How to conduct the recitation, and the principles

sx

TEACHERS:'MANVA

No. 13.

J-Jow_jo

QONDUCTTHE

RECITATIONBY

CHARLES McMURRY, Ph.D.,

Prof, of Educational Methods, and Practice in the

State Normal School, Winona, Minn.

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NEW YORK AND CHICAGO.

How TO CONDUCT

THE RECITATION,

AND THE

Principles underlying Methods of Teaching

in Classes.

CHARLES McMuRRY, PH.D.,PROFESSOR OF EDUCATIONAL METHODS AND PRACTICE IN THE STATE

NORMAL SCHOOL, WINONA, MINN.

NEW YORK AND CHICAGO :

E. L KELLOGG & CO.1890.

Copyright, 1890,

BY E. L. KELLOGG & Co.,

New York.

INTRODUCTION.

The Herbart School. This paper is in the

main an exposition of some of the leading ideas

which have been developed theoretically and

practically by the Herbart school of pedagogyin Germany. The late Professor Ziller of the

University of Leipzig was a disciple of Herbart,

and an original thinker of unusual powers. Herecast Herbart's ideas on education in a new

mould, and sought in his practice school at the

university to make these principles the basis of

systematic class-room work for the public

schools. Prof. W. Rein of the University of

Jena and many other disciples of Ziller, since

well known as practical teachers, have putZiller's ideas into practice during the last twenty

years, and have illustrated them in all the

studies and grades of the common school. No

attempt is made to present all the importantideas of the Herbart school, or to give an ex-

haustive discussion of any one. After a brief

survey of certain leading ideas, there follows a

fuller discussion of a definite and systematic

plan of class-room teaching. A translation from

Professor Rein is appended.

THE ESSENTIAL ELEMENTS OF GOODRECITATION WORK.

Facts and their Connection. A liberal educa-

tion embraces a good many branches of study.Besides the subjects of the common school, there

are history, classics and higher mathematics, the

natural sciences and the fine arts, political econo-

my, literature and philosophy. We are all natural-

ly inclined to think that the more facts we have

collected, the more information we have gatheredin each of these topics, the better educated and

the wiser we shall be. But this is only a half or

a quarter true. The strength of an army does

not consist in the number of men alone, as Xerxes

discovered long ago, but in the kind of men, in

their strength and courage, in their power of

united action. Our knowledge is really ser-

yiceable to us only as it is combined into con-

nected compact masses ready for varied use.

The purpose of the school, then, is not simplyto accumulate knowlege, but also to arrangeand connect, to organize and energize the facts

learned, to bring them into potent combination;

just as a general first enlists recruits, then dis-

ciplines them into soldiers and organizes them

6 ELEMENTS OF GOOD RECITA TION WORK.

into an effective army. The facts commonlylearned in the schools are indeed the materials

out of which our intellectual house is to be

built, but we are concerned not only about get-

ting these materials into the structure of the

mind, but about the plan and order there io

among them, and whether the walls are loose

and shaky or firm and solidly built.

Digesting Knowledge. The stomach and the

mind are alike in some points and unlike in

others. The food that once enters the stomach

is taken up and assimilated by the organs of di-

gestion. Our chief care is to avoid overload-

ing the stomach, and to give it a chance to

perform its functions. It is self-acting. Thematerials which enter the mind pass througha digestive process; and this lasts longer. Acow chews her cud once; but the ideas which

have entered our minds may be chewed over

and over again, and that with great profit.

Ideas do not assimilate so easily as the different

food-materials in the body. Ideas have to be

put side by side, compared, separated, grouped,and arranged into connected series. Thus theybecome organized for use. This sorting, ar-

ranging, and connecting of ideas is so importantthat it demands more time and more care than

the first labor of acquisition.

Absorption and Reflection. The process of ac-

quiring and assimilating knowledge involves

certain simple conditions which are easily stated,

ELEMENTS OF GOOD RECITA TION WORK. 7

When some new object presents itself to the

mind the attention must be first fixed upon it

for a while so that there may be time to take it

in as a whole and in its parts, The mind then

recovers itself from this momentary absorptionin the object, and begins to survey it,in its sur-

roundings and connections. Absorption and

reflection! The mind swings back and forth

like a pendulum between these two operations.

Herbart, who has closely defined this process,

calls it the mental act of breathing. As regu-

larly as the air is drawn into the lungs and

then excluded, so regularly does the mind lose

itself in its absorption with an object only to

recover itself and reflect upon it.

In this first simple action of the mind are re-

flected the two fundamental principles which

control all growth in knowledge.Observation. The first is the inspection of

things in themselves and in their details.

Absorption with objects! Object lessons! The

principle of observation is confirmed in its full

scope. The training of the senses to the full

capacity of sense of perception is primary and

necessary. The contact with nature, the actual

experience with things, is the only concrete basis

of knowledge.

Survey. The second principle is the act of

reflecting upon the things which enter the mind,the comparison of objects. It brings together

things that are alike, e.g., the river basins of


North America and the river basins of South

America. It throws into contrast things that

differ, e.g., the desert of the Sahara and the rich

moist valley of the Amazon. By a constant

use of reflection and survey we classify our in-

creasing knowledge into larger and smaller

groups; causes are linked with their results,

and the spirit of investigation is awakenedwhich discovers and traces out those simplelaws which underlie the complex phenomena of

nature. The linking together of ideas into con-

tinuous series, the comparison of objects so as

to bring out the salient features of whole classes,

and the tracing of causes and results are meansof organizing, of binding together, ideas which

must be at the disposal of teachers in their reci-

tation work or the higher results of education

will not be reached. We may sum Up the

thoughts involved in this second great principle

of learning as Association of Ideas.

Apperception. Going back to the first simplestate of the mind in learning, its absorption in

a given object, the question arises, How can

any new or partially new object be best under-

stood at its first appearance ? How can a full

and distinct understanding of it be readily

gained by the mind ? We claim that if the

kindred ideas already in the mind are awakened

and brought distinctly to the front the new

object will be more rapidly and accurately ap-

propriated than by any other means. This is

ELEMENTS OF GOOD RECITA TION WORK. 9

called the principle of apperception, i.e. the re-

ception of a new or partially new idea by the

assistance of kindred ideas already in the mind.

If old friends come out to meet the strangersand throw their arms about them and lead them

within, how much more quickly they will be at

home! But these old friends who are alreadyin the house, who stand in the'background of

our thoughts, must be awakened and called to

the front, they must stand on tiptoe ready to

welcome the new-comer; for if they lie asleepin the penetralia of the home, these strangerswill come up and pass by for lack of a welcome.

Closely allied to this is the principle of proceeding

from the known to the unknown, which has caused

so much discussion and misunderstanding. Ap-

perception contains what is true in this idea of

going from the known to the unknown. Assoon as we see something new and desire to

understand it, we at once begin to ransack our

stock of ideas to see if we can find anything in

our previous experience which corresponds to

this or is like it. For whatever is like it, or has

an analogy to it, or serves the same uses, will

explain this new thing, though the two objects

be in other points essentially different. We are

constantly falling back on our old experiencesand classifications for the explanation of new

objects that appear to us.

Examples of Apperception. A boy goes to

town and sees a banana for the first time, and


asks," What is that ? I never saw anything like

that." He thinks he has no class of things to

which it belongs, no place to put it. His father

answers that it is to eat, like an orange or a pear.

