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PREFACE, As the title of this paper seems a little strange a few words are necessary to explain its mean- ing. Some years ago I was listening to an object lesson given to a class of very young children by a pupil teacher who chose for her subject a pot of beautiful fresh green ferns. She began by holding up the plant before the class and asking whether any child could say what it was. At first no child answered, but presently a little girl said, '^ It is a pot of green feathers." Thereupon the teacher turned to me and said, "Poor little thing! She knows no better." But I fell a thinking on the matter. Did the child really suppose that the ferns were feathers ? Or did she rather use the name of a familiar thing to describe what she knew to be different, and yet noticed to be in some respects like 7 This train of thought led me to put together what I knew of perception, and the following is the result of my labors. The principal authority which I have closely followed is Dr. Karl Lange^s (5) 6 Preface. " Apperzeption/' but I have derived much help from Herbart's ^'Psychology," Bernard Perezes ^* First Three Years of Childhood," Romane's " Mental Evolution in Man," and the lectures of the late Professor T. H, Green. THE POT OF GEEEN FEATHERS. What do we know of the outer world ? Of that which is not self? Of objects ? How do we know anything of the outer world 7 We receive impressions from it ; a table feels hard, a book looks brown in color, oblong in shape, and we say it is thick or thin. Are we simply receivers of these impressions, — hard, brown, oblong ? Are our minds inactive in the process of getting to know these impressions 7 Or are they active ? Are lumps of the outside somehow forced in upon our minds entire, without corresponding action on the minds' part 7 No ! our minds are not passive, the opposite is true. Through the senses the mind receives impressions, but these contributions from the senses would not be objects of knowledge, would not be interpreted, would not be recognized unless the mind itself worked upon them and assimilated them, converting the unknown stim- ulus from without into a sensation which we can 8 The Miners Part in Perception . hold in our thoughts and compare with other sensations within us. The mind converts the unknown stimulus from without into the known sensation. The outer world then is no more wholly the outer world when you know it. In our knowledge of the outer world there is always something contributed by the mind itself. The truth that the mind adds to and changes the impressions which it receives through the senses is illustrated by the very different con- ceptions which exactly the same landscape gives rise to in different people. The geologist can tell you of the strata, the botanist of the vegetation, the landscape painter of the light and shade, the various coloring, and the grouping of the objects ; and yet, perhaps, no one of them notices exactly what the others notice. A plank of wood, again, seems a simple object, and able to tell one tale to all; but how much it tells to a joiner, concern- ing which it is dumb to a casual observer. Or again, visit as a grown man the school room or playground where you played as a child^ especially if you have not visited the scene in the interval. How changed all seems! The rooms that used to look so large have become dwarfed. The tremendous long throw which Comparison in Perception. 9 you used to make with a ball from one end of the playground to the other, to what a narrow distance it has shrunk ! Yet the room and the ground are what they were. It is your mind that has changed. The change in your mind has brought about for you a change in the thing. Two people, then, or even oneself at different times of one's life may perceive the same object without obtaining the same perception. Yet if the external object stamped itself on the mind as a seal or die stamps itself on wax, if the mind were as passive as wax, how could one object give rise to such different impressions ? The difference must be due to the mind. Neither is it difficult to understand that this is so if we think what is the nature of the process by which the mind intercepts the impressions which it receives from outward objects. When the mind receives an impression it refers it to a previously received impression that happens to resemble it. Thus every new impression is in- terpreted by means of old ones, and consequently every new perception is affected, colored as it were, by the already acquired contents of the mind, and nothing can be known or recognized at all until reference and comparison have been 10 Interpretation of Impressions. made to previous perception. My object to-day is to make this point, perception^ which I admit is not easy, as clear as I can make it. Perception of an object is not so simple a matter as at first it seems to be. '^ Oh," some one will say, '' simple enough! A dog runs by me: through my senses 1 receive sensations of the animal, and I know that I see a dog." But this is no perfect account, for suppose two strange animals, say, a Tasmania n Devil and an Orni- thorynch'iis come up the street together, my senses will make me aware of their presence, but if I have not learned anything about them previously, I shall not know, I do not say merely their names, but even their exact shape and distinguishing marks. I shall say, " What in the name of wonder are they ? " After a little look- ing at the strange pair I should probably say, '* One is a kind of bear and the other is a kind of duck — a funny bear and a funny duck." Observe how the process of interpretation of my impressions goes on. Looking at the Tas- manian Devil, my impressions divide themselves into two classes, one set of impressions resembling impressions of bears which I have previously received, while the other set finds nothing Two Elements in the Process of Knowing. 11 already existing in the mind to which it can attach itself. A kind of fight goes on between new and old. In the end the points of resem- blance overpower the points of dissimilarity, and I judge the one animal (the T. D.), in spite of much unlikeness, to be a kind of bear, — in doing which I am wrong, as it is a kind of marsupial ; and in judging, by a similar process, the Ornith- orynchus to be a sort of bird, because of its bill, the mind equally makes a mistake, or, as we say, receives a wrong impression. There are then at least two parts in the pro- cess of knowing any object. First of all there is the excitation of our nerves, the nervous stimulus which makes us feel that we have a feeling, but does not explain what the feeling is ; and secondly there is the interpretation of the feeling by a mental action through which the undetermined and as yet unknown sensations or gifts of the senses are referred to known impressions and explained. It is about this act of mental assimilation of the impressions which we receive from external objects that I am treating to-day. I am not dealing with the question of the origin of our impressions or the physiological basis of them, 12 WorMng of the Mind upon Impressions, but with the growth of knowledge in the under- standing by the working of the mind upon impressions. I think that modern psychologists have carried the analysis of this process suffi- ciently far for the results of their studies to be of practical value to teachers and parents. If we have to teach, is it not useful to know how the mind acquires knowledge ? Take an object and set it before a child — say a fern. If the child has never seen a fern before, he knows not what it is. Impressions of it, he receives, but he cannot interpret them adequate- ly. The botanist looks at the same fern and not only sees and knows that it is a fern but also what kind it is, how it is distinguished from other ferns, where it grows, how it may be cul- tivated, and all about it. The difference between the knowledge which the sight of the fern gives to the child and that which it gives to the botanist does not depend upon the fern, but upon the state of mind of the two observers. The mind adds infinitely more to the impression received when it is the botanist's mind which receives it, than when it is the comparatively empty and uninformed mind of the child. -^^ What you can know of an object depends upon what you already know both of it and of other things. Inter preta tion. 1 3 Philosophers and poets like Kingsley^ Carlisle, Herder, Goethe, as well as educationists and psychologists, impress upon us this truth : " In regarding an object we can see only what we have been trained to see."^ Impressions, then, have to be interpreted before they are clear to us. What is the easiest case of our interpreting impressions 7 Perhaps some such as the following. I see a man a little way off and say to myself, '* Here comes my brother." I have so often recognized my brother that the whole process of recognition goes on in my mind without any check or hindrance. The existing mental conception of my brother mas-^ ters completely and promptly the fresh impres- sions which his present appearance makes upon me. The identification of the new and the old is uninterrupted, prompt, and immediate. The same speed and accuracy of interpretation is observable in his prompt and correct recognition *Carlise. — We can see only what we have been trained to see« Goethe. — We hear only what we know. Herder. — What we are not we can neither know nor feel. Rousseau. — We can neither know, nor touch, nor see, except as we have learned. In other words the present impression produces only such an effect on the mind as the past history of the mind renders possible. 14 The Shook of New Impressions. by a good reader of the words and sentences in his book. Now take an opposite case, when it is hard instead of easy to interpret impressions. Sup- pose that we see something which is quite new to us. Suppose that the new impressions do not connect themselves with any previously assimi- lated impressions, and that try as we may to refer them to something known all is in vain. Then we feel puzzled ; a hindrance, or a check, or obstruction occurs in our minds. If the impres- sion be very strong it may cause us to ' lose our heads,' as we say, or it may even overwhelm us. It is narrated that one of the natives of the interior of Africa who was accompanying Liv- ingston to Europe no sooner found himself on the great Indian Ocean with nothing but heav- ing waters far and near in his view, than he became overpowered by the immense impres- sion which the new experience made upon his mind, and flung himself overboard into the waves, never to rise again. Similarly at the Paris Exhibition, every evening when the gun is fired at the Eiffel Tower for the last time at ten o'clock it is not unusual to see a sort of frenzy among the visitors. Under the already How they are Assimilated. 