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TO aid teachers to procure the books best suited to their purpose, we give below a list of our publications classified under subjects. The division is sometimes a difficult one to make, so that we have in many cases placed the same book under several titles; for instance, Currie's Early Education appears under PRINCIPLES AND PRACTICE OF EDUCATI N, and also PRIMARY EDUCATION. Recent books are starred, thus * HISTORY OF EDUCATION, GREAT EDU- Retail Pºio sº CATORS, ETC. Teachers Extra Allen's Historic Outlines of Education, - - paper .15 pd- Autobiography of Froebel, cl. .50 a 40 .0% *Browning's Aspects of Education Best edition. Cloth .25 .20 .03 tº it Educational Theories. Best edition. Cl. ,50 .40 05 * “IDUCATICNAL FOUNDATIONS, bound vol. '91-'92, paper . 60 pd. +. tº º h tº tº ’93-'93, cl. 1.00 pd *Kellogg's Life of Pestalozzi, sº º mº - paper ... I 5 in 1 *Lang's Comenius, *-* - * * * = paper . 15 poi. Basedow, - – — — — — — paper .15 pol, “ Rousseau and his “Emile” — — — paper .15 poi. + “ Horace Mann, – – - - - - paper . 15 pol tº st Great Teachers of Four Centuries, - Cl. 25 - 2 .03 i: , , Herbart and His Outlines of the Science Of Education. — — — — — Cl. .25 . 20 .03 Phelps' Life of David P. Page, - . tº º paper . I 5 pſi. Quick's Educational Reformers, Best edition. – el. 1.00 .80 .08 * Reinhart's History of Education, - ** * Cl. .25 .24) .03 PRINCIPLES OF EDUCATION, Carter’s Artificial Stupidity in School, — — paper .1 5 poi. *EDUCATIONAL FOUN in ATIONS, bound vol. '91-'92, paper .60 po. >'s * * { % { % '92–'93, Cl. 1.00 pd. Fitch’s Improvement in Teaching, — — — paper . 15 pd. *Hall (G.S.) Contents of Children’s Minds, --- C1. 25 .20 .03 Huntington’s Unconscious Tuition, – — — paper .15 poi Payne's Lectures on Science and Art of Education, cl. 1.00 .80 .08 Reinhart’s Principles of Education. – - - cl. .25 .20 ,03 *Spencer's Education. Best edition. — — . – el. 1.00 .80 .10 Perez's First Three Years of Childhood, – – el, 1.5() 1.20 .10 *Rein's Qutlines of Pedagogics, - - - Cl. .75 .60 ()8 Tate's Philosophy of Education. Best edition. – cl. 1.50 1.20 .10 *Teachers’ Manual Series. 24 nos. ready, each, paper .15 poi. PSYCHOLOGY AND EDUCATION. Allen's Mind Studies tor Young Teachers, - cl. .50 .40 .05 Allen's Temperament in Education, — — — Cl. .50 .40 .05 *Kellogg's Outlines of Psychology, - - - paper .25 .20 .03 Perez's First Three Years of Childhood. Best edition, cl. 1.50 1.20 .10 Rooper’s Apperception, Best edition. mºs º-º: Cl. .25 .20 .03 Welch's Teachers' Psychology, - — — — cl. 1.25 1.00 .10 ** Talks on Psychology, — * * mº, Cl. .50 .40 .05 GENERAL METHODS AND SCHOOL MANAGEMENT, Currie's Early Education, — — — — — cl. 1.25 1.00 .08 Fitch's Art of Questioning, — , , - - - - paper .15 poi. Fitch's Art of Securing Attention – - - paper .15 poi. * Lectures On Teaching, *mº mº cl. 1.25 1.00 pd. ſcontistiãD on Third cover PAGE. |- B 3 & 1 3 HOW TO KEEP" ORDER. By JAS. L. HUGHES, pyspector of schools, TORONTO, CAN.; AUTHOR OF “MISTAKES IN TEACHING." AND “SECURING AND RETAINING ATTENTION.” NEW YORK AND CHICAGO : E. L. KELLOGG & CO. CopyRIGHT, 1893, E. L. KELLOGG & CO. HOW TO KEEP ORDER. * RDER is the condition resulting from an exact performance of duty in the Definition. right way and at the right time. Good order requires con- scious recog- nition of law, and a co-operative submission to constituted autho- rity. Good order places no restraint on those who are well disposed. Law is perfect liberty to those who do right. Good order does not mean merely freedom from disorder. Stillness alone does not con- stitute order. Order is positive, not negative. It is the conscious working out of definite aims in productive activity. We should try to secure the order of life, not of death; the order of joyous effort, not of listless dulness. True order is not the inertness of the dead calm, but possesses (3) Requirements of order. Order not re- strictive. Order includes activity. T; A. º.º. 2: *T. º t sº T. s. ...” *ā- #, ºf l º & £ {} § 5– 250 HOW TO KEEP ORDER. the purity and the progressiveness of the power- bearing breeze. Order is work systematized. Order at school is by many understood to mean order in the school-room only. This is a great mistake. It must include a prompt and definite perform- ance of duty, not only in the school-room, but also in the yard, the assembly room and the halls, and on the stairways and the street. The teacher who aims to have order in the school-room alone, rarely succeeds in having it even there. Order includes a great deal more than the con- dition of the pupils and their relationship to their work. An orderly school is one in which there is a special place for everything, and in which every- thing—maps, apparatus, movable furniture, etc., —is kept in place. In such a school, the books of the pupils are arranged in proper order in their desks, and there are no scraps of paper, or other rubbish, on the floor. The most sacred duty of the teacher is to maintain good order on a correct basis, and by proper agencies. The maxim, “Order is a means, and not an end,” is true; but it is not correct as it is generally understood. It is usually taken to mean : “Order is a means of enabling the teacher to communicate knowledge (4) Extent of order. What order includes. The supreme importance of good order. ORDER ESSENTIAL TO PROGRESS. 251 more thoroughly.” Even in this restricted sense the maxim is true, but the implication that the persistent maintenance of good order is nothing more than a means of facilitating the work of teaching, is utterly misleading. If the teacher had no other reason for insist- ing on order but the fact that disorderly pupils can not learn, and that they pre- vent others from learning, this would be amply sufficient. We must have order or we cannot teach; but this is the least important reason for keeping order. Definite order gives a most valuable character- training. The prompt and proper performance of duty that constitutes good order is the surest way to develop the habit of firm adherence to right. This is the best way of strengthening the will, and has a great deal to do with the cultiva- tion of positivity of character. We should maintain good order, because of the awful consequences in the destruction of character that follow conscious neglect of duty or violation of "" “”. law. There are two consequences quences of vio- lating law. resulting from the violation of a rule or a law; the direct and the indirect. The direct consequence is the wrong condition that the law was intended to prevent; the indirect consequence is the effect produced on the charac- Order essential to progress. Order trains character. (5) 252 HOW TO KEEP ORDER. ter of the pupil. Unfortunately, in most homes and schools, the direct results are the only con- sequences taken into consideration in making or administering laws. It is quite true that both at home and at school many rules are laid down regarding the formation of character—“you must not swear,” “you must not tell a lie,” etc. But even in regard to these rules, the parent or teacher thinks only of the direct consequences, the prevention of swearing, lying, etc. He pro- hibits swearing because it is wrong, offensive to respectable people, and injurious to the morals of those who swear and those who hear swear- ing. The teacher prohibits talking during study, in order to prevent waste of time and distraction from lessons on the part of the talker and those who hear him. So, throughout his law-code, rules are made and executed for the purpose of securing direct results only; and in explaining to his pupils the necessity for a certain rule, if he condescends to do this at all, he points out merely the advantages to be secured and the evils to be avoided directly as the result of carry- ing out the rule. This leads to a great evil: one which has done more than any other single cause to weaken the moral force of mankind. It is clear that, if direct results only are to be considered, we must classify our rules in regard to their importance. Some rules apply merely to personal comfort, some include results that (6) Aw FUL CONSEQUENCES OF VIOLATING LAw. 253 influence the intellectual nature, while others affect the moral nature and define our duties. So far as the direct consequences only are taken into account, therefore, we must have important rules, more important rules, and less important rules. This will naturally lead children to be- lieve that they may break some rules with im- punity, because they are only trifling. The effects of such an attitude towards law can only be terrible. The conscious violation of any rule means a conscious deviation from right and truth. No rule can be trifling or unimportant in the light of its indirect or incidental effects on the conscience and will. The line of duty is definite and straight. Con- science makes this line clear. Law is an external agency working in harmony with conscience for the same purpose; to make duty plain and definite. Our evil tendencies and our weaknesses, what- ever may be their nature, tend to lead us away from the line of duty. Our will is given to us to counteract our evil tendencies and our weak- nesses, and make us adhere to the line of duty definitely. In connection with every conscious act, we re- ceive aid from conscience, or law, or both, in de- ciding the right course to adopt. In every conscious act, will and our evil tend- encies have a struggle for the mastery. Every victory for will strengthens will and reduces the (7) 254 HOW TO KEEP ORDER. relative power of evil in us. Every victory for evil strengthens evil and reduces the relative power of will. - Conscience shines most clearly close to the line of duty, and its light grows dimmer as we get away from this line. The centre of gravity for law is also on the line of duty. When we get off this true line, law's moral power to make us adhere to the right grows less and less the farther we go from it. It follows, therefore, that every time a duty is definitely performed will is strengthened, the light of conscience is made clearer, and our re- spect for law is increased; while, on the other hand, every time we consciously or carelessly do wrong, will is weakened, evil is strengthened, the light of conscience grows more feeble, and our respect for law is diminished. Teachers should try to realize the terribly destructive influence on character exerted by frequently repeated violations of rules, even in regard to matters that are in themselves, or in their direct results, comparatively trifling. Our actions indicate what we are, because our actions are the expression of the present condition of our mental and moral natures. Actions re- peated confirm habits of similar actions. Our acts mould our characters because they decide whether conscience and will increase or decrease in clearness and power. Ten years in a school (8) fºM FORCING RULES. 255 where rules may be violated, where the conse- quences of breaking a rule are estimated by their effects on the discipline of the school in- stead of their influence in destroying character, will endanger a boy's prospects in time and eternity. Disrespect for rules in the pupil leads to disregard for law in the citizen, and disregard for the laws of men leads to indifference to the laws of God. When teachers realize this truth, no honest teacher will continue in the profession without keeping order. If a rule cannot be enforced through weak- ness of any kind on the part of the teacher, (and the primary cause of all Enforcing such failure is weakness in the rules. teacher), it is much better that no such rule should be made. Making a rule does not im- prove discipline. The rule must be enforced, to produce the desired result. So far as dis- cipline is concerned, the school will be no better with a rule that is not executed than it would be without the rule. The discipline will be as bad in the one case as in the other; but in the ſrst case the pupils will be committing sin, and in the second they will not. Weak, indifferent teachers are guilty, because they give a definite training calculated to destroy character. Charac- ter is the best gift of God to a child. The school should be the best place in the world, except a good home, to discipline and culti- vate character-power, the conscience and will; (9) 256 HOW TO KEEP ORDER. but the disorderly school, in which the teacher has not power to inspire or compel respectful co-operative submission to authority, dissipates, instead of developing the essentials of true character. The teacher who fails to keep good order fails in his highest duty. The grandest aim of all edu- cational, ennobling, and Chris- The child's tianizing agencies is to bring attitude towards h hole h tº authority. the Whole human race into COn- scious, intelligent, willing, rever- ent, and co-operative obedience to the Divine Law-giver. The accomplishment of this organic unity, the true relationship between man and his Creator, will inaugurate the reign of perfect peace, progress, and happiness. Co-operative submission of the human will to the Divine will completes the work of Christ, and makes it pos- sible for man to attain his highest growth and destiny. Each child is related in some way to several centres of authority, and has duties that he owes to each of them. He is a member of a family, a school, a municipality, a nation, and finally of the universal brotherhood of man. The organic unity of the whole will be incom- plete so long as one individual fails to give per- fect obedience to God as the source of power and authority. Perfect submission to God, or to the ruler of the nation, or the municipality, or the school, depends on proper respect for the (Io) DUTY AND RESPONSIBILITY OF TEACHERS. 