possibly be mispronounced is guarded by danger 
 signals which send one back to the phonic chart for instructions. We are 
 glad to notice that the Professor is leading a campaign against the despoil- 
 ers of the vowel u ; he cannot hold communion with an educated man whose 
 third day in the week is " Toosdaj."— Northern Christian Advocate. , 
 
 7. Studies in Articulation : a study and drill-book in the Alphabetic Ele- 
 ments of the English language. Fifth thousand. By J. H. Hoose. 16mo, 
 cloth, pp. 70. 50 cts. 
 
 This work not only analyzes each sound in the language, but gives as' 
 illustrations hundreds of words commonly mispronounced. _ . j 
 
 Dr. Hoose 's " Studies in Articulation " is the most useful manual of the 
 kind that I know of. It should be a text-book in every Teachers' Institute. 
 — A. J. Bickoff, formerly Sup'' t of Schools at Cleveland and at Yonkers. . 
 
 8. Hints on Teaching Orthoepy. By Chas. T. Pooler. 16mo, paper, pp.; 
 15. 10 cts. 4 
 
 9. Question Book of Orthography, Orthoepy, and Etymology^ with Notes, 
 Queries, etc. By AiiBERT P. Southwick. 16mo, paper, pp. 40, 10 cts. 
 
 10. Question Book of Beading and Punctuation, with Notes, Queries, etc^ 
 By Albert P. SoTjTHwicK. 16mo, paper, pp. 38. 10 cts. ^ , . r, •'\ 
 
 C. W. BARDCEN, Publisher, Syracuse, N. Yr 
 
-THE SCHOOL BULLETIN PUBLICATIONS,- 
 
 Helps in Beading and Spealiing. 
 
 1. The Sentence Method of Teaching Beading. By Geo. L. Faenham. 
 Cloth, 16mo, pp. 50. Price 50 cts. 
 
 As the word method was a step above the alphabet method, so the sen- 
 tence method is a step beyond the word method. " The unit of thought is 
 the sentence," and if the child considers the words as units in learning to 
 read, he must unlearn his habits of reading in order to read naturally. Mr. 
 Tamham shows how much more easily children will learn to read, and how 
 much better they will read, where this method is employed. The book is in 
 general use all over the country— in Col. Parker's Cook County Normal 
 "School, among others. It is especially valuable for teachers' institutes. 
 
 S. A Manual of Elocution. By John Swett. Cloth, 12mo, pp. SCO, 
 Price $1.50. 
 
 A peculiarly sensible and practical work, intended to make not "elocu- 
 tionists" but good readers and speakers. 
 
 S. Memory Gems. By Geo. H. Hoss. Paper, 16mo, pp. 40. Price 15 cts. 
 Especially intended for opening exercises in school, where each pupil 
 rises and repeats some sterling quotation. 
 
 U. Memory Selections. By Charles Northend, 24 manilla cards in a 
 box. Three series, Primary, Intermediate, Advanced. Price of each, 25 cts. 
 
 The special convenience of these cards is that they may be distributed 
 among the pupils, so that one box answers for an entire room. The selec- 
 tions are very highly commended. 
 
 5. The Table is Set. A Comedy for Schools, from the German of Ben- 
 'dix. By Welland Hendrick. 16mo, pp. 30. Price 15 cts. 
 
 Nothing is in greater demand than little plays for school entertain- 
 ments, with few characters and requiring no scenery, and yet thoroughly 
 Taright and entertaining. This play will be found to meet all requirements. 
 
 6. Calisthenics and Disciplinary Exercises. ByE. V. DeGrapp. Manilla^ 
 16mo, pp. 39. 25 cts. 
 
 These exercises require no apparatus, and can be used without music. 
 They are adapted to schools of every grade. 
 
 " The directions are clear and simple, and the exercises if properly per- 
 formed, will serve not only to relieve the tedium of school-work, but to give 
 gi-ace of movement, and a habit of prompt response to orders.''^— Wisconsin 
 Journal of Educatioti. 
 
 7. The Get^nan System of Light Gymnastics, with Explanations, Direc- 
 tions, and 45 Illustrations. Manilla, 16rao, pp. 32. Price 25 cts. 
 
 This is the system in common use in the German schools and requires no 
 apparatus. It is based on the symmetrical development of all the muscles, 
 and has positive health value, besides providing simple and attractive 
 exercises. 
 