Calling up these familiar objects, the whole sig-

nificance of the new thing is clear to him thoughit differs from anything he has ever seen.*

From Simple to Complex. The notion of goingfrom the simple to the complex is illustrated

also in the simple process of the mind which wedescribed. First one object, then the surveyof it in connection with other things, forming a

complex unit. This idea has been confused

with the idea of going from a whole to the

* We will add one other illustration of apperception. Twomen, the one a machinist and one who is not, visit the machin-

ery hall of an exposition. The machinist finds new inventions

and novel applications of old principles. He is much inter-

ested in examining and understanding these new machines and

devices. He passes from one machine to another, noting

down new points, and at the end of an hour leaves the hall

with a mind enriched. The other man sees the same ma-

chines, but does not understand them. He sees their parts,

but does not detect the principle of their construction. His

previous experience is not sufficient to give him the clue to

their explanation. After an hour of uninterested observa-

tion, he leaves the hall with a confused notion of shafts,

wheels, cogs, bands, etc., but with no greater insight into

the principles of machinery. Why has one man learned so

much and the other nothing? Because the machinist had

previous knowledge and experience which acted as interpre-

ters, while the other man had no old ideas and so acquired

nothing new. " To him that hath shall be given."

ELEMENTS OF GOOD RECITA TION WORK. 1 1

parts. But there is no real contradiction. There

are many objects which we first take in as a whole,and then descend to an analysis of their parts,

e.g., a camel, a mountain, a flower. Almost all

concrete objects are approached in this way.But there is an entirely different set of ideas

which can be best approached gradually, adding

part to part and comparing till the whole ap-

pears. This is the case with the general classifi-

cations in the natural sciences, and in all sub-

jects that admit of a system of classified ob-

jects.

Excite Interest. That the interest of children

is to be awakened in the subject of study maynow be accepted as one of the axioms of teach-

ing. To answer the important question how a

healthy and sustained interest is to be awak-

ened in studies would be to solve many of the

greatest difficulties in teaching. To interest

children, not simply for the hour, but perma-

nently; to select, arrange, and so present ideas

that they awaken a steady appetite for more

knowledge and create a taste for what is ex-

cellent, this at least is one aim that we must

insist upon in recitation work. Some things al-

ready mentioned contribute to this result. Na-

ture and natural objects have a charm for us all,

children included. Story, biography, history,

and poetry, each in its place and time, awakens

mind and heart, and sows seed that will germi-nate and grow.

12 ELEMENTS OF GOOD RECITATION

Compare. In school life, also, the more seri-

ous work of study requires us to put familiar

objects together and to notice how they resem-

ble or differ, and it may excite interest to note

the superiority of one or its defect. This gives

children a chance to see and compare for them-

selves, to draw conclusions and form their own

opinions. Still more the tracing of causes and

their effects, the following out of analogies in

botany and zoology, or in the life of great men,

may contribute greatly to interest older chil-

dren.

Arouse Self-activity. We are already en-

croaching upon the principle of self-activity

which we believe, with many other teachers,

should be systematically encouraged from the

beginning of school life. The child itself should

have something to do, some aim set up to be

reached, a problem to be solved, a series of

objects, places, or words to develop, not simply

something to learn by heart, but something that

requires thought, discovery, invention, and ar-

rangement; e.g. first-grade children may be

asked to hunt up and form a list of all the

words in the lesson containing th or // or some

other combination.

Develop Will Power. The effort to create a pro-

gressive and sustained interest in study and the

arousing of self-activity are steps preparatoryto the growth of will power. This is one of

the root ideas of intellectual as well as of moral

ELEMENTS OF GOOD RECITATION WORK. 1 3

training* In connection with self-activity and

interest there must be the pursuit of definite

and clearly seen aims, i.e. definite and clear to

the pupil, if will energy is to be developed.Of course the adaptability of the materials of

study to the child will have much to do with

exciting interest and with the exertion of will

power in their pursuit. But e^very step should

involve a clearly seen aim, a natural sequenceof subjects, so that children can see the objects

they are working for at least in outline, and the

means of reaching them. For we adopt the

principle that there can be no exercise of will

power unless the aim and the possibility of

reaching it be distinctly seen.

Summary. Summing up the essential ideas of

good recitation work, we say: The trainingof the senses to close, accurate observation, andthe process of comparing and classifying ob-

jects and ideas, constitute the fundamental

action of the mind in learning. The assimi-

lation of the new materials of knowledge by

bringing old, familiar ideas into the closest con-

tact with the new according to the principle of

apperception is the true interpretation of the

popular idea "from known to unknown."

The principle known as association of ideas

requires that all our knowledge be united into

firmly compacted groups and series, and bound

together by the law of cause and effect. Finally,

a sustained interest, self-activity, and will


energy, steadily cultivated from the earliest

years of school life, indicate that it is not simple

knowledge or increased information which weaim at, but increase of intellectual resource, and

a permanent, progressive interest in knowledge.Lesson Unities. It is evident that in this kind

of teaching no single recitation can be viewed

apart from the series of lessons to which it be-

longs. The subject-matter of any study should

be first selected so as to be adapted to the age,

spirit, and previous knowledge of children, and

then it should be arranged into a succession of

topics or unities each of which may be treated

first separately, and then in its relation to the

others. One of these methodical unities maybe completed in a single recitation or it mayspread over a series of lessons.

Steps in Teaching a Lesson. On the basis of the

psychological principles already treated, the pro-cess of teaching a new topic leads through a

series of steps. The Herbartian school of peda-

gogy in Germany has developed a plan of reci-

tation work based upon these steps, and has

applied them successfully to the teaching of

common-school studies. The two main stageson the road to acquisition of knowledge have

been already indicated: i. As observation and

scrutiny of individual things; 2. As the associa-

tion and comparison of objects or ideas with a

view to arrangement into classes or for the pur-

pose of generalizing and formulating results.

ELEMENTS OF GOOD RECITATION WORK. 15

First Stage : Presentation, The first stage maybe broken into two smaller half-day journeys.Before setting out on a journey it is well to sur-

vey the road and glance at a guide-book. Be-

fore beginning a new subject it is well to recall

familiar ideas bearing upon it, to refresh our

minds. This is a preparatory study, a makingready for the lesson. The second part is the

actual presentation of the new facts, the famil-

iarizing the mind with the new subject.

The subject-matter is now at hand, and the

first stage of teaching the lesson is complete.But this newly acquired information has not

yet settled to its proper place in the mind; it is

not properly associated with previous knowl-

edge.Second Stage : Elaboration. This elaboration of

newly presented ideas and facts leads us througha series of three additional steps, which thus

complete the process of acquisition: i. The new

object is compared with similar things alreadyin the mind. In this way it finds its fitting

companionship. 2. Every new object presented

to the mind and then compared with others

gives rise to new conclusions. The clear state-

ment of this general result or truth focuses the

main idea of the lesson. 3. This general truth

may now be exemplified in new cases and ap-

plied to new circumstances.

Briefly stated the steps are as follows: i. Pre-

paration; 2. Presentation; 3. Association and

16 ELEMENTS OF GOOD REGULATION WORK.

comparison; 4. Generalization; 5. Practical ap-

plication.

It is to be remembered that a subject to be

treated in this manner must contain a unity of

thought; that it must centre in an object which

is typical of a class, so as to serve as a basis of

comparison and generalization.

Analogy of the Farmer. These steps may be

fairly illustrated in their general outlines by an

analogy taken from the work of a farmer, i.

The soil is ploughed, harrowed, and made readyfor the seed. 2. The grain is sowed upon the

ready soil and raked in. 3. The growing grainis cultivated and the weeds destroyed. 4. Theharvest is brought in. 5. The grain is used for

practical purposes of food.

The analogy is so complete that it scarcely calls

for a commentary. The preparation is the pre-

paring of the soil of the mind for the seed-corn

of instruction. The presentation is sowing the

seed upon this prepared soil of the mind. Thethird stage is the cultivation of the growingcrop, the working over of the knowledge just

acquired by means of comparison. The fourth

step is the harvest time, the drawing out of the

general truth or law involved in the lesson.