257 authority of the heads of the subordinate or in- cluded organizations. The surest way,+the only sure way,+of training an individual to obey God consciously, intelligently, willingly, reverently, and co-operatively is, to train him to give similar obedience in the home, the school, the municipality, and the nation. Whether rightly or wrongly, the school has to be the agency for giving the most definite train- ing in fixing the attitude of hu- manity to law. Hence the awful responsibility of teachers. With this responsibility, as with every other duty, there comes the opportunity of pro- moting our own growth and happiness. The more difficult a duty and the heavier the re- sponsibility, the grander is our privilege. There is no other way in which we can more surely be “co-workers with God,” than by giving to every child a conscious, intelligent respect for properly-constituted authority. Many mistakes in regard to order would be avoided if teachers clearly distinguished between securing order, and maintaining order. These are very different tº between secur- operations, and they should be ing and main- carried out in very different ways, taining order. It is not possible for a teacher, on taking charge of a new class, to get control of it by the practice of the highest agencies Duty and re- sponsibility of teachers. The difference (11) 258 HOW TO KEEP ORDER. that should be used to maintain true discipline in a class with whose members he is well-ac- quainted. Those who know him should respect him, and be in sympathy with him. They should respond freely in executing his wishes, and should trustingly follow his guidance. If he depend on any such sympathetic co-operation on the part of strange pupils he will certainly be disappointed, and will fail in securing order. If, on the other hand, he try to continue to maintain order by the exercise of the same ex- ternal control necessarily used in a strange class, he can never gain the sympathy of his pupils, and they can never be disciplined in such a way as to develop their power of self-control; which is the chief end of discipline. Even on the first day, the teacher should be captain. The first hour usually settles to a large extent the nature of the new teacher's control over the class. It is the teacher's right to exercise con- trol. He represents law and authority, and has full power to execute his reasonable instruc- tions. It is not only his right, but his duty, to practise discipline definitely, because by doing so he is giving his most important training to Classification his pupils. of the agencies The agencies for securing and for securing and maintaining order may be classi- maintaining fied as follows: Coercive, Execu- order. tive, and Incentive agencies. Coercive agencies are those which are used to (12) COERCIVE AGENCIES. 259 compel the will of the child to surrender to the will of the teacher. Among these Coercive must be included all punish- agencies. ments: whipping, keeping in, Suspension, impo- sitions of extra work, standing on the floor, sending to another room, etc. The autocratic exercise of the will-power of the teacher as a controlling force is also an external agency. Bad-conduct marks should not be considered as a direct disciplinary agency. They should be regarded as records of fact in regard to conduct. The teacher's will-power is the best means of exercising coercive restraint; but it must be re- membered that coercive agencies, at best, con- stitute the least effective of the disciplinary agencies. They secure a negative instead of a positive submission, and therefore the will-ac- tion of the child so produced lacks spontaneity and propelling power. Such will-action pro- duces comparatively little effect in accomplish- ing the immediate result desired by the teacher, or in strengthening the child's own executive power. Submission may be given willingly or unwillingly. We should secure willing obedi- €1m Ce. Executive agencies are of inestimable value, both in securing and maintaining order. The will of the child develops at first Executive by co-operative submission to a agencies. superior will. In every conscious act the child's (13) 26o HOW TO KEEP ORDER. body moves in response to his own mind, whether his mind acts independently or is guided by another mind. Doing conscious acts promptly and definitely in obedience to the teacher's command is the surest way to develop the power of perfectly responsive co-operation with the teacher. By oft-repeated acts of accu- rate obedience, even in matters which are in themselves trifling, obedience becomes a habit. The will of the pupil responds automatically to the will of the teacher. The habit of ready and exact obedience is the corner-stone of the temple of order. This habit gains strength by practice, as other habits do. It is perfectly impossible for disorder to continue to exist in a school in which the pupils have appropriate work to do, and in which they are thoroughly trained in standing up, sitting down, marching, lining in the yard and in classes, walking to and from classes, taking slates, books, etc., and returning them to their places, holding books while read- ing, placing copy-books or slates for writing, holding pens, raising hands in answering ques- tions, etc.; and in which they are made to per- form these and all similar operations with abso- lute precision. An experienced observer can judge accurately in regard to the order kept in a strange class by seeing the pupils stand up and sit down. Drill and calisthenic exercises, in addition to (14) * ſe fºx ECUTIVE AGENCIES. 261 their many other advantages, are invaluable as executive agencies in securing automatic co- operation on the part of pupils. Strictly accurate adherence to well-defined and clearly explained plans for arranging home lessons in exercise books, and for writing lists of words, making corrections, etc., in school, is a most important executive agency in promoting good discipline, and in developing the moral natures of the pupils. All executive agencies, in addition to their direct influence on order, have a most important reflex action in the formation of character. We cannot perform an act definitely without first having a definite action of the mind. Energetic will-action produces correspondingly vigorous muscular effort; indefinite action of the will pro- duces corresponding feebleness of bodily move- ment. The nature of our habitual external manifestations, walking, gestures, etc., indicates the character of our executive development. It is clear, therefore, that by insisting on energetic and definite action in drill, calisthenics, and all school movements, we are taking the most certain possible course for making our pupils energetic and definite in character, because we are making energetic and definite will-action habitual. Our actions are not merely the expressions of our thought and feeling; they aid in making our (15) 262 HOW TO KEEP ORDER. feeling and thought more definite. Our ideas of truth, for instance, are made clear only by doing things in strict accordance with right. “Do, and you will see.” Another class of executive work that should not be overlooked, is intellectual work in which pupils are practising what they already know instead of trying to gain more knowledge. Arithmetical work, for instance, may be sub- divided into thought-processes and work-pro- cesses. When any process is so thoroughly understood that the thought-process is per- formed automatically, the attention may be directed exclusively to the work-process alone. Time-tests and all such exercises that call the intellectual executive powers, and not the ac- quiring and accumulating powers, into activity are of great service in securing order in a new class. It is much easier to keep the pupils pleasantly occupied in performing work they fully understand, than in studying new work. Busy pupils are orderly; and pupils love to use knowledge of any kind, much better than to gain it. The ultimate aim of all disciplinary agencies is to make each individual self-controlling in Incentive directing his own activities to agencies. true and noble purposes. The process of discipline has its beginning in ex- ternal restraint and guidance; it should end (16) INCENTIVE A GENCIES. 263 in independent power. As long as discipline has to be exercised by power outside the in- dividual he can not be in a condition to do his best work. He acts under restraint. His force is negative, not positive. He is to a greater or less degree out of harmony with law. A child must be in one of three conditions in regard to law: resistance, passive submission, or active co- operation. It is only when the disciplinary agencies work from within outwards, that his powers become progressive, and productive to their fullest extent. Hence the supreme neces- sity for incentive agencies, to lead the pupil to direct his activities to the accomplishment of right purposes by his own motives. When he becomes a man, his progress and usefulness will depend on the motives that move him to action, and their influence over him. Some men fail through lack of motives, but millions fail be- cause they do not execute the good motives they have. The training of a child should define his motives, and give him the habit of carrying out these motives in activity. All other training and teaching must be comparatively ineffectual, if this be omitted. The pupils have to act inde- pendently after they leave school and the teacher should make them self-controlling and self-im- pelling while they are at school. At first, the teacher has to suggest motives for the class; but gradually, and at the very earliest possible time, (17) 264. HOW TO KEEP ORDER. the pupils themselves should originate as well as execute motives. By this, I do not mean that they should be allowed to act independently of the authority of the teacher. They will have to act in submission to law forever; but there is unlimited scope for independent action within the necessary limitations of law, to those whose motives are in harmony with right and justice. The teacher will have to be exceedingly care- ful in suggesting motives, to have them appro- priate to the moral development of the pupils. Too much moral goodness must not be expected from little children. Motives must be adapted to various degrees of moral growth, as lessons are graded to suit the stages of mental development. The surest possible way to destroy sincerity and develop hypocrisy and formalism is to try to make little children assume to be fully developed Christians. The teacher should make a careful study of the incentives that are most appropriate to the different stages of moral development. As an aid in such a study the following analysis is given. This emotion is one of the very earliest to develop. It should be used as little as possible. Fear. Its tendency is to paralyze, if car- ried to excess. It prevents spon- taneity of character. It is especially depressing, Danger in re- gard to mo- tives. (18) LOVE OF PRAISE. 