15 strong impression produced by the electric illu- minations, the luminous fountains, and the varied magnificence of the great show, some people seem to be seized with a veritable panic. Cries of admiration escape from some, and of terror from others, followed by fainting, attacks of hysteria and prostration. Similar shocks occasionally prove fatal. Only in September last a little girl, four years old, was standing on the platform, near Sittingbourne, with her parents, who were on their way to Kent for the hop-picking season, when an express train dashed through the station. The little one was terror-stricken, and on the journey down screamed every time an engine came within sight or hearing. She dropped deai The doctor ascribed death to the shock. To assimilate then a wholly new impression is necessarily a task of some difficulty, but the results are luckily not always so sensational as those which I have just described, and the fol- lowing is an account of what more usually takes place. If the new impression is not of a nature to make us feel strongly, and if it is isolated and unconnected with any other knowledge present 16 The Assi7nilation of Impressions, to our minds, it probably passes away quickly mid sinks into oblivion, just as a little child may take notice of a shooting star on a summer night, and after wondering for a moment thinks of it no more ; if, however, our feelings are excited, and if the object which gives the impression remains before us long enough to make the im- pression strong, then the impression becomes associated with the feelings and the will comes into play, in consequence of which we determine to remember the new impression, and to seek an explanation of it. With this object the mind searches its previous stock of ideas more particularly, comparing the new with the old, rejecting the totally unlike and retaining the like or most like, and in the end it overcomes the obstacle of assimilation and finds a place for the new along with the old mental stores, thereby enriching itself, consciously or unconsciously — unconsciously in earlier years, and consciously afterwards. As an instance, I will suppose a child who has seen only blue violets finds a white one. Of his impresFions of the white flower, some are new and some are old. The greater part are old and lead him to infer that he sees a violet, but the impression of whiteness is new Contest with former Imj>re8sions. 17 and leads him to say, " This is not a violet." Let us represent the characteristics by which he recognizes a blue violet by the letters A B C D, the D standing for the color blue and A B C for all the rest of the flower. When now he finds a white violet he again notes A B C as before, but instead of D, the color blue, he receives the im- pression E, the color white. Had the color been the same, the impression of the flower would have coincided with previous impressions of violets, but the difierence between D and E causes an obstruction or hindrance to this infer- ence. The mind is not at ease with itself; the agreement of new and old only reaches a certain way. The old mental image and the newly acquired one don*t exactly tally. What happens? In the two mental images now present and side by side in the mind, the new and the old (the new being more vivid, the old being more firmly established), the like ele- ments, namely ABC, strengthen each other and unite to make a clear image, while the unlike elements D and E, the blue and the white, obstruct each other, become dim and at last obscured. The like elements in the end overcome the obstruction caused by the unlike and beat them out of the field of mental vision, 18 Points of Connection Discovered. so that the two partly resembling impressions become blended or fused, as by mental smelting, into one. The two are recognized as one by the mind. The old appropriates or assimilates the new. The child finds an old ^a:?pression for the new /mpression, and says to itself, ^' There is a violet." Of course an impression need not belong to only one previously acquired impression or group of impressions; it may be connected with other groups. In this case it will be recalled to con- sciousness on more frequent occasions than if it belonged to one other mental state only. Hence a new impression, if you give it time^ may find for itself many more points of attachment with previous impressions and ideas than it found just at first. For instance, I may visit Amiens Cathedral. Presently when I have admired the building I recall to mind various historic events that took place at the capital of Picardy. I remember that Julius Caesar started thence to conquer Britain, that Peter the Hermit was born there, and that not far off Edward III. won the battle of Crecy, and that its name often comes up in the long hundred years war. I think of the The Studies of Children should be Simplified. 19 Peace of Amiens in 1802, the visit of Buonaparte to Amiens when he prepared to invade England, lastly of the German army in 1870. One im- pression calls up another^ and the whole mass together strengthen and confirm and amplify the original impression. Isolated, these separate events are of less interest than when grouped together with my actual inspection of the ancient building. A wise man, therefore (if I may draw a pass- ing moral), does not, if he can help it, decide or act in a hurry, under the influence of new im- pressions, but he will give them time to find points of connections with old impressions. What may to-day seem irreconcilable with truth, or honor, or happiness, may prove when time has been allowed for assimilation inconsistent neither with sincerity, nor good name, nor good fortune. Educationists, like Mr. Arnold, also, will con- tinue to implore the public to simplify the studies of children, being convinced that unless the mind has leisure to work by itself on the stuff or matter which is prescribed to it by the teacher, the thinking faculty on which all progress depends will be paralyzed and dead knowledge will be a 20 The Effect of Cram. substitute for living. The mind will have no power of expanding from within, for it will become a passive recipient of knowledge, only able to discharge again what has been stuffed into it, and quite powerless to make fresh com- binations and discoveries. Cram is the rapid acquisition of a great deal of knowledge. Learn- ing so acquired, though useful for a barrister, has less educational value than the public believe, for it does not promote but rather tends to destroy the active and constructive powers of the mind. When the mind has much difficulty to over- come in assimilating a new impression, and hence has to spend time in so doing, it is benefitted by the process ; for in the first place the necessity of care, caution, accurate observation, and much rummaging (if I may venture on the expression) among the ideas of the mind tends to sharpen the senses, the sight^ the touch, the hearing, and the rest, by making them sensitive to fine shades which might otherwise escape us, and in the second to amplify and enlarge meagre impres- sions. The eye, by itself, for example, only reveals to us surfaces. How then do we seem to see solid bodies ? A baby stretches out its hand for When the Mind is Benefitted. 21 the moon : how is it that what seems so near to him looks so far off from us ] Because in our case the impressions conveyed by the eye are sup- plemented by the impressions received through the touch, and the two distinct sets of impress- sions combined together in the mind furnish us with the conception of a third dimension, besides length and breadth — viz., depth. The child who has not yet got so far as to have sufficiently often united the impressions derived from look- ing with those derived from touching and mov- ing, cannot rightly interpret the impressions which he receives. The moon seems quite close to him. Impressions on the other hand which pass easily into their place in the mind do not always tend to clearness of ideas. People may look at an object hundreds of times for a special purpose and beyond serving that purpose get no per- manent impressions at all. Many people who look at a clock or watch many times a day can- not at once, when asked, draw from memory a dial with the hours correctly placed upon it. The process of assimilation may even mislead just as familiarity with an object may hinder accurate observation. Goethe says there is a 22 Errors of Mind, not of Sense. moment in his life when a young man can see no blemish in the lady he loves, and no fault in the author he admires. A man in love may think that his Angelina sings divinely sweet, though her voice is like a crow's. lie interprets the impressions which he receives according to previously formed impressions. . This leads us to see that it is not right to say, as we sometimes do say, " My senses play me false." The senses do not lie. The ear does not in the instance in question convey sweet sounds. The sense of hearing does not judge at all. The ear conveys the sound truly enough. The judgment concerning the sound is made in the mind of the listener. The judgment it is which is falsified by prejudice, the lover being naturally prepossessed in favor of his mistress. So the wanderer in the grave yard by night in the uncertain light of the misty moon judges a tall grave-stone to be a ' sheeted ghost.' His eye is not at fault. His judgment is. He re- ceives the impression from the object truly, but he refers his impression to the wrong group or store of previous knowledge. He should refer it to optical phenomena, diffraction of light and the rest. He actually does think of pictures and Previous Imjpressions Enlarged hy Assimilation. 23 stories of vague appearances of human shapes without human substance and all the supersti- tious imaginings of poor frail human nature. His senses are not under control of his reason. We have seen then how each impression that we receive from external objects is consciously or unconsciously interpreted and made known to us by a kind of internal classification through which its resemblance connects it. We have now to see that in this process of interpretation of a new impression by that which is old, the previously existing mass of knowledge which interprets the new is itself modified and made clearer. Suppose a child lives in the flat of the fen near Cambridge, and that by going to the Gog- magog Hills he learns to form an idea of what a hill is, Then suppose him to be transported to Birmingham, where he goes out to the Lickey Hills. These he will recognize as hills by aid of the previous conception of a hill which he has formed in his mind, but at the same time he enlarges his ideas of a hill, and if he travels further west and climbs the Malvern Hills and the Welsh Hills he will still further amplify his conception. Now let 24 When Learning a Name is Instructive. him study the elements of geology and physical geography, and learn to trace the connection between the shape of hills and the rock or soil composing them, together with the action of wind and water, heat and frost, and the word hills will still have y^i an extended meaning. Every time you refer an object to a class, as when you say, '' Yonder mass — it may be Ingle- boroagh — is a hill," you not only explain the thing about which you are talking (Ingleboro'), but you also add to your idea of the dans to which you refer it (hill). The new thing is ex- plained by old or already existing ideas, but for the service which the old does the new in thus interpreting it, the old idea receives payment or recompense in being made itself more clear. Suppose you have a dozen pictures : apes, bears, foxes, lions, tigers, etc. Then every time you show one of these to a child, and the child learns to say "That tiger is an animaV "That lion is an animal," he not only learns something about the tiger, the lion, and the rest, but also extends his conception of what an animal is. Hence we can see when it is that learning a name is instruc- tive : it is when the name is a record of some- thing actually witnessed. If, however, you tell Effect of Assimilation on Mental Images. 