Finally, the particular uses to which the harvest

grain is put, the application of acquired knowl-

edge to the practical uses of life.

No Royal Road in Teaching. The five steps

just outlined are based, as we believe, on general

ELEMENTS OF GOOD RECITATION WORK.

principles which make them applicable to al-

most every subject of study. But the mannerof applying them to different studies varies

greatly. The ability to apply them successfullyto geography would not qualify for equal suc-

cess in arithmetic or botany. The teacher mustfirst be a proficient in the study which he would

desire to teach in this way. Both the concrete

facts and the general truths of the subjectshould be familiar and logically arranged in his

mind. To put it in a mild form, the teacher

must have a thorough knowledge of his sub-

ject, and must have this knowledge well digestedfor teaching purposes For teaching purposes !

That is, that we have a knowledge of those psy-

chological principles which we first outlined as

a basis of the five steps, viz. observation of con-

crete things, apperception, comparison and as-

sociation, generalization and the awakening of

interest, self-activity, and will power by these

means. Now it is evident that no plan based

on these principles will furnish a royal road to

success in teaching. Success along this line de-

pends upon industry, adaptability, and continu-

ous practice. It will be an uphill road for some

time, and it is only gradually that one will ac-

quire that mastery of the subject and that tact

in the manipulation of a somewhat complex

machinery that come only through toil and

pains.

Dull Machine Work. It does not require a

1 8 ELEMENTS OF GOOD RECITATION WORK.

prophet to see that the five steps in careless

hands will degenerate into a dry mechanical

routine. It might be even worse than text-book

lore, for a good text-book is always better than

a poor teacher. It is not intended that this

plan and these principles shall make a slave of

the teacher, but that by a hard-earned masteryof their details, and by a successful application

of them to the concrete materials of study, he

gradually works his way out into the clear day-

light of conscious power. In this way the

teacher becomes a skilled architect, with clear

ideas of the strength and resistance of ma-

terials.

Examples of the Formal Steps. Three simpleillustrations of this succession of steps in the

treatment of a subject will now be given.

Some criticisms which have been raised against

this plan will then be discussed. Finally, the

translation of Professor Rein's introduction to

the formal steps will be appended.

(i) Statement of the Aim.

We will examine and study the oak trees found

in our forests.

i. (Preparation.) Let the class recall what

they have seen of oak trees in the woods, size

of trees, acorns. Do they remember the shapeand size of the leaves ? What is the appear-ance of the wood and what is it used for?

(The purpose of the teacher here is not to


present any new facts to the class, but simplyto find out what they remember from previousobservation and to excite interest.)

2. (Presentation of facts.) The best plan is

to visit the woods or an oak grove, notice care-

fully the trunk and bark, branches and leaves,

acorns (food of squirrels.) Ôn returning to

school, have an accurate description of the oak

tree from the class, according to definite points

(e.g. trunk and bark, branches, leaves, and

acorns.) Then follows a discussion of oak woodfor chairs, desks, doors and windows, beams,

posts and other building purposes, bridges,

walks, etc. (The teacher adds such facts as the

children cannot furnish.)

3. (Comparison.) Name the different kinds

of oak white oak, red oak, burr oak. Notice the

differences in leaves and acorns, size of trees,

wood and uses.

4. (Classification, generalization.) Definition

of the oak family. The oak is a native hard-

wood tree. It has acorns, and simple leaves of

nearly uniform shape. The wood is tough and

strong, of varying colors, but always useful for

furniture, building or other purposes. (Afterthe previous observation and discussion, the

pupils will be able to give a definition similar to

this, assisted by a few questions from the

teacher.)

5. (Application.) Children should be trained

to recognize the different kinds of oak trees

20 ELEMENTS OF GOOD RECITATION WORK.

about home, and to distinguish them from other

hard-wood trees. They may also notice the oak

panels and furniture, and be able to tell oak

finishing in public and private houses.

Note. If there is time enough for a separate study of two

or more varieties of oak, and the trees are close by so as to be

seen, it is well to treat each variety according to the first and

second steps, and in the third compare as above.

(2) The Cotton-gin.

(Aim.) We will find out how a machine wasinvented to remove the seed from cotton.

1. (Preparation.) Question the class on the

cotton-plant, raising and picking cotton, and

the uses of cotton.

2. (Presentation.) Tell or read the story of

Whitney and the invention of the cotton-gin.Notice the effects of this invention on the pro-duction of cotton in the South, and upon the

growth of the South.

3. (Comparison.) Name other important in-

ventions and their effects, sewing-machine,

printing-press, steam-engine, reaper, steamboat,

telegraph, etc. Which of these had the most

important results ?

4. (Generalization or abstraction.) Call uponthe children to state the general purpose of all

these inventions, to save labor, to make a better

use of the forces of nature.

5. (Application.) Do any hardships result to

gnybody in consequence of these useful inven^


tions ? (e.g., men thrown out of employment byuse of machinery.)

(3) Nouns.

Suppose that a class has had oral and written

language work, but no technical grammar.

(Aim.) In talking and writing you have been

accustomed to use words. We propose to talk

now about a class of words called nouns.

1. (Preparation.) Have you heard the wordnoun before ? Give some words that you think

are nouns. Try to point out the nouns in this

sentence. " The ship sailed over the ocean."

(It may be that these questions cannot be

answered by the children for lack of knowledge.But even if they show no knowledge of the

subject, these questions may excite curiosity

and awaken interest, and they require verylittle time.)

2. (Presentation.) I will give you some words

that are called nouns. Stove, cherry, hat, court-

house, carpet, picture, whale, shoe, barn, moun-tain. Have you seen all these things?

3. (Comparison.) Notice these words and

see if you can tell what they all refer to. Wewill take two or three words that are not nouns

and see what they refer to. Up, and, quickly.

What is the difference between these words and

the nouns ? Look at the nouns again and tell

what they refer to.

22 ELEMENTS OF GOOD RECITATION WORK.

4. (Definition.) Looking at our list of nouns

again you may tell what a noun is. So far as

these words are concerned every noun is the

name of what ? (The conclusion that the children

may reach by a little good questioning is that

all these nouns are the names of objects. Thetreatment of proper nouns and abstract nouns

may be according to a similar method in the

following lessons, and then the complete defini-

tion of a noun can be obtained.)

5. (Application.) Each child may make a list

of nouns that we have not had.

Let easy sentences be given in which they

may point out the nouns.

CRITICISMS.

Anticipating Results. One objection raised to

the clear statement of the aim of a lesson at the

start was that in such a statement we tell the

children what we wish them to find out for

themselves, that we anticipate results which

they should learn to discover and state. This

criticism is just if true. But it is a misconcep-tion of the proposed manner of stating the aim.

It is a fundamental principle that the statement

of the aim should not anticipate results. It

should be definite and clear, but it should state

a problem for solution. It should point in the

direction of the result without giving the clue.

If the teacher proposes to develop and illus-

trate the law of multiple proportions in phys-

ELEMENTS OF GOOD REC1TA TWN WORK. 23

ics, he would not state the law as the aim, but

put it in some such form as this: We have

noticed that certain chemical elements unite to

form compounds; we will next investigate the

question as to whether they unite according to

any definite law. Experiment and investiga-

tion will reveal what the law is.

Pupil's Work. Another serious criticism of

this plan of class-work is that it outlines well

the work of the teacher, but what does the pupil

have to do ?