265 when it becomes a dread of some evil of an in- definite character. Its chief function is to restrain rather than propel. Yet it may be the only avail- able means of inducing action in some cases, and the habit of action thus induced will gradually atone for the disadvantages of the motive, and qualify the pupil for work on a higher basis. This motive is suited only to undeveloped moral natures. The teacher should carefully avoid exhibiting any personal feeling, as a means of causing his pupils to be afraid of him. The pupil should value the praise of his teacher. The more he loves and respects his teacher, the more he will esteem his teacher's approval, and the more earnestly will he work to secure it. Pupils should feel that praise is given only as the re- ward for meritorious actions. So far as possible, it should be given for unselfish and generous deeds. Intellectual or manual work well done should receive unfailing recognition in some way, and in primary classes it may often be specially commended by the teacher; but praise should, so far as possible, be reserved for acts in- volving moral principles. It should be given for honest effort, and not for natural skill or genius. Praise given privately is much better than praise given publicly. It is then most pro- ductive and least dangerous. When given in public it leads to vanity, and weakens instead of Love of praise. (19) 266 HOW TO KEEP ORDER. strengthening the character. The aim of our praising should be to aid the child in fixing a standard for his actions. The teacher's approval should increase his estimate of his self-approval of his own actions; and this should lead him to value most highly the approval of God. If praise makes a pupil vain, or too dependent on the esti- mate of his fellow-men its influence is evil. In awarding public praise, the teacher must be absolutely just, or lose the sympathy of his pupils. Apparent partiality causes jealousy, destroys respect for the teacher's opinion, and thereby weakens the proper appreciation of the good opinion of others. Ambition is generally regarded as a dangerous motive. Our aims may be selfish or unselfish. Selfish aims may relate to the gratification of our weakness, or to the development of some good quality, or the accomplishment of some desirable object. All aims relating to self are not necessarily selfish in a bad sense. Any ambition relating to the weaker self is an injurious motive; but ambition, connected with the better side of our selfish nature, and ambitions of an unselfish character, may be cultivated safely, and may lead to vigorous independent effort. Every pupil should be ambitious; but his teacher should train him to be ambitious to excel in ac- complishing noble aims. The success of our neighbors should stimulate Ambition. (ao) 15 MULATION.—COMPETION. 267 us to greater efforts. We should not be absolute- ly independent of our fellowmen. We should be strong enough to decide and execute our decisions alone, if neces- sary, in questions of principle; but as long as the bond of human sympathy exists, a proper spirit of emulation must continue to be an incentive to earnest and persistent labor for success. Envy and jealousy are not the products of emulation. They are the opposites of emulation. They re- sult from a failure to develop the true spirit of emulation. Generous emulation is productive and stimulating; envy and jealousy are negative and weakening. “All evil springs from unused powers for good,” and it is the teacher's fault if envy paralyzes where emulation was intended to lead to united effort. This is one of the most intense of our motives, and leads to more determined and more vigorous efforts than any other inducement to action, available in school. Its intensity makes it improper to use it as a motive to prolonged effort. Its best result is produced in rousing the flagging energies. It is the most perfect means of concentrating attention on executive work. The teacher must carefully guard against allowing it to degenerate into petty rivalry, or to weaken the social feelings of the pupils. All the organic bonds of humanity should be strengthened, not weakened, by edu- cation. Emulation. Competition. (21) 268 HOW TO KEEP ORDER. There is a good as well as a bad pride. It is a pity if a boy does not feel proud of his class and Pride. proud of his school. Pride is not a dangerous motive, if we include others in our feeling, unless we allow pride to be- come self-satisfaction; in which case, we at once cease to strive for better things. A feeling of pride in class or school develops a sense of greater in- dividual responsibility on the part of pupils. There is no department of school-work in which this motive may not be used to advantage with most pupils, but it is most effective in securing strict attention to details in the execution of all handwork in exercise-books, copy-books, draw- ing-books, etc., and in promoting the formation of habits of punctuality, regularity, neatness, and the orderly arrangement of books, slates, etc., in the desks. The evil of pride is its exclusiveness; the sepa- ration of the individual from the unity of the race. The teacher must carefully guard against this, by making it include the unity of the class or the school. It may thus become a virtue in- stead of a vice. When a proper feeling of sympathy has been established between the teacher and the pupils, The desire to it becomes a strong motive to please. work. Pupils will do a great deal to win and retain the esteem of a teacher they love. They will, under proper conditions, (22) THE DELIGHT OF CO-OPERATION. 269 work hard to please their fellow-pupils. Appeal- ing to this motive will tend to overcome the terrible power of selfishness, the real source of all sin. The joy of pleasing our associates and our teacher in early life, may easily be developed into happiness in working for Society and for God in later years. The instinctive tendency to play together should be transformed at School into a conscious purpose to work together for the accomplishment of a common purpose. As the instinct is a powerful one, it may become a strong motive to work. Co-operation does not necessarily en- tail a loss of independent individuality. It is only when our individuality is developed to its fullest extent that perfect co-operation becomes possible. The best teacher is he who has the head of a man with the heart of a child. The power to feel aS a child is the only way to truly Sympathy. feel with children. The teacher who has lost the sympathy of a child cannot sym- pathize with children in their games; the teacher who has lost the natural glowing desire for fresh knowledge can never be in sympathy with his pupils in the prosecution of their studies. In either case, he is shorn of a large part of his power. Love between teacher and pupils, joyous participation in the same delights, enthusiastic The delight of co-operation. (23) 270 HOW TO KEEP ORDER. co-operation in study; these are the elements that unite most closely in heart and purpose the teacher and his pupils: and this sympathetic union is one of the strongest motives to work. A class will respond much more willingly to the teacher who says: “Let us be fellow-students,” than to him who says: “Learn your lessons.” The best work of sympathy is not intellectual quickening, however, but the development of the moral nature. In this department of school work, the highest field for the teacher's labor, he cannot fairly expect to be anything but a failure, without a genuine sympathy between him and his pupils, and also between the pupils themselves. Sympathy should so far as possible be inclusive of the whole class. This applies to the sympathy of the pupils as well as to that of the teacher. Excessive sympathy with a few is mere selfish- ness. Sympathy with all with whom we are associated should be consciously developed as a duty, not as a gratification of a generous impulse. The mere gratification even of a generous im- pulse is weakening to character. This is a powerful motive. Men like to win. They have to win in the battle of life, or fail. Enjoyment of Most of the best effort of the Victory. playground springs from this motive. The wise teacher will make good use of the same incentive in the school-room, The (#4) DELIGHT IN OVERCOMING DIFFICULTIES. 271 teacher has an opportunity of developing two very important virtues in connection with the feeling of desire for victory; to bear defeat bravely, and to make every defeat lead to greater effort for victory in the future. Enjoyment of victory will be a delusive motive, unless the pupils are trained to believe that patient and persistent effort made, in accordance with God's laws, must ultimately secure victory. The child should overcome the difficulties in his studies by independent effort. It is thus that he “learns to climb.” The Delight in over- great skill of the teacher in intel- coming diffi- lectual training is to present suit- culties. ably-graded difficulties to his pupils. They grow stronger intellectually by grappling with new difficulties. They will be discouraged if the difficulties are too great; they will cease to be interested if they are too easy. They will never lose interest in overcoming, independently, dif- ficulties appropriate to their condition of devel- opment. Curiosity is a universal instinct. It is a natural instinct. The appetite for knowledge of some kind is as definite in the intel- The desire to lectual nature, as the appetite for know. food is in the physical. Teachers do not need to arouse curiosity; if they supply appropriate material to satisfy curiosity, it will act vigorously (25) 272 HOW TO KEEP ORDER. always. With good teaching, it is always a de- light to learn. There is a prevailing opinion that the highest qualification for teaching is the ability to ques- tion well. However brilliant a teacher may be, his is a poor school, if he has to do most of the questioning. Every one knows that the curiosity of childhood is unbounded. If developed as it should be, it will increase in power, as any other faculty will. It ought to be strengthened. It was clearly intended to be one of the mightiest agencies in stimulating the mind to activity. Curiosity in the child should become love of truth in the man. The teacher is responsible for perfecting this development. One of the clearest proofs of weakness in an educational system is the fact that children lose their ten- dency to ask questions, and that men lose their power to recognize new problems in connection with their physical, mental, or spiritual natures. It is a pity that so true an instinct as the desire to know, should be allowed to degenerate into idle curiosity. Pupils are fond of the new. They delight to investigate strange things. They enjoy surprises. Variety in plan and method al- ways pays. There is no lesson that cannot be varied. The variations can be made without sacrificing principle. The varia- tion does need to be great in extent. A Love of change. (a6) THE CONSCIOUSNESS OF BEING TRUSTED. 273 slight change in any particular will be suffi- cient to relieve monotony, and satisfy the de- mand for the new. The gratification of this demand necessarily arouses increased interest, and attention, and secures energetic application to the subject in hand. There is no generous nature that will not rouse to more definite effort, if it feels that it has the confidence of its superiors. e “I rely on you to do that,” if said º.º.º.” to a boy personally, so that it is a ness of being trusted. direct message to himself, rarely fails as a motive. Trust in a child should not prevent a thorough test of its work. Children should be participators in school work, not mere listeners or spectators. They are happiest when active. Their Love of Ac- own self-activity is the basis of tivity. their growth, physically, mentally, and morally; and, until they are injured by bad teaching, they are happiest when they are actively em- ployed. It is the teacher's duty to see that the pupil's activities are engaged at proper work. The love of activity is so strong, that children will indulge in it and become destructive, if they are not supplied with opportunities for becoming constructive. The love of activity may easily be developed into love of work. Work is ef- fort applied for a productive purpose. When a pupil has been trained to love Love of work. (27) 274 HOW TO KEEP ORDER. work, he needs little further inducement to duty. The teacher should embrace every oppor- tunity of convincing his pupils that their powers, Knowledge of physical, mental, and moral, in- the fact that crease in proportion to the proper work increases use made of them. He will have power. little difficulty in convincing them that this is true so far as their physical powers are concerned, and by analogy will be able to show that the same is true of all their powers. Having done so, he has only to show them the sacredness of their power, and the benefits re- sulting from a proper use of it, to lead senior pupils to make the desire to increase it a strong motive to earnest work. The influence of this motive will be increased, if the teacher explains clearly that inactivity produces weakness; that failure to use a power causes loss of the power. It is an event in the life of a child to find out something for himself. Like the gratification of The joy of dis- any good tendency, or the execu- covery. tion of any good intention, it brings an unspeakable joy with it. It is a reve- lation of vast importance to a human being, to learn that he possesses independent power. It is easier afterwards to convince him that he has something of the divine in him, and to show him the unlimited possibilities for true growth, when (28) CONSCIOUSNESS OF POWER. 