Teachers' Manual if/. / prawin&Mhmelic, UMistoFjg, GeoaFap% GMl Gov epnmeDl^P hpioio^ ^li-r-nt Vr-i "fBfr IYISON i BLAKEMAN NEW YORK-CHICAGO ^•COMPANYX LIBRARY OF CONGRESS. LB • dljajt.: ©opijrigift !ftt, Shelf.H-3.-. UNITED STATES OF AMERICA. TEACHERS' MANUAL TO ACCOMPANY THE COMPLETE SCHOOL CHARTS AN OUTLINE OF ORAL AND TEXT-BOOK LESSONS IN READING, PHONICS, PENMANSHIP, DRAWING, ARITHMETIC, UNITED STATES HISTORY, GEOGRAPHY, UNITED STATES CIV- IL GOVERNMENT, PHYSIOLOGY AND HYGIENE. / \ X© uq ' w IVISON, BLAKEMAN, AND COMPANY PUBLISHERS NEW YORK AND CHICAGO .H3 Copyright, 1888, by IVISON, BLAKEMAN, AND COMPANY PRESS FLEMING, BREWSTER, & ALLEY, NEW YORK CONTENTS PAGE INTRODUCTORY 5 READING Charts I-V 9 Methods of Teaching Reading 14 PHONICS Charts VI-VII 27 Methods of Teaching Phonics 29 PENMANSHIP Charts VIII-X 35 Methods of Teaching Penmanship 38 DRAWING Charts XI-XII 43 Methods of Teaching Drawing 45 ARITHMETIC Charts XIII-XV 51 Methods of Teaching Arithmetic . . . . . 54 UNITED STATES HISTORY Charts XVI-XVIII 67 Methods of Teaching U. S. History 70 COX TEXTS GEOGRAPHY page Charts XIX-XXVII 85 Methods of Teaching Geography 94 UNITED STATES CIVIL GOVERNMENT Charts XXVIII-XXXI 109 Methods of Teaching Civil Government . . .113 PHYSIOLOGY AND HYGIENE Charts XXXII-XXXVI 125 Methods of Teaching Physiology and Hygiene . .no INTRODUCTORY. In presenting a Manual for the guidance of teachers in the use of the Complete School Charts, it may be well briefly to state the scope and plan of these Charts. They consist of the following : 5 Charts of Reading. 2 Charts of Phonics, or Elementary Sounds. 3 Charts of Penmanship. 2 Charts of Drawing. 3 Charts of Arithmetic. 3 Charts of United States History. 9 Charts of Geography. 4 Charts of United States Civil Government. 5 Charts of Physiology and Hygiene. It is the design of the Charts that they shall cover fully and adequately the needs of public schools in the matter of aids to oral and text-book instruction. Naturally, they are of special service to the ungraded schools, where a single teacher has charge of all the different branches of instruction ; and their value in such schools cannot be too highly estimated. But they are of not less account for the use of teachers in graded schools. With the exception, possi- bly, of the Charts upon Civil Government, there is not a sheet in the whole set but can be used to advantage in oral instruction in the average primary grades. And for the intermediate and grammar grades, in the same way, every Chart can be used, with the excep- tion, perhaps, of the five Charts upon primary Reading. So the 5 INTRODUCTORY Charts may be considered a complete series for both graded and un- graded schools ; and better, probably, for either class of schools than would be any attempted abridgment or division of the series. The constant effort in school on the part of the thoughtful teacher is to accomplish the most work in a given time. In the un- graded schools, especially, there is a necessity for the highest econ- omy, in order to avoid serious waste and lack of result. With classes in all grades, and fifteen, twenty, or thirty in number, to be instructed each day, the teacher finds it necessary to lay out the most thorough system of study and recitation, of seat work and class work, in order to accomplish anything satisfactory, or yielding any desired results. ' Any instrument, any appliance, therefore, which helps the teacher to economize time, which enables him to add to his teaching power and to multiply himself to his school, is a thing which directly benefits both teacher and school, and which is of posi- tive and calculable value to those who support and pay for its advan- tages. And this is the value of the Complete School Charts. In many branches of instruction they positively double the teaching power of the teacher ; and at the same time in many ways they largely in- crease the learning power of the pupil. A teacher with these Charts at hand is enabled to teach the eye as well as the ear ; to instruct a whole class as well as an individual pupil ; and to interest every one in the school in any general matter of instruction. The series is a labor-saving instrument, in that it supplies the place of a large amount of blackboard work, and saves the time which would be expended in placing such work upon the board. Such a series of Charts, if it does one-half the service that has been claimed for it by those who have used it, will pay for itself many times over in a single year, in the hands of the faithful and efficient teacher. READING CHARTS J-V I READING— L hat a hat is Is The cat the cat in the cat in a hat? cat is in the hat. I see on and see the rat - on . the mat the cat . and . the rat I see the rat on the mat. hat cat rat mat V W X Y Z z y x w v a b c d e f h 1 J k 1 m n o P q r s t u 1. READING—! II. READING-2. sun the sun is hot it is red how hot it is the hot sun the red sun The sun is red and hot. How hot it is. hat hot how mat rat red a fox red on the box box a sly fox my box sly fox | my red box The sly fox is on the box. See the fox. See my red box. box fox ox my sly sun II. RE4WNG.-2. III. READING-3. my pet dog can jump on the log My dog is on the log. See my pet dog jump. The dog can jump on the log. dog log pet can jump The fly is in the web. Buzz, buzz, buzz, says the fly, but he cannot get away, sly My pet get web away III. RE40IN6.-3 Copyncbt. leB7 l IV. READING-4. in ink bug jug can cannot bird quail eggs six t m ink - in the jug bug - on the jug I can see I cannot see I can see the bug. I can see the jug. I cannot see the ink. this bird six eggs a big bird This bird is a quail. I can see six eggs. The quail is a big bird. this big bug jug in ink V. READING-5. new dress new doll dress Bess has Bess has a new doll. The doll has a new dress. My doll has a new dress, too. Ned and Dan on the sled have a sled Ned and Dan have a sled. It is a red sled. Dan is on the sled. red Ned sled can Dan Bess dress V. READING.— 5. READING. CHARTS /., II., III., IV., V. The five Charts devoted to Reading cover many times five Reading lessons. It is designed that the Reading exercises fur- nished upon them shall supply the place of the Primer and Reading Book, or be used in connection with these books, for the first six weeks of the child's attendance at school. The series of lessons gradually introduces all the letters of the alphabet, and in several cases more than one sound of the individual letter. The lessons are based upon the word method, or perhaps more strictly speaking, the word and phonic methods combined. Chart I. shows upon its margin the alphabet in both capital and small letters. In addition to this, it introduces the following words : hat, cat, a, is, the, in, I, see, rat, mat, on, and. These words give the pupil a practical familiarity with the letters : a, C, d, e, ee, h, i, I, m, n, o, r, s, t, T. Chart II. is divided into two 'general exercises, and introduces the additional words : sun, it, red, how, hot, fox, box, ox, my, sly; containing the additional letters : b, f, H, 1, S, U, w, x, y. Chart III. contains also two general exercises, and introduces the additional words : dog, log, pet, jump, can, cannot, web, fly, buzz, says, away, get, but, he ; containing the letters and combinations of letters : ay, B, g, j, M, p, z, zz. Chart IV. contains two general exercises, and introduces the following additional words: ink, bug, jug, bird, quail, this, eggs, six, big ; containing the following letters and combinations of letters : ai, gg, k, nk, q, qu, th. 14 READING 15 Chart V. is divided into two general exercises, and introduces the additional words: Bess, doll, new, has, too, Ned, Dan, sled, have, dress; containing the following letters and combina- tions not before introduced : D, 11, N, 00, SS, v. The first Chart, as before stated, has on the margin alphabets of capital and small letters complete ; and those teachers who prefer can teach the alphabet in its order in connection with the Reading lessons. But it is strongly advised that this be in connection with the word exercises, and not to precede such exercises. The a-b-c method of instruction is practically out of use in all schools that make any pretension to modern methods. And the alphabet is placed on this Chart with some misgivings lest teachers may think that it in any way lends favor to the use of the alphabet method pure and simple. It is indeed desirable that children shall learn their alpha- bet, and be able to repeat the twenty-six letters in the order in which they usually occur ; but this can be learned as well after a knowledge of the letter in the word as before ; and it is recommended that these alphabets upon Chart I. be used mainly at the beginning for what may be termed finding and hunting exercises, by which the pupil names the letters that constitute a word which has already been learned, and then learns their places in the regular orderly alphabet. Thus, gradually all the letters come to be known from having been learned first in the word ; and the thing of last importance is the alphabet in full and in order. Lesson i. — Having in mind these preliminary observations in regard to the use of the Reading Charts, let us see how the teacher would proceed in the first lesson of a class of one or more children just entering school. The first step would be to call attention to the picture. The child is asked what he sees in the picture. The answer, probably, will be, hat 1 6 COMPLETE SCHOOL CHARTS Perhaps it will be, Possibly, a