25 a child who does not know what a ship is, or what wind is, or what the sea is, that a sail is the canvas on which the wind blows to move the ship across the sea, the names are only names and do not add to his knowledge of objects. So far we have chiefly considered the case where impressions from the outside world or from outward objects are being interpreted by the mind, as the case of violets, the pot of ferns, and the like ; but a similar process goes on wholly in the mind between ideas which exist there after external objects have been removed. Consider how weak fugitive impressions may be strengthened and held fast by this process. Alongside the feeble, and therefore fugitive, im- pression arises a mass of previously acquired and nearly connected impressions and ideas, dominat- ing the former, and by means of connections with other stores of knowledge setting up a movement in the mind which lights up the obscure impres- sion, defines it and fixes it in the mind ineradi- cably. For example; I find a little white flower on the top of Great Whernside, liuhus GlimncB' moms. I might notice it for a moment and pass on oblivious. Suppose, however, that it 26 Psychological Association. occurs to me next day to think of the so-called zones of vegetation, and how the Pennine Hills were covered with the ice sheet as Greenland now is, and how England then had an arctic flora, and how it may be that this flower, which in England only grows 2,000 feet above the sea, being killed by the warmth of lower levels, may perhaps be a botanical relic of that surprising geological epoch: and then what interest at- taches to that flower. Why the very spot on which it stands seems stamped in the mind in- delibly. Nothing new then can be a subject of knowl- edge until it is associated not merely mechani- cally (as a passing breeze with the story which I read under a tree) but by a psychological pro- cess with something in the mind which is already stored up there, the new seeking among the old for something resembling itself, and not allow- ing the mind peace until such has been found, or until the new impression has passed out of consciousness. This process of interpreting impressions and ideas by reference to previous impressions and ideas must not be confounded with the reference of such interpreted impressions to self When Self 'Consciousness in Recognition. 27 you refer this process to self, when you recog- nize your self as going through the process, and as being the subject of the assimilating process, this is self-observation. You may have this self-consciousness either along with the inter- preting process, or after it, or not at all. Dogs, parrots, and many animals, clearly interpret im- pressions and objects as one of a class, as a kitten did which, after eating a piece of raw" meat, afterwards chewed a ball of red blotting paper, inferring it to be meat from its color; but they do not do this with recognition of self as the subject of the process. Children do not appear to be conscious in their thoughts and actions much before they are three years old, and their minds seem at first much to resemble the minds of animals. We may now further apply this principle of the growth of the mind to practical work in the class room. When something new presents itself to us, it does not as a rule, except when it affects the emotions in some way, arrest our attention, unless it is connected with something already known by us. A young child visited the British Museum, and was next day asked what he had noticed. 2,8 The Art of Connecting Facts Together. He remarked upon the enormous size of the door mats. Most other impressions were fugitive^ being isolated in his mind. The mats he knew about, because he compared them with the door mat at home. Among all the birds, the only one he remembered was the hen, and passing by the bears and tigers with indifference he was pleased to recognize a stuffed specimen of the domestic cat. The child only remembered what he was already familiar with, for the many im- pressions from other objects neutralized each other and passed into oblivion. One great art in teaching is the art of finding links and connections between isolated facts, and of making the child see that what seems quite new is an extension of what is already in his mind. Few people would long remember the name and date of a single Chinese king picked by chance from a list extending back thousands of years. Facts of English history are not much easier to remember than this for children who are not gifted with strong mechanical memories. Hence the value of presenting names, dates, and events, in connection with external memorials, such as monuments, buildings, battlefields, or with poems and current events, and the like. Story, object, and poem, illustrate and strengthen The Young Child's First Task. 29 each other. It ought not to be hard to teach English history in the town of York, where there is a continuous series of objects illustrating the course of affairs from pre-historic times to the present date. Our object in teaching should be to present facts in organic relation to each other, instead of getting them learnt by heart as a list of disconnected names. If, then, all the growth of the mind takes place from earliest to latest years through the apprehension of new knowledge by old, then the jBrst business of the young child in the world is to learn to interpret lightly the impressions that he receives from objects. To receive and master the gifts of his senses is his first duty. But this task cannot in the early stages be fulfilled in a strictly systematic way. You can- not present all the world piecemeal to the child, object after object, in strictly logical order. One educationist objected to little children visiting a wood or forrest because the different sorts of trees were all jumbled together instead of being scientifically classed and arranged as they would be in a botanical garden. The child, however, must take the world as he finds it. Impressions come crowding in upon him in such numbers 30 The Isolation of Perceptions. that he has no time at first for paying minute attention to any one. In truth so massed and grouped are his impressions, that one may al- most say that the outer world presents itself to him as a whole — of course an obscm^e, unaiialysed whole, — and that it is a matter of difficulty to isolate one perception clearly from its concomi- tant perceptions. The whole must be analysed into parts bit by bit. Out of the mass of obscure and ill-defined impressions, educationists should study which are they which stand out and arrest attention most readily, and in what order they do this. We do not find that those impressions are most striking which are logically the most important, but rather those to which the practical needs of daily life give prominence — food; clothing, par- ents, brothers, sisters, other children and their experiences. Such are the things that children are most taken up with. But each impression once grasped is the basis or starting point for understanding another, and thus the manifold variety of objects is simplified and brought within the compass of memory by a sort of unconscious reasoning. A child, for instance, who kept a chicken, but never saw cbicken at table, being limited in its Connection hy General Resemhlances. 31 meat-diet to beef, when at last the chicken came to table roasted, called it " hen beef," clearly in- terpreting by an elementary process of reasoning the new by the old. Take a child to a wild-beast ehow and observe how he names the animals by aid of a very general resemblance to those he may previously know. The elephant is a donkey because he has four legs ; the otter is a fish ; and so on. These comparisons are not jests, nor even mere play of fancy, but the result of an eflfort of an inexperienced mind to assimilate new impressions. The child is only following the mental process which we all have to follow in becoming masters of our impressions and ex- tending our knowledge. Clearly the limited stock of ideas of the child renders it easier for him to make mistakes than for us to do so, but in some matters it is well to remember that we are no further advanced than children, and con* Bequently often behave as such. A little French child, a year old, who had travelled much, named an engine Fafer (its way ,of saying Ghemin de fer)\ afterwards it named steamboat, coffee-pot and spirit lamp, anything in short that hissed and smoked, *' fafer" — the obvious points of resemblance spontaneously fus- 32 Things tnusi have Names ^ ing together in the child's mind and becoming classified not quite incorrectly. Another child who learnt to call a star by its right name applied star as a name to candle, gas, and other bright objects, clearly interpreting the new by the old, by use of an unconscious elementary classification or reasoning. Thus we see the value and helpfulness of lan- guage, in the process of acquiring and interpret- ing impressions. Having once separated out from the indistinct masses of impressions borne in upon him from the outside w^orld some one distinct impression, and having marked that im- pression with a name, the child is thenceforth readily able to recognize the same impression, in this instance that of brightness, when mixed up with quite other masses of impressions, and to fix its attention on that one alone. Thus the word helps the mind to grow and expand. The use of the word is real help to the knowledge of things. The name when learnt in connection with the observation and handling of an object is not merely a name, a barren symbol for nothing signified, but is a means for acquiring fresh knowledge as occasion serves. A name thus learnt (/. ?(/;)'< N. L. Bishop, Norwich, Conn. " I think it especially excellent for a system of graded schools, where ■ uniformity of teaching is essential. It develops in practical shape an idea that I have long sustained as to the proper method of teaching arithmetic." Sxip't B. B. Snmo, Auburn, N. Y. "I have recommended Beebe's First Steps as the best work in primary arithmetic. . . . The book is received with much favor, and is very helpful to me in my work. "— JV-o/". A. N. Husted, State Normal School, Albany, N. T. "I am much pleased with the book, and wish every primary teacher to have a copy."— -S^/pV J. M. Frost, Hudson, N, Y. "By vote of the Board of Education a copy of the Teachers' Edition was placed on the desk of every primary teacher in the city.— Sup't Edward Smith, Sy7'acuse, N. Y. "I consider Beebe's First Steps the best work of the kind that I have ever seen, and I take every opportunity to recommend it."