275 the divine in him is truly related to the Divine Source of all power and wisdom. The oppor- tunity for making discoveries, in any department of study, is a mighty motive to productive work. Teachers may supply these opportunities by leading their pupils among difficulties suited to their advancement. The delight of discovery should be developed by the teacher into a consciousness of indepen- dent power, and this should grow Consciousness into a conviction of special power. of Power. When a boy believes that he has independent and special power, his teacher should have little trouble in inducing him to use it. A belief that he has been gifted with some special power, should lead a boy to a clear con- sciousness of responsibility for a Responsibility proper use of every opportunity for Power. for increasing power, and using it for the ad- vancement of the best interests of humanity. This is the highest and most productive motive the teacher can ever develop in a pupil. The true ideal of life is co-working with God. This ideal will be used as a motive by all teachers, as soon as they truly realize that human beings are grander powers than knowledge. A properly trained boy must believe that he has power that may be increased; that he received his power from God; that he is responsible to God for in- creasing and using his power; that using his (29) 276 HOW TO KEEP ORDER. power is the way to increase it; that the proper performance of duty not only adds to his power of doing new duties, but gives clearer insight regarding the duties yet to be performed; and that he, as an individual, should use his ever in- creasing power for the improvement of the great organic unity, of which he forms a part and of which God is the centre. General remarks All the motives named above on motives. are positive in their character and effects, except Fear. Fear, Love of Praise, Ambition, Emulation, Competition, Pride, and the Desire to Please, have disadvantages as well as advantages. All the others are decidedly beneficial in their in- fluence on character. The same motives will not equally influence all pupils. Motives should therefore be varied. The motives first named should be used as little as possible. They may be exceedingly useful, however, in starting pupils to work earnestly; and earnest work is the surest means of lifting a human being, of any age, to a higher moral sphere. When fixing motives for the guidance of pupils through life, the teacher is doing his grandest work. In selecting motives he should be guided by the following considerations: 1. Do they develop spontaneity of character? 2. Do they make pupils self-reliant, without (30) RULES FOR DISCIPLINE. 277 weakening their consciousness of dependence on God P 3. Do they make men selfish, or do they widen their sympathies and increase their love for hu- manity and God. The final test of a permanent motive is:—Does it lead to independence of character, sufficient to develop our individuality as perfectly as God intended it to be developed, without destroying our sympathy for our fellow-men, or weakening our faith in God P The best motives are not merely ineffectual, they are injurious, if they are aroused without producing their intended result in action. Rules may be made in two ways; by the teacher alone, without conferring with the pu- pils; or by the teacher and pu- ſº pils, after consultation. It is Rules for dis. e & 4 cipline. easier to execute “our” rules, than “my” rules. The teacher should be a con- stitutional ruler, not a tyrant. With an earnest, competent teacher pupils never try to make im- proper rules. All the people should take an in- telligent part in moulding the laws of a na- tion. Society is on a wrong basis if men think they do their duty by merely submitting to law. There is no more development in the truest freedom than in tyranny unless men exercise the rights of citizenship. Assisting intelligently in making rules or laws is the surest 9 y (31) 278 HOW TO KEEP ORDER. way to develop respect for law, and the fullest positive submission to law. We should submit to constituted authority consciously, on prin- ciple; not from habit, or negatively from fear of the consequences. The best training in political economy is the practical training of a well-gov- erned school, in which the pupils practise the duties of good citizenship. The teacher who cannot trust his pupils to aid in making rules is clearly unfitted for his work. Such a teacher can do little to train the characters of his pu- pils, and therefore must fail in his most import- ant duty. The making of rules is, however, of compara- tively little importance, compared with their execution. Whichever plan may be adopted for making the rules, they will be certain to weaken the character of every pupil attending the school, if they are not executed justly and de- finitely. In executing the rules of a school the teacher should often be merciful; but, so far as the pupils are concerned, he must be supreme. When questions of authority are involved, he must be as uncompromising as the Deacon who said to his neighbor with whom he had a dis- pute: “I have prayed earnestly over this mat- ter, and I have come to the conclusion that you must give in; for I cannot.” In advanced classes, it is most beneficial both to the discipline of the school and in training (32) RULES SHOULD BE FEW. 279 the pupils for the duties of citizenship, to have some adaptation of the system of trial by jury practised in deciding the guilt of offenders who violate the rules of the school. The teacher, in such a case, would represent the judge. A com- mittee of pupils may sometimes award punish- ment for offences, the teacher being a court of appeal, to which application may be made to have the decision of the committee set aside or modified. A new teacher seized a long rod by both ends, and lifting it high over his head, said fiercely, as his first words to his class: “Do you see that ROD 2 Would you like to FEEL it 2 If you would, just break any one of the forty-nine rules I am going to read to you !” He then struck the desk a vigorous blow, and proceeded to read his forty-nine rules. He was an extreme specimen of a typical case. He could not remember his own rules. After a few days, the pupils did not try to remember them. It was well they did not remember them. They would have violated them any way, and conscious violation of law saps the foundations of character. Rules should be as few as possible, and they should be made incidentally, as occasions may demand them When they are too numerous, the teacher is certain to overlook the violation of some of them. This will make pupils careless about rules, and Rules should be few. (33) 28o HOW TO KEEP ORDER. will develop indifference to law. Few pupils do wrong because they do not know the right. It is unwise to fix a definite and unvarying penalty for the same offence, on all occasions and under all circumstances. So far as possible, intentional wrong-doing, or evil that results from carelessness, should be followed by certain punishment of a positive or negative kind. Nothing weakens a child's character, and his respect for law, quicker than the feeling that wrong may be done with impunity. The attaching of fixed penalties for all offences, helps to remove the danger of par- tiality on the part of the teacher, but it prevents the exercise of his judgment in the administra- tion of justice. There are two classes of disorderly pupils; rebels and non-rebels. Teachers need have very little trouble from rebels, because there are very few of them, and because they should speedily be made to submit, or else be suspended from school till they are ready to render willing obedience. When a boy definitely defies his teacher by refusing to do what he is told, or by deliberately doing what has been clearly pro- hibited, he forfeits his right to attend school; and if reasoning or punishment of a reasonable kind does not make him submit properly, he should be sent from the school until the in- Penalties. Disorderly pupils. (34) DISORDERLY TEACHERS. 281 fluence of his parents, or some other means, has made him thoroughly submissive. He should then be re-admitted only after a public apology for his insubordination, and a satisfactory prom- ise of submission in future. One such course of discipline, given calmly by the teacher, will usually subue a rebel. Rebels should cause but little trouble. Those who are not rebels may be divided into the careful and definite, and the careless and irregular. The great difficulty of discipline comes from the careless and irregular; and the chief duty of the teacher, so far as discipline is concerned, is to give them habits of order and definiteness. I. Those whose standard of order is low, and who do not recognize the true value of order in the development of character. Men cannot rise above their own standards, and they cannot lift others above the standards they fix for them- selves. 2. Those who think it “easiest to keep poor order.” They are usually dishonest weaklings who cannot keep order, and who wish to conceal their weakness. When they say that “they be- lieve their duty is to teach, and not to keep mag- ging their pupils to keep them in order,” they make a serious blunder. All intelligent men who hear them say so, add contempt for their Disorderly Teachers. (35) 282 YHOW TO KEEP ORDER. dishonesty to the feeling of pity for their in- ability to keep good order. 3. Those who allow the pupils to think that submission is a compliment to the teacher. Order is not maintained for the teacher's benefit, yet thousands of teachers speak and act as if they keep order for their own advantage. Their piteous pleas for order are, “I cannot stand your noise;” “I must have order;” “Stop talk- ing or you will drive me distracted;” “You cannot think much of your teacher, or you would not behave so;” etc., etc. Order should not, cannot, be made to rest on such a basis. Order should be maintained that pupils may learn better, and that their characters may be developed in the surest possible way, by acting the right. Teachers should never fail to make this clear to their pupils. 4. Those who think children like disorder. Children enjoy being controlled, much better than having their own way. It is natural to prefer order to anarchy. Children respect the teacher most who secures the best order by proper means. The order cannot be too definite to please them, provided they understand its aim and effects. They will yield complete obedience to a teacher with sympathy, definiteness, and strength of character, even before they can understand the reasons for doing so. Among our schoolmasters, we have most respect for (36) IDISORDERLY TEACHERS, , 283 those who controlled us properly. We enjoy living in a country where law is supreme. A young lady in a western school astounded her pupils and the people of the district, by whip- ping three young men who attended school during the winter season. The wisest of the three culprits married the teacher in less than a year. Pupils like just control. 5. Those who know the value of order, and know that they do not keep good order, but who do not make any conscious effort to increase their power to control, or to improve their methods of discipline. There are thousands of teachers who realize their weakness without using the means available to them for development. They have never read a book on discipline or order, with the deliberate intention of gaining power; they have never noted in a book the difficulties they encounter in managing their classes, and hon- estly tried to find plans for overcoming them by consulting other teachers, or by reflection. God has not promised that such teachers shall grow. They are certain to grow weaker and more benighted unless they consciously try to gain strength and light. No one ever clearly realized a difficulty, and earnestly tried to overcome it, without getting help, if he were properly re- lated to the source of wisdom and power. 6. Those who say “Disciplinary power is a natural gift,” and on this account justify their (37) 284 HOW TO KEEP ORDER. lack of effort. Every natural power may be de- veloped. No two human beings have the same power developed to the same extent, naturally. Those who have least power need most develop- ment. Their own effort is the essential element in their growth physically, mentally, or spirit- ually. The teacher who urges lack of power as a reason for lack of effort, is unjust to his em- ployers and himself. 