 C. W. BARDEEN, Publisher, Syracuse, N. Y. 
 
■THE SCHOOL BULLETIN PUBLICATIONS.- 
 
 Helps in Teaching Greography. 
 
 I. ^Topicoi G'«)g'/'apAy, with Methods and Supplementary Notes. By Ida. 
 L. Gbhtin, School Commissioner for the Third District, Oswego County, 
 N. Y. Leatherette, 12mo, pp. 142. 50 cts. 
 
 This is a complete manual of geography, covering the entire subject. It 
 outUnes in detail what should be taught, when it should be taught, and how 
 It should be taught. In addition to this a large number of Supplementary 
 Notes are given, which are invaluable to the teacher. * * * It is the 
 most complete and helpful guide in teaching the subject that has ever been 
 written.—^. P. Chapin, editor Educational Gazette. _ 
 
 8. Oral Instruction in Geography. By Ejoia L. Pardon, Paper, 16mo, 
 pp. 29. 15 cts. 
 
 S. Conversational Lessons leading to Geography. By H. C. Northam.. 
 Lewis County Edition. Paper, 16mo, pp. 43. 25 cts. 
 
 A. The same. Oneida County Edition. Pp.46. 25 cts. 
 
 5. A Brief Geography of Onondaga County. By C. W. Bardkek. Paper ,. 
 16mo, pp. 48, with Map. 25 cts. 
 
 The last three are prepared for local use in the State of New York and 
 have general interest only by way of suggestion. 
 
 6. Kehle Outlines of Geography. By Josephine K. Brown. Paper, 16mo, 
 pp. 59. 25 cts. 
 
 7. The Regents^ §wesiion5 in Geography from the First Examination to 
 that of June, 1882. Manilla, 16mo, pp. 70. 25 cts. 
 
 8. Key to the above. Manilla, pp. 36. 25 cts. 
 
 These 1987 questions and answers have had a larger sale than those in 
 any other subject, and are generally recognized as the best general review 
 attainable. 
 
 9. The Uniform Examination Questions in Geography, from the begin- 
 ning to March, 1889. Paper, 16mo, pp. 30. 10 cts. 
 
 10. Key to the above. Paper, 16mo, pp. 34. 10 cts. 
 
 These 709 questions and answers served for the examination of 30,000 
 teachers in the State of New York. The fact that the Key contains more 
 pages than the Questions, shows how carefully the answers, oflcially fur- 
 nished, were prepared. 
 
 II. A Globe Manual for Schools. By Flavius J. Cheney. Paper, 16mo, 
 pp. 95. 25 cts. 
 
 ^j A simple and comprehensive hand-book with illustrations and problems.. 
 
 12. The International Bate Line. By Henrt Collins. Paper, 16mo. pp. 
 15. 15 cts. 
 
 A conclusive treatment of a subject often debated. 
 
 IS. Latitude, Longitude, and Time. By J. A. Bassett. Manilla, 16mo, 
 pp. 42. 25 cts. 
 
 Though especially intended for arithmetic classes, this will be useful to 
 the teacher of geography. 
 
 lU. Dissected Maps as follows: a. Of the United States. 6, Of the State 
 of New York. c. Of the State of Michigan, d. Of the States of N. Y. , N. J, , 
 Del.,Md. e. Of New England. /. Of la.. Mo., Ks., Nev., Col., Dak., Wy.,. 
 Mont. > 
 
 Price of each, in box, 75 cts. Those from eiof are from maps several 
 years old. The others are new and fresh. The peciiliar use of these maps^ 
 In teaching geography is now commonly recognized. 
 
 C. W. BARDEEN, Publisher, Syracuse, N. Y. 
 
■THE SCHOOL BULLETIN PUBLICATIONS.- 
 
 Helps in Teaching Natural Science. 
 
 1. Laboratory Manual of Experi7nental Physics. A brief course of Quan- 
 titative Physics, intended for Beginners. By AiiBERT L. Abet. _ Cloth, 
 16mo, pp. 200. Price 75 cts. 
 