— Mary L. Sutliff, Haiku, Maui, Haivaian Islands, Feb. 9, 1888. S The Pestalozzian Series of Arithmetics. Teachers' Manual and First- Year Text-Book for pupils in the first grade. Based upon Pestalozzi's method of teaching Elementary Number. By James H. Hoose. Boards, 16mo, 2 editions. Pupils'' Edition, pp. 15G, 35 cts. Teacher's Edition, contain- ing the former, with additional matter, pp. 217, 50 cts. This is a practical exposition of the Pestalozzian Method, and has met with great success not only in the Cortland Normal School, where it was first developed, but in many other leading schools, as at Glove rsville, Babylon, etc. It is diametrically opposed to the Grube Method, and good teachers should be familiar with both, that they may choose intelligently between them. S. Lessons in Number, as given in a Pestalozzian ScJwol, CJieam Surrey. The Master's Manual By C. Reiner. 16mo, pp. 224. $1.50. This work was prepared in 1835 under the supervision of Dr. C Mayo in the first English Pestalozzian school, and has particular value as represent- ing directly the educational methods of the great reformer. C. W. BAKDEEN, Publisher, Syracuse, N, Y. THE SCHOOL BULLETIN PUBLICATIONS. Useful Appliances in Arithmetic. 1. The Word Method in Number. A series of 45 Cards, on which are imprinted all the possible Combinations of Two Figures. In box. By H. R. Sanforb, Institute Canductor. Size 334 x 6 inches. Price 50 cts. These cards need only to be seen, as the principle is familiar and ac- cepted. The type, in written figures, is large enough to be seen across tho room, and the combination on one side is given in reversed order on the other, so that as the teacher holds the card before him he knows the figures presented to the class. The pupil is taught to look upon the combination 4 + 9 as itself 13, not as "4 and 9 are 13," just as he looks upon DOG as an entire word, not as D-O-G. Success is certain if new combinations are in- troduced only after those already given are thoroughly learned. Reviews should be constant. 2. A Fractional Apparaitcs. By W. W. Davis. A box of eight wooden balls, three and one-half inches in diameter, seven of which are sawn into -2, 3, 4, ("s 8, 9, and 12 parts respeciivf ly, while the eighth is left a sphere^ Price $4 00. With this apparatus every principle and rule can be developed, and the pupils can be led to deduce rules for themselves. Many other expedients are resorted to, but they are all objectionable. Suppose a teacher takes a stick and breaks it in the middle, will the pupil perceive two halves of a stick or two sticks? In teaching fractions object- ively, that should be taken for unity from which if a part is taken unity is destroyed. This is not the case vdth a stick or cube. Apples are objection- able for three reasons ; first because they cannot always be obtained ; sec- ond because they are perishable ; and third, because the attention of the pupils is diverted by a desire to know whether they are sweet or sour, etc. Nor can the teacher readily saw wooden balls into divisions even enough for the purpose designed, the charm of this method being the exact presentation to the pupil's eye of the fact illustrated. S. A Manual of Suggestions for Teaching Fractions especially designed for accompanying the above apparatus. By W. W. Davis. Paper, 12mo, pp. 43. 25 cts. This accompanying manual gives probably the best arrangement of th« subject into sixty lessons ever made, with practical suggestions which all teachers will find valuable. A. Cube Boot Blocks, carried to Three Places. In box. $1.00. Our blocks are unusually large, the inner cube being two inches, and the additions each one-half inch wide. 5. Numeral Frame, with 100 balls, $1.25 ; with 144 balls, $1.50. "Initiate children to arithmetic by means of the ball fr line alone, there- by making their elementary instruction a simple and natuial extenrionof their own daily observation," says Laurie, in his standard book on Primary Instruction (p. 112), and as he leaves the subject of arithmetic, he adds this note (p. 117), as if in fear he had not been sufficiently emphatic : " The teaching of arithmetic should be begun earlier than Is customary, find always with the ball frame.'' C. W. BARDEEN, Publisher, Syracuse, N, Y# ■THE SCHOOL BULLETIN PUBLICATIONS.- Specialties in Aritlimetic. I. Intermediate Problems in Arithmetic for Junior Classes ; conts^mng more than 4000 problems in Fractions, Reduction, and Decimals. By Emma A. Welch. Cloth, 16mo, pp. 172. Price 75 cts. Key to Part II, pp. 30, 50 cts. In Syracuse and many other large schools, this takes the place of the small arithmetics in common use, forming with any larger or " practical " arithmetic a complete two-book series. The results obtained are in every instance far above those reached by the ordinary text-book. For city and graded schools no other collection of problems will compare with these in practical value and satisfactory results. a. A Work in Number for Junior Classes in Graded Schools. By MakthA- Roe. Cloth, 16mo, pp. 116. Price 50 cts. This is similar to the above, and was prepared expressly for the Cort- land State Normal School. ^ 5. The SO Possible Problems in Percentage, embracing a full and exhaust- ive discussion of the Theory of General Percentage, ynth 100 illustrative ex- amples. By W. H. Bradfokd. Manilla, 16mo, pp. 34. Price 25 cts. U. Latitude and Longitude, and Longitude and Time. Embracing a com- prehensive discussion, with over 100 illustrative questions and examples. By J. A. Bassbtt. Manilla, 16mo, pp. 42. Price 25 cts. 5. Metric Tables and Problems: a comprehensive drill in the Metric System, with 175 Problems and Answers. By Oscar Granger. Manilla, 16 mo, pp. 23. 25 cts. 6. The International Date-Line, or Where does the Day Begin? By Hekrt Collins. Paper, 16mo, pp. 15. Price 15 cts. 7. A Manual of Mensuration, for use in Common Schools and Acade- mies. By H. H. HuTTON. Boards, 16mo, pp. 150. Price 50 cts. These five books treat exhaustively and vrith abundant illustration those features of arithmetic that are so often the occasion of difficulty. It is characteristic of good teaching to make the weak places strong, and these books will make pupils surest just where the average pupil is most uncertain. 8. Algebra for Beginners. By O. S. Michael. Cloth, 16mo, pp. 120. Price, 75 cts. A remarkably simple presentation of the subject, that may be used with profit in every beginning class. 9. Number Lessons, somewhat after the Grube Method, giving on one side the combinations of the digits, and on the other an unlimited series of drill-exercises. Heavy card-board, 10x11 inches. Price 10 cts. 10. Age- Cards, containing 9 columns of figures, to determine a person's age by adding the top numbers of those columns in which the number repre- senting the person's age is found. Heavy card-board, 4x6. Price 10 cts. II. The Regents'' Questions in Arithmetic, containing the 1293 questions given from 1866 to 1882. Manilla, 16mo, pp. 93, 25 cts. Key, pp. 20, 25 cts. ^P°* The Arithmetic Questions on Slips are no longer published. 1*. Dim£ Question Booh, No. 18, Arithmetic. By Albert P. Soxjthwick. Paper, 16mo, pp. 39. Price 10 cts. ,^ C. W. BARDEEN, Publisher, Syracuse, N, Y. THE SCHOOL BULLET JN PUBLICATIONS.- Helps in Teaching Penmanship. 1. Wells's Lnproved Practical Methods of Penmanship. Chautauqua Series. Copy Books, Nos, 1, 2, 3, 4. :Manina, 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 lorms 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 with 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 everyone of the 20 principals of public schools in Syracuse unite in saying : " This branch, which ten years ago was considered so difficult 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 principle 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 writ- 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." Z. A Lesson on Arm Movement in Writing. By Chas. R. Wells. Paper, Svo, pp. 32, illustrated, 25 cts. This is an exposition of the principles and practice of the above system. S. Penrminship in Public Schools. By J. L. Bubritt. 12mo, pp. 62, and chart. 60 cts. U. The Writing Portfolio. By C. J. Brown. Nos. 1-5, each 25 cts. C. W. BAKDEEN, Publisher, Syracuse, N, Yi^ ■ THE SCHOOL BULLETIN PUBLICATIONS.- Helps in Language Teaching. 1. Normal Language Lessons : being the instruction in Grammar given at the Cortland State Normal School. By Prof. S. J. Sornberger. 16mo, boards, pp. 81. 50 cts. Whatever text-book the teacher uses, or if he uses no text-book at all, he will find this manual of great assistance. Its classification -is simple, its definitions are careful, its tabular analyses are complete, and its reference by page to all the best autJwrs makes it invaluable. S. Exercises in English Syntax. By A. G. Bugbee. 16mo, leatherette, pp. 87. 35 cts. This differs from other handbooks of sentences for class-drill in that it does not print wrong sentences to be corrected,~a practice now generally condemned, because incon-ect forms should never be put before the child's eye,— but leaves blanks in the sentence to be filled by the pupil from a choice of expressions given, thus calling in the most effective way to right usage and its reasons. It is of especial assistance in preparation for Re- gents' examinations, which always include much work of this kind. Send for special circular with specimen sentences, and recommendations. 5. TJie Regents'' Questions in Grammar, from the beginning to June, 1882. By Daniel J. Pratt, Assistant Secretary. 16mo, manilla, pp. 109. 25 cts. This unequalled series of questions is recognized throughout the country as the best drill-book ever made, and the only satisfactory preparation for examination. An edition of these Questions, with complete answers, and references to the grammars of Brown, Murray, Greene, Clark, Kerl, Quackenbos, Weld &. Quackenbos, Hart, Fowler, Swinton, Reed & Kellogg, and Whitney, will be sent post-paid to any address on receipt of One Dollar. It contains 198 pages, and is handsomely bound in cloth. L Dim^ Question Booh No. 11*, Grammar. By Albert P. Southwick. 16mo, paper, pp. 35. 10 cts. This is one of the best books In a deservedly popular series, giving full aJiswers to every question, with notes, queries, etc. Conductor John Ken- nedy says: "The bad question book fosters cram; the good one suggests study. Mr. Southwick's system is good. It is happy and nourishing. I hope you may sell a million of them." 6. The Diacritical Speller. A practical course of exercises in Spelling and Pronunciation. By C. R. Bales. 8vo, boards, pp. 68. 50 cts. This work is novel even in a field so thoroughly worked as spelling. Its striking features are conciseness and simplicity. The pupil is not drilled upon what all pupils know, but only upon what most pupils fail in. The collections of words are made with great skill, and the pupil who uses this book is not likely to say Toosday or Reuler. The selection of test-words is particularly happy, and the exercises in synonyms will afford material for many a spare ten minntes.— Calif mmia Teacher. 6. An Aid to English Grammar; designed principally for Teachers. By AsHEB P. Starkweather. IGmo, boards, pp. 230. 75 cts. . This is a gr amm ar aid book on a wholly original plan. It is simply a collection of words which are used as two or more parts of speech, with Illustrative sentences to show their correct use,— ,^c/ioo^ Herald, Chicago. C. W. BARDEEN, Publisher, Syracuse, N. Y. ■THE SCHOOL BULLETIN PUBLICATIONS. Exercises in English Syntax. By A. G. BuGBEE. Leatherette, 16mo, pp. 87. 