We will attempt to illustrate as follows:

(Preparation.) The pupil has to prepare his

lesson before coming to the class. This is done

in all good schools. Suppose that the subject

treated is the early discovery and exploration of

the Ohio Valley previous to the French and In-

dian War. The teacher proposes this as the next

topic for history study. If this subject is treated

according to the recitation plan, the first thing is

to determine how much or how little the children

know of the proposed subject. Who were the

first explorers of the Ohio Valley ? Whencecame they ? Who owned the land ? The topics

naturally brought out by this brief questioning

are, The French, the English, the Indians. Hav-

ing determined thus what the children know,and having excited their curiosity, the next work

for the teacher (at this stage) is to indicate what

pages of the text-book and, if desirable, what

pages in other histories bear directly upon this

24 ELEMENTS OF GOOD RECITATION WORK

topic. If the references are more than one per-

son will have time to look up, certain persons or

sections of the class may be asked to be pre-

pared on special points or books of reference.

The work of preparing the lesson by studying

up these references is similar to that of lessons

as usually assigned.

(Presentation.) Now the pupil is required

not only to present the topic which he has

studied, but to pay close heed to the addi-

tional facts and topics presented by other

pupils, and to see if he can arrange the facts

presented by the whole class into systematic

form. The proof of this ability is the oral

statement of the main points. It is plain that

the pupil must have his wits about him, payclose attention to all that is said, and then exer-

cise his own powers of arrangement and ex-

pression.

With the completion of this part of the work

we should be done with the first two steps,

namely, the preparation and the presentation of

the facts.

The third step consists of a comparison of the

facts of this lesson with similar facts or topics

in other lessons previously learned. The self-

activity of pupils is fully awakened by askingthem to reproduce similar cases in American

history where the English and French, the Eng-lish and Dutch, the English and Spanish have

both explored and laid claim to new terri-

ELEMENTS OF GOOD RECITA TION WORK. 2$

tory, causing conflicting claims: e.g. the claim

of the English and French to Nova Scotia; the

claim of English and Dutch to New York; the

claim of English and Spanish to Georgia and

Carolina; etc.

The clear statement of each of these cases

and their comparison will bring out a commonconclusion from the children'regarding them all

(fourth step). What did all these claims rest

upon, and how were they enforced ? The pupil's

own intelligence and moral judgment are abund-

antly sufficient to answer these questions. Theconclusion thus reached will probably point to

the manner in which the claim to the Ohio

Valley was settled (fifth step.)

After a topic has been thus fully treated be-

fore and during the recitation, it will often

prove an excellent exercise to call for a written

composition giving a full discussion of this

topic. The pupil is left free to treat the main

topics in his own way. The outline of the sub-

ject has been already fully developed in the

class, but the pupil is free to discuss the pointsin his own language and to form his own con-

clusions.

TRANSLATION FROM PROF. W. REIN'S " DAS ERSTE

SCHULJAHR."

The Formal Steps in their Outlines. Proceed-

ing now to the act of instruction itself, we notice

first of all that the subject-matter of every


study like Arithmetic or Geography is to be

divided up into a large number of smaller

parts, units of instruction, each of which will

occupy from one to four, or even more, recita-

tions. These divisions of a term's work in His-

tory or Geography are what Ziller calls methodi-

cal unities, and each one of them is to be carried

through the successive steps of a systematicrecitation plan, namely, the formal steps.

For if the single topics which go to make upthe great variety of school studies are to be

clearly understood and thoroughly assimilated,

each must be worked over by itself. For this

purpose sufficient time must be given so that

the details of each object can be absorbed, and

this absorption with the details must be suc-

ceeded by a period of recollection, a brief sur-

vey of the situation, a glance backwards and

forwards, so as to fix the relations of this objectto others. Suppose that the instruction in a

class begins with one of these methodical unities.

The first thing to do is to make plain to the pupilsthe general object or aim of the lesson. In a

primary class, for instance, the aim may be so

expressed: "To-day we will hear the story of a

little girl that lost both father and mother." For

a more advanced class as follows: " We are ac-

quainted with the earth as a great ball hangingin space. We will next see whether this ball is

at rest or in motion."

Reasons for Stating the Aim at First, There

OF COOD RECITATION WORK. 2?

are several important reasons in favor of the

plain statement of the purpose of a recitation

at the beginning, i. It pushes aside and out

of view those irrelevant thoughts which chance

to occupy the mind before the recitation, and it

accordingly makes room for those ideas which

are about to be developed. 2. It transplants

the children into the new cjrcle of ideas which

are to demand their attention, and it encour-

ages the rise in the child's mind of those older

and kindred thoughts which will be most wel-

come supports to the new ideas about to be pre-

sented. 3. It excites expectation, and this is

the most favorable disposition of mind for the

beginning instruction. 4. It gives the child a

strong incentive to an exercise of the will, and

impels it to voluntary co-operation in solvingthe difficulties of the proposed lesson.

The last point is of fundamental importance,and worthy of a special consideration. The

pupil should know beforehand what is comingif he is to bring all his powers to bear on the

work of learning, and it is easier to call out

all his effort if he knows beforehand just whatis to be gained. To conduct a child along an

unknown road toward an unknown object, bymeans of questions and hints, the object of

which he does not see, to lead him on imper-

ceptibly to an unknown goal, has the disadvan-

tage that it develops neither a spontaneous men-

tal activity nor a clear insight into the subject.

28 ELEMENTS OF GOOD RECITATION- WORK.

Having reached the end of such a line of

thought, the pupil looks about himself bewil-

dered. He cannot survey the road that he has

just gone over. He does not comprehend what

has happened to him. He stands at the goal,

but does not see the relation in which the re-

sult stands to the labor performed. He does

not rise to that satisfactory mental activity and

favorable disposition of mind which are stimu-

lated by the pursuit of a clearly set purpose.No aim, no will! Now since an instruction that

aims at moral character finds its highest pur-

pose in the development of will power, it

follows that a lesson should develop the will

just as much as the understanding. But to

develop will-power, instruction must pursue

plainly set aims, and to reach them the pupil

must, be called upon to throw all his mental

powers into the effort.

The general purpose of a lesson having been

made plain, the real work of teaching then be-

gins, and in every methodical unity this work

runs through a succession of five steps.

First Step, The first step in this process con-

sists in a preparation of the ground for the re-

ception of the new lesson. This is done by

freshening up and calling clearly to the mind

such older ideas as bear upon the new, such as

by their similarity explain and assist the under-

standing of the new. It is only when a troop

of old familiar ideas come forth to meet the

ELEMENTS OF GOOD KECITA TION WORK. 9

strangers that they are received easily into the

mind. It is in this way alone that they can

make a lasting impression upon the thoughtsaud feelings. If these forces which lie asleepin the background of one's thoughts are not

called into activity, one will remain dull and

indifferent to the recitation, and the instruction

reminds us of a learned discourse which shoots

over the heads of the listeners. Instead of in*

terested attention and participation, it produces

only weariness of mind.

This result will always follow when that

which is said awakens no chords of sympathyin the minds of the hearers. If nothing springsforth from within to greet that coming from

without, the lesson will be meaningless and the

pupil unreceptive. Things new and strangecan only be appropriated by means of a wealth

of old ideas, and the plan of recitation mustsee to the preparation of these old materials

during the first step.

Second Step. The second step begins with the

presentation of the new lesson, which will varyin manner according to the age cf pupils andthe nature of the study. A story would be

related to a primary class, or developed accord-

ing to the conversational method. A readinglesson for older pupils would be read. A geog-

raphy topic would be presented by the teacher

while talking and drawing, and a subject in

physics while experimenting and speaking. If

$0 ELEMENTS OF GOOD RECITA T10N

the preparation has been of the right kind the

lesson will be appropriated with ease and

certainty, and the teacher will not be compelledto talk and ask and explain all round the sub-

ject, Whenever this is necessary the prepara-

tion, the first step, must be regarded as a failure.