cat, a cat in a hat If the child says a kittie, the teacher should immediately correct without contradicting, suggesting the word cat instead of kittie, and turning the child's mind in the right direction without any de- nial of the correctness of the first answer given. Then pointing to the hat in the picture, the child should be requested to again repeat the word, and so to repeat it over and over again. Then the teacher, pointing to the word hat, says: "You have seen the picture of a hat; now this is the word hat. The picture is not a hat ; the word is not a hat. The picture is the picture of a hat ; the word is the name of a hat." The attention of the child is repeatedly called to this word, and then he may be asked to look all over the Chart before him and see if he can find the same word in any other place. This is a most interesting exercise, and the child will probably readily find the same word just below the first. Then he is asked to find it again ; and he looks and probably finds it in the other two places upon the Chart. Having the word thoroughly in mind, he is next taught the word hat in combination with another word, and so learns the combination, a hat. In the same way he is then asked to find the word a in any other direction. And here he can easily be taught the difference be- tween the word a and the letter a. And so he finds the word a by itself in a sentence below ; he finds the letter in several other words, and also in the alphabet on the right. If the teacher chooses at this stage he can also teach the spelling of the word hat, and the names of the three letters which compose READING 1 7 that word. In this way the child immediately is in possession of three letters, and an interesting finding exercise can be used with these three letters. The child is asked to find these letters in vari- ous parts of the Chart. The teacher, taking the pointer, points to the letter t of some word in another part of the Chart, and asks what it is ; next the letter h ; next the letter a ; again to t ; to another t ; to a ; to h ; to a ; to t ; and so by a rapid running exercise fixes in the mind of the child the names and forms of these letters, so that they will never be lost from the memory. Here, then, the child has had material enough for one lesson ; and in dismissing the class the teacher suggests that the pupils with their slates or tablets practice in making these letters, and in making the words, a hat. If the Charts are not to be used at the next exercise, or whenever they are not in use, and as soon after the lesson as con- venient, the teacher requests the children at their seats to look at the word, to copy it, and to reproduce the forms of the letters as near as may be. Lesson 2. — At the beginning of each lesson there should be a review of what has been learned before, especially of what has been taught in the last two or three exercises. Having gone over this review, the child's attention is again directed to the picture, and especially to the cat in the hat. Then exercise upon the word cat similar to that of the word hat, and follow that by the combination of words, the cat. Then the letter exercise, the spelling exercise, the finding exercise of the letters follow, in the same way as in the first lesson, with repeated reviews, and the child now has probably sufficient for his second lesson in Reading. 1 8 COMPLETE SCHOOL CHARTS Lesson 3. — This lesson takes a step in advance of the two pre- vious lessons, and after reviewing them, and if necessary spending a large share of the time upon such review, until the first two lessons are thoroughly understood, the teacher should instruct the child on the relation word in. The child has learned the word cat, and associated it with the object cat. He has learned the word hat, and associated it with the object hat. The next step is to associate the two objects and the two words. This is easily done by the question, "Where is the cat?" The answer is, The cat is in a hat. Then the teacher says, " Is the cat in a hat ? " and repeating the question several times, he first instructs the child as to the word in. The cat is in a hat. The cat is in a hat. In. Now the word in can be taught. Find it wherever it occurs on the Chart ; spell it ; find the letters of which it is made. Next, ask again the question, Is the cat in a hat? Is. Then teach the word is. Here also the distinction between capital letters and small letters is brought out. Show the difference be- tween the capital I and the small i. Find the capital I among the capitals on the left of the Chart, and the small i among the small letters on the right of the Chart. The cat is in the hat. There are no new words in this sentence, but there is a change which the child should be able to detect. Therefore, as the first READING 1 9 step to learning it, the child should be taught to name each word as it is pointed out, in whatever order the teacher chooses. After thorough exercise upon the words, until the teacher is sure that the child knows every word at sight, let the child be required to repeat the sentence, The cat is in the hat, without looking at the Chart at all. Have this done over and over again, until the child says, The cat is in the hat, in a natural tone, with proper inflections. Then turning to the Chart and pointing to the words in succession rapidly, have the child read the sentence. As soon as possible, it should be the aim of the teacher that the child read a sentence as a whole rather than sim- ply to call the names in a broken, disconnected utterance. A fourth lesson, and perhaps even a fifth, could easily be had upon these words and sentences already learned ; and every step should be thoroughly mastered before any advance is made. The next exer- cise introduces a new picture, and also a new expression. As a first step the teacher should ask the question, " What do you see in this picture?" The first answer, naturally, will be, I see a cat. Or perhaps the answer will be simply, A cat. If so, the child should be taught to say, > I see a cat. Then pointing to the rat, " What do you see here ? " is asked. The proper answer will be, 20 COMPLETE SCHOOL CHARTS I see a rat. Pointing to the mat, " What do you see here ? " I see a mat. Then referring to the picture above and pointing to the hat, " What do you see here ? " I see a hat. And to the cat above, " What do you see here ? " I see a cat. Then the child is asked, "Do you know the word cat?" "Yes." " Point to it." The child points to the word cat. " Do you know the words I see ? Here they are ; look at them." The teacher pointing to the words I see, and then to the picture of the cat, the child repeats, following the motions of the teacher, I see a cat. Then pointing to the words I see and the picture of the rat, I see a rat. Pointing to the words I see and the picture of the hat, I see a hat. Thus, the child makes sentences out of the combination of words and pictures. The next step is given to finding exercises ; spelling the words I and see ; finding them wherever else they occur on this sheet ; finding the letters in their places in the alphabet ; and also in READING 2 1 various places throughout the words of the Chart ; and the child has taken a new step in advance, enough for another lesson. The next lessons should be devoted to learning the words rat, mat, and on. These should be learned carefully and thor- oughly as the other words were ; and all words previously learned should be reviewed in this lesson, as in every other one. The spell- ing exercises, the finding exercises, and the exercises on the letters of the alphabet should be repeated, and every step thoroughly mas- tered, even if two or three lessons be required to accomplish that result. The next lesson will introduce the word and ; and this affords the teacher an opportunity to introduce many new combinations of the words already learned. Pointing to the words, the child makes combinations of words in phrases and sentences, and thus reviews the matter from the beginning. I see the rat and the mat. I see the rat and the hat. I see the cat and the mat. Is the cat in the hat? Is the rat in the hat? Is the hat on the mat? And then the other combinations, A rat is on the mat. A rat is in the hat. The hat is on the mat. 2 2 COMPLETE SCHOOL CHARTS The cat is on the mat. A cat is in a hat, etc. Another lesson would be devoted to another series of combinations like the following, based on the sentence, I see a rat on the mat. I see the cat on the mat. I see the hat on the mat. I see the cat and the rat. I see the cat and the hat. I see the hat and the cat. These should be accompanied by repeated drills upon the letters ; upon the words ; the finding exercises of words, letters, and combina- tions of letters. The next exercise should introduce more fully the phonic ele- ment and phonetic exercises. The child now has four words, hat, cat, rat, and mat, which with the variation of the initial letter are otherwise the same in formation. This gives opportunity for exer- cise upon the sounds of the letters. First spelling the word hat, h-a-t ; then giving the sound of h with at ; the sound of C with at ; the sound of r with at ; the sound of m with at. Another exercise still would be the distinctions of the words a and the in all these sentences. These words can be used almost interchangeably — A rat on the mat. A rat on a mat. A cat in the hat. READING 1$ A cat in a hat. I see the cat in the hat. I see a cat in a hat. All these exercises are designed to