35 cts. This differs from other handbooks of sentences for class-drill, in that it does not print wrong sentences to be corrected— a practice now generally condemned because a wrong form should never be put before the child's eye— but leaves blanks in the sentence to be filled by the pupil from a choice of expressions given, thus in the most effective way calling attention to right usage and its reasons. Thus : 1. " His wealth and bid adieu to each other." Use Mm or he. 2. '• art most in fault." Use thou or thee. 3. ... and were chosen." Use her or she, and he or him. 4. " do you think was there ? " Use who or wham. No book we have ever published has met a readier or more hearty re- ception. Prom the many good words that have come to us, we select the following : "I am thoroughly pleased with Bugbee's Exercises in English Syntax. Having used for some years a ms. work of my own of similar character, I would be pleased to lay it aside for better and more convenient form. Please give me your introductory rates."— H. E. Chambers, j^rincipcU No. 12, New Orleans, and editor of Progressive Teacher. "It is not intended to take the place of a grammar but to become a valuable auxiliary to it. The value of the book is apparent at a glance."— Commonwealth, Boston. " The advantages of this plan are so apparent that not a word of com- mendation need be spoken."— Carolina Teacher. •^ A useful and sensible manual, and all the better for being free from ambitious novoiixQS.''''— Independent. " Nothing else so excellent in Its way has come to our notice, and we think its use will do much to train children to correct habits of speech. It is based on good sound ^octrme.''''— Educational Courant, Louisville, Ky. " Teachers are well nigh as anxious for exercises in English syntax as they were before the crusade against teaching that subject. It would be difficult to desire the work essayed better done than in this monograph. It aids the teacher in all of the standard work of the class ; it suggests scores of things that the teacher wonders why he has not tried for himself. America is to be congratulated upon having such an array of ingenious men in the school-room, and publishers like Mr. Bardeen, who knows how to find them and how to use them."— iV. E. Journal of Education. C. W. BABDEEN, Publisher, Syracuse, N, Y. ■TEE 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 Alvord, G. \V. Moon, Fitzedward Hall, Archbishop Trench, Wm. C. Hodg- son, W. L. Blackley, G. F. Graham, Richard Grant White, M. Scheie de Vere, Wm. Mathews, " Alfred Ayres," and many others. Arranged alphabetically, with 3000 references and quotations, and the ruling of the dictionaries. By C. W. Eardeen. 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. 0.0 ^'^A.fy^^^^ of Ehetoric. By C. W. Bardeen. 12mo, half leather, pp. olo. 5pl.'5. f ; -, ^ ^^^'^^f' Course in Rhetoric. By C. W. B.^rdeen. 12mo, half leather, pp. 311. ^1.00. ..4. Outlines of Sentence Making. By C. W. Bardeen. 12mo, cloth, pp. 187' 75 cts. 5. Practical Phonics. A comprehensive study of Pronunciation, form- mg a complete guide to the study of elementary sounds of the English Lan- guage, and containing 3,000 words of difficult pronunciation, with diacriti- cal marks according to Webster's Dictionary. By E. V. De Grapp. 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 elementarr sounds are, remarkably explicit and simple, and the diacritical marks are tuller 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 use.— New England Jow^al 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 Graff. 16mo, manilla, pp. 47. 15 cts. , Every vowel that can possibly be mispronounced is guarded by danger- signals which send one back to the phonic chart for instructions. We are glaa to notice that the Professor is leading a campaign against the desooil- *l^ 5 J "® vowel u ; he cannot hold communion with an educated man whose thu-d day m the week is '"Toos.da.j.'''— Northern Christian Advocate. 7. Studies in Articulation : a study and drill-book in the Alphabetic Ele- nients of the English language. Fifth thousand. By J. H. Hoose. 16mo. cioin, pp. C. W. BARDEEN, Publisher, Syracuse, N. Y. THE SCHOOL BULLETIN PUBLICATIONS.- Helps in Teaching History. 1. A Thousand Questions in American History. 16mo, cloth, pp. 247. Price $1.00. 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. ?. Helps in Fixing the Facts of American History. By Henry C. Nor- THAM. 16mo, cloth, pp. 298. Price $1.00. Here all facts are presented in groups. The L— exington. key-word to the Revolution, 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 stai's the years in each decade Y— orktown. from 1492 to 1789, in which the most remarkable events occured, while the colored chart No. 2 arranges the events in twelve groups. S. Topics and Eefsrences in American History, with numerous Search Questions. By Geo. A. Williams. 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 the events narrated. By dividing these references among the members of a class, the history recitation may be made the most delightful of the day. k. Dime (Question Books, No. 5, General History, and No. 6, United States History and Civil Government. By Albert 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 Rurus Blanchard, Heavy paper, mounted on rollers, syi by 5 feet. Price, exp^^ess 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 corners and sides are namea of the States and Territories, with their etjomology, etc., history of political parties, portraits of all the Presidents, Coats ot Arms ot all the States, etc. The map is engraved expressly for this chart by Rand & McNally, is colored both by States and by cminties, and gives all the latest railroads, the new aiv rangement of time-lines, showing where the hour changes, etc. C. W, BARDEEN, Publisher, Syracase, N. Y. ■THE SCHOOL BULLETIN PUBLICATIONS. HomMod's Cfliispectns of Political Parties. Cloth. Quarto, pp. 100. Price $5.0O. Do You Know the History of Political Parties ? Can You Tuace the Growth of the Tory, Whig, Federal, Democratic,, and Republican parties, with all such temporary off -shoots as the Clintonian^ Anti-Mason, Nullification, Loco-Foco, Hunker, Barnburner, Free-Soil, Silver- Gray, Anti-Nebraska, and the rest ? Would You Like to be able to explain these terms to your class in his- tory when you came to them ? Would You Appkeciate a Colored Chart that made all these parties as plain as day, so that a glance would show what a week's study would not fix? Then buy HOUGHTON'S CONSPECTUS. 1. A Folded Colored Chart 5 feet long, with the history of all the Political Parties from the adoption of the Constitution to 1880. 2. A Folded Colored Chart 5 feet long, with the Cabinets of all the Ad- ministrations, and the main political issues involved during the four years. 3. A Colored Political Chart, double-page, showing the territory con- trolled by the Republican and that by the Democratic party in 1880. 4. A Colored Chart showing the sources from which Government Rev- enue is derived. 5. A Colored Chart showing the avenues into which Government Ex- penditure is directed. 6. Four Colored Charts showing the political proportions of the States iu various relations from 1789 to 1880. 7. A Colored Map showing the Acquisition of Territory of the United. States, and its division among the States and Territories. 8. A List of all Presidential Candidates. 9. Platforms of all Political Parties in all the campaigns. 10. Lists of all the Governors of all the States. 11. Much other Political Infonnation of vai'ious kinds and in convenient form. XasL Sdxoiirt. You will find here just the information so often asked and so seldom answered at Teachers' Examinations and in private convei-sation. It is safe to say that the same amount of study could hardly be expended so profitably in any other direction. For Civil Government and History classes, it is invaluable. f The most important features of this book, including the Colored Charts,, may also be had in map-form, to be hung upon the wall, at the same price.. C. W. BARDEEN, Publisher, Syracuse, N. Y. ■THE SCHOOL BULLETIN PUBLICATIONS.- Instruction in Citizensliip. 1. Civil Government for Common Schools, prepared as a manual for public instruction in the State of New York. To which are appended the Constitution of the State of New York as amended at the election of 1882, the Constitution of the United States, and the Declaration of Independence, etc., etc. By Henky C. Northam. 16mo, cloth, pp. 185. 75 cts. Is it that this book was made because the times demanded it, or that the publication of a book whicH made the teaching of Civil Government practi- cable led to a general desire that it should be taught? Certain it is that this subject, formerly regarded as a "finishing" branch lathe high school, is now found on every teacher's examination-paper, and Is commonly taught in district schools. Equally certain is it that in the State of New York this text-book is used more than all others combined. 2. A Chart of Civil Government. By Charles T. Pooler. Sheets 12x18, -5 cts. The same folded, in cl 't covers, 25 cts. Schools using NorthariV Civil Government will find this chart of great use, and those not yet ready to introduce a text-book will be able to give no little valuable instruction by the charts alone. Some conxmissioners have purchased them by the hundred and presented one to every school house in the county. S. Handbook for Scliool Teachers and Trustees. A manual of School Xaw for School Officers, Teachers and Parents in the State of New York. By Herbert Brownell. 16mo, leatherette. pp. 64. 35 cts. This is a specification of the general subject, presenting clearly, defi- nitely, and with references, important ouestions of School Law. Particular attention is called to the chapters treating of schools under visitation of the Regents— a topic upon which definite information is often sought for in vain. A. Common Schml Law for Common School Teachers. A digest of the •provisions of statute and common law as to the relations of the Teacher to the Pupil, the Parent, and the District, With 500 references to legal decis- ions in 28 different States. 14th edition, wholly re-written, with references to the new Code of 1888. By C, W. Bardeen. 16mo, cloth, pp. 120. 75 cts. This has been since 1875 the standard authority upon the teacher's rela- tions, and is frequently quoted in legal decisions. The new edition is much more complete than it;? predecessors, containing Topical Table of Contents, and a minute Index. 5. Laws of Neio York relating to Common Schools, with comments and ■instructions, and a digest of decisions. 8vo, leather, pp. 867. $4.00. This is what is known as "The New Code of 1888," and contains all re- "Visions of the State school-law to date. 6. The Powers and Duties of Officers and Teachers. By Albert P. Mar- ble. 16mo, paper, pp. 27. 15 cts. A vigorous presentation in Sup't Marble's pungent style of tendencies as well as facts. 7. First Principles of Political Ecormny. By Joseph Alden. 16mo, -cloth, pp. 153. 75 cts. Ex-President Andrew D. White says of this book : " It is clear, well arranged, and the best treatise for the purpose I have ever seen." C. W, BARDEEN, Publisher, Syracuse, N. Y. ■THE SCHOOL BULLETIN PUBLIC A TIONS.