 This is a directly practical manual for elementary experimental work in 
 physics. It gives full details for the construction of inexpensive apparatus, 
 is abundantly illustrated, and gives on the right-hand pages blanks for en- 
 tries by the pupil, usually in tabular form. The advantages of quantitative 
 experiments are recognized, and this book is the first to make them possible 
 in the ordinary high school. Immediately upon its appearance it was 
 adopted for use in the Rochester Free Academy. 
 
 2, Syllabus of Lectures on Physiology. By Thos.' B. Stoweli,, Ph.D., 
 principal of the State Normal School, Potsdam, N. Y. 3d edition. Boards, 
 8vo, pp. 133. Price %\M. 
 
 This is, like the above, a manual for practical work, vnth illustrations, 
 and with the right-hand pages blank. 
 
 S. Systematic Plant Record. By Prof. L. M. Underwood, Ph. D., of 
 Syracuse University. Manilla, 4to, pp. 52. Price 30 cts. 
 
 The reputation of the author, who is eminent among the younger scien- 
 tists of the country, is well sustained in this compendious and convenient 
 record for the pupil's use. 
 
 k. Dime Question BooTcs of Physics, Chemistry, Geology, Botany, Zoology, 
 Physiology, Astronomy. By Albert P. Southwick. Paper, 16mo, pp. about 
 40. Price of each 10 cts. 
 
 Without being exhaustive in these subjects, these little books give much 
 information and many useful suggestions to teachers. They are capital for 
 review, and especially as preparations for examination. 
 
 5. Dime Question Book of Stimulants and Narcotics, prepai'ed in accord- 
 ance with the effort to promote Temperance in the Public Schools. By 
 C W. Bakdeen. Paper, 16mo, pp. 40. Price 10 cts. 
 
 It is invaluable to many others besides teachers. It quotes all the 
 standard authors in its respective toitic^.— Commonwealth, Boston. 
 
 The few remarks about tobacco are, I think, truthful and just, neither 
 too strong nor too mild. I could v/ish that our vsriters on alcohol would 
 use a like moderation in their statements.— J.. Hazleioood, 31. D., Grand Bap- 
 ids, Mich., member of the State Board of Health, July 31, 188k. 
 
 6. How to Teach Natural Science in the Public Schools. By W. T. Har- 
 ris, LL.D., Commissioner of Education. Paper, 16mo, pp. 40. Price 15 cts. 
 
 Nothing better on the subject is accessible in so compact a form. — 
 The Critic, Aug. 21, 1887. 
 
 The fact that its publication was made at the suggestion of Dr. Charles 
 C. Ward is sufficient recommendation to those who know of the latter's 
 work in investigating this subject. It is an excellent hand-book, and very 
 thoroughly outlines the work to be done and the method of doing it.— Edu- 
 cational Courant, Aug., 1887. 
 
 C. W, BARDEEN, Publisher, Syracuse, N, Y. 
 
-THE SCHOOL BULLET m VUBLICATIONS. 
 
 Helps in Teaching Penmanship. 
 
 1. Wells'' s Improved Practical Methods of Penmanship. Chautauqua Series. 
 Copy Books, Nos. 1, 2, 3, 4. ManiHa, 7x8J^, pp. 24, per dozen, $1.20. 
 
 No. 1 presents a series of 24 oval exercises, combining in simple form 
 all of the curve movements employed in writing— and may be used to ad- 
 vantage through two terms. It is designed to teach arm movement, pure 
 and simple. 
 
 No. 2 contains a series of drills in large text hand, by means of which 
 the straight line movement so essential to correct formation is thoroughly 
 mastered ; and introduces the standard capital letter movements systemati- 
 cally grouped and followed by drills on the letters themselves. 
 
 No. 3 is designed through a series of well arranged exercises to de- 
 velop and apply the sliding or lateral movement in connection with the arm 
 action. The movement acquired by this drill is the essential element in all 
 business or current hand writing, giving both freedom and smoothness to 
 the text. This number introduces the forms of all small letters and capitals, 
 with a complete drill on the numerals. 
 
 No. 4 gives an attractive series of extended capital movement drills, 
 together with useful combinations of the capital letters in connection vdth 
 words. The special object of this number is to promote freedom and speed 
 in execution ; it also contains a review of all the letters. 
 
 In the Syracuse schools, where the method has been in use since 1879, 
 numbers 1, 2 and 4 are each used two terms, and No. 3, four terms. 
 