What has been learned is not only to be mo-

mentarily understood, but permanently appro-

priated. It is necessary to close up this step with

repetition and drill, and these must be continued

under varying forms till the lesson has been

firmly fixed. In this manner the first great act

in the process of teaching and learning has been

completed, namely, the presentation and recep-tion of the subject-matter, and it consists, as wehave seen, of two steps, preparation of the

ground and presentation of the lesson. Thesecond act within the limits of a methodical

unity is the process of building up and bring-

ing into distinct form the general or abstract

ideas which are to be drawn from the concrete

materials already collected, and this second act

is brought to a conclusion in the three following

steps.

Third Step. In the third step we are to bring

together in the mind the newlyr~Won ideas, to

compare them among themselves and with

older ideas, and when necessary with additional

new ones still to be presented; in short, to com-

pare and to combine the new and the old.

Such a comparison and union of ideas is neces-

ELEMENTS OF GOOD RECITA TION WORK. 3 1

sary for two reasons: (i) in order that con-

nection and harmony be established in one's

range of ideas, and (2) that what is generaland essential in the midst of special individ-

ual things may be extracted from them. No-where should heterogeneous heaps of knowl-

edge, like piles of gravel, be brought together.

Always and everywhere there should be an

effort towards well associated and systematized

knowledge." Our whole personality restsin

the end upon the unity of consciousne^feûidthis is disturbed and injured when the mind is

driven through a confused conglomerate of

knowledge in which unconnected ideas are piled

up together."But every concrete individual thing which is

treated as a methodical unity contains or em-bodies a general truth, an abstract notion, which

may be separated from the concrete thing in

which it is embodied. But it can only be

brought to light by bringing this object into

comparison with other well-known concrete ob-

jects which contain the same essential idea or

truth, by bringing together in the mind thingssimilar but not identical. That which is com-mon and essential to all is strengthened byrepetition, while accidental features and differ-

ences drop easily into the background. Thecommon truth which all the objects embodysprings forth as a new idea of higher potency,as a general notion, as a rule or law.

OP


Fourth Step. But the abstract idea is stili

bound up with the concrete thing; a complete

separation of this abstract or general notion

from its clothing in particulars has not yet taken

place: and this is the purpose of the fourth

step. By means of a few well-directed ques-

tions we call out into pure and simple relief the

general truth or rule, freed from its particular

applications. We reduce this idea to definite

language expression, and finally bring it into

systematic connection with our previously ac-

quired knowledge. It only remains to impressthe abstract ideas thus acquired upon the mind

by repetition, so as to convert them into a real

mental possession. With this the process of

abstraction is complete, but teaching cannot

afford to end the matter here. A fifth step is

needed to convert the knowledge acquired into

use.

Fifth Step. Knowledge and ability to knowhave of themselves no value either for the indi-

vidual or for society. Knowledge must first

step into the service of life. One must knowhow to apply his knowledge. Knowledge and

power must be changed into use; they must be

transformed into conscious ability. But will

not this take care of itself? Not at all. Hun-dreds of children have learned how to estimate

the surface of a triangle, and many of themcan give the proof of the rule with ease and

precision. But put the question to one of them:


How many acres does a triangular garden con-

tain ? He will stand helpless, unconscious of

the fact that he possesses in his own mind all

the necessary elements for the solution of the

problem. How is this explained ? He has not

learned to employ his knowledge. It is a dead

possession. And are there not plenty of such

cases ? The conclusion is that even the applica-

tion, the use of knowledge, has to be learned." Here also it is only practice that makes the

master. But drill which aims only at mechani-

cal habit is not sufficient. Even during school

life that which is learned should be applied as

often and in as many cases as the narrow limits

of the child's life permits."

Since the value of knowledge culminates in

use, instruction should cultivate its use so far as

possible in a closing step called application. For

this purpose the child should be held to a dili-

gent use of its stock of ideas as rapidly as theyare acquired, to go from the particular to the

general, and back again from the general to the

particular, to traverse his circle of ideas from a

given standpoint in all directions, and to makeuse of the results reached for the solution of

moral, theoretical, and practical questions. In

this manner a child's acquired ideas may be so

developed, so welded together in firm, system-

atic, comprehensive association, that all his

knowledge becomes a reliable, personal posses-


sion. It is clear and systematic as well as prac-tical.

And this ends the development of generalnotions within the limits of the formal steps of

instruction.

To recapitulate: In the work of instruction

each methodical unity should be carried throughthe following steps:

1. It should introduce the new lesson bymeans of a preparatory discussion.

2. Present the new lesson.

3. Compare the new in its parts and with

older ideas and their combination.

4. Draw out the general results of this com-

parison, and arrange them in systematic form.

5. Convert the knowledge acquired into use.

EIGHTEENTH YEAR!

"THE SCHOOL JOURNALis published weekly at $2.50 a year. Amos M. Kel-

logg and Jerome Allen, two teachers of life-long

experience and progressive ideas, devote their wholefa time to editing it. Established 18 years ago, it is to-

day the best known and widest circulated educational

^ weekly in the country. This reputation has been wonstrictly en its merits, as its subscribers know, and youwill too (if not now a subscriber), if you send 6 cents

FT for a sample copy.

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THE TEACHERS^ INSTITUTEfa is published monthly at $1.25 a year; 12 large 44 page

papers constitute a year (most other educational* monthlies publish but 9 or 10). It is edited by the^ seme editors as the SCHOOL JOURNAL, and has, ever

since it was started in 1878, been the most popularfa monthly educational published, circulating in every

state a national paper. This was because it waspractical little theory and much practice crammed

fa with it. Sample copy 10 cents.

ELEVENTH YEAR!

TREASURE-TROVEfa is a beautiful illustrated 36 page monthly, for the boys

and girls. Price, $1.00 a year. We must refer youto our descriptive circular for particulars about this

fa charming paper, for we have not room here to tell youthe half of its value. It is used by thousands of

teachers as an aid to their school room work.

fa Sample, 10 cents.

E. L. KELLOGG Sr CO., Educational Publishers,

NEW YORK AND CHICAGO.

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Aliens Mind Studies for Young Teacb-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 whoknow little about psychology,and who desire to be better in-

formed concerning its princi-

ples, especially its relation to thework 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, anddraw his own conclusions. It

is written in language easy to

be comprehended, and has manyJEROME ALLEN, Ph.D.,Associate Editor practical illustrations. It will

of the Journal and institute. aid the teacher in his daily workin dealing with mental facts and states.

To most teachers psychology seems to be dry. This book showshow 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.CHAP.

I. How to Study Mind.II. Some Facts in Mind Growth.

III. Development.IV. Mind Incentives.V. A few Fundamental Principles

Settled.VI. Temperaments.VII. Training of the Senses.VIII. Attention.IX. Perception.X. Abstraction.XL Faculties used in Abstract

Thinking.

CHAP.XII. From the Subjective to the

Conceptive.XIII. The Will.XIV. Diseases of the Will.XV. Kinds of Memory.XVI. The Sensibilities.

XVII. Relation of the Sensibilities

to the Will.

XVIII. Training of the Sensibilities.

XIX. Relation of the Sensibilitiesto Morality.

XX. The Imagination.XXI" Imagination in its Maturity.XX11. Education of the Moral Sense.

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Brownings Educational Theories.

By OSCAR BROWNING, M.A., of King's College, Cambridge,

Eng. No. 8 of Reading Circle Library Series. Cloth, 16mo,237 pp. Price, 50 cents; to teachers, 40 cents; by mail, 5

cents extra.