- Music in tlie Scliool Eoom. 1. ThA Song Budget. A collections of Son^s and Music for Educational Gatherings. 'By E. V. De Graff. Small 4to, paper, pp. 76. 15 cts. This book owes its popularity to two causes : (1) It gives a great deal for the money. (2) The songs are not only numerous (107), but tliey are the standard favor- ites of the last fifty years. This is why the book contains more music that will be used than any other- book published. For in all other books that we know of, two thirds of the tunes are written by the compilers, who are of course partial to their own productions. Sup't De Graff wrote no songs of his own, but gathered those- which his long experience as a conductor of teachers' institutes had showu him to be the most generally familiar and pleasing. In fact, the success of this book has been due to the fact that only those songs were admitted that have proved to be universal favorites. This in- volved a large original outlay, as much as fifty dollars having been paid for the right to use a single song. But the best were taken wherever they could be found and at whatever cost, anc the result is a school singing-book of popularity imexampled. For instance, a single finn in Cleveland, Ohio* J. R. Holcomb & Co., had purchased of us up to Feb. 15, 1888. no less than 9730 copies, 4500 within the last six months, besides 2100 of the School Room Chorus. 2. The School Room Chorus. A collection of Two Hundred Songs for Public and Private Schools, compiled by E. V. De Graff. Small. 4to, boards, pp. 148. 35 CIS, This is an enlarged edition of the Song Budget, with twice the number of songs. The plates of the last edition are so arranged that it is identical with the Song Budget as far as page 68. so that both books can be used to- gether. The Budget and Chorus are particularly adapted for Teachers' Asso- ciations and Institutes. At these prices every meeting of teachers can be sup* plied with one or the other, while the fact that the tunes are standard favorites makes it easy for any audience to join in the singing at sight. S. The Diadem, of School Songs : containing Songs and Music for all grades of Schools, a new system of Instruction in the elements of Music, and a Manual of Directions for the use of Teachers. By Wm. Tillinghast. Small, 4to, boards, pp. 160. 50 cts. This book, of which Dr. French, the veteran institute-instructor was. associate author, gives an exceedingly sunple and practical system of in- struction as well as a valuable collection of songs. U. Half a Hundred Songs, for the School Room and Home. By Hattie S. Russell. 16mo. boards, pp. 103. 35 cts. These songs are all original, but without music. 5. The School Vocalist ; containing a thorough system of elementary instruction in Vocal Music, with Practical Exercises, Songs, Hymns, Chants^ &e., adapted to the use of Schools and Academies. By E. Locke, and S. NouRSE. Oblong, boards, pp. 160. Price 50 cts. 6. The School Melodist. A Song Book for School and Home. By E. Locke and S. Nourse. Oblong, boards, pp. 160. Pilce 50 cts. 7. The Song Life, for Sunday Schools, etc., illustrating in song tha journey of Christiana and her children to the Celestial City. Small 4to boards, pp. 176. Price 50 cts. Nos. 5, 6, and 7 are books that have had their day, but of which we have a few hundred copies of each on hand. These we will sell at 10 cts. each ; If to go by mail, 6 cts. each extra. They contain much good music. C. W. BARDEEN, Publisher, Syracuse, N. Y. THE SCHOOL BVLLETIN PUBLICATIONS. Our New Music Book. , T h e universal popularity of the Song Budget, the sales of which have probably- exceeded that of any other school music-book pub- lished, has made it no easy task to prepare a similar collection to fol- low it in schools v/here its songs had become fa- miliar. The songs here given are a final choice from more than a thousand which had been selected from every avail- able source, but especially from actual and pleasing use in the school room. As the list nar- rowed down to seven, fiive, three, two hundred, it became more and more diflScuIt to reject, and the last twenty were dropped with extreme reluc- tance. But it was thought best to adhere to the limits of the Song Budget, and though this book constains more pages the price will be the same. A large portion of the songs have been rearranged expressly for this book. Effort has been make to keep within the compass of children's voices, avoiding the mistake of pitching them too low as well as that of making them too high ; and also to preserve the harmony without making the accompaniment too difficult. The proportion of higher class music is somewhat gi-eater than in the Song Budget, but the advance is no more than corresponds with the more cultivated taste that already appears from in- creasing instruction in the art of singing. The Song Budget was fully up to the school-child's musical taste of fifteen years ago. The Song Century is believed to be quite abreast of the musical taste of to-day. When schools all over the land are familiar with these songs and call for another collec- tion, it is to be hoped the possibilities of choice will be still wider. To hundreds of teachers who have aided him in making this collection representative of the best music sung in American schools, the compiler re- turns earnest thanks, and hopes they may find reward in the use of this new century of songs. * C. W. BAKDEEN, Publisher, Syracuse, N. Y, THE SCHOOL BULLETIN PUBLICATIONS. Prepare for Drawing Examinations. By order of the State Superintendent all candidates for Uniform Certl- cates to teach, of the First and Second Grade, must be examined in Drawing. The following publications of the Prang Educational Co. are the onlj^ ones that accord with the instruction given at institutes by Dr. John E. French, into whose hands the State Superintendent has confided the charge of this branch of study. 1. The Uses of Models. A Teacher's Assistant in the use of the Prang Models for Form Study and Drawing in Primary Schools. Illustrated., 16mo, pp. 197, 50 cts. It is believed that any teacher, by fully studying and vrorking out the exercises in this Txlanual in the order given, can become so well acquainted with the metliods on which they are based as to be able not only to teach the study of Form and Drawing intelligently in primary schools, but also to use the knowledge acquired through these exercises in the branches of primary work. For the purpose of aiding those who may desire to make themselves ac- quainted with the methods jand exercises, we fui'nish also: 2. Box of Materials for institute work in Form Study and Drawing. Box 61^x9 inches. 50 cts. If sent by mail. Go cts. This contains one model each of the 12 principal solids; 4 tablets; 50 sticks, blue, red, and yellow, 1 to 5 inches long; 100 press-board tablets, giv- ing all the plane-figures; 16 sheets of colored paper; 12 sheets white paper; 1 eraser; 1 ruler; 1 pair scissors. We offer also the following: 5. Prang's Models for Form Stvdy and Draxving. $1.50. This contains hard-wood models of 15 different solids, and 4 press-board tablets of each of 9 different plane figures. It cannot be sent by mail. I^. Prang's Larger Models. $10.00. 5. Pr-ang's Drawing Books, Shorter Course, 5 numbers, each 15 cts. 6. Teachers'' Manual for Prang's Shorter Course. 50 cts 7. Teacliers'' Manual for Ungraded Schools. 50 cts. S. Teachers' Manual for Graded Schools. 50 cts. IN PENMANSHIP we would recommend 9. How to Teach PenmansM}) hi Public Schools. By J. L. Burritt. 7Ww#- trated, 12mo, pp. 62 and Folding Chart. 60 cts. This is the only book we know of written directly to aid the teacher, "Without reference to advertisment of certain " systems " of penmanship. It may be used with any series of writing books or with no series at all. It treats not only of the principles of penmanship, the relative length and slope of letters, etc., but also of the details of teaching,— the practical ex- pedients to arouse interest and to overcome difficulties. It will be of aid to the most experiedced teachers. C. W. BARDEEN, Publisher, Syj^acuse, N. Y. ■THE SCHOOL BULLETIN PUBLICATIONS.- Official Question Books. 1. The Neio York State Examiiiation Questions from the beginninff to the present date. Cloth, 16mo, pp. 374, 50 cts. These annual examinations, only by which can State Certificates be ob- tained in New York, have a reputation all over the country for excellence and comprehensiveness. The subjects are as follows : Arithmetic, Grammar, Physics, Geography, Book -Keeping, Composition, Chemistry, Civil Government, Algebra, Ehetoric, Geology, Astronomy, Geometiy, Literature, Botany, Methods, Drawing, History, ZoOlogy, School Economy, Penmanship, Latin, Physiology, School Law. No answers are published, except in the following special volume. S. Dime (Question Book on Book-Keeping, containing all the questions in that subject given at the first 15 New York Examinations for State Certifi- cates, with full Answers, Solutions, and Forms. Paper, 16mo, pp. 31, 10 cts. 3. The Unifonn Examination Questions. By voluntary adoption of the 113 School-Commissioners of the State of New York, certificates are now given only on examinations held under these questions, which are Issued sealed from the State Department. All these Questions from the beginning to March 14th, 1889, are now published as follows, and we commend them as worth the attention of all who have to conduct or undergo examinations. I. Arithmetic, 317 Questions, 10 cts. 11. Key, 10 cts. III. Geography, 709 " " IV. " V. Grammar, 533 *' " VI. " " VII. U. S. History, 429 " " VIIL " IX. Civil Government, 355 " " X. " XL Physiology, 345 " " XII. " U. The Civil Sei^ice Question Book. Cloth, 16mo, pp. 282, $1.50. 42,000 places are now filled exclusively by appointments dependent on examinations. No favoritism is possible. You do not need tlie influence of Congressman or of politician. You have only to learn when the next ex- amination is held, apply for the necessary papers, present yourself, and answer the questions asked. The appointments are made from those who stand highest, and are open to women as v/ell as to men. All the particu- lars as to these examinations, the places and dates where held, and how to apply, are here given with 943 specimen questions in Arithmetic, 575 specimen questions in Geography, 400 specimen questions in English Syntax, 100 each in Amencan History and Civil Government, with full treatises on Book-Keep- ing and on Letter-Writing. To prepare for competition for places at il,000 and higher these subjects and these only are required. Anv one who can answer the questions here given, to all of ivhichfull and complete answers are added, is ready to enter the next examination. Hon John B. PtiLEY, Chief Examiner, State of New York, July 10, 1888, says : " I am pleased witli your Civil Service Question Book. It will not only be of service to those Intending to try the Civil Service examinations, but teachers or others who are obliged to prepare questions for examinatioi>5 in the common English branches will find it a great convenience." The N. E. Journal of Education says, Aug. 23, 1888 : " It is rarely that any book can be found with so many valuable and so few unimportant questions." 