 In a testimonial dated June 26, 1889, Sup't Blodgett and every one of the 
 20 principals of public schools in Syracuse unite in saying : 
 
 " This branch, which ten years ago was considered so difflcult to handle 
 and so generally barren of good results has become one of the most popular 
 and helpful adjuncts of our school work. 
 
 " A fundamental j^rinciple of this system is in the substitution of the arm 
 movements for those of the fingers for all purposes of writing, by means of 
 which the youngest scholars may secure a freedom and strength in the 
 character of their penmanship much in advance of anything hitherto shown. 
 
 " We take the term examination papers as the only true test of a schol- 
 ar's advancement in penmanship, and as measured by this severe standard 
 the results uniformly obtained are not only highly satisfactory, but are in 
 many instances a revelation as to the possibilities in teaching business v^n'it- 
 ing to children in the public schools. 
 
 "We are satisfied that this plan of teaching as introduced and carried 
 on in our city schools here is entirely feasible, and that under like conditions 
 equally good results may be obtained anywhere." 
 
 S. A Lesson on Arm Movement in Writing. By Chas. E. Wells. Paper, 
 8vo, pp. 32, illustrated, 25 cts. 
 
 This is an exposition of the principles and practice of the above system. 
 
 S. Penmanship in Public Schools. By J. L. Bubbitt. 12mo, pp. 62, and 
 chart. 60 cts. 
 
 U. The Writing Portfolio. By C. J. Bbown. Nos. 1-5, each 25 cts. 
 
 C. W. BARDEEN, PubUsber, Syracuse, N, Y^ 
 
-THE SCHOOL BULLETIN PUBLICATIONS.- 
 
 Helps in Teaching History. 
 
 1. A TJumsand Questions in American History. 16mo, cloth, pp. 3^. 
 Price Sl.OO. 
 
 This work has been prepared by an eminent teacher for use in his own 
 school — one of the largest in the State. It shows rare breadth of view and 
 discrimination, dealing not merely with events but with causes, and with the 
 side-issues that have so much to do with determining the destiny of a nation. 
 
 S. Helps in Fixing the Facts of American History. By Henby C. Nob- 
 THAM. 16mo, cloth, pp. 298. Price $1.00. 
 
 Here all facts are presented in groups. The L— exington. 
 key-word to the Eevolution, for instance, is I— ndependence. 
 LIBERTY, as shown in the accompanying table B— urgoyne's Surrender, 
 of Key- Words ; and in like manner the events of E— vacuation. 
 the late civil war are kept chronologically dis- R— etribution. 
 tinct by the key-words SLAVES FREED. Chart T— reason. 
 No. 1 indicates by stars the years in each decade Y— orktown. 
 from 1492 to 1789, in which the most remarkable events occured, while th© 
 colored chart No. 2 arranges the events in twelve groups. 
 
 3. Topics and References in American History, with numerous Searcli 
 Questions. By Geo. A. WiLLiAais. 16mo, leatherette, pp. 50. 50 cts. 
 
 This is a book of immediate practical value to every teacher. The refer- 
 ences are largely to the lighter and more interesting illustrations of history, 
 of a kind to arouse the thought of pupils by giving vivid conceptions of th© 
 events narrated. By dividing these references among the members of a class» 
 the history recitation may be made the most delightful of the day. 
 
 h. Dime Question Books, No. 5, General History, and No. 6, United Statea 
 History and Civil Government. By At.bebt P. Southwick. 16mo, paper, pp. 
 37, 32. 10 cts. each. 
 
 5. Outlines and Questions in United States History. By C. B. Van Wie. 
 16mo, paper, pp. 40, and folding Map. 15 cts. 
 
 The outgrowth of four years' practical work in the school-room with 
 map prepared by a pupil as a suggestive model. 
 
 6. Tablet of American History, with Map of the United States on the 
 back. By Rrrrus BiiANCHAnn. Heavy paper, mounted on roUers, S}4 by 5 
 feet. Price, express paid, $3.00. 
 