7. Those who try to stop disorder by ringing a bell, striking the desk, stamping the floor, etc. A single ring of a bell, or a gentle tap on the desk, may be a time-signal for commencing or closing work, for changing the exercises, or for keeping time in very young classes, to fix the conception of rhythmic movement; but no general signals or commands should be given for order. The teacher who gives them by bell or tongue is a novice in government, whatever may be his age. He causes much more inat- tention and disorder than he cures. Such sig- nals for order must be harmful, as children soon cease to pay attention to them. 8. Those who are themselves noisy and de- monstrative. Blustering does not produce calm- ness. It is a blunder to attempt to drown dis- order by making more noise than the pupils are making. A bedlam is the result. 9. Those who speak in a high key. A high- pitched voice is exhaustive to the teacher and (38) DISORDERLY TEACHERS. 285 irritating to pupils. It produces restlessness. Teachers who are quiet in manner, and who have low, definite voices, have little trouble in keeping good order, if they have correct ideas of the value of order. Io. Those who roll their eyes, but do not see. Seeing is an act of the mind. Teachers, more than any other class, should cultivate the power to pay distributed attention, and see every pu- pil at the same time. Every pupil, in a properly constructed school-room, makes a picture in the teacher's eye at the same time. He should train his mind to look at the group of pictures and not at individuals in it, unless individuals need special attention. We may look at a picture of a group of people without recognizing any in- dividual, although we may be acquainted with every member of the group. So, when a teacher gives distributed attention, he sees his entire class, and notes instantly any wrong when it begins. Concentrated attention should then be paid to the pupil causing disorder. 11. Those who hurry. Haste rarely produces speed, and always leads to disorder. Even in fire-drills, hurrying only expedites the exit of a few of those who reach the doors first, and it necessarily leads to disorder, and endangers the lives of the pupils. Pupils receive a more specific training in disorder, by being allowed to hurry, than in any other way. In passing copy- (39) 286 HOW TO KEEP ORDER. books, etc.; in taking slates, books, etc.; in standing up and sitting down; in the execution of all class movements in and out of school; step one should be performed by all before step two is done by any. Between the various steps in a compound movement, and between the two absolutely essential parts of a command in a movement consisting of only one part, there should be a definite pause. Making this de- finite pause so many times every day gives the best training in self-control received in school. Indefiniteness in executing a command leads to imperfect obedience. 12. Those whose standard of order varies. The teacher's standard of order should be fixed clearly, not as a mere feeling, but as a well-de- fined principle. He should decide what kind of order he should keep in the interests of the pupils intellectually and morally; and having arrived at a conclusion, he should secure and maintain the kind of order he deems right. The influence of a teacher whose standard of order changes from rigid to lax, and from lax to rigid according to his varying moods, is baneful in its effects on order, and on the charac- ters of his pupils. 13. Those who do not see any use in being “so particular about trifles.” Nothing that in- fluences character should be regarded as trifling (40) DISORDERLY TEACHERS. 287 or unimportant. Truth demands exactness in the most minute detail. “In the elder days of Art, Builders wrought with greatest care Each minute and unseen part; For the Gods see everywhere. Let us do our work as well, Both the unseen and the seen; Make the house where Gods may dwell, Beautiful, entire, and clean.” The slightest deviation from right weakens character. The growth of evil, as well as good, is by small steps at first. No man will con- tinue long to be honest in great things, if he is not honest in small things. Every conscious act we perform has an influence in making us what we are. The way we do the little duties fixes our habit of performing duty. The duty may be of small consequence in itself, but the habit never can be unimportant. There is little chance for humanity to make definite pro- gress upwards so long as its teachers can regard the manner of cleaning a slate, or of writing an exercise, as a trifling matter. 14. Those who have order only while they are in the room. Such teachers maintain order ex- clusively by coercive means, and therefore fail to secure the grandest possible effect of dis- cipline, the development of self-control in the pupils. (41) 288 HOW TO KEEP ORDEP. 15. Those who allow talking during study. Children in the Kindergarten should be allowed to talk while they are engaged with the “occu- pations,” with limitations as to tone, time, and courtesy. Pupils in primary classes may be allowed to converse under the same limitations, while occupied with manual work, from which the attention will not be distracted by quiet conversation; but pupils are not allowed to talk in any well conducted class, while they are study- ing or engaged at intellectual work. Whatever reason may be given for allowing pupils to communicate with each other in school, the true reason is either lack of thought or lack of power on the part of the teacher. 16. Those who believe in lecturing their classes. Formal lecturing on morals or duty does little good to any pupil, and it injures a great many by giving them a dislike for what is good, and by arousing feeling which is not made a stimulation to action. Talking does not make even an arithmetical process clear. We do not comprehend the principles on which any rule is based, until we have practised it. “Oh,” said a young woman, when she first saw an island, “I learned what an island is, long ago; but I never knew it before.” In some schools, children know but little that they learn. It is also true in regard to the moral questions un- derlying duty, that we can never understand (42) f)f SORIDERLY TEACHERS. 289 them till we practise them with a conscious pur- pose. No gift is more likely to be used over- much, than the gift of preaching to pupils. 17. Those who have not clearly defined motives to communicate to their classes. Pupils can de- velop individuality and strengthen character only in one way; by self-activity. The full mean- ing of self-activity includes the suggestion as well as the execution of the duty performed. A man should have the power of self-direction, and his motives should, as far as possible, be prin- ciples, not feelings. He can learn these prin- ciples only by acting them; and therefore, the teacher, as the individual whose specific duty it is to train the child, should clearly comprehend the motives specially adapted to the various stages of the child's development. 18. Those who have not sufficiently developed characters to be able to inspire their pupils with their own motives. Superintendents of schools, when they call attention to some defect or wrong habit in a class, frequently receive the reply: “Well, I am sure it is not my fault; I have often told them how to behave.” No stronger condemnation of a teacher can be given than this, so frequently uttered by teach- ers regarding themselves. An experienced superintendent knows at once that the class of such a teacher must inevitably be low in regard to discipline, management, lessons, and charac- (43) 290 HOW TO KEEP ORDER. ter-development. A man who finds that he cannot inspire his pupils to willing, earnest co- operation with him, should cease to be a teacher. No honest man would continue in so responsible a position, knowing that he is deficient in the most important qualification for his work. 19. Those who have not sufficient will-power to insist on obedience, even against the will of their pupils. “Do you always do what mamma tells you ?” said a visiting minister to a little girl. “Yes, I guess I do, and so does papa,” was the reply. Teachers should be able to com- pel, if they cannot inspire. Obedience is abso- lutely essential. It is a terrible thing for a class to receive instructions which they do not carry Out. 20. Those who teach “where the children are bad.” It is an easy thing for a teacher to soothe her conscience with the conclusion that the dis- order of her class results from the depravity of her pupils. Some teachers are foolish enough to attribute the dullness of their pupils to their pupils alone. Charles Lamb told the truth about such teachers, when he said: “If you hear a teacher talking a great deal about the stupi- dity of his pupils, you may be sure the greatest dunce in the school is on the platform.” Pupils are not all alike. Some are smarter, some are better than others. None are so dull, however, as a class, that they cannot learn; or so de- (44) DISORDERLY TEACHERS. 291 praved, as not to be amenable to discipline of the proper kind. The teacher who has a poor class in the east, would have an inferior class in the west. Here are two classes. One of them is orderly, definite, clean, tidy, energetic, studi- ous, and progressive; the other is disorderly, irregular, dirty, untidy, inattentive, and dull. The floor in the room of the latter is littered with scraps, their desks are half filled with apple cores, balls of paper, and other rubbish, and the tops of the desks are scratched, and blotted. Ex- change teachers, and in a month the classes will be revolutionized. The teacher is responsible for the condition of the class. I will undertake to name the teachers of the various classes in some of our schools, if I am blindfolded, by the way the pupils walk down stairs at recess. 21. Those who get angry when executing the law. The teacher has no need to get angry. He represents the majesty of the law. Anger destroys dignity, and many pupils lose their respect for law itself because their teachers ad- minister law in an undignified manner. Anger, or any exhibition of feeling against a pupil, makes him feel that he is punished because the teacher dislikes him, not because he has done any wrong. This trains him to rebel against punishments of all kinds, and he learns to dis- like law, law-makers, and those who execute law. We sometimes wonder why the sympathy of the (45) 292 HOW TO KEEP ORDER. public is so often negatively, if not positively, on the side of him who breaks the law. We cease to wonder, when we think of the way law is ad- ministered in many homes and schools. No boy can have a proper respect for law, if his father or his teacher is passionate, tyrannical, or irregular in executing judgment. Delibera- tion and calmness add double weight to punish- ment. The angry teacher is disorderly himself, and he necessarily unsettles his class by his irritability. 22. Those who scold. Scolding distracts at- tention, and therefore causes disorder. Some- times an unfortunate individual receives the scolding; in which case, he is humiliated and hardened by the public censure, and the whole class is compelled to give up their work to listen to the scolding. Sometimes the whole class re- ceives the scolding; in which case, the attention of the class is distracted, and no individual assumes his share of the blame. It is a very un- usual thing for a pupil to appropriate to himself his fair share of a promiscuous condemnation. Scolding soon loses its direct influence; but its indirect influence, in weakening the sympathetic bond that should exist between teachers and scholars, continues to increase. 23. Those who threaten. Like scolding, threatening soon becomes a habit, and soon loses its influence as a restraining power. “It (46) DISORDERLY TEACHERS. 293 threatens to rain,” said one boy to another. “Then it won’t rain, I suspect,” was the reply: “Mother keeps threatening to whip me, but she never does so.” A teacher would need a phe- nomenal memory to remember all his threatened penalties. Every broken threat develops dis- respect for law. Threatening is but the dark shadow of a coercive agency for maintaining order. Its effects, at best, are, therefore, re- latively unimportant; but poor as they are, they soon lose their influence. 