5. SOOO Grammar Questions, tvith Ansivers. By Henky Kiddle, A. M., formerly Superintendent of Schools, New York City, and now editor of Brown's Grammars. Cloth, 16mo, pp. 220. Price. $1.00. It is a great thing for teachers to be sure they are right, especially on some of the puzzling questions. As an authority Mr. Kiddle is second to no man living, and these answers prepared by him may be regarded as absolutely correct. C. W. BAKDEEN, Publisher, Syracuse, N. Y. THE 8CR00L BULLETIN PUBLICATIONS,- The Eegents' Questions. 1. The Begents' Questions in Arithmetic, Geogi-aphy, Grammar and Spell- ing from the first examination in 1866 to June 188:2. (No questions of later date ivUl be printed.) Being the 11,000 Qnestions forthe preliminary examinations for admission to the University of the State of Nca,' York, prepared by the Regents of the Univei'sity, and participated in simultn,neously by more than }J50 academies, forming a basis for the distribution of more than a million of dollars. Complete with Key. Cloth, 16mo, pp. 473. S2.00. 8. Comjylete. The same as above but without answers. Pp. 340. $1.00. In the subjects named, no other Question Book can compare with this either in completeness, in excellence, or in popularity. By Legislative En- actment no lawyer can be admitted to the bar in the State of New York without passing a Regents' Examination in these subjects. 3. Separately. The same, each subject by itself, all Manilla, 16mo. Arithmetic, 1293 Questions, pp. 93, 25 cts. Geography, 1987 Questions, pp. 70, 25 cts. Grammar, 2976 Questions, pp. 109, 25 cts. Spelling, 4800 Words, pp. 61, 25 cts. Keys to Arithmetic, Geography, and Grammar., each 25 cts. h. The Dime Question Books, with full answers, notes, queries, etc. Paper,, pp. about 40. By A. P. Soxjthwick. Each 10 cts. Elementary Series. Advanced Series. 3. Physiology. 1. Physics. 4. Theory and Practice. 2. General Literature, 6, U. S. History and Civil Gov't. 5. General History. 10. Algebra. 7. Astronomy. 13. American Literature. 8. Mythology. 14. Grammar. 9. Rhetoric. 15. Orthography and EtjTnology. 11. Botany. 18. Arithmetic. 12. ZoOlo^y. 19. Physical and Political Geog. 16. Chemistry. 20. Reading and Punctuation. 17. Geology. These 10 in one hook. Cloth, $1.00. These 10 in one book. Cloth, $1.00, Extra Volumes, 21. Temperance Physiology, 22. Book-Keeping, 23. Let- ter-Writing, each 10 cts. The immense sale of the Regents' Questions in Arithmetic, Geography, Grammar, and Spelling has led to frequent inquiry for the questions in the Advanced Examinations. As it is not permitted to reprint these, we have had prepared this series, by which the teacher need purchase books only on the subjects upon which special help is needed. Frequently a $1.50 book ia bought for the sake of a few questions in a single study. Here, the studies may be taken up one at a time, a special advantage in New York., since appli- cants for State Certilicates may now present themselves for examination in only part of the subjects, and receive partial Certificates to be exchanged foi' full Cer- tificates ivhen all the branches have been passed. The same plan is very gener- ally pursued by county superintendents and commissioners who are encour- aging their teachers to prepare themselves for higher certificates. 5. Quizzism. Quirks and Quibbles ^roin Queer Quarters. Being a Melange of questions in Literature, Science, History, Biography, Mythology, Philolo- gy, Geographv, etc. By A. P. Soxjthwick. Cloth, 16mo, pp. 55. 25 cts. The same with Key, Sl.OfO. A stimulus for home study, and invaluable for school or teachers' gatherings. 6. A Quiz-Book on the Theory and Practice of Teaching. By A. P, SouTuwicK. Cloth, 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. C. W. BARDEE:N^, Publisher, Syracuse, N. Y. THE SCHOOL BULLETIN PUBLICATIONS. Helps in Eegents' Examinations. 1. Regents'' Examination Paper. Six styles. For the Regents' examinations we now prepare five forms of Examina- tion paper, all printed from new plates, and with some changes suggested by the board of Regents. PRICES PER REAM. Note.— All the paper weighs fourteen pounds per ream of 480 full sheets of legal cap, but is put up in reams of 480 half sheets, weighing seven pounds. Please specify the letter, in ordering. NO ORDERS FILLED EXCEPT FOR EVEN REAMS. Even schools which have but two or three scholars to try will find it profitable to keep a ream on hand. So much less attention as to the form of the paper is required of the scholar that he can give his undi- vided attention to answering the questions. It is now the practice of many of the best schools to put the scholars intending to try through one complete examination with questions given at a previous time, using this paper, and having all the f onnahties complied ^vith. This gives the scholars confidence^ and precludes the nei-vousness which is often fatal to success. B. All printed, for Arithmetic, Geography, or Grammar $2.25. C. All printed and numbered for Spelling .^ 2.50. D. 37 sheets Spelling, printed and numbered, 185 sheets Arithmetic, Geography, Grammar, printed, 258 sheets Arithmetic, Geography, Gram., not printed, 480 sheets complete for 37 pupils, J — 2.00. The last form is preferred by nine-tenths of the schools, and we recom- mend it as the cheapest and most satisfactory. The sheets printed on the back are used only for the last sheet in each exercise, usually the second in Arithmetic and Geography, and the third in Grammar. E. The same as D. except that all the sheets in Arithmetic, Grammar, and Geography are printed upon the back 2.40. F. All printed, for the Advanced Examinations only 2,25. G. All unprinted, suitable for any school examinations 1.75. t^° When five reams are ordered at one time, the name of tJie institution ordering will be printed on the back, if desired, without extra charge. 2. Regents'' Examination Cards. A most convenient device for keeping a permanent record of the studies in which each pupil has passed. Manilla, 5J^7in., per hundred, 50 cts. 5. Regents^ Examination Record. Half-leather, folio, 9x14 in., in two- sizes: a. 72 leaves, for 720 scholars, $2.00; b. 144 leaves, for 1440 scholars, $2.50. Instead of loose cards, the Record gives on each page the recoi-d of five scho]ai*s, and is thus fitted for permanent reference. It is substantially bound, with title-page and alphabetical index. C. W. BARDEEN, Publisher, Syracuse, N. IT. THE SCHOOL BULLETIN PUBLICATIONS— — School Eecords and Eeports. 1. The BtiUetin Class Register. Designed by Edwakd Sbiith, Superin- tendent of Schools, Syracuse, N. Y. Press-board cover. Three Sizes, {a) 6x7, for terms of twenty weeks; (6) 5x7, for terms of fourteen weeks. When not otherwise specified this size is always sent. Pp. 48. Each 25 cts. (c), like (6) but with one-half more (72) pages. Each 35 cts. This register gives lines on each of 12 pages for 29 names, and by a nar- row /e«/puts opposite these names blanks for one entry each day for either 14 or 20 weeks, as desired, with additional lines for summaiy, examina- tions, and remarks. Nothing can be more simple, compact, and neat, where it is desired simply to keep a record of attendance, deportment, and class- standing. It is used in nearly two-thirds of the union schools of New York. ^. The Peaborhj Class Becord, No. 1, with 3 blanks to eaeh scholar each day for a year. Boards 4^^x93^, pp. ICO, $1.00. No. 2, with 5 blanks to each scholar, 8x11, $1.50, Like No. 1, but gives 3 or 5 blanks each day. S. Ryari's School Record, 112 blanks to a sheet, per dozen sheets, 50 cts. U. Keller'' s Monthly Report Card, to be returned with signature of parent or guardian, card-board 2^4, per hundred, $1.00. 5. Bahcock's Excelsior Ch^ading Blanks, manilla, 3x5, with blanks on both sides. Comprising {a) Report Cards; {b) Grade Certificates for each of 9 frades; (c) ll:;,h School Certificate (double size). Price of (a) and (p) $1.00 a undred; of (c) $1.50 a himdred. 6. Shawns Scholar's RegMer, for each Week, with Abstract for the Term. Paper, 5x7» pp. 16. Per dozen, 50 cts. Each pupil keeps his own record. 7. Jackson:' s Class Record Cards. Per set of 90 white and 10 colored cards, with hints, 50 cts. Only imperfect recitations need be marked. 8. Aids to School Discipline, containing 80 Certificates, 120 Checks, 200 Cards, 100 Single and Half Merits. Per box, $1.25. Supplied separately per hundred: Half Merits, 15cts., Cards, 15cts., Checks, 50 cts., Certificates, 50cts. The use of millions of these Aids, with the unqualified approval of teach- ers, parents, and pupils, is assurance that they are doing great good. They save time by avoiding the drudgery of Record keeping and Reports. They abolish all notiona of "partiality" by determining the pupil's standing with mathematical precision. They naturally and invariably awaken a lively paternal interest, for the pupil takes home with him the witness of his daily conduct and progress. They are neat in design, printed in bright colors. The Certificates are prizes which children will cherish. The Single Merits and Half Merits are printed on hea^T card board, the Cards and Checks on heavy paper, and both may be used many times— hence the system is cheap, as well as more at- tractive than any other to young children. 9. Mottoes for the School-Room. By A. W. Edson, State Agent of Massa- chusetts. Per set of 12 on heaAT colored card-board 7x4 inches, printed on "both sides, $1.00, post-paid, $1.10. These mottoes are •' Never too Late," " Above all, be Useful," "Dare to Say No," " God Bless our School," " Avoid Arig,er," "Be Good, Do Good," "Think, Sneak, Act the Truth," "Fear to Do Wrong," "Misspent Time is Lost Forever," "Speak the Truth," " Act Well Your Part," "Strive to Ex- cel," "Try, Try Again," "Be Diligent, Prompt, and Useful," "Think Good Thoughts," " Learn to Study," "Before Pleasure Comes Duty," "Think First of Others," " Dare to Do Right," " Order is Heaven's First Law," "A Will Makes a Way," "Study to Leam," "Hold Fast to Honor," "God Sees Me." (12) C. W. BARDEEN, Publisher, Syracuse, N. Y. THE SCHOOL BULLETIN PUBLICATIONS. Maps, Charts and Grlobes. 1. Johnston's Wall Maps. These are of three sizes, 27x33 inches, costing $2.50 each; 40x48, costing $5.00 each; and 63x72, costing $10.00 each. The Common School Series includes (a) Hemispheres, (&) North America, (c) South America, (cOUnited States, (e) Europe, (/) Asia, ig) Africa. Others sometimes substituted or added are (A) World, Mercator's Projection, (i) Eastern Hemiphere, {1c) Western Hemisphere. We can furnish also in the 40x48 size: {t) England, (jn) France, (n) Italy, (o) Spain, {p) Central America, {q) Orbis Veteribus Notus, if) Italia Antiqua, (fi) Graecia J.ntiqua, {f) Asia Minor, (w) Orbis Romanus, {2v) De Bello Gallico, {x) Canaan and Palestine, (y) Bible Countries, {z) United States, historical, showing at a glance when and whence each portion of its territory was de- rived—a very valuable map in history classes. All these maps are engraved on copper, and printed in permanent oil colors. All are cloth-mounted, on rollers. Spring rollers are added at an extra cost of $1.00. $1.50, and $2.50 respectively. We offer a special consignment of T. Ruddiman Johnston's maps 40x48, in sets only, including Hemispheres, North America, South America, United States, political. United States, historical, Europe, Asia, and Africa, 8 maps, regular price $40.00, at $15.00 per set. They were prepared for a firm in the west who have been obliged to discontinue the business, and were sent to us by the Johnston Co. with instruction to close them out at once. Hence the unparallelled price, which applies only to this 100 sets. 3. Bulletin Map of the United States. Paper, on rollers, 3i^x5 ft., with Blanchard's chart of the United States History upon the back. $3.00. This is colored both by States and by Counties and gives correctly the new time lines. L Map of New York State, colored both by Counties and by Tovnis, ^x3 ft. on rollers. Paper, $1.00; Cloth, $2.00. 