 The demand for a colored chart to hang upon the wall and thus catch 
 the often-lifted eye of the pupil, has led to the preparation of this chart by 
 an experienced author. The events of the four centuries are grouped in 
 parallel belts of different colors, and upon the comers and sides are names 
 of the States and Territories, with their etymology, etc., history of political 
 parties, portraits of all the Presidents, Coats ot Arms of all the States, etc. 
 The map is engraved expressly for this chart by Rand & McNally, is colored 
 both by States and by counties, and gives all the latest railroads, the new aiy 
 rangement of time-lines, showing where the hour changes, etc 
 
 C. W, BARDEEN, Publisher, Syracuse, N. Y. 
 

 ■ THE SCHOOL BULLPJTIN' PUBLICATIOXS.- 
 
 The Cyclopedia of Education. 
 
 This largest and handsomest of our publications is an octavo volume of 
 562 pa^es, price $3.75. How indispensable it is to the teacher and to the 
 school library may be judged from the following testimonials. 
 
 " It is admirable in every way. The book is worthy of a lower shelf in 
 every teacher's lihvQXY.— Educational News, June 8, 1889. 
 
 "This handsomely printed book is worth adding to the pedagogical 
 shelf of any reference libraiy."— 27i!g CHtic, March 23, 1889. 
 
 "An elegant volume, which will find a place in the library of every 
 teacher. The bibliogi-aphy at the end of the book is the best educational 
 check-list in the country,"—^. Eeber Holbrook, in Normal Exponent, May, '89. 
 
 " It is the most ambitious work of the kind yet published in English, 
 and is, therefore, a verv valuable volume for the teacher's library. ]\[ore- 
 over, its value is increased greatly by the addition of a very extensive Bibli- 
 ography of Pedagogy, both English and foreign."— Jtop'r Educator', Mch. '89. 
 
 " This work occupies a distinct and peculiar field, and will be of contin- 
 ual value to the educator. The special aim of the editor, Mr. A. Fletcher^ 
 has bieen to give a clear but concise account of facts and questions belong- 
 ing to educational topics. Here are a few titles which will give some idea 
 of the scope of the work : Pestalozzi, Attendance, Analysis of Sentences, 
 Chemistry, Technical Education, Precocity, Pedagogy, Ilamiltonian Method, 
 Hegel, Universal Language, Utilitarianism, University, Kindergarten. Un- 
 der these, and many scores of other topics, there is given a mass of carefully 
 combined information, much of which could not be found elsewhere."— 
 Christian Union, Feb. 22, 1889, 
 
 " A handbook of ready reference on educational subjects of a high plane 
 of scholarship has long been a desideratum in this country, and this work in 
 a large measure supplies this w^ant. It is a handbook of reference on all sub- 
 jects of education— its history, theory, and practice. The list of contributors 
 to the work embraces the leading educational writers of England, including 
 such names as Oscar Browning, J. S. Curwen, Sir Philip Magnus, Arthur 
 Sidgwick, and James Sully. These men are writers of the broadest scholar- 
 ship, capable of thinking deeply on educational subjects, and what they 
 have to say is entitled to the highest confidence of the educational world. 
 The object dilgently kept in view by the VvTiters of this work has been to 
 make it useful to all who take an interest in educational questions, and 
 especially to those engaged in teaching. With this purpose in view the ob- 
 ject has been to present a practical view of educational facts and questions 
 discussed. An exhaustive treatment of the great variety of subjects has 
 not been aimed at, the end sought being to bring their pedagogic features 
 into clear outline. Not the least useful part of the work is a 'Select and 
 Systematic Bibliography of Pedagogy,' occupying some forty pages. The 
 w^ork makes a large octavo volume of 5G2 pages. The mechanical execu- 
 tion is unusually satisfactory."— -/ow?7za^ of Pedagogy, June, 1889. 
 
 C. W. BARDEEN, Publisher, Syracuse, N. Y. 
 
LIBRARY 
 
 CONGRESS 
 
 School Bulletin Teachei^ J iJL!^? ^^^ ^ 
 
 Wlicther this A|?ency is trustworthy may be judged from the fact that 
 it has filled the following two hundred principalships in New York normal, 
 high, and village schools, and academies, besides several times as many sub- 
 ordinate positions. The numbers in parenthesis show how many times we 
 have filled the place. 
 