cultivate quickness of percep- tion and expression in the child, and to prevent anything like reading from memory or by rote. We now come to a new combination of words similar to I see. This combination is, It is. The teacher should introduce it by some such question as this : "What is this?" pointing to the picture of the cat. The pupil might answer, A cat; but the proper answer would be, It is a cat. And the teacher, without expressing any harsh criticism upon his abrupt answer, should teach him always to answer in the form of a sentence — It is a cat. Again, " What is this ? " pointing to the hat It is a hat. " What is this ?" pointing to the rat. It is a rat. 24 COMPLETE SCHOOL CHARTS " What is this ? " pointing to the mat. It is a mat. Now the next question is, "Would you like to know the words it is as they look when printed ? " The words themselves should not be shown until the pupil has used the words and found a necessity or de- sire for having the words in their printed form. When once this has become a familiar expression the teacher can turn to Chart II. and show the combination of words. The first word is a new one ; the second word has been learned in the first exercise. But it is well, when combinations of this kind are made, to have them learned to- gether, so that the habit of the eye's grasping at once several words can be cultivated. No person can read well until he is able to see more than a single word that he pronounces at once. The person who can see a line ahead of his reading has one of the first essentials to becoming a good reader. Having this combination of words well in the mind of the pupil, and having practiced upon the finding of the letters in the alphabet and in various other words, the child has enough for one lesson. These exercises outlined with so much detail are perhaps suf- ficient to give the teacher the plan of the Reading Lesson Charts. It is better to proceed too slow rather than too fast ; and no amount of pains in after years can make up for the injury done to a pupil by rushing him through these first steps of Reading. It is believed that the exercises in the first five Charts, if thoroughly mastered and slowly and carefully pursued, will lay an excellent foundation for Reading, and that several weeks, or even months, might be carefully expended in going over all the combinations of words and sentences that are possible. PHONICS CHARTS VI- VII VI. PHONICS / FOCALS, as represented in WEBSTER'S DICTIONARIES. NOTES. DIACRITICAL MARKS. Macron. • ■■. Dots, - • ••. Circumflex. t Wave, Breve. - • ^^. Dot, • • .. : -| Cedilla, Dot • Suspended Bar.. • '*•] X DIPHTHONGS. Every diphthong is made up of two elements. The first is called the radi- cal; the second, the vanish. In the diphthong these are so closely united and so modified as to form what may properly be called an elementary sound. In practice, 6rst utter the sounds separately; afterwards, more closely united, until the compact diphthong is formed. ou oi i = a +6b = a + e u a 6 = y.-i + oo = ♦ + e = #+6b • The nufaculi or a ud O an pud Websiera Cnabndged and Acadenu of Proouacuuoo, Sac ■} and 19 Dicuooanes,— Pnodplw In using this chart, constant refer- ence should be made to the dictionary For the sounds of vowels in mono- syllables and in accented syllables, see Sees. 1 — 41. For sounds of vowels in unaccented syllables ending in a consonant, see Sec. 42. For sounds of vow3ls in unaccented syllables not' ending in see Sees. 43-55. For discussion of the e, en, on, ed, and el, see Sees. 57-61. For sounds oi' consonants, see Sees. 62-109. For pronunciation of monosyllables, see See. 12a .. For principles of syllaoication, see Sec 129. For discussion of accent, see Sees. 110-127. mate care far fast all what at eve met verge ice it old ooze foot use due urge us oil our li a a a a a a • a e e e I 1 o 00 66 u u u oi ou e e o •• l I t 7 o u •• •• o u o °7 ow IV they there or on pique girl m 7 nymph do rude wolf put son boy cow VI. PHONICS— 1. VOCALS. VII. PHONICS. 2. SmmAlS AM) ASPEAIES, as represented in WEBSTER'S ] DICTIONARIES. V VI VII VIII EXERCISES IN PHONICS. beg b d P t pet to The following words are to be spelled by sound and also written with the proper diacritical marks.* dog cape seem friend dare 6rm carry arc door dance die employ go £ k« kit cat part urge bough bold said build boy heroism could vowel renown beauty gem jug ch chat prove plaid rough ball past eye pause wand new guide pretty exact lame l here 6ieve oyster herd foot town urn aisle plow men lien view choir English leopard me m had toy rejoice heifer doubf buy task oil such again rural yeoman. no n wad joyful Dulpit quit owl hymn pique people ring ink wolf cue flood hautboy ngn our sleight knowledge alway toil young branch sergeant tube would guaranty ancient rat r child busy lacks round lock any joint grass murmur they sphere whim vat V f fat feud barrel soup type vex myrrh does say9 key sure anger singer wo w hw what wool scourge ought been soon daunt watch hoe snare rink tinker quiz yet ' 7 grasp bird great had heat deign head nor guard echo mummy zest as z § s C sit cell burn heart water mood ere chief smooth gauge virtue nation thither osier azure zh sh shut coquette hay sew oar their rude serge hearth occur gyve site this til th think theme broad bury fair sieze adz lame girl half g>g hobby plague h hat nail soul women bears shoe cushion law lurch touch plaque alien seek • s X tax father beau knew unique exist • For tbe proper marks and consul! VfcbsKr'a DtcOouufea. pfconle epeOtaB VII. PHONICS— 2. SUBVOCALS AND ASPIRAT E$. <*"",* "" •"*"" *" — .ow PHONICS. CHARTS VI, VII The system of pronunciation adopted in Webster's Unabridged and School Dictionaries is so universally followed and approved in this country that no set of Charts would be complete unless it had a key to phonic marking of the sounds of letters in the English lan- guage, based upon the Webster standard. Two Charts of Phonics are given, the one devoted to the representation of vocals and their marking, the other to that of sub-vocals and aspirates. Chart VI., devoted to vocals, also has an important column of notes which give the form and significations of the diacritical marks, a discussion of diphthongs and their elements, and a key to the chapter on Principles of Pronunciation as given in Webster's Unabridged and Academic Dictionaries. The diacritical marks should be studied in connection with the words as found in the columns on the Charts. The significance of the position of the diacritical marks with reference to letters should also be studied. In the Chart on vocals, the words in column i should be considered as key words which represent the use of the sounds presented in column 2. Column 3 shows other means of representing these same sounds ; and column 4 presents words in which these secondary forms appear. Thus, we speak of the sound of e in they as the sound of a. We speak of the sound of e in there as the sound of a in care; the sound of o in or as the sound of a in call ; and so throughout the Chart. The forms given in col- umn 2 may therefore be termed the primary forms or means of rep- resenting sounds to the eye ; while those in column 3 are equiva- 29 30 COMPLETE SCHOOL CHARTS lent forms of representation. As a convenient means of studying Phonics, every pupil in the school who has occasion to study the subject should be required to make a neat copy of these two Charts in a blank-book, or upon the two sides of a sheet of paper. In this way the pupils can study the sounds of the words at their seats, and prepare for such drill as may be required. Chart VII., representing sub-vocals and aspirates, is arranged similar to Chart VI., column 5 being made up of key words ; column 6 of the sub-vocal representatives ; column 7 showing the aspirates which are cognate with these sub-vocals ; and column 8 showing the use of these aspirated key words. In connection with both Charts, the pupils should be taught to classify letters, and to show how many sounds each letter was used to represent. The exceptional forms of sub-vocal and aspirated sounds, and all peculiar combinations like zh, sh, wh, ng", should be carefully studied, so as to make them thoroughly familiar to all. The last column of Chart VII. presents a large number of words for exercises in Phonics ; and these cover every possible combination of the sounds of the language, so that when they are thoroughly mastered the pupil is a master of the subject of Phonics. Only three or four words should be assigned for a day's exercise, and the pupil should be required to analyze the words, and also to mark the letters with the proper diacritical marks. In the study of Phonics constant reference should be had to Webster's Dictionary, and each pupil should, if possible, be provided with a copy of Webster's School Dictionary of suitable grade. It is needless to say that the school-room itself should be supplied with a copy of Webster's Un- abridged Dictionary as an essential means of proper instruction in language. But whether an Unabridged is provided by the school officers or not, the teacher, for his own use, should have a dictionary of at least the size of Webster's Academic. No school-room should be considered properly equipped for any part of its work unless PHONICS 3 1 it has for the use of its teacher and pupils a Webster's Unabridged, and every teacher should have for himself a Webster's Academic Dictionary. The drill on Phonics should occupy about five minutes' general exercise, two or three