5. Adams's Large Map of New Fw^ .S'ia^e, 61x66 inches. Cloth, on rollers, $10.00; on spring rollers, $12.00. We are now the sole proprietors of this latest and best map, and can hereafter fill all orders promptly. 6. Dissected Map of New York, sawn into Counties. 75 cts. 7. Dissected Map of the United States, savTn into States. 75 cts. 8. Chart of Life Series of Physiology Charts, 23x27 inches, four in num- ber, including one to show the effects of alcohol on the system. These show every organ, life-size and in place. Per set, $10.00; on spring rollen«, $12.50. 9. EchharVs Anatomical Charts, consisting of 12 double plates, with more than 100 distinct and separate figures. Per set, $15.00. 10. Reading CAar^s of all kinds. Appleton's, $12.50; Monroe's Complete, $10.00; Monroe's Abridged, $6.00, etc. The School Bulletin Globe. While we keep a dozen styles always in stock, we recommend this especially because: 1. It is 12 or 6 inches in diameter. 2. It has a low and heavy Bronzed Iron Frame. Its axis is adjustable. 4. It shows an entire Hemisphere. 5. Its Meridian is movable. 6. Its map is Johnston's. 7. It is shipped to any address at Fifteen Dollars for a 12-inch or Five Dollars for 6-inch size. 8. Every Globe is quarakteed to be abso- lutely TERPECT. (14) C. W. BARDEEN, Publisher, Syracuse, N, Y. THE SCHOOL BVLLETIN PTJBLICATIONB.- Blackboard Slating. No feature of the school-room is of more vital importance to the health of scholars and teachers than the Blackboard. If it be gray or greasy the -amount of chalk used fills the air with dust which produces catarrhal and bronchial difficulties, and yet makes so faint a mark that the children's eyes are permanently injured. Choice should be made among the following materials. 1. Solid Slate. This is durable, but costs from 30 to 50 cts. a square foot, is noisy, not black enough in color, and unhealthful because there is com- monly used upon it tlie softest crayon. Where solid slate is already in, we recommend the Slate Pencil Crayon, as the only preventive of serious disease. But it is better to put either upon the plastered wall, or upon the wall covered with manilla paper, or upon wooden boards, one of the following preparations. 2. Agal'de Slating. This may be sen< by mail, and usually gives fair satis- faction. Price, post-paid, for box to cover 400 feet, one coat, S6.00; 200 feet, S3.25; 100 feet, ^1.75; 50 feet, $1.00. We furnish the Black Diamond ov Sili- cate Slating at the same price, but it can be sent only by express. 3. Slate Pencil Slating. This remarkable preparation does away alto- gether with chalk-dust, having sufficient grit to take a distinct mark from a slate-pencil. Soft crayon should never he used upon it, unless it is first rubbed down to smoother surface. It is a pure alcohol slating, and therefore dura- ble. Price per gallon, covering 600 ft., one coat, ^10.00; quarts, $2.75; pints $1.50. L Hwnstone Slating. This is new, and altogether the best in the market, making a really stone surface which is yet absolutely black. There is no waste of chalk, even with soft crayon, while the National H produces a beautiful clear mark. It contains no oil or gi-ease, and grows harder with age. It is put on with a paint-brush, and adheres to any material, so that it may be put on walls, boards, paper, or any other smooth surface. Price $8.00 per gallon, covering 200 feet with two coats, or 100 feet with four coats, The application of two coats is recommended for old or imperfect boards, where the surface is not firm enough to make it worth while to put on a first-class surface. It makes the cheapest of all durable slatings, and Is put on readily by any one, But for new boards, and old boards with good foundations, we recom- mend the two additional coats, with a final rubbing down with pumice- stone. This gives a blackboard never yet equalled. Sup't Smith, of Syracuse, says: "Your Hornstone Slating is now in use in four of our buildings, and I have no hesitation in saying that it is superior to solid slate or to any other blackboard surface I ever saw."— Principal Miner, of Skaneateles, says: " Its very smooth surface saves crayon and les- sens the amount of chalk-dust in the room — I do not hesitate to say that it is the best board I ever used." After a year's trial in Rochester it was adopted for universal use in the public schools, even the solid slate boards being covered with it. Large circular with full directions sent on applica- tion. Do not give orders for blackboards till you have seen this slating. C. W. BABDEEN, Publisher, Syracuse, N. Y. ■THE SCHOOL BULLETIN PUBLICATIONS. Blackboard Appliances. 1. Erasers.— When you have got a good black- board be sure and get good material to use on it. Much depends on the Erasers used. The Carpet Eraser, once almost uni- versally used, has been rejected ; the hard twine glaze? and wears off the slated surface. Tacks carelessly driven, and points projecting into the erasive material, have ruined or defaced many black- boards. Such tacks are not found until they have done some damage. Besides, Carpet Erasers, or any other with flat surface, merely brush the crayon down to the crayon-ledge, and thence to the floor, whence it is con- stantly rising and permeating the air of the school-room. For this reason Dustless Erasers are now almost uni^-ersally used, their peculiarity being that they are composed of ridges of felt with spaces between into which the crayon-dust falls and where it remains until shaken out, outside the school-room. The latest and decidedly the best is the Sfar, which has all the advantages claimed for other dustless erasers, with a peculiar cleansing power due to the manner in which the material is attached. C/ieney's Dust- less Erasers are similar. Either of the above we furnish at 15 cts. each by mail or $1.00 a dozen by express. The School Bulletin Erasers are made of the closest and best felt and are wonderfully durable, though some consider them too hard. Price 15 cts. each, $1.50 a dozen. 2. Crayon. — Ordinary White Crayon we furnish at 15 cts. a box ; special rates on large or- ders. Colored Crayon, 75 cts. a box. Most schools having good blackboards use a harder, dust- less crayon. The Alpha has had a large sale. We furnish it Hard (H) or Medium (M) at 75 cts. a box. Similar but bet- ter is the National, which we sell at 50 cts. We hardly dare give the price of the Olmstead mistless, which is $3.00 a gross. Yet some schools use it and think it pays. 3. Blackboard Stencils,— The uses of the blackboard may be greatly multiplied by the use of stencils, which any teacher can use to put designs on the board equal to those by a skilled ar- tist. We have 18 maps, 24x36 inches, at 10 cts. each ; a set of Physiology Charts for $1.00; Rolls of Honor at 10 cts., and more than 300 miscellaneous pictures at 5 cts. each. Send stamp for full catalogue. Every teacher should use them. 9 C. W. BARDEEN, Publisher, Syracuse, N. Y.J School Bulletin Teachers' Agency. Whether this Agency is trustworthy may be judged from the fact that it has flUed the foUowing two hundred principalships in New York normal, high, and viUage 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 -Sfem., Amsterdam ^c, Andes, And- over, Apulia, Auburn [2, $1,200 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, Ciucinnatus Ac. [2], Clayville, Coeymans, Collins Centre [3], Colton, Community Ac, Cooper's Plains [2], Crown Point, DeRuji^er, Dolgeville [2], Dresden, De- posit, Dundee, Dunkirk, East Bloomfield, East Springfield Ac. [4], East Sjra.- cuse, Fasten, Elmira [3], Elmont, Fairfield /S«;i,, Fair Haven, Fayetteville, Friendship Ac, Geddes, Ghent, Gilbertsville Ac, Granville, Great Neck, Greenville Ac, Hammondsport, Henrietta [2], Heuvelton, Homer, Hudson, Ilion, Islip, Ives Sem. [2], Jamesville, Jasper, Keeseville, Kyserike, Lafay- ette, Lawrence ville Ac [2], Little Falls, Little Neck, Locke, Lockport, Lodi, Lysander [2], MrGrawville, Manlius, Manlius Station, Manns ville, Margaret- ville, Maryland, May ville [2], Middletown, Mohav/k, Mooers [3], Moravia, Morrisville, Naples, Newark [2], New Berlin, New Paltz, Nichols, North- port [2], Ogdensburgh, Onondaga Valley, Ovid, Owego, Painted Post [2], Palmer Falls, Palmyra, Phoenix, Pompey ^c. [2], Port Jervis [2], Port Hen- ry, Potsdam Normal [$2,800], Poughkeepsie [2], Pulaski [2, Union and Academy'], Rensselaerville Ac [2], Richfield Springs [2], Rome [2], St. Johns- ville [2], Salamanca, Salem, Sandy Creek [2], Saratoga Springs [5, 3 at $1,000 and 2 at $1,300], Sauquoit Ac, Savannali, Sidney, Silver Creek, Smithville, So. Edmeston, So. NewBerUn, Spencertown, Stamford, Syi'acuse [3], Ticon- deroga [2], Tonawanda, Trumansburgh, Tully, llnadiila, Union [2], Wad- dington, Walden, Walworth Ac, Warrensburgh, Warsaw, Washingtonville, Waterford [2], Watertown [High], Wellsburgh [2], West Troy, Westbury Sta- tion [2], Westfield, Westport, Whitehall, Whitestown, Whitney's Point [2], 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 : For Men : Vt., Supt. Norwich University ; Pi-incipals at Fairfax and Poultney; Ct., Principal at Rowaytovv-n ; 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, Hawley, Youngsville, Tobyhanna Mills [2], Sciences at Mansfield Normal; N. 6'., Assistant, Niles City, i^'/a.. Principal, Appalachicola ; Ala., Methods, Florence State Normal [$1500] ; La., 2 Assistants at New Orleans; Ark., Assistant at Searcy; III., Principal Tuscola, Modern Languages at Lake Forest ; Ind., President and Music at Coats College, Classics at Prince- ton ; Mich., Principal, Michigamme; Ks., Principal, Leavenworth [$2000]; Sup't, Abilene; Neb., Math. Peru Normal, High School, Lincoln; DaJc., Supt., Yankton [$1500] ; Colo., Principal, Ouray; Wash., Mathematics at Spokane Falls, etc. For Women: B. I., Providence Normal [$600]; Ct., South Norwalk [$650 and $700], Rowayton, Stamford, Hartford, Thomsonville ; N. J., East Orange [2 at $600], Paterson; Pa., Youngsville, Hawley. Oil City, [$630], Tidioute ; N. C, Charlotte, Henderson ; S. C, Laurens. Pickens; Ala., Flor- ence Normal [$900], College [$600], Marion Normal, Eufaula, Birmingham [$800]; Texas, Rockdale; Kt/., Hardinsburg, Shelbyville ; O., Youngstown [$700] ; Mich., Ishpenning [$700], Iron Mountain [4], Pequamming ; la., Des Moines [$1500], Marshalltown [$600 and $1000] ; J/o., Bolivar; Colo., Fort CoUins [$700], Ouray [2 at $750], Colorado Springs [$810]; Minn., Moorhead Normal [$1200], St. Peter [$600 and $750] ; Dak., Great Forks [$850]; Cal.^ Napa [$900], San Jose ; Wash., Tacoma [$700], etc. If you want a better position, xchy not apply to this Agency ? C. W. BARDEEN, Manager, Syracuse, N. Y. LIBRARY OF CONGRESS 021 762 735 7