 Adams, Alexander, Altona, Amenia Sem., Amsterdam Ac, Andes, And- 
 over, Apulia, Auburn [2, Sl,200 and $2,000], Ausable Forks, Baldwinsville [2], 
 Bayville, Belfast, Brasher Falls, Brookfield, Cambridge, Canandaigua, , 
 
 [Union School, $1,700, Academy, $2,000], Canastota, Canoga, Castile, Cayuga, 
 Champlain, Chatham, Chenango Forks, Chittenango [2], Cicero, Cincinnatus 
 Ac. [2], Clawille, Coeymans, Collins Centre [3], Colton, Community Ac.^ 
 Cooper's Plains [2], Crown Point, DeRuyter, Dolgeville [2], Dresden, De- 
 
 Greenville ^c, Ila-.nraondsport, Henrietta [2], Heuvelton, Homer, Hudson, 
 Ilion, Islip, Ives Sem. [2], Jamesville, Jasper, Keeseville, Kyserike, Lafay- 
 ette, Lawrencesille Ac. [2], Little Falls, Little Neck, Locke, Lockport, Lodi, 
 Lysander [2], MrCrawville, Manilas, Manilas Station, Mannsville, Margaret- 
 
 Palmer Falls, Palmyra, Phoenix,' Pompey J.c. [2], Port Jervis [2], Port Hen- 
 ry, Potsdam Normal [S2,800J, Poughkeepsie [2], Pulaski [2, Union and 
 Academy'], Kensselaerville Ac. [2], Richfield Sprmgs [2], Rome [2], St. Johns- 
 ville [2], Salamanca, Salem, Sandy Creek [2], Saratoga Springs [5, 3 at $1,000 
 and 2 at $1,300], Sauquolt J.C., Savannah, Sidney, Silver Creek, Smith\ille, 
 So. Edmeston, So. New Berlin, Spencertown, Stamford, Syracuse [3], Ticon- 
 deroga [2], Tonawanda, Truraansburgh, Tully, Unadilla, Union [2], Wad- 
 
 Williamstown, Yates Ac. To anyone acquainted with them' the rank' of 
 these schools is even more significant than the number of them. 
 
 Among positions in other States may be mentioned : 
 
 Fort Men: Vt, Supt. Nor>nch University; Principals at Fairfax and 
 Poultney; Vt., Principal at Rowaytowu ; N. J., Supt. [$3500], and Principal 
 [$2500] High School, Jersey City, Principals at Weehawken, New Provi- 
 dence and Paterson, Assistant at East Orange ; Pa., Principals at Oil City [2], 
 Halstead, Hawlev, Youngsviile, Tobyhanna Mills [2], Sciences at Mansfield 
 Normal; iV. 6'., Assistant, NilesCity, i^^a.. Principal, Appalachicola ; Ala., 
 Methods, Florence State Normal [$1500] ; La., 2 Assistants at New Orleans; 
 ArJc, Assi-;tant at Searcy; III., Principal Tuscola, Modern Languages at 
 Lake Forest ; Ind., President and Music at Coats College, Classics at Prince- 
 ton ; Mlc/i., Principal, Michigamme; Ks., Principal, Leavenworth [$2000]; 
 Sup't, Abilene; Neb., srath. Peru Nonnal, High School, Lincoln; Dak., Supt., 
 Yankton [^1500] ; Colo., Principal,0uray;ll'a*7i., Mathematics at Spokane Falls, 
 etc. For \Vomen : R. I., Providence Normal [$600] ; Ct., South Norwalk 
 [:365C - - - - - - . 
 
 (Jrar 
 
 Tidioute , . , ... 
 
 ence Normal [$900], College [$000 1, Marion Normal, Eufaula, Birmingham 
 [fjHOO]; Texas, Rockdale; A'v., Hardinsbtirg, Shelbyville ; O., Youngstown 
 [>5r00] ; Mich., Ishpcnning [$T00], Iron Mountain [4], Pequamming ; la., Des 
 Moines [$1,500], Marshalltown [$600 and $1000] ; 3/0., Bolivar; Colo., Fort 
 Collins [$700], Ouray [2 at $750], Colorado Springs [$810]; Minn., Moorhead 
 Norraar[$1200], St. Peter [$600 and $750]: Dale., Great Forks [$850]; Cal., 
 Napa [$000], San Jose ; Wash., Taeoma [$700], etc. 
 
 If you want a better j>ositlon, why not apply to this Agency ? 
 
 C. W; BARDEEN, Manager, Syracuse, N. Y,