days of every week ; or, if possible, it should be a daily exercise for the whole school. The interest that even the youngest children will take in such an exercise as this can hardly be realized ; and it is one of the most satisfactory features of oral work in the school, when once it is well started and developed. An interesting exercise with the words presented on Chart VII. may be had for the purpose of teaching the ready use of the diction- ary. The teacher places upon the blackboard a list of four, six, or ten words, and at a given signal requests as many pupils of a certain class or grade to open their dictionaries — the first to find the first word ; the second, the second word ; and each his own word in suc- cession ; and as fast as the words are found, each one to close the book with his finger at the place. The object of this exercise is to give pupils practice in ready use of the dictionary as a reference book. A habit of this kind, well formed, is almost invaluable, as a great deal of the difficulty in after life experienced in the use of the dictionary comes from a lack of facility in making references. In the appendix to the dictionary are also found several different classified groups of names arranged alphabetically. It would be an excellent exercise to take a list composed of say five words in all, one to be found in the body of the dictionary, one in the list of proper names, one in the list of geographical names, one phrase from another language, etc., and have the pupils practice finding these words in their proper places. The great majority of pupils, and, we believe, also the great majority of teachers, have very little concep- tion of the vast fund of information that is to be found within the pages of Webster's Unabridged. Webster's Unabridged Dictionary gives and defines 3,000 more 32 COMPLETE SCHOOL CHARTS words than any other American dictionary. It contains more than 118,000 different words and meanings. Of all these words, not only the proper spelling, pronunciation and common meanings are given, but the sources from which each word came into our lan- guage ; its changes of form ; its proper combinations with other words ; its grammatical peculiarities ; its growth and development by use ; its obsolete meanings ; its less usual but still frequent meanings ; its technical meanings in science or the arts ; and, when useful, its synonyms, and the nice distinctions between it and other words of similar meanings. Thousands of pictorial illustra- tions, and tens of thousands of illustrative quotations from the lit- erature of the English language, are employed to make all these things plain to every mind and easily understood. This is not all. It contains a compact history of the English language ; an illustrative essay on the principles of pronunciation, with rules, and a list of 1,200 words differently pronounced by dif- ferent authorities ; an essay on the principles of orthography, with rules, and a list of over 5,000 words differently spelled by different dictionary-makers ; a list of 4,000 scriptural proper names, with their correct spelling and pronunciation ; a list of 1,500 Greek and Latin proper names, with their pronunciation ; a pronouncing biographical dictionary containing the most important facts about nearly 10,000 noted persons ; a gazetteer of the world, containing the names, properly spelled and pronounced, of 25,000 countries, cities, towns, seas, lakes, rivers, mountains, islands, etc., with their locations and brief descriptions, and other features besides. Such a dictionary is a helper indeed — " a library in itself," and the key that unlocks the best that is in every other book. It will make the weekly newspaper more interesting, and the learned vol- ume more instructive. Once possessed, it becomes indispensable. PENMANSHIP CHARTS VIII-X VIII. PENMANSHIP— 1 ' \ _! 7222^S22Z_IZS Z 2ZZ_^_2 VIII. PENMANSHIP— 1 IX. PENMANSHIP— 2. IX PENMANSHIP— 2. X. PENMANSHIP— 3. X. PENMANSHIP— 3 PENMANSHIP. CHARTS VIII., IX., X. These three Charts are designed to give a full and comprehen- sive analysis of Spencerian writing. This system, which is the most perfect ever developed, and upon which are based all other systems of writing, is here made so plain and simple that there need be no difficulty in teaching it with complete success. Chart VIII. presents a diagram of angular measure used in writing to regulate the slant of the letters and their elements. On this Chart also are presented, each by itself, the seven principles which make up the analysis of the Spencerian System. These prin- ciples are as follows : First principle, the straight line ; second prin- ciple, the right curve; third principle, the left curve; fourth principle, the loop ; fifth principle, the direct oval ; sixth principle, the indirect oval ; seventh principle, the capital stem. There is also shown the manner in which the principles unite, either by angles or by turns or curves. On this Chart also is the analysis and spacing of the fol- lowing letters : i, u, w, n, m, v, x, o, a, e, c, r, s, t, d, p, q. These letters are all constructed from the first three principles in the Spencerian System, and the words given below, man and eat, show all the methods of combination of the letters in words. The numer- als, 0, I, 2, 3, 4, 5, 6, 7, 8, 9, are also presented in their correct forms and spacing. And last of all we have a diagram of the hand showing the correct position in pen-holding, the hand being ex- hibited in the front view and rear view. Chart IX. presents in their order the rest of the small let- ters — 1, b, h, k, j, f, y, q, z. These letters are all formed by com- binations of the first four principles of the Spencerian System. From 33 PENMANSHIP 39 this it will be seen that the entire alphabet of small letters is based upon the first four principles and their combinations. Following these single letters are presented combinations of the letters in the words dog, wrap, size, flock, hive, jay, box, aqua. These two Charts, i and 2, thus present all the small letters and their com- binations. Teachers who prefer to introduce script exercises at an early grade will find these words of great service in teaching correct forms and combinations of letters. Chart X. presents all the capital letters, grouped according to their formation. Those based upon the fifth principle, the direct oval, come first, and are four in number — O, C, D, E. Those based upon the sixth principle, or indirect oval, follow next, and are eight in number — X, Q, Z, W, V, U, Y, J, I ; and those based upon the seventh principle, the capital stem, thirteen in number — T, F, A, N, M, H, K, L, S, G, P, B, R. It is an excellent exercise occasion- ally to require the whole school to recite from the Chart thus : Pointing to a letter as capital O, the teacher inquires what prin- ciple it contains. The answer is, "The fifth principle, or direct oval." Pointing to the letter V, it is shown to be made up of the sixth principle, or indirect oval ; the lower turn ; the second principle, or right curve ; the third principle, or left curve. The letter i is likewise analyzed, as made up of the second principle connecting with the first principle by the upper angle, which in turn connects with the second principle again by the lower turn. Thus, the teacher taking the crayon at the blackboard, in making the letter i, at the first stroke says, " first principle ; " stopping at the upper angle, he makes the down-stroke, "s^pond principle ; " making the lower turn, he proceeds again with the upward stroke, and says, " second principle ; " or, more briefly, taking the i, counting as each stroke is made, " second, first, second ; " the letter u, " second, first, second, first, second;" the letter n, "third, first, third, first, third, 4oin tram*-*.! 1,726,934 878,357 82,500 82,438 Reikiavik (1,400). Greenland and Iceland North of N. America 502,347 North of Europe 46,000 North of Asia 47,130 South of S. America Si 100 South of Australia £00,000 XIX. 6E0ERAPHY— WESTERN HEMISPHERE. XX. GEOGRAPHY-2 DIVISIONS. ARIA-sn. m . POPULATION. IlARGESTCITY&POPUUT'N Europe Africa Polynesia uou. >»*>i Australasia n-a. b..,. U pi>«w> 3.750,973 17,212.661 11,514.755 11,710 3.444,987 2,9-15.100 26.214 105.401 311.952 •56.314 327,743,400 795,591.000 2oj,sij,ji;ii 271,000 3,960.883 2,193500 11. 5.705 534,578 500.000 617,400 London (4,764,000.. Pckin 1.650,000], Cairo 327,000). Honolulu (14,852}. Melbourne (282.947). Australia Tasnmnia *tcw Zealand New Guinea Other Islands Melbourne 382,347). HobartTonn [21.1 IS,. Auckland 2S.500,. 2L GEOSRAPHV— EASTERN HEMISPHERE XXI. GEOGRAPHY-3. Alaska («* Cbart XXIU) WashiDgtOD Idaho Montana Oregon Wyoming California Nevada Utah Arizona New Mexico 97,890 158,360 110,700 84,970 113,020 lid. .