24. Those who are impatient. Patience is a great preserver of order. Impatience makes the teacher himself disorderly, and prevents his maintaining that deliberation and equipoise of mind and spirit essential to make him a model for the unconscious and certain imitation of his class. Losing control of one's self is the surest way to lose control over others. 25. Those who are harsh. Love and sym- pathy, as the basis for co-operative work, form the true foundation for productive, developing order in school. Harsh teachers, who are wise and able in other respects, may keep a kind of order while they are in the room with their pupils. Such order, maintained as it is by coercion, ceases when the coercive agency is removed. The test of order is best applied while the teacher is absent. If a teacher finds his class disorderly on his sudden return after an absence (47) 2.94 HOW TO KEEP ORDER. of a few minutes, he should never be angry with the class. He himself is to blame, and he should assume the responsibility like a man, and in- crease his power of control, or give his place to a better man. ‘‘ O'er wayward children wouldst thou hold firm rule 7 And sun thee in the light of happy faces? Love, Hope, and Patience; these must be thy graces, And in thine own heart let them first keep school.” COLERIDGE. (48) ŠEN.Y.) Aff, Öftly ERS 'Fö E. L. KELLOGG & Co., NEW YORK & CHICAGO 45 Teachers' Manuals Series. Each is printed in large, clear type, on good paper. Paper cover, price 15 cents; to teach- ers, 12 cents; by mail, 1 cent —ºmsºmº ~g s eXtra. 3% § There is a need of small vol- sºfºss. Sº umes—“Educational tracts,” that iºs i f teachers can carry easily and study &º \º 3. as they have opportunity. The § *...* following numbers have been al- %iº * * J gº e • 2 ºz.: ſº §§§ §:/? %-, ready published. *...*2. §§ §§§ \ x2 t ſº & º % 2 º' It should be noted that while P}3% our editions of such of these little ºº::\{{?.2% # books that are not written specially º Aº for this series are is lºw in price § É º % as any other, the side-heads, top- £% £º ics, and analyses inserted by the ##| |ft\{ /º: editor, as well as the excellent &%2%;|f|| || º \\ º © a tº % # ſ | ſº \\? ſ paper and printing, make them § ( § far superior in every way to any M NS other edition. e J. G. FITCH, Inspector of the |We would suggest that city super- Training Colleges of England. intendents or conductors of institutes supply each of their teachers with copies of these little books. Specia, rates for quantities. º 2 g g No. 1. Fitch's Art of Questioning. By J. G. FITCH, M.A., author of “Lectures on Teaching.” 88 pp., ..." - Aïready widely known as the most useful and practical essay on this most important part of the teachers’ lesson-hearing. No. 2. Fitch's Art of Securing Attention. By J. G. FITCH, M. A. 39 pp. * * Of no less value than the author’s “Art of Questioning.” No. 3. Sidgwick's On Stimulus in School. By ARTHUR SiðGWIGK, M.A. 48 pp. g ** "w can that dull, lazy scholar be pressed on to work up his lessons with a will?” This bright essay will tell how it can be done, - No. 4. Yonge's Practical Work in School. By CHARLOTTE M. Yonge, author of “Heir of Redclyffe,” 35 pp. Aíl who have read Miss Yonge's books will be glad to read of her views. on School Work. - No. 5. Fitch’s Improvement in the Art of Teaching. By * G. FITCH, M.A. 25 pp. tº g - : his thoughtful, earnest essay will bring §'. and help to many a teacher who is struggling to do better work. It includes a course of study §er teachers' Training Classes. - . - $END ALí, ORib ERS Tó - E. L. KELLOGG dº CO., NEW YORK dº. CHICAGO. No. 6. Gladstone's Object Teaching. By J. H. GLADSTONE, of the Löndon (Eng.) School Board, 25 pp. A short manual full of practical suggestions on Object Teaching. sº 2 e * g No. 7. Huntington’s Unconscious Tuition. Bishop º placed all teachers under profound obligations to him by writing this work. The earnest teacher has felt its earnest spirit, due to its interesting discussion of the foundation principles of education. It is wonderfully suggestive. No. 8. Hughes' How to Keep Order. By JAMEs L. Hugh Es, author of “Mistakes in Teaching.” r. Hughes is one of the few men who know what to say to help a young teacher. Thousands are to-day asking, “How shall we keep order º’’ Thousands are saying, “I can teach well enough, but I cannot keep order.” To such we recommend this little book. { } y () No. £, Quick’s How to Train the Memory. # v. R. H. QUICK, author of “Educational Reformers.” This book comes from school-room experience, and is not a matter of theory. Much attention has been lately paid to increasing the power of memory. . The teacher must make it part of his business to store the memory, hence he must know how to do it properly and according to the laws of the mind. No. 10. Hoffman's Kindergarten Gifts. By HEINRICH HoFFMAN, a pupil of Froebel. The author sets forth very clearly the best methods of using them tor training the child's senses and power of observation. No. 11. Butler’s Argument for Manual Training. r: NICHOLAS MURRAY BUTLER, Pres, of N. Y. College for Training of €8&nerS. A clear statement of the foundation principles of Industrial Education. Mo. 12. Groff’s School #. By Pres. G. G. GROFF, of Bucknell University, Pa. No. 13. McMurry's How to Conduct the Recitation. By CHAs. McMurry, Prof. in State Normal School, Winona, Minn. In 34 pp. is explained the ideas of the Hubart school of educators as re. gards class teaching. These are now acknowledged to be the scientific method. Grubé's plan for teaching primary arithmetic is in the same line. No. 14. Carter's Artificial Production of Słupidity IN SCHOOLs. By R. BRUDENELL CARTER, F. R. S. This celebrated paper has been so often referred to that we reprint it in neat form, with side-headings. 49 pp. No. 15. Kellogg's Pestalozzi : His EDUCATIONAL WoRK AND PRINCIPLEs. By AMOs M. KELLOGG, editGr of the School Journal. 29 pp. e A clear idea is given in this book of what this great reformer and dis- coverer in education thought and did. His foundation principles eºs made specially prominent. No. 16. Lang's Basedow. 82 pp. Same price as above. No. 17. Lang's Comenius. By Ossian H. LANG. 82 pp. Same price as aboº. SEND ALL ORDERS TO E. L. KELLOGG & CO., NEW YORK & CHICAGO. 51 Wilhelm's Student's Calendar. Compiled by N. O. WILHELM. Bound in paper. , 76 pp. Double indexed. Price, 30 cents; to teachers, 24 cents; by mail, 3 cents extra. This is a perpetual calendar and book of days. It consists of Short Biog- raphies of Greatest Men, arranged according to Birthdays and Deathdays, sovering every day of the year. These can be used for opening exercises in schools, for memorial days, and for giving pupils some information about the great men of the world about whom everybody ought to know something. Just the thing for families where there are young people. The condensed information in this little book would in other form cost you many dollars to own. Here are a few of the names of persons whose Biographies are found in the “Student's Calendar:” ſohn Adams, Queen Elizabeth, John Hancock, Abraham Lincoln, F. Q. Adams, R. W. Emerson, Hamilton, Jenny Lind, Hoseph Addison, Robert Emmet, Hannibal, Linnaeus, Alexand’r the Gre’t, Euripides, . H. Harrison, Dr. Livingstone, ſichael Angelo, Edw. Everett, Nath. Hawthorne, H. W. Longfellow, Aristotle, Faraday, Hayden, Lowell A3cham, Farragut, Mrs. Hemans, Lubbock, Audubon, Fénelon, T. A. Hendricks, Martin Luther, "rancis Bacon, . M. Fillmore, Patrick Henry, Macaulay, ReO. Bancroft, Chas. J. FOX, Sir Wm. Herschel, Macready, Venerable Bede, Ben. Franklin, O. W. Holmes, Mohammed, Von Bismarck, Sir J. Franklin, Thomas Hood, Horace Mann, Tycho Brahe, Frederick the Great Jos. Hooker, Maria. Theresa, jord Brougham, J. C. Fremont, Horace, Marie Antoinette, IrS. Browning, Frobisher, Sam. Houston, Mary, Qu’n of Scots, W. C. Bryant, Froebel, Elias Howe, J. Montgomery, 2dmund Burke, Froude, Victor Hugo, Sir J. Moore, tobert Burns, Robert Fulton, Humboldt, Mozart, Ren. F. Butler, Galileo David Hume, Napoleon I., Ord Byron, vasco da Gama, Wash. Irving, Nelson, '80Sar, Gambetta, Andrew Jackson, Sir Isaac Newton, ohn Calhoun, Garfield Jacotot, Daniel O’Connell, hos. Campbell, ãaribaidi, JOS. Jacquard, Charles O'Conor, hos. Carlyle, D. Garrick, James I., Thos. Paine, 'hoebe Cary, Horatio Gates, James II., Geo. Peabody, ervantes, R. Gatling, John Jay, Wm. Penn, almon P. Chase, George III., Thos. Jefferson, Peter the Great, hos. Chatterton, Stephen Girard, Francis Jeffrey, Pizarro, fufus Choate, Gladstone, Dr. Ed. Jenner, Plato, icero, Goethe, Joan of Arc, E. A. Poe, enry Clay, Goldsmith, Sam’l Johnson, W. H. Prescott, leopatra, TJ. S. Grant, John Paul Jones, Pulaski, oleridge, Henry Grattan, Dr. Kane, Queen Victoria, chuyler Colfax, Asa $. John Keats, Richelieu, nthony Collins, Horace Greeley, John Kitto, J. P. Richter, ornwallis, Nath. Greene, Henry Knox, Ritter, Lubbock's Best IOO Books. By Sir John LUBBoCK., 64 pages, paper. Price, 20 cents; to teachers, 16 cents; by mail, 2 cents extra. Sir John Lubbock, in an address last year before the Workingmen’s College f London, England, gave a list of what he deemed the Best 100 Books. 6 aid, in giving his list, that if a few good guides would draw up similar lists, ; would be most useful. - The Pall Mall Gazette published Sir John Lubbock's list, and invited minent men in England to give their opinions concerning it. We have just sprinted them in neat pamphlet form. Gladstone, Stanley, Black, and hany others are represented. - * . SEND ALL obdºes To E. L. KELLOGG & CO., NEW YORK & CHICAGO, if * 2– Currie's Early Education. “The Principles and Practice of Early and Infant School Education.” By JAMES CURRIE, A. M., Prin. Church of Scotland Training College, Edinburgh. Author of “Common School Education,” etc. With an introduction by Clarence E. Meleney, A. M., Supt. Schools, Paterson, §. J. Bound in blue cloth, gold, 16mo, 290 pp. Price, $1.25; to teachers, $1.oo ; by mail, 8 cents extra. WHY THIS BOOK IS VALUABLE, 1. Pestalozzi gave New England its educational *. The Pestalozzian wave struck this country more t forty ears ago, and produced a mighty shock. It set New Eng- and to thinking. Horace Mann became eloquent to help on the change, and went up and down Massachusetts, urging in earnest tones the change proposed by the Swiss educator. What gave New England its educational supremacy was its reception of Pestalozzi's doctrines. Page, Philbrick, Barnard were all his disciples. 2. It is the work of one of the best expounders of Pes- talozzi. Forty years ago there was an upheaval in education. Pes- talozzi's words were acting like yeast upon educators; thou- sands had been to visit his schools at Yverdun, and on their return to their own lands had reported the wonderful scenes they had witnessed. Rev. James Currie comprehended the movement, and sought to introduce it. Grasping the ideas of this great teacher, he spread them in Scotland ; but that country was not elastic and receptive. Still, Mr. Currie's presentation of them wrought a great change, and he is to be reckoned as the most powerful exponent of the new ideas in Scotland. Hence this book, which contains them, must be considered as a treasure by the educator. 3. This volume is really a Manual of Principles of Teaching. It exhibits enough of the principles to make the teacher intelligent in her practice. Most manuals give details, but no foundation principles. The first part lays a psychological basis—the only one there is for the teacher; and this is done in a simple and concise way. He declares emphatically that teaching cannot be learned empirically. That is, that one can- not watch a teacher and see how he does it, and then, imitat. ing, claim to be a teacher. The principles must be learned, 4. It is a Manual of Practice in Teaching. ſººn ID ALL ORDERS TO} E. L. KELLOGG & CO., NEW YORK & CHICAGO 25 T'ayne's Lectures on the Science and ART OF EDUCATION. Reading Circle Edition. By Josh PH PAYNE, the first Professor of the Science and Art of Edu. cation in the College of Preceptors, London, England. With portrait. 16mo, 350 pp., English cloth, with gold back stamp. Price, $1.00; to teachers, 80 cents; by mail, 7 cents extra. Elegant new edition from new plates. Teachers who are seeking tº know the Fº of education will find them clearly set forth in this volume. It must be remem- bered that principles are the basis upon which all methods of teach- ing must be founded. So valu- able is this book that if a teacher were to decide to own but three works on education, this would be one of them. This edition contains all of Mr. Payne's writ- § ings that are in any other Ameri- § can abridged edition, and is the - only one with his portrait. It is far superior to any other edition * *NWN published. JosłPH PAYNE. WHY THIS EDITION IS THE BEST., (1.) The side-titles. These give the contents of the page, (2.) The analysis of each lecture, with reference to the educa- tional points in it. (3.) The general analysis pointing out the three great principles found at the beginning. (4.) The index, where, under such heads as Teaching, Education, The Child, the important utterances of Mr. Payne are set forth. (5. Its handy shape, large type, fine paper, and press-work an tasteful binding. All of these features make this a most val- uable book. To obtain all these features in One edition, it was found necessary to get out this new edition. d Ohio Educational Monthly.