This work has been before the public some time, and for a

general sketch of the History of Education it has no superior.Our edition contains several new features, making it speciallyvaluable as a text-book for Normal Schools, Teachers' Classes,

Reading Circles, Teachers' Institutes, etc., as well as the student

of education. These new features are: (1) Side-heads giving the

subject of each paragraph; (2) each chapter is followed by an

analysis; (3) a very full new index; (4) also an appendix on

"Froebel," and the " American Common School."

OUTLINE OF CONTENTS.I. Education among the Greeks Music and Gymnastic Theo-

ries of Plato and Aristotle; II. Roman Education Oratory; III.

Humanistic Education; IV. The Realists Ratichand Comenius;V. The Naturalists Rabelais and Montaigne; VI. EnglishHumorists and Realists Roger Ascham and John Milton; VII.

Locke; VIII. Jesuits and Jansenists; IX. Rousseau; X. Pes-

talozzi; XI. Kant, Fichte, and Herbart; XII. The English Pub-lic School ; XIII. Froebel ; XIV. The American CommonSchool.

PRESS NOTICES.Ed. Courant.

" This edition surpasses others in its adaptability to gen-eral use."

Col. School Journal." Can be used as a text-book in the History ofEducation."

Pa. Ed. News." A volume that can be used as a text-book on the His-tory of Education."

School Education, Minn." Beginning with the Greeks, the author presents a brief but clear outline of the leading educational theories down tothe present time."

Ed. Review, Can. "A book like this, introducing the teacher to the greatminds that have worked in the same field, cannot but be a powerful stimulusto him in his work."

10

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Calkins Ear and Voice Training byMEANS OF ELEMENTARY SOUNDS OF LANGUAGE. By N. A.

CALKINS, Assistant Superintendent N. Y. City Schools ;

author of "Primary Object Lessons," "Manual of ObjectTeaching,"

" Phonic Charts," etc. Cloth. 16mo, about 100

pp. Price, 50 cents; to teachers, 40 cents; by mail, 5 cents extra.

An idea of the character of this work may be had by the fol-

lowing extracts from its Preface :

u The common existence of abnormal sense perception among schoolchildren is a serious obstacle in teaching. This condition is most

obvious in the defective perceptionsof sounds and forms. It may beseen in the faulty articulations in

speaking and reading; in the ina-

bility to distinguish musical soundsreadily ;

also in the common mis-takes made in hearing what is

said. . . .

"Careful observation and longexperience lead to the conclusionthat the most common defects insound perceptions exist because oflack of proper training in childhoodto develop this power of the mindinto activity through the sense of

hearing. It becomes, therefore, a

,matter of great importance in edu-

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dren due attention shall be given tothe development of ready and accu-rate perceptions of sounds.

" How to give this training so asto secure the desired results is asubject that deserves the carefulattention of parents and teachers.Much depends upon the manner of

presenting the sounds of our language to pupils, whether or not theresults shall be the development in sound-perceptions that will train

the ear and voice to habits of distinctness and accuracy in speaking andreading." The methods of teaching given in this book are the results of anextended experience under such varied conditions as may be foundwith pupils representing all nationalities, both of native and foreignborn children. The plans described will enable teachers tp lead their

pupils to acquire ready and distinct perceptions through sense train-

ing, and cause them to know the sounds of our language in a mannerthat will give practical aid in learning both the spoken and the written

language. The simplicity and usefulness of the lessons need only to beknown to be appreciated and used."

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Curries Early Education." The Principles and Practice of Early and Infant SchoolEducation." 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,N. J. Bound hi blue cloth, gold, 16ino, 290 pp. Price,$1.25 ; to teachers, $1.00 ; by mail, 8 cents extra.

WHY THIS BOOK IS VALUABLE.1. Pestalozzi gave New England its educational supremacy.The Pestalozzian wave struck this country more than forty

years ago, and produced a mighty shock. It set New Eng-land to thinking. Horace Mann became eloquent to help onthe change, and went up and down Massachusetts, urging inearnest tones the change proposed by the Swiss educator.What gave New England its educational supremacy was its

reception of Pestalozzi's doctrines. Page, Philbrick, Barnardwere 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 theirreturn 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 ofthis 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 bereckoned as the most powerful exponent of the new ideas inScotland. Hence this book, which contains them, must beconsidered 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 nofoundation principles. The first part lays a psychologicalbasis the only one there is for the teacher ; and this is donein 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 Practicejin Teaching.

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Dewey's How to Teach Manners in the

SCHOOL-ROOM. By Mrs. JULIA M. DEWEY, Principal of the

Normal School at Lowell, Mass., formerly Supt. of Schoolsat Hoosick Falls, N. Y. Cloth, 16mo, 104 pp. Price, 50

cents; to teachers, 40 cents; by mail, 5 cents extra.

Many teachers consider the manners of a pupil of little impor-tance so long as he is industrious. But the boys and girls are to

be fathers and mothers; some of the boys will stand in places of

importance as professional men, and they will carry the mark ofill-breeding all their lives. Manners can be taught in the school-

room: they render the school-room more attractive; they banishtendencies to misbehavior. In this volume Mrs. Dewey has shownhow manners can be taught. The method is to present some fact

of deportment, and then lead the children to discuss its bearings;thus they learn why good manners are to be learned and practised.The printing and binding are exceedingly neat and attractive."

OUTLINE OFIntroduction.General Directions.

Special Directions to Teachers.

LESSONS ON MANNERS FOR YOUNGESTPUPILS.

Lessons on Manners Second TwoYears.

Manners in School First Two Years.Second

Manners at Home FirstSecond

Manners in Public FirstSecond

CONTENTS.Table Manners First Two Years.

Second

LESSONS ON MANNERS FOR ADVANCEDPUPILS.

Manners in School.Personal Habits.Manners in Public.Table Manners.Manners in Society.Miscellaneous Items.Practical Training in Manners.Suggestive Stories, Fables, Anec-dotes, and Poems.

Memory Gems.

Central School Journal."It furnishes illustrative lessons."

Texas School Journal,"They (the pupils) will carry the mark of ill-

breeding all their lives (unless taught otherwise)."Pacific Ed. Journal." Principles are enforced by anecdote and conver-

sation."Teacher's Exponent." We believe such a book will be very welcome."National Educator.

" Common-sense suggestions."Ohio Ed. Monthly." Teachers would do well to get it."

Nebraska Teacher.l

'Many teachers consider manners of little im-portance but some of the boys will stand in places of importance."School Educator. "The spirit of the author is commendable."School Herald.' 4 These lessons are full of suggestions."Va. School Journal. "Lessons furnished in a delightful style."Miss. Teacher." The best presentation we have seen."Ed. Courant.

"It is simple, straightforward, and plain."

Iowa Normal Monthly." Practical and well-arranged lessons on man-

ners."

Progressive Educator." Will prove to be most helpful to the teacherwho desires her pupils to be well-mannered."

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Fitch's Lectures on Teaching.Lectures on Teaching. By J. G. FITCH, M.A., one of HerMajesty's Inspectors of Schools. England. Cloth, 16mo,395 pp. Price, $1.25 ; to teachers, $1.00 ; by mail, postpaid.

Mr. Fitch takes as his topic the application of principles tothe art of teaching in schools. Here are no vague and gen-eral propositions, but on every page we find the problems ofthe school-room discussed with definiteness of mental grip.No one who has read a single lecture by this eminent manbut will desire to read another. The book is full of sugges-tions that lead to increased power.

1. These lectures are highly prized in England.2. There is a valuable preface by Thos. Hunter, President

of N. Y. City Normal College.3. The volume has been at once adopted by several State

Reading Circles.