-,80 864.694 62,266 143,963 40,440 119.565 Dakota Nebraska Colorado Kansa9 Indian Territory Texas 14M.450 77.505 103.925 82,080 64,690 265,780 135.177 452.402 194,327 996.096 76,895 1.591.749 XXI. GEOGRAPHY— UNITED STATES, WESTERN DIVISION. XXII. GEOGRAPHY-4 XXII. GEOGRAPHY— UNJTEO STATES EASTERN OIVISHJN. XXIII. GEOGRAPHY-5 CODNTRY AREA. POPULATION. GOV'NMENT. Dan. America 86,500 82,000 Dan. Col. Newfoundland 42,700 165,000 Brit Col. Canada 3,205,200 4,500,000 Brit Col. United States 3,602,838 50,155,783 Republic Mexico 751,000 10,000,000 Republic Guatemala 47,800 1,250,000 Republic Honduras 46,500 350,000 Republic San Salvador 7,130 555,000 Republic Nicaragua 51.600 300.000 Republic CAPITAL 4 POPULATION. Reykjavik (1,400). St John's (23,000). Ottawa (27,000). Washington (148,000). Mexico (242,000). N. Guatemala (56,000). Tegucigalpa (12,000). San Salvador 114,000). Managua (7,000). COUNTRY Costa Rica Balize West Indies: Spanish British French Dutch Danish Havti S.Domiugo 2,180,000 1,206,000 35.5,000 42,500 33.700 550,000 250,000 Republic Brit Col. Colonial Colonial Colonial Colonial Colonial Repubuc Republic XXIII. CEOCRAPHY— NORTH iMEHiC*. CAPITAL & POPULATION. San Jose (18,000). Balize (4,000). Havana (230,000), Kingston (35,000). Ft de France (15,000). Willemstad (8.000). Bassin (5,500). Portau Prince i-27.00o\ San Domingo (16,000... XXIV. GEOGRAPHY-6 COUNTRY AREA POPULATION GOV'NMENT CAPITAL 4 POPULATION. COUNTRY. AREA. POPULATN. GOV'NMENT CAPITAL & POPULATION Colombia 320.000 3.000.000 Republic Bogota (41.000). Uruguay 72,000 438.000 Republic Montevideo (7a00nj. Venezuela 4-10,000 2.075.000 Republic Caracas (55.000). Argentine Rep. 1.095.000 2.540,000 Republic Buenos Ayres (290.000,. lint. Guiana 85.500 248.000 Colon/ Georgetown (40.000). Chill 210.000 2.225,000 Republic Santiago (150.000). Dutch Guiana 45,000 63.500 Colony Paramaribo (25.000). Bolivia 500.000 2.325,000 Republic La Paz (26,000). French Guiana 46.800 36.000 Colony Cayenne (10.000). Peru 425,000 3.050.000 Republic Luna (100.000). Brazil 3,'J.!'ICHX) 12.000.000 Empire Rio Janeiro (300.000). Equador 248,000 946*00 Republic Quito (23.000). Paraguay 92.000 8!M CHK) Republic Asuncion 20,000). XXIV. GEOfJflPHY— SOUTH AMERICA. XXV. GEOGRAPHY-7. COUNTRY. AREA. POPULATION. Great Britain & Ireland 121,600 35,250,000 France 204,080 37,670,000 Switzerland 15,910 2,850,000 German Empire 208.690 45,240.000 Netherlands 12,740 4,100,000 Belgium 11,37.5 5,-520,000 Austro-Hungary 264,950 39,200,000 Russia 2,165.900 85,5fKI,000 Sweden and Norway 299,610 6,500,000 Denmark 14,780 1,970,000 Spain 193,5200 16,3.50,000 Portugal 34,100 4,lf>0,000 Italy 114.400 2*. 160,000 Greece 25,000 I.9K0.000 European Turkey 63,800 4.490,000 Roumania 5«;I70 5.380,000 Servia 18.750 1,700,000 Montenegro 3. -ISO 240.000 Bulgaria 24.700 2,000,000 Easts- rn Roumelia 13,860 815,000 GOVERNMENT. CAPITAL. .LARGEST CITY AND POPULATION. Limited monarch y, King (or QueeD) & Parliament Republic President and two legislative chambers Republic, President and federal assembly Lim. mon'chy, Emperor, Bundesratii& Reichstag Limited monarchy. King aud States General Lim. mon'cby. King and two legislative chambers Empire and kingdom, one Ruler, sep. legislatures Absolute monarchy. Ruler called the Czar Two kingdoms, one King, separate legislatures Limited monarchy. King and two legis. chambers Limited monarch J', King and Cortes Limited monarchy, Bung and two legis. chambers Limited monarchy, King and two legis. chambers Limited monarchy, King and one legislative body Absolute despotism, Ruler called the Sultan Limited monarchy. King and two legis. chambers Limited nwnarchy, King and two legis. chambers Limited monarchy. Prince and State Council Scmi-indcp. principality, tributary to Turkey Semi-indep. province, tributary to Turkey London (4,765,000). Paris (2^70,000). Berne (45,000); Zurich (76,000). Berlin (1,122,000); Hamburg (410,000). The Hague (1 23,000) ; A msterdam (328,000). Brussels (395,000). Vienna (1,103,000) ; Buda-Pesth (360,000). St. Petersburg (876,000); Moscow (612,000). Stockholm (176,000); Christiana (122,000> Copenhagen (235,000). Madrid (398,000). Lisbon (246,000). Rome (300,000) ; Naples (494,000). A thens (63,000). Constantinople (600,000^ Bucharest (221,000). Belgrade (27,000) Cettinge •(2,000); Podgorica (4,000). Sophia (21,000)Y Rustchuk (27,000). PhilipDopolis (24.000) v XXV. 6E06RAPHY — EUROPE. . XXVI. GEOGRAPHY-8. COUNTRY. AREA. POPULATION. GOVERNMENT. CAPITAL, LARGEST CITY AND POPULATION. Asiatic Russia: Siberia 4,825,000 3,911,000 Russian provinces under military governors Irkutsk (34.000 , Tobolsk 18.0001. Central Asia 1,280,000 5,036.000 " Tashkcnd loo.ooo , Bokhara ,70,000 . Trans-Caucassia 91,400 5.750,000 » Tiflis (104,000). Chinese Empire 4,500,000 380,000,000 Absolute monarchy under an Emperor or Hwangti Peking (1,650,000); Canton (1,600,000). Japan 147,600 35,925.000 Absolute monarchy under a ruler called Mikado Tokio (1,140,000); Miako (230,000). Indo-China: Anam 200,000 21,000,000 Absolute monarchy under an Emperor Hue (50,000). Siam 250,000 5,750,000 under a King and Vice King Bankok (500.000). Bui in. ih 190,500 4,000.000 » " under an Emperor, called Boa Mandalay (90,000). Cambodia 32,400 1,100,000 Monarchy, under French protectorate Panomping (40,000). Loher Cochio China 23,000 2.900,000 French colony under a colonial governor Saigon (100,000). British India 1,477,000 255,000,000 British colonics and tributary statos Bombay (773.000) ; Calcutta (683,000). Ceylon 24.700 2,750,000 British colony under a governor and council Colombo (100,000). Afghanistan 250,000 4,000,000 Semi-independent khanates under a central Ameer Cabul (60.000) ; Herat (30.000). Beloochistan 100,000 350,000 Semi-independent tribes under a central Khan Kelat (15,000). Persia 650,000 7,650,000 Absolute despotism under a ruler called a Shah Teheran i2O0.0O0!: Tabrcez (165.000). Arabia 1,000,000 4,000,000 Various petty tribes and sultanates Muscat (40,000) ; Mecca 130,000). Asiatic Turkey 710,300 16,357,000 Despotism, subject to European Turkey Smyrna (150,000); Damascus (150.0001. Malay Archipelago 680,000 35,187,000 Dutch, Portuguese, and Spanish colonies Batavia (103,000i; Manila (130,000). XXVI. GEOGRAPHY. ASIA XXVII. GEOGRAPHY-9 COUNTRY. AREA. POPULATION. GOVERNMENT CAPITAL, LARGEST CITY AND POPULATION. Egypt and dependencies 1,130.000 16,450,000 Semj-independ. monarchy, tributary to Turkey. Cairo 1327,000). Abyssinia 128,000 3,000,000 Various tribes under chiefs and kings. Gondar (7,000). Morocco 313,000 6,150,000 Absolute despotism under a Sultan. Fez (100,000); Morocco (50,000). Tunis 45,000 2,100,000 Semi-independent, under French protection. Tunis (125.000). Tripoli and dependencies 398,000 2,000,000 Semi-independent province, tributary to Turkey. Tripoli (30,000). Liberia 14,300 1,070.000 Republic. President, Senate and Representatives. Monrovia (14,000). Orange Free Stale 42,000 133,000 Republic. Pres. and assembly, called Volksraad. Bloemfontein (2,500). Transvaal Republic 110.000 815,000 Republic Gov. by a congress, called Volksraad. Pretoria (4,500) Madagascar 228,000 3,500,000 Absolute monarchy, under a King. Tananarivo (80.000). Zanzibar 800,000 Absolute monarchy, under a Sultan. Zanzibar (80,000). Central Africa 120,000,000 Various forms of tribal and patriarchal govern't Yakoba (150.000); Agades (8.000). English Colonies 378,000 2.700.000 Colonial, with more or less local independence. Cape Town (35,000), Freetown (30.000). French Colonies 535.000 3.500.000 Colonial, represented in the French assembly Algiers 'o.'3,000l ; St. Eouis '16,000 ; . Portuguese. Colonies 605.000 2,500,000 Colonial. Governors ap|x>inted by Portugal. St Paul de Loando (20,000). mil. GEOGRAPHY. AFRICA. GEOGRAPHY. CHARTS XIX., XX., XXI., XXII., XXIII., XXIV., XXV., XXVI., XXVII. Chart XIX. consists of an outline map of the Western Hemi- sphere, with Physical coloring, and also a small map of the Northern Hemisphere and Southern Hemisphere. It also has a table of divisions of the Western Hemisphere into various sections, together with the area and population of the two Grand Divisions. Chart XX. consists of an outline map of the Eastern Hemi- sphere, colored to represent Physical features, with diagrams indicat- ing meridians and zones. These two Charts of the Hemispheres also are marked to indicate the direction and volume of the great ocean currents in the Atlantic, Pacific, and Indian Oceans. Charts XXI. and XXII. consist, respectively, of an outline map of the western division and the eastern division of the United States. These Charts also contain, on the margin, tables and statistics col- lected from the Census of 1880, giving the area and population of each one of the States and Territories. Chart XXIII. presents an outline map of North America, colored to represent the great political divisions of this Grand Division ; and below the map is given a statistical table, presenting the name of the country, its area, population, the nature of its government, whether independent or colonial, the name of the capital, and the population also of the capital. Chart XXIV. presents a political map of South America, with a similar statistical table. Chart XXV. presents an outline map of Europe, with the polit- ical divisions noted in colors, and statistical and general tables. 