—“It does not deal with shadowy uneories; it is intensely practical.” • * * * Fhiladelphia Educational News.-" Ought to be in library of every progressiyê teacher.” - - Educational Courant.—“To know how to teach, more it needed than a knowledge of the brançngs taught. This is ñº valuable.” - Pennsylvania Journal.9f Education.—“Will be of practical value tº Normal Schools and Institu • . - - - wºº. T * . . §§ sº tº ". -º Nº jº. NA t N §§§sº NQ §: s: -. N. Sº ..~ sº y ... ºa. Sº º: ŽS www. ºº:: Sº N * . SEND ALL or DSRs To E. L. KELLOGG & CO., NEW YORK & CHICAGO. 11 Shaw and ‘Donnell's School Devices. “School Devices.” A book of ways and suggestions for teachers. By EDWARD R. SHAw and WEBB DONNELL, of the High School at Yonkers, N. Y. Illustrated. Dark-blue cloth binding, gold, 16mo, 224 pp. Price, $1.25 ; to teach- ers, $1.00; by mail, 9 cents extra. ºA BOOK OF “WAYS ’’ FOR TEACHERS...sº Teaching is an art; there are “ways to do it.” This book is made to point out “ways,” and to help by suggestions. 1. It gives “ways” for teaching Language, Grammar, Read- ing, Spelling, Geography, etc. These are in many cases : ; they are designed to help attract the attention of the upli. P 2. The “ways” given are not the questionable “ways” so often seen practiced in School-rooms, but are in accord with the spirit of modern educational ideas. 3. This book will afford practical assistance to teachers who wish to keep their work from degenerating into mere routine, It gives them, in convenient form for constant use at the desk, a multitude of new ways in which to present old truths. The great enemy of the teacher is want of interest. Their methods do not attract attention. . There is no teaching unless there is attention. The teacher is too apt to think there is but one “way” of teaching spelling ; he thus falls into a rut. Now there are many “ways” of teaching spell- ing, and some “ways” are better than others. Variety must exist in the school-room ; the authors of this volume deserve the thanks of the teachers for pointing out methods of obtain- ing variety without sacrificing the great end sought—scholar- º ºw “ways” induce greater effort, and renewal of 3.Ct. 1 V1ty. g 4. The book gives the result of large actual experience in the school-room, and will meet the needs of thousands of teachers, by placing at their command that for which visits to other Schools are made, institutes and associations attended, viz., new ideas and fresh and forceful ways of teaching. The devices given under Drawing and Physiology are of an eminently practical nature, and cannot fail to invest these subjects with new interest. The attempt has been made to present only devices of a practical character. 5. The book suggests “ways” to make teaching effective ; it is not simply a book of new “ways,” but of “ways” that win produce good results. - §RND ALL GB loßits Tºp - B, L, KELLOGG & CO., NEW YORK & CHICAGO, 27 Parkers Talks on Teaching. Notes of “Talks on Teaching” given by Col. FRANCIs W. PARKER (formerly Superintendent of schools of Quincy, Mass.), before the Martha's Vineyard Institute, Summer of 1882. Reported by LELIA E. PATRIDGE. Square 16mo, 5x6.1-2 inches, 192 pp., laid paper, English cloth. Price, $1.25 ; to teachers, #36 ; by mail, 9 cents extra. The methods of teaching . in the schools of Quincy, Mass., were seen to be the methods of nature. As they were copied and explained, they awoke a great desire on the part of those who could not visit the schools to know the underly- ing principles. In other words, Colonel Parker was asked to explain why he had his teachers teach thus. In the summer of 1882, in response to requests, Colonel Parker gave a course of lectures before the Martha's Vineyard Institute, and these were reported by Miss Patridge, and published in this book. The book became famous; more copies were sold of it in the same time than of any other educational book what- ever. The daily papers, which usually pass by such books with a mere mention, devoted columns to reviews of it. The following points will show why the teacher will want this book. 1. It explains the “New Methods.” There is a wide gulf between the new and the old education. Even school boards understand this. * 2. It gives the underlying *...* principies of education. For it must be remembered that Col. Parker is not expounding his methods, but the methods of nature. 3. It gives the ideas of man who is evidently an “educa- tional genius,” a man born to understand and expound educa- tion. We have few such ; they are worth everything to the human race. 4. It gives a biography of Col. Parker. This will help the teacher of education to comprehend the man and his motives. 5. It has been adopted by nearly every State Reading Circle |-> * ... - - fläND ALL OftDERS T0 30 E. L. KELLOGG & Co., NEW YORK & CHICAGO. ‘Fairidge’s “Quincy JMethods.” The “Quincy Methods,” illustrated; Pen photographs from the Quincy schools. By LELIA E. PATRIDGE. ustrated with a number of engravings, and two colored plates. Blue cloth, gilt, 12mo, 686 pp. Price, $1.75; to teachers, $1.40 ; by mail, 13 cents extra. When the Schools of Quincy, Mass., became so famous under the superintendence of Col. Francis W. Parker, thou. sands of teachers visited them. Quincy became a sort of “educational Mecca,” to the disgust of the routinists, whose schools were passed by. Those who went to study the methods pursued there were called on to tell what they had seen. Miss Patridge was one of those who visited the schools of Quincy ; in the Pennsylvania Institutes (many of which she conducted), she found the teachers were never tired of being told how things were done in Quincy. She revisited the schools several times, and wrote down what she saw ; then the book was made. 1. This book presents the actual practice in the schools of Qº It is composed of “pen photographs.” 2. It gives abundant reasons for the great stir produced by the two words “Quincy Methods.” There are reasons for the discussion that has been going on among the teachers of late €a.T.S. y 3. It gives an insight to principles underlying real educa- tion as distinguished from book learning. 4. It shows the teacher not only what to do, but gives the way in which to do it. 5. It impresses one with the spirit of the Quincy schools. 6. It shows the teacher how to create an atmosphere of hap- piness, of busy work, and of progress. - 7. It shows the teacher how not to waste her time in worry, ing over disorder. 8. It tells how to treat pupils with courtesy, and get cour- tesy back again. – - 9. It presents four years of work, considering Number, Color, Direction, Dimension, Botany, Minerals, Form, Lan- guage, Writing, Pictures, Modelling, Drawing, Singing, Geography, Zoology, etc., etc. 10. There are 686 pages; a large book devoted to the realities of school life, in realistic descriptive language. It is plain, real, not abstruse and uninteresting. 11. It gives an insight into real education, the education urged by Pestalozzi, #º Mannelpage, Parker, etc. 4 *g; $END ALL ORDERs To E. L. h. ELLOGG & CO., NEW YORK & CHICAGO. Analytical Questions Series. No. 1. GEOGRAPHY, 126 pp. No. 2. HISTORY OF THE UNITED STATES, 108 pp. No. 3. GRAMMAR. 104 pp. Price 50c. each; to teachers, 40c; by mail, 5c. extra. The three for $1.20, postpaid. Each complete with answers. This new series of question-books is prepared for teachers by a teacher of high standing and wide experi- ence. Every possible advantage in arrangement of other books was adopted in these, and several very important new ones added. The most important is the GRADING OF QUESTIONS into three grades, thus enabling the teacher to advance in her knowledge by easy steps. ‘. THE ANALYTICAL FEATURE is also prominent—the questions being divided into paragraphs of ten each, under its appropriate heading. - TYPOCRAPHY AND BINDING. Type is clear and large, and printing and paper the very best, while the binding is in our usual tasteful and durable style, in cloth. - The books are well adapted for use in schools where a compact general review of the whole subject is de- sired. The answers have been written out in full and complete statements, and have been separated from the body of the questions with a view of enforcing and fa- cilitating the most profitable study of the subject. The author has asked every conceivable question that would be likely to come up in the most rigid examination. There are other question-books published, but even the largest is not so complete on a single branch as these. Bear in mind that these question-books are absolutely without a rival FOR PREPARING FOR EXAMINATION, FOR REVIEWING PUPILS IN SCHOOL, 1FOR USE AS REFERENCE IBOOKS. The slightest examination of this series will decide you in its favor over any other similar books. SEND ALL ORDERS TO 6 E. L. KELLOGG & CO., NEW YORK dº. CHICAGO. Allen's Mind Studies for Young Teach- ERS. By JEROME ALLEN, Ph.D., Associate Editor of the SCHOOL Journal, Prof. of Pedagogy, Univ. of City of N. Y. 16mo, large, clear type, 128 pp. Cloth, 50 cents; to teachers, 40 cents; by mail, 5 cents extra. -- . .” - There are many teachers who sº know little about psychology, . . and who desire to be better in- formed concerning its princi- ples, especially its relation to the work of teaching. For the aid of such, this book has been pre- pared. But it is not a psychol- ogy—only an introduction to it, aiming to give some funda- mental principles, together with Something concerning the phi- losophy of education. Its meth- od is subjective rather than ob- jective, leading the student to Watch mental processes, and draw his own conclusions. It is written in language easy to be comprehended, and has many Jerome ALLEN, Ph.D., Associate Editor practical illustrations. . It will of the Journal and Institute. aid the teacher in his daily work in dealing with mental facts and states. To most teachers psychology seems to be dry. This bookshows how it may become the most interesting of all studies. It also shows how to begin the knowledge of self. “We cannot know in others what we do not first know in ourselves.” This is the key-note of this book. Students of elementary psychology will appreciate this feature of “Mind Studies.” & ITS CONTENTS. v. CHAP. CHAP. is a tº ; I. How to Study Mind. XII. From the Subjective to the II. Some Facts in Mind Growth. Conceptive. III. Development. XIII. The Will. IV. Mind Incentives. XIV. Diseases of the Will, V. A few Fundamental Principles XV. Kinds of Memory. Settled. XVI. The Sensibilities. sº º tº gº tº º ºs VI. Temperaments. XVII. Relation of the Sensibilities VII. Training of the Senses. to the Will. e VIII. Attention. XVIII. Training of the Sensibilities. IX. Perception. XIX. Relation of the Sensibilities X. Abstraction. to Morality. XI. Faculties used in Abstract XX. The Imagination. - Thinking. XXI. Imagination in its Maturity. XXII. Education of the Moral Sengº, * - s?ND ALt, oftphºtºs ºë - - 18 2. L. KELLOGG & CO., NEW YORK dº. CHICAGö. Hughes &Mistakes in Teaching. BY JAMES J. HUGHES, Inspector of Schools, Toronto, Canada. Cloth, 16mo, 115 pp. Price, 50 cents; to teachers, 40 cents; by mail, 5 cents extra. Thousands of copies of the old edition have been sold. The new . edition is worth double the old; the material has been increased, restated, and greatly improved Two new and important Chapters have been added on “Mistakes in Aims,” and “Mistakes in Moral Training.” Mr. Hughes says in his preface: “In issuing a revised edi- tion of this book, it seems fitting to acknowledge gratefully the hearty appreciation that has been accorded s it by American teachers. Realiz- # ing as I do that its very large sale à indicates that it has been of service to many of my fellow-teachers, I - i have recognized the duty of enlarg- §: ing and revising it so as to make it *S still more helpful in preventing JAMEs, L. HughEs, Inspector of the common mistakes in teaching Schools, Toronto, Canada. and training.” This is one of the six books recommended by the N. Y. State Department to teachers preparing for examination for State cer, tificates. CAUTION. Our new AUTHORIZED COPYRIGHT EDITION, entirely rewritten by the author, is the only one to buy. It is beautifully printed and ãandsomely bound. Get no other. CONTENTS OF OUR NEW EDITION. CHAP. I. 7 Mistakes in Aim. CHAP. II. 21 Mistakes in School Management. CHAP. III. 24 Mistakes in Discipline. CHAP, IW. 27 Mistakes in Method. CHAP. W. 13 Mistakes in Moral Training. [ºf Chape. I. and V. are entirely new, - 8ſ;N in Att, offyfºrs TO 20 E. f. KELLOGG dº CO., NEW YORK dº. CHICAGO. Hughes Securing and Relaining Atten- TION. By JAMEs L. HUGHES, Inspector Schools, Toronto, Canada, author of “Mistakes in Teaching.” Cloth, 116 pp. • Price, 50 cents; to teachers, 40 cents; by mail, 5 cents extra. This valuable little book has already become widely known to American teachers. Our new edition has been almost entirely *e-written, and several new important chapters added. It is the only AUTHORIZED COPYRIGHT EDITION. Caution.