EXTRACT FROM AMERICAN PREFACE."Teachers everywhere among English-speaking people have hailed

Mr. Fitch's work as an invaluable aid for almost every kind of instruc-tion and school organization. It combines the theoretical and the prac-tical ; it is based on psychology ; it gives admirable advice on every-thing connected with teaching from the furnishing of a school-roomto the preparation of questions for examination. Its style is singularlyclear, vigorous and harmonious."

Chicago Intelligence." All of its discussions are based on sound

psychological principles and give admirable advice."

Virginia Educational Journal." He tells what he thinks so as to

be helpful to all who are striving to improve."

Lynn Evening Item." He gives admirable advice."

Philadelphia Record." It is not easy to imagine a more useful vol-ume."

Wilmington Every Evening." The teacher will find in it a wealthof help and suggestion."

Brooklyn Journal." His conception of the teacher is a worthy ideal

for all to bear in mind."

New England Journal of Education :

" This is eminently the work oi

a man of wisdom and experience. He takes a broad and comprehensiveview of the work of the teacher, and his suggestions on all topics are

worthy of the most careful consideration."

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"An invaluable aid for almost every kind of in-

struction and school organization. It combines the theoretical and the

practical ; it is based on psychology ;it gives admirable advice on every-

thing connected with teaching, from the furnishing of a school-room tothe preparation of questions for examination."

Toledo Blade :

"It is safe to say, no teacher can lay claim to being

well informed who has not read this admirable work. Its appreciationi3 shown by its adoption by several State Teachers' Reading Circles, as

a work to be thoroughly read by its members."

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Froebel. Autobiography ofMATERIALS TO AID A COMPREHENSION OF THE WORKS or THEFOUNDER OF THE KINDERGARTEN. 16mo, large, clear type,128 pp. Cloth, 16mo, 50 cents; to teachers, 40 cents; by mail, 5cents extra.

This little volume will be welcomed by all who want to get a goodIdea of Froebel and the kindergarten.This volume contains besides the

autobiography1. Important dates connected with

the kindergarten.2. Froebel and the kindergarten

system of education by JosephPayne.

3. Froebel and his educationalwork.

4. Froebel 's educational views (a

summary).In this volume the student of edu-

cation will find materials for con-

structing, in an intelligent manner,an estimate and comprehension ofthe kindergarten. The life of

Froebel, mainly by his own hand, is

very helpful. In this we see the

working of his mind when a youth;he lets us see how he felt at beingmisunderstood, at being called a badboy, and his pleasure when face to face with Nature. Gradually wesee there was crystallizing in him a comprehension of the means thatwould bring harmony and peace to the minds of young people.The analysis of the views of Froebel will be of great aid. We see

that there was a deep philosophy in this plain German man;he was

studying out a plan by which the usually wasted years of young chil-

dren could be made productive. The volume will be of great value notonly to every kindergartner, but to all who wish to understand the

philosophy of mental development.

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among the teachers of the country."Educational Record. Can." Ought to be in the hands of every, pro-

fessional teacher."

Western School Journal." Teachers will find in this a clear account ofFroebel'slife."

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Gardner's Town and Country School

BUILDINGS. A collection of plans and designs for schools ofvarious sizes, graded and ungraded, with descriptions of con-

struction, of sanitary arrangements, light, heat, and ventila-

tion. By E. C. GARDNER, architect, author of ' * The Housethat Jill Built," etc. Cloth, small quarto, 150 pp. Price,

$2.50; to teachers, $2.00; by mail, 12 cents extra. Illustrated

with nearly 150 engravings.

TWO-ROOM COUNTRY SCHOOL-HOUSE.

This is undoubtedly the most important work everissued on this subject.

It is plain that in the revival of education that is apparentlybegun thqpe are to be better buildings erected for educational

purposes. The unsightly, inconvenient, badly-lighted, unventi-lated and ugly structures are to give way to those that are con-venient and elegant. The author is an earnest advocate of im-

proved methods of education, and feels that suitable buildingswill bear an important part in the movement.

POINTS OF THE WORK.1. It is not a book that presents places for houses that will

simply cost more money let that be borne in mind. It is a bookthat shows how to spend money so as to get the value of the

money.2, Better buildings are sure to be erected this cannot be

stopped; the people are feeling the importance of education as

they never did before. They will express their feeling by erect-

ing better buildings. How shall they be guided in this goodeffort? This book is the answer

SEND ALL ORDERS TO

E. L. KELLOGG & (70., NEW YORK & CHICAGO.

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 oldedition have been sold. The newedition is worth double the old;the material has been increased,

restated, and greatly improved.Two new and important Chaptershave 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 heartyappreciation that has been accordedit by American teachers. Realiz-

ing as I do that its very large sale

indicates that it has been of service

,to many of my fellow-teachers, I

Ihave recognized the duty of enlarg-

ing and revising it so as to make it

still more helpful in preventingJAMES L HUGHES, Inspector of the common mistakes in teaching

Schools, Toronto, Canada. and trajning.This is one of the six books recommended by the 1ST. Y. State

Department to teachers preparing for examination for State cer-

tificates.

CAUTION.Our new AUTHORIZED COPYRIGHT EDITION, entirely rewritten by

the author, is tlie only one to buy. It is beautifully printed and

handsomely 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. IV. 27 Mistakes in Method.

CHAP. V. 13 Mistakes in Moral Training.'

Chaps. I. and. V, are entirely new*

SEND ALL ORDERS TO

20 E. L. KELLOGG & CO., NEW YORK A CHICAGO.

Hughes Securing and Retaining 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 entirety

re-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. Kind* of Attention; III. Characteristics of Good

Attention; IV. Conditions of Attention; V. Essential Characteristics of theTeacher 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. DistractingAttention; X. Training the Power of Attention; XI. General Suggestionsregarding Attention.

TESTIMONIALS.S. P. Robbins, Pres. McGill Normal School. Montreal, Can., writes to Mr.

Hughes:4 '

It is quite superfluous for me to say that your little books areadmirable. I was yesterday authorized to put the 4 Attention ' on the list

of books to be used in the Normal School next year. Crisp and attractivein style, and mighty by reason of its good, sound common-sense, it is abook that every teacher should know."

Popular Educator (Boston):" Mr. Hughes has embodied the best think-

ing of Ills life in these pages."

Central School Journal (la.)." Though published four or five yearssince, 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 amanual of special value."

New York School Journal." Every teacher would derive benefit fromreading this volume."

Chicago Educational Weekly. "The teacher who aims at best suc-cess should study it."

Phil. Teacher." Many who have spent months in the Bchool-room would

be benefited by it."

Maryland School Journal." Always clear, never tedious."Va. Ed. Journal. "Excellent hints as to securing attention."Ohio Educational Monthly." We advise readers to send for a copy."Pacific Home and School Journal.

" 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:41 A good treatise has long

been needed, and Mr. Hughes has supplied the want."

SEND AT,T. ORDERS TOE. L. KELLOGG & CO.. NEW YORK & CHICAGO. 21

Johnsons Education by Ttomg.Education by Doing : A Book of Educative Occupations forChildren in School. By ANNA JOHNSON, teacher to theChildren's Aid Schools of New York City. With a prefatorynote by Edward B. Shaw, of the High School of Yonkers,N. Y. Handsome red cloth, gilt stamp. Price, 75 cents

;

to teachers, 60 cents ; by mail, 5 cents extra.