94 GEOGRAPHY 95 Chart XXVI. presents a similar political map of Asia, with like statistical tables. Chart XXVII. is a political map of Africa, with statistical tables. Returning to Chart XIX., the first Chart of Geography, we have before us a map of the Western Hemisphere, showing all the land portion of this Hemisphere, colored according to elevation. The river basins, or lowlands, are indicated by the green color ; the higher elevations, by the orange color ; and the highest elevations, by the marking of the mountain ranges. Upon the ocean are also lines indicating the volume and direction of the great ocean currents. The general rule of the coloring of these maps is that land of a higher elevation than 500 feet is colored buff, and land of less than 500 feet elevation is colored green. Taking the Continent of North America as an example, the teacher bases the lessons from the Chart upon the lessons learned in Geography. For instance, the pupil has learned in general the loca- tion of the Atlantic Coast plain, the Appalachian system of moun- tains, the Great Mississippi Valley, the Coast range of mountains, the low plains on the west coast of the Continent, and the valleys of the rivers. The pupil has also learned of the vast plains on the northern part of the Continent about Hudson's Bay and Davis' Strait, and also the low plain along the basin of the St. Lawrence. These facts having been learned from the text-book, they can be made much clearer by having this Chart open before the pupil at recitation, and requiring him to point out the physical features of the Continent in connection with his class work. Then, either the teacher or pupil having the pointer in hand, the exercises are made much more interesting by definitely locating upon the map the various physical sections of the country as the class proceeds in the recitation. In the same way, on the Continent of South America, the pupil has learned of the great basin of the Orinoco, the vast Selvas of 96 COMPLETE SCHOOL CHARTS the Amazon, and the Pampas of the La Plata. The map shows these physical features clearly. It also shows the abrupt nature of the Pacific Coast of the entire South American Continent ; and proves a most valuable aid in the recitation of the physical features of those countries. No teacher can successfully instruct his class in Geography without making such features prominent, for the history and devel- opment of the countries of the world have depended almost entirely upon their physical conditions. Taking the Eastern Hemisphere in the same way, almost all of Europe, and all of northern Asia, constitute one vast plain. Here is explained the intimate relation between Russia and Siberia, they being almost identical in physical characteristics. The mountain regions of southern Europe and northwestern Europe are also clearly brought out ; and we have plainly shown the fertile valleys of. the Danube, the Po, the Rhone, and the Rhine, all finding their sources in vari- ous valleys of the Alps system of mountains. This connection be- tween the elevation and the drainage system of the various Conti- nents and the seats of population and civilization should be clearly explained and enforced by the teacher. The diagrams at the foot of Chart XX. are valuable as showing the divisions of the globe by meridians and circles, and also the broader division into the five zones. The pupil should be taught expressly that there is no abrupt change of temperature or climatic conditions as we pass from one of these zones to the other ; but that elevation and nearness to the sea, and many other things, frequently have much more to do with the climate of a given place than its distance from the equator. The remaining maps of this series are strictly outline maps, and derive their great value from this fact. A map to be used in reci- tation should be entirely different from the map which is used in study. The map which the pupil studies should contain the infor- mation which he is expected to secure from the map, but the map GEOGRAPHY gj with which he recites should contain none of the information which he is supposed to have gained from his study of the text-book. It should be as nearly as possible an outline map. It should contain the principal streams, mountains, boundaries of the various states and countries, the great bodies of water, and some mark to indicate the location of the leading towns. Beyond this it should be purely a blank map which the pupil is supposed to fill up from that which he has already mastered. Such a map becomes a living reality to the child whose mind is well informed. He looks upon its outlines and fills them up with towns and cities. He sees by the location of these places what are their natural and physical characteristics, what are their relations to one another. He follows their commerce down streams and by rail from the interior to the coast, and from the coast to foreign countries ; and he sees the sources of their wealth and prosperity. Taking Chart XXII. for a moment, we will give two or three studies which will show what use can be made of it. With some younger class in the school an exercise on the States can be had. The teacher points to the State of New York. Pupil says : " New York. Capital, Albany. Bounded on the north by the Great Lakes and Canada ; on the east by Vermont, Massachusetts, and Con- necticut ; on the south by the Atlantic Ocean, New Jersey, and Pennsylvania ; and on the west by Pennsylvania and the Great Lakes." Proceeding further, the teacher points to the location of the city of New York — What city is located here ? The pupil answers : " New York." COMPLETE SCHOOL CHARTS Tracing up the Hudson River — What river is this ? The pupil answers : "The Hudson River." Proceeding farther up the river, the teacher points to Lake Champlain, Lake Erie, Lake Ontario, the Catskill Mountains, the Adirondack Mountains, the Delaware River, the Genessee River, the Niagara River, the Niagara Falls, the St. Lawrence River, and thus in the way of oral instruction develops all the information that may be gleaned from this one State on this map. With a class of older pupils who have studied geography to a considerable extent, the teacher should take the same section of the map, and in addition to these facts, illustrate many others. For in- stance, taking the city of New York, the teacher might inquire why the city of New York is a great commercial center. In pursuing this inquiry it will be easy to develop the fact that New York owes its commercial importance very largely to its situa- tion. It is a city on the Atlantic Coast which has a large and com- modious harbor ; and it is situated at the mouth of the Hudson River, which in connection with the Mohawk River reaches almost to the Great Lakes. Thus, the Mohawk and Hudson valley fur- nishes the easiest way of approach to the interior of the Continent, and was utilized very early for the location of a great water-way — the Erie Canal — which connected the mouth of the Hudson River with the Great Lakes, above the Falls of Niagara, at Buffalo. Thus, New York was practically the great entrepot of the whole basin of the Great Lakes, controlling the commerce of the great States of Ohio, Indiana, Michigan, Illinois, and Wisconsin. Later, the same Hud- son-Mohawk valley afforded the easiest grade for a railway line connecting the West and Northwest with the seaboard. And it is this gap in the great Appalachian chain formed by the Mohawk Valley, together with its favorable harbor and the deep indentation GEOGRAPHY 99 of the coast, which has made New York the commercial metropolis of the United States. Similar studies are possible for each State and important city of the country. Studies can also be had upon all the river systems of the coun- try. Take the Chesapeake Bay : From how many States are waters contributed to feed the Chesapeake Bay ? From what States do waters find their way to the Atlantic through the St. Lawrence River ? From what States do waters find their way to the ocean through the Connecticut River ? From what States do waters find their way to the ocean through Mobile Bay ? . The Mississippi Valley furnishes a more comprehensive study still, and for this purpose the student will have to follow up the streams in the western section of the United States upon Chart XXI. He can also take the Mississippi River by sections. Taking the Ohio Valley : From what States do waters flow into the Missis- sippi through the Ohio River ? Etc., etc. Further studies would be by taking the several States in detail and stating in how many different directions they are drained. For instance : The State of New York is drained by streams flowing into the St. Lawrence ; by streams flowing into the Hudson, and thence into New York Bay ; other streams reach the IOO COMPLETE SCHOOL CHARTS ocean through the Delaware Bay and the Chesapeake Bay ; and others still through the Mississippi River and the Gulf of Mexico. The State of Georgia is drained in three direc- tions : by streams flowing into the Atlantic Ocean ; by streams flowing directly into the Gulf of Mexico ; and by streams flowing northward into the Tennessee tributary to the Mississippi system. The State of Virginia is drained by streams flow- ing into the Chesapeake Bay; by streams flow- ing northward into the Ohio ; and by other streams flowing westward, and reaching the Ohio through the Tennessee. These studies of the great river systems and the distribution of waters in the several States are very interesting and instructive, and afford a great many exercises upon the map of the United States. Taking a broader class of questions in the same line : What States send any of their waters directly into the Atlantic Ocean ? What States into the Atlantic Ocean through the Gulf of Mexico ? What States, if any, send part of their waters into the Arctic Ocean ? W T hat States are drained by waters flowing into the Pacific Ocean ? GEOGRAPHY IOI In this connection it is also interesting to trace upon the map the water-sheds which divide the great systems of rivers ; to trace, for instance, in Southwestern Virginia the line that divides the waters flowing into the Ohio from those flowing into the James. A similar line of demarkation is found in Western Pennsylvania. From the statistical table on Charts XXI. and XXII. infor- mation in regard to the relative size and population of the various States can be had. What State has the largest area ? What State has the smallest area ? What State has the largest population per square mile ? What State has the smallest population per square mile ? Compare the aggregate area of the six New England States with that of Texas. These, and many exercises of a similar nature, will furnish excel- lent training for children, and be helpful for all grades of scholars. Chart Number XXIII. should be used in connection with the regular geographical study of North America. Here we have the great political divisions of the Continent, and at a glance we can note their comparative areas : Compare the area of Canada with that of the United States. Compare the population of Canada with that of the United States. What is the population of Canada per square mile ? 