—Buy no other. WHAT IT CONTAINS. I. General Principles; II. Kinds of Attention; III. Characteristics of Good Attention; IV. Conditions of Attention; V. Essential Characteristics of the Teacher in Securing and Retaining Attention; VI. How to Control a Class; VII. Methods of Stimulating and Controlling a Desire for Knowledge; VIII. How to Gratify and Develop the Desire for Mental Activity; IX. Distracting Attention; , X. Training the Power of Attention; XI. General Suggestions regarding Attention. TESTIMONIALS. S. P. Robbins, Pres. McGill, Normal School, Montreal, Can, writes to Mr. Hughes:—“It is quite superfluous for me to say that your little books are admirable. I was yesterday authorized to put the ‘Attention' on the list of books to be used in the Normal School next year. Crisp and attractive in style, and mighty by reason of its good, sound common-sense, it is a book that every teacher should know.” º Educator (Boston):—“Mr. Hughes has embodied the best think- ing of his life in these pages.” Central School Journal (Ia.).-‘‘Though published four or five years since, this book has steadily advanced in popularity.” Educational Courant (Ky.).—“It is intensely practical. There isn't a mystical, muddy expression in the book.” - Educational Times (England).-“On an important subject, and admir ably executed.” School Guardian (England).-‘‘We unhesitatingly recommend it.” New England Journal of Education.—“The book is a guide and a manual of special value.” New York School Journal,—“Every teacher would derive benefit from reading this volume.” Chicago Educational Weekly.—“The teacher who aims at best suc. t-ss should study it.” Phil. Teacher.—“Many who have spent months in the school-room would be benefited by it.” #º: School Journal,—“Always clear, never tedious.” Ya, Ed. Journal.-- Excellent hints as to securing attention.” Qhig. Educational Monthly.—“We advise readers to send for a copy.” Pacific Home and School Jöurnal,—“An excellent little manual.” Prest. James H. Hoose, State Normal School, Cortland, N. Y., says:— “The book must prove of great benefit to the profession.” Supt. A. W. Edson, Jersey City, N.J., says:–“A good treatise has long been needed, and Mr. Hughes has supplied the want.” O Słºń15 ALL ORijiºfºS TO W. L. KELLOGG & CO. NEW YORK & CHICAGO. 23 *– Johnson's Education by Doing. Education by Doing: A Book of Educative Occupations for Children in School. By ANNA JoHNSON, teacher to the Children's Aid Schools of New York City. ... With a prefatory note by Edward R. Shaw, of the High School of Yonkers, N. Y. Handsome red cloth, gilt stamp. Price, 50 cents : to teachers, 40 cents; by mail, 5 cents extra. Thousands of teachers are asking the question: “How can 1 geep my pupils profitably occupied?” This book answers the question. Theories are omitted. Every line is full of in- struction. 1. Arithmetic is taught with blocks, beads, toy-money, etc. 2. The tables are taught by clock dials, weights, etc. 3. Form is taught by blocks. 4. Lines with sticks. 5. Tanguage with pictures. 6. Occupations are given. 7. Everything is plain and practical. EXTRACT FROM PREFATORY NOTE, “In observing the results achieved by the Kindergarten, educators have felt that Froebel's great discovery of education by occupations must have something for the public schools—that a further application of the “pué ting of experience and action in the place of books and abstract thinking," could be made beyond the fifth or sixth year of the child’s life. This book is an outgrowth of this idea, conceived in the spirit of the “New Education.” “It will be widely welcomed, we believe, as it gives concrete methods of work—the very aids primary teachers are in search of. There has been a wide discussion of the subject of education, and there exists no littlu confusion in the mind of many a teacher as to how he should improve upon methods that have been condemned.” Supt. J. W. Skinner, Children's Aid Schools, says:—“It is highly apple diated by our teachers. It supplies a want felt by all.” - Toledo Blade.—“The need of this book has been felt by teachers.” School Education.--"Contains a great many fruitful suggestions.” Christian Advance.—“The method is certainly philosophical.” Wa, Ed. Journal,—“The book is an outgrowth of Froebel’s idea.” Philadelphia Teacher.—“The book is full of practical information.” Iowa Teacher.—“Kellogg's books are all good, but this is the best ſet teachers.” The Educationist.—“We regard it as very valuable.” School Bulletin.—“We think well of this book.” Chicago Intelligence.—"Will be found a very serviceable book.” * * ŠćND Alf, Oſtbºrs Tõ * : E. L. KELLOGG & CO., NEW YORK & CHICAGO. 33 Reception Day. 6 j\os. A collection of fresh and original dialogues, recitations, decla mations, and short pieces for practical use in Public and Private Schools. Bound in handsome new paper cover, 1 pages each, printed on laid paper. Price, 30 cents each; teachers, 24 cents; by mail, 3 cents extra. The exercises in these books bear upon education; have a rela tion to the school-room. 1. The dialogues, recitations, and declamations gathered i this volume being fresh, short sºft of our schools. § 2. They have mainly been use $3. º: § by teachers for actual schoo * º - - •. # - X © Rºy A.3% Xº, ; exercises. - g yº S §ſ; 3. They cover a different groun W º ſºč from the speeches of Demosthene º §º and Cicero—which are unfitte É #3,ń. % for boys of twelve to sixteen #: § # º years of age. º § 㺠* -º § ºf 4. They have some practical i ºf terest for those who use them. Jº 5. There is not a vicious sen ºtence uttered. In some dialogu Aº’; books profanity is found, or dis º º # obedience to parents encourage ZAſſº # or lying laughed at. Let teacher sº º º- * 2/2 A4 Sº # look out for this. sºn- 6. There is something for th - EW COVER. youngest pupils. - 7. “Memorial Day Exercises” for Bryant, Garfield, Lincoln etc., will be found. 8. Several Tree Planting exercises are included. 9. The exercises have relation to the school-room, and bea upon education. 10. An important point is the freshness of these pieces. Mos of them were written expressly for this collection, and can b Jound nowhere else. Boston Journal of Education.—“It is of practical value.” Detroit Free Press.-‘‘Suitable for public and private schools,” Western Ed. Journal,—“A series of very good selections.” A. • * * ***. ** - send ALL eſſdºrs To 4 E. L. KELLOGG & CO., NEW YORK & OHICAGO. No. 1 s a specially fine number. One dia- ogue in it, called “Work Conquers,” or 11 girls and 6 boys, has been given undreds of times, and is alone worth he price of the book. Then there re 21 other dialogues. Recitations. 4 Declamations. 7 Pieces for the Primary Class. No. 2 Contains 4 Pieces for the Primary Class. nd for Class Exercise as follows: rant. $ hittier $6 4t igourney “ & & No. 3 Contains fewer of the longer pieces and more f the shorter, as follows: 8 Declamations. 1 Recitations. Dialogues. º Pieces for the Primary Class. Christmas Exercise. pening Piece, and in Historical Celebration. rder will be filled at once. Nos. for $1.40. WHAT EACH NUMBER CONTAINS. No. 4 Contains Campbell Memorial Day. Longfellow & 6 $6 Michael Angelo “ 66 Shakespeare “ {{ Washington & 4 $$. Christmas Exercise. Arbor Day & 4 New Planting “ Thanksgiving “ Value of Knowledge Exercise. Also 8 other Dialogues. 21 Recitations. 23 Declamations. No. 5 Contains Browning Memorial Day. Autumn Exercise. Bryant Memorial Day. New Planting Exercise. Christmas Exercise. A Concert Exercise. 24 Other Dialogues. 16 Declamations, and 36 Recitations. No. 6 Contains Spring; a flower exercise for very young pupils. Emerson Memorial Day. New Year's Day Exercise. Holmes' Memorial Day. Fourth of July Exercise. Shakespeare Memorial Day. Washington's Birthday Exercise. Also 6 other Dialogues. 6 Declamations. 41 Recitations. 15 Recitations for the Primary Class. And 4 Songs. Our RECEPTION DAY Series is not sold largely by booksellers, ho, if they do not keep it, try to have you buy something else imilar, but not so good. Therefore send direct to the publishers, y mail, the price as above, in stamps or postal notes, and your Discount for quantities. SPECIAL OFFER. If ordered at one time, we will send postpaid the entire Note the reduction. SEND ALL ORDERs To E. L. KELLOGG dº CO., NEW YORK dé, GHICAGO. Quick's Educational Reformers. By Rev. RobHRT HERBERT QUICK, M. A., of Trinity College, Cambridge, England. Bound in plain, but elegant cloth binding. 16mo, about 350 pp. $1.00; to teachers, 80 cts.; by mail, 10 cts. extra. New edition with topical headings, chronological table and other aids for systematic study in normal schools and reading-circles. No book in the history of education has been so justly popular as this. Mr. Quick has the remarkable faculty of grasping the Salient points of the work of the great educators, and restating their ideas in clear and vigorous language. - This book supplies information that is contained in no other single volume, touching the progress of education in its earliest stages after the revival of learning. It is the work of a practical teacher, who supplements his sketches of famous educationists with some well-considered observations, that deserve the atten- tion of all who are interested in that subject. Beginning with Roger Ascham, it gives an account of the lives and schemes of most of the great thinkers and workers in the educational field, down to Herbert Spencer, with the addition of a valuable appen- dix of thoughts and suggestions on teaching. The list includes the names of Montaigne, Ratich, Milton, Comenius, Locke, Rous- seau, Basedow, Pestalozzi, and Jacotot. In the lives and thoughts of these eminent men is presented the whole philosophy of edu- cation, as developed in the progress of modern times. . ſ This book has been adopted by nearly every state reading-circle in the country, and purchased by thousands of teachers, and is used in many normal schools. Contents: 1. Schools of the Jesuits; 2. Ascham, Montaigne, Ratich, Milton: 3. Comenius; 4. Locke: 5. Rousseau's Emile; 6. Basedow and the Philanthropin ; 7. Pestalozzi; 8. Jacotot; 9. Herbert Spencer; 10. Thoughts and Suggestions about Teaching Children; 11. Some Remarks about Moral and Religious Educa, tion; 12. Appendix. OUR NEW EDITION, Be sure to get E. L. Kellogg’s edition. There are other editions in the market that are not only higher in price, but very inferior in binding and typography and without the paragraph headings that are so useful. Our edition is complete with all these improve- ments, is beautifully printed and exquisitely bound in cloth, and the retail price is only $1.00, with discounts to teachers and read- ing-circles, [continued FROM SECOND cover PAGE.] Gladstone’s Object Teaching, — — — — paper Hughes' Mistakes in Teaching. Hest edition. - Ci. .50 $ tº Securing and Retaining Attention, Best ed. 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Butler's Argument for Manual Training, — — paper .15 *Kellogg’s Forty Lesºons in Clay Modeling, .30 º *Larsson's l'ext-Book of Sloyd, - --- mºw ºr Gl. 1.50 1.2 Love's industrial Education, * * * * (*!. 1.50 i. 20 *Upham's Fifty lessons in Wood working, --- (i. .50 .40. QUESTIon Books FoR TEACHERs. Analytical Question Series. Geography, - - &l. .50 .40 * * * (, i. U. S. History, – (*!. .50 .44) tº tº tº le * h Grammar, -., - ol. .50 .40 *EDUCATIONAL FOUNDATIONS, hound vol. '91-'92, paper . 60 × * * $ $ * * "92-’93, Gl. i. () 0 N. Y. State Examination Quest ons, - *-- * Gl. 1.00 .80 *Shaw’s National Question Book vewly revised. 1. 75 Southwick's Handy Helps, - - - - (*!. 1.00 .80 Southwick's Quiz Manual of Teaching. Best edition. el. .75 .60 PHYSICAL EDUCATION and SCHOOL HY GIENE, Groff's School Hygiene, --~~ – paper . 1 5 - - MISCELLANEOUS. 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