102 COMPLETE SCHOOL CHARTS What is the population of the United States per square mile ? What is the population of each one of the coun- tries of North America per square mile ? Which political division of North America has the greatest population per square mile ? Which has the least population per square mile ? It will be well for the teacher to require the pupils to make a copy of the table of area, population, government, etc., as found at the bottom of this map and others, and study them with a view to memorizing the facts given. The teacher can then name a section and the pupil be required to recite the area, population, nature of the government, capital, and the population of the capital. Chart XXIV. presents a map of South America. This map is especially excellent as a study in map-drawing, and usually is the first map that is assigned for such practice. Note the shape of the Continent ; note how much of it is north, and how much south, of the equator ; study the great river systems. The three important rivers flowing into the Atlantic Ocean are the Orinoco, the Amazon, and the La Plata. Note how great a share of the Continent is drained by these rivers, and how small and insig- nificant must be the rivers of the Pacific Coast. Such questions as these might be asked : Through what countrie-s does the line of the equator pass ? What country takes its name from lying on the equator ? Through how many degrees of latitude does Bra- zil extend ? GEOGRAPHY 103 Through how many degrees of latitude does Chili extend ? What countries face both on the Atlantic and on the Pacific Oceans ? What country is drained by streams flowing into the Atlantic Ocean ? Into the Gulf of Mexico ? Into the Pacific Ocean ? What countries are drained by streams flowing into both the Atlantic and Pacific Oceans ? What country controls the entire length of the Straits of Magellan ? What country controls the Isthmus of Panama ? Exercises upon the statistical tables may be had similar to the studies in connection with the previous Charts. Chart XXV. presents the grand division of Europe, accom- panied by a table showing the area, population, nature of the govern- ment, capital, largest city, and population of each. This is a most interesting division, and owing to the fact that the personal and business relations between our own country and European countries are so intimate, this map should ' be carefully studied. Note the relative size of the various states of Europe, and by reference at the same time to the statistical tables below, make comparison of the leading states. It will be found that several of the states — France, Germany, Austria-Hungary, and Spain — do not greatly differ in area ; while Great Britain and Ireland, France, Austria-Hungary, and Italy do not vary greatly in population. Note these compari- sons. Also require pupils to compute the population per square mile of each one of these political divisions. 104 COMPLETE SCHOOL CHARTS Which one of the countries of Europe has the greatest population per square mile ? Which has the least population per square mile? Name the Republics of Europe. Name the Limited Monarchies. Name the Absolute Monarchies. Name the tributary states. What countries border on both the Atlantic Ocean and the Mediterranean Sea ? What countries border entirely on the Mediter- ranean ? What countries border entirely on the Atlantic Ocean ? What countries border on the Atlantic and Arctic Oceans ? What countries border exclusively on the Arctic Ocean ? What great rivers have no outlet whatever to any ocean ? What countries border on the Baltic Sea ? Chart XXVI. presents a map of the Continent of Asia, together with a statistical and general table below. This Chart should be before the class in all recitations on this Continent, and in addition to this, such special exercises upon area and population as have been indicated for the other Charts may be applied in like manner to this, and valuable drill upon it had in this way. Chart XXVII. presents the Continent of Africa, together with GEOGRAPHY 1 05 statistical tables of the same, which afford material for exercises similar to those previously indicated. In general, it is important that the teacher should have before the class the proper map, to serve as a guide and assistant in recitation. Such assistance from the outline map is invaluable, and may be extended to almost any degree in the hands of the skillful teacher. Whenever, in any branch of school work, any country, or state, or political division is under discussion, or when the reci- tation in any way involves any physical features, the map should be before the class, that the true relation of the subject in hand may be clearly comprehended. No description of a river can take the place of the actual course of the stream as laid down upon an accurate Chart ; and no teacher can be certain that the child comprehends the relation of one geographical feature to another unless he can locate it upon the map and point out the relations under discussion. Oral Lessons in Geography. — These nine geographical Charts will be of special service to the teacher in connection with oral instruction in Geography. Frequently the youngest pupils in the school can be interested in the general facts of Geography by a very few minutes' exercise on the subject. No child should be in school a year without having learned at least the names of the grand divisions. These can be taught from the maps of the Hemispheres. Every child, however young, can also learn direction on the map — which part of the map indi- cates north, which south, which east, and which west. More advanced pupils can easily be taught the names of the States, so that upon the teacher pointing out with finger or with pointer any State upon the Charts XXII. and XXIII., the name of the State will be readily called. After that the next step will be learn- ing the names of the capitals of the States ; bounding the States ; grouping them — as New England States, Middle States, Southern States, East Central States, West Central States, Pacific States ; 106 COMPLETE SCHOOL CHARTS learning the names of the Territories. All this and even more can be learned by pupils who have not yet arrived at a time when they will take a regular text-book in Geography in hand. The states of Europe, the great islands of the world, the most important moun- tain ranges, the great rivers, the oceans, seas, gulfs, bays, and the more important of the capes, can be readily learned by pupils only two or three years in school. The definitions of familiar terms used in Geography, as of bay, cape, isthmus, island, mountain, hill, valley, gulf — all these readily come within the comprehension of the child, and thus help to lay the foundation for future study in this branch of work. U. S. CIVIL GOVERNMENT CHARTS XXVIII-XXXI XXVIII U. S. CIVIL GOVERNMENT— 1. ( L LEGISLATIVE. Branches of Government n. e^cutivk < m. judicial. L THE LEGISLATIVE BRANCH. I - THE SENATE. 1. NUMBER — Two Senators from each State. 2. ELECTED by the State legislatures. 3. TERM — Six years; one-third elected each two years. 4. QUALIFICATIONS -Resident of the State; Citizen of United States nine years; Age, thirty years. 5. SALARY — $5,000 per year. 6. PRESIDENT O F TH E SENATE -The Vice-President of U. S. 7. POWERS OF THE SENATE - (I. Confirms or rejects nominations of the President. b. Ratifies or rejects treaties with foreign Powers. C. Elects President pro tempore of the Senate and all its other officers, except Vice-President of United States. d. Elects Vice-President of U. S. -when regular election fails. C. Acts as Court of Impeachment for trial of high public officers. B.- THE HOUSE OF REPRESENTATIVES. 1. NUMBER -325 members. One to each 151^11 inhabitants. 2. ELECTED by the people of the Congressional districts. 3. TERM — Two years; the entire house elected each two yeara 4. QUALIFICATIONS -Resident of the State; Citizen of the United States seven years; Age, 25 years. 5. SALARY- $5,000 per year. Speaker, $8,000 per year. 6. POWERS OF THE HOUSE OF REPRESENT ATTVES - (I. Elects its Speaker (presiding officer), and other officers. k Elects President of United States if the regular election fails. (. Prosecutes impeachments before the Senate. (I, Originates all bills for raising revenue. C- CONORES ithe Senate mid Home jomtlg 1. DURATION — Each Congress lasts for two years from the 4th of March of the odd years. 2. REGULAR SESSIONS— Annual; Commencing the first Monday in December. a SPECIAL SESSIONS -At the call of the President 4. MEMBERSHIP— Each house is the judge of the qualifications of its own members. XXVIII. U. S. CIVIL GOVERNMENT-!. o*™*...,..,,.-..— .<— XXIX U S. CIVIL GOVERNMENT— 2. THE LEGISLATIVE BRANCH -Continued 5. CONGRESS has general powers of legislation — 0. to regulate the conduct of the public business; I), to provide for the raising and disbursements of revenue; C. to borrow or coin money and regulate its value; d, to regulate inter-state and foreign commerce; ('. to declare war and provide for an army and navy; / to admit new States into the Union; (J. to provide for the government of the territories; //. to enact patent and copyright laws; i to enact uniform naturalization and bankruptcy laws; J. to establish post offices and post roads; k, to provide for punishment of crimes against the United States; / to establish Courts inferior to the Supreme Court; and, 111. to enact all laws necessary and proper for carrying into execution all powers vested by the Constitution in the Government of the U. S. or in any department or officer thereof. D.- THE PRESIDENTS APPROVE OF lEOISUTION L ACTS OF CONGRESS become laws- (I. by the written approval of the President; or, b by his neglect to make objections in writing (veto) within ten days after they are submitted to him; but, 2. CONGRESS has power to pass a law oyer the President's veto by a vote of two-thirds of each house. 3. THE PRESIDENT has like powers regarding all votes, orders, or resolutions (except to adjourn) which require concurrence of both houses of Congress. IL THE EXECUTIVE BRANCH. l -THE PRESIDENT OF THE UNITED STATES. L ELECTED — d. by electors, chosen by the States in such manner as the respective legislatures may direct; or, b. by the House of Representatives in case of no choice by the electors ; but, C. in such election each State has but one vote. 2. TERM OF OFFICE -Four years. 3. QUALIFICATIONS -A natural born citizen. Age, 35 years. Resident within the United States, 14 years. 4. SALARY— $50,000 per year, and official residence. XXIX. U. S. CIVIL 60VERNMENT-2. XXX U S CIVIL GOVERNMENT— 3. THE EXECUTIVE BRANCH- Continued. 5. POWERS AND DUTIES OP THE PRESIDENT - (I. Commander-in-chief of the Army and Navy. b Communicates with Congress by Message. L Approves or disapproves of acts of Congress. d, Makes treaties with advice and consent of the Senate. C. Appoints certain officers with advice and consent of Senate. /. Commissions all officers of the United States. if. Grants pardons and reprieves for offenses against the U. S. 6. THE VICE-PRESIDENT - (I. Elected — By the Presidential Electors; op b. By the Senate, in case of no choice by the Electors. ('. Terms of Office and Qualification - Same as President; but, (I. He cannot be chosen from same state as President. f. Salary — $8000 per year. 7. THE PRESIDENTIAL SUCCESSION. -In case of the removal, death, resignation, or inability— (I. Of the President, the Vice-President succeeds to the office. // Of both President and Vice-President, the heads of the Ex- ecutive Departments succeed to the duties of the Presidency in the order named below (B); but such officer must be con- stitutionally eligible to the Presidency, and not under im- peachment. B.-THE EXECUTIVE DEPARTMENTS. 1. STATE DEPARTMENT, under the Secretary of State - Has charge of foreign and domestic relations. 2. TREASURY DEPARTMENT, under Secretary of the Treasury- Has charge of collection and disbursement of public moneys. 3. WAR DEPARTMENT, under the Secretary of War- Has charge of the Army and military affairs. 4. DEPARTMENT OF JUSTICE, under the Attorney General- The legal department of the Government. 5. POST OFFICE DEPARTMENT, under the Postmaster General- Has charge of the transmission and distribution of mails. 6. NAVY DEPARTMENT, under the Secretary of the Navy- Has charge of the Navy and naval affairs. 7. INTERIOR DEPARTMENT, under the Secretary of the Interior- Has charge of lands, pensions, patents, education, Indians, &c. C.- THE CABINET (the ConstUiUwriM (idiwrs of Ik President!. L COMPOSED of the heads of the seven Executive Departments. 2. APPOINTED by President with advice and consent of Senate. 3. SALARY- $8,000 per year. XXX. U. S. CIWH GOVERNMENT— 3 *— " ""» — "— — • «--> XXXI. U. S. CIVIL GOVERNMENT— 4. m. THE JUDICIAL BRANCH. I - JUDGES OF THE UMTED STATES COURTS. 1 APPOINTED b y the President with advice and consent of Senate, 2. T ENUR E OP OFFICE— During life or good behavior; but, 3. RETIRED on full salary after 70 years of age and 10 years service. 4. REMOVABLE -By impeachment before the Senate. B. -THE SUPBEME COURT OF THE UXfflD STATES L MEMBERS — Chief Justice and eight Associate Justices. 2. SAL ARIES-Chief Justice $10,500; Assoc'te Justices, each $10,000. 3. TERMS OF COURT -One each year at Washington. 4. ORIGINAL JURISDICTION - 0. All cases affecting ambassadors, consuls, etc. b. Controversies between two States; or, C. Between a State and citizens of another State; or, d. Between a State and foreign States; or, I Between citizens of a State and foreign States. 5. APPELLATE JURISDICTION -All cases of law and equity where the inferior courts have original jurisdiction. 6. t- HiKK JUSTICE presides over the Senate when it sits as a court of impeachment for the trial of the President of U. S. C- MERIOR COURTS 755 Broadway, New York. THE NATIONAL STANDARD. Spencerian System of Penmanship THE SPENCERIAN SYSTEM unites the most beautiful writing with most admirable gradations and correct methods of teaching. There are included in its course of instruction — SPENCERIAN TRACING SERIES. SPENCERIAN SHORTER COURSE. SPENCERIAN GRAMMAR SCHOOL COURSE. SPENCERIAN BUSINESS SERIES. SPENCERIAN LADIES' SERIES. SPENCERIAN ADVANCED SERIES. SPENCERIAN EXERCISE SERIES. SPENCERIAN CHARTS OF WRITING. SPENCERIAN THEORY OF PENMANSHIP. 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While the first three steps embrace a large number of unclassified lessons, covering a wide range of sub- jects suitable for the youngest, the fourth and fifth steps comprise a somewhat systematic series of exercises on Metals, Natural History, Vegetable King- dom, Insects, Shells, Miscellaneous Objects, Textile or Woven Fabrics and their Materials, Minerals, and Manufactured Articles. Sheldon's Elementary Instruction Containing a graduated Course of Object Lessons, for training the senses and developing the faculties of children. By E. A. SHELDON, assisted by Miss M. E. M. Jones and H. Krusi. '"THIS STANDARD WORK holds a distinct place as one of the most important of American contributions to the literature of Pedagogics. It presents a definite course of elementary instruction adapted to philosophic views of the ' ' Laws of Childhood." 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The author expresses his idea of the right kind of a text -book when he says : "A general acquaint- ance with miscellaneous and scattered facts bearing on this subject does not satisfy. The teacher must get inside of things and take his pupils with him." The Analysis admirably meets this view of the office of the true text-book. SPECIAL PRICES FOR SAMPLE COPIES AND FOR INTRODUCTORY SUPPLIES. IVISON, BLAKEMAN, & CO., Publishers, 149 Wabash Ave., Chicago. 753? 755 Broadway, New York. EVERY-DAY WORDS IN EVERY-DAY ENGLISH. Metcalf's Spelling and Language Book. By ROBERT C. METCALF, Supervisor of Schools in Boston. THIS new and original work has been prepared to meet an increasing demand for a speller written in harmony with the present methods of teaching, as employed by the best instructors. Among its numerous claims for the special attention of those looking for the best, may be mentioned : i. The careful selection of words given, and the exclusion of those not in com- mon use. 2. 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Exchange price, 10 cents. A copy of Metcalf's Speller will be sent for examination with a view to introduc- tion on receipt of Introduction Price. IVISON, BLAKEMAN, & CO., 149 Wabash Ave., Chicago. 753> 755 Broadway, New York. NEW EDITION, BROUGHT DOWN TO DATE. Swinton's Condensed U. S. History. Constructed for Definite Results in Recitation, and Containing a New Method of Topical Reviews. Fully Illustrated with Maps, Portraits, and Beautiful Designs. By WILLIAM SWINTON, A.M., author of "Outlines of the World's His- tory," "Campaigns of the Army of the Potomac," "Decisive Battles of the War," etc. 300 pages, handsomely bound in cloth. This highly popular book has been brought down to the present time, and Six Full-page Colored Maps have been added. SWINTON'S CONDENSED U. S. HISTORY is designed for a working book, and the text derives its interest from the lucid presentation of the subject-matter, in itself deeply interesting. The work has now been before the public nearly ten years, and its trial has been sufficient to enable the publishers to ascertain that it has met the demand which it was intended to supply, and taken a permanent place in the school literature of the day. The book was put forth as an embodiment of several new and peculiar methods of teaching the history of our country. Being "constructed for definite results in recitation" it aimed to secure these by : 1 . "A plan of clear and concise paragraphing" 2. A total absence of any attempt at "fine writing." 3. "A new 7)iethod of topical reviews." 4. A very full history of each of the older (Atlantic) States during the colonial period. 5. A separate and appreciative treatment of "the founding and growth of the Western and Pacific States." 6. A distinct treatment of the history of " American progress." 7. A freedom from partisan bias of sectionalism, politics, or religion. 8. A full supply of maps and other suitable illustrations. 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