Thousands of teachers are asking the question: "How can 1

keep 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. Language 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 havs

felt that Frcebel's great discovery of education by occupations must havesomething for the public schools that a further application of the '

puvting 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. Th?vbook is an outgrowth of this idea, conceived in the spirit of the e

Ne-.vEducation.'" It will be widely welcomed, we believe, as it gives concrete method/!

of work the very aids primary teachers are in search of. There has beei/a wide discussion of the subject of education, and there exists no lit tinconfusion in the mind of many a teacher as to how he should irnpro-v*upon methods that have been condemned."

Snpt. J. W. Skinner, Children's Aid Schools, says :" It is highly ap'pi o

ciated 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."

Va. 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 foi

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/*

BUND ALL Olll>E&8 DO


Kellogg's School {Management:" A Practical Guide for the Teacher in the School-Room."

By AMOS M. KELLOGG, A.M. Sixth edition. Revised and

enlarged. Cloth, 128 pp. Price, 75 cents ; to teachers, 60

cents ; by mail, 5 cents extra.

This book takes up the most difficult of all school work,viz. : the Government of a school, and is filled with originaland practical ideas on the subject. It js invaluable to theteacher who desires to make his school a "

well-governed"school.

1. It suggests methods of awakening an interest in the

studies, and in school work. "The problem for the teacher,"

says Joseph Payne,"

is to get the pupil to study." If he can dothis he will be educated.

2. It suggests methods of making the school attractive.

Ninety-nine hundredths of the teachers think young peopleshould come to school anyhow ; the wise ones know that a

pupil who wants to come to school will do something whenhe gets there, and so make the school attractive.

3. Above all it shows that the pupils will be self-governedwhen well governed. It shows how to develop the process of

self-government.4. It shows how regular attention and courteous behaviour

may be secured.5. It has an admirable preface by that remarkable man and

teacher, Dr. Thomas Hunter, Pres. N. Y. City Normal College.Home and School." Is just the book for every teacher who wishes

to be a better teacher."

Educational Journal." It contains many valuable hints."

Boston Journal of Education. "It is the most humane, instructive,original educational work we have read in many a day."Wis. Journal of Education." Commends itself at once by the num-

ber of ingenious devices for securing order, industry, and interest.

Iowa Central School Journal." Teachers will find it a helpful andsuggestive book."

Canada Educational Monthly." Valuable advice and useful sugges-tions."Normal Teacher." The author believes the way to manage is to civ-

ilize, cultivate, and refine."

School Moderator." Contains a large amount of valuable reading ;

school government is admirably presented."

Progressive Teacher." Should occupy an honored place in every

teacher's library."

Ed. Courant. "It will help the teacher greatly.'

Va. Ed. Journal." The author draws from a large experience."

ALL 0&DILH& TO

R L. KELLOGG & CO., 25 CLINTONPLAGE, N. Y. 23

--INDUSTRIAL-EDUCATION'

Loves Industrial Education.

Industrial Education ; a guide to Manual Training. BySAMUEL G. LOVE, principal of the Jamestown, (N. Y.)public schools. Cloth, 12mo, 330 pp. with 40 full-pageplates containing nearly 400 figures. Price, $1.50; to

teachers, $1.20 ; by mail, 12 cents extra.

1. Industrial Education not understood. Probably the onlyman who has wrought out the problem in a practical way is

Samuel G, Love, tKe superin-tendent of the Jamestown (N.Y.) schools. Mr. Love has nowabout 2,400 children in the

primary, advanced, and highschools under his charge ; heis assisted by fifty teachers, sothat an admirable opportunitywas offered, In 1874 (aboutfourteen years ago) Mr. Lovebegan his experiment ; gradu-ally he introduced one occu-

pation, and then another, uatilat last nearly all the pupils are

following some form of educat^

ing work.

2. Why it is demanded. Thereasons for introducing it are

clearly stated by Mr. Love. It

was done because the educa*tion of the books left the pu-pils unfitted to meet the prac,

tical problems the world asks them to solve. The world doesnot have a field ready for the student in boot-lore. The state^

ments of Mr. Love should be carefully read.3. It is an educational book. Any one can give some

formal work to girls and boys. "What has been needed hasbeen some one who could find out what is suiied to the little

child who is in the " First Reader," to the one who is in the"Second Reader," and so on. It must be remembered theeffort is not to make carpenters, and type-setters, and dress-makers of boys and girls, but to educate them by these occupa-tions better than without them.

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^Paynes Lectures on the Science andART OF EDUCATION. Reading Circle Edition. By JOSEPHPAYNE, 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 goldback stamp. Price, $1.00 ; to teachers, 80 cents ; by mail,7 cents extra. Elegant new edition from new plates.

Teachers who are seeking t<j

know the principles of educationwill find them clearly set forth inthis 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 teacherwere to decide to own but threeworks on education, this wouldbe one of them. This editioncontains all of Mr. Payne's writ-

ings that are in any other Ameri-can abridged edition, and is the

only one with hisportrait. It is

far superior to any other edition

published.JOSEPH 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 thethree 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 andtasteful 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.

Ohio Educational Monthly. "It does not deal with shadowy theories;it is intensely practical."Philadelphia Educational News. 44 Ought to be in library of every

progressive teacher."Educational Courant.

" To know how to teach, more iF needed thana knowledge of the brancnes taught. This is especially valuable."

Pennsylvania Journal of Education.44 Will be of practical value te

Normal Schools and Institute

SEND ALL ORDERS TO


Parkers Talks on Teaching.Notes of " lalks on Teaching" given by COL. FRANCIS W.PARKER (formerly Superintendent of schools of Quincy,Mass.), before the Martha's Vineyard Institute, Summerof 1882. Eeported by LEIJA E. PATRIDGE. Square 16mo,5x6 1-2 inches, 192 pp., laid paper, English cloth. Price,$1.25 ; to teachers, $1.00 ; by mail, 9 cents extra.

The methods of teaching employed in the schools of Quincy,Mass., were seen to be the methods of nature. As they werecopied and explained, they awoke a great desire on the partof 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 summerof 1882, in response to requests, Colonel Parker gave a courseof lectures before the Martha's Vineyard Institute, and thesewere 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 anyother educational book what-ever. The daily papers, whichusually pass by such bookswith a mere mention, devotedcolumns to reviews of it.

The following points willshow why the teacher willwant this book.

1. It explains the " NewMethods." There is a widegulf between the new and theold education. Even schoolboards understand this.

2. It gives the underlyingprinciples 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 a 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 thehuman race.

4. It gives a biography of Col. Parker. This will help theteacher of education to comprehend the man and his motives.

5. It has been adopted bv nearly every State Reading Circle.

8UND ALL ORfcfiRS tfO


The ^Practical Teacher.

Writings of FRANCIS W. PARKER, Principal of Cook Co.Normal School, III., and other educators, among which is

Joseph Payne's Visit to German Schools, etc. 188 large8vo pages, 7KxlOX inches. Cloth. Price, $1.50; to

teachers, $1.20 ; by mail, 14 cents extra. New edition in

paper cover. Price, 75 cents ; to teachers, 60 cents ; bymail, 8 cents extra.

These articles contain many things that the readers of the" Talks on Teaching" desired light upon.* The space occupiedenabled Col. Parker to state himself at the length needed forclearness. There is really here, from his pen (taking out the

writings of others) a volume of 830 pages, each page about thesize of those in " Talks on Teaching."

1. The writings in this volume are mainly those of Col. F.W. Parker, Principal of the Cook County Normal School.

2. Like the " Talks on Teaching"so famous, they deal with

the principles and practice of teaching.3. Those who own the " Talks " will want the further ideas

from Col. Parker.4. There are many things in this volume written in reply to

inquiries suggested in " Talks."5. There is here really 750 pages of the size of those in

" Talks." " Talks "sells for $1.00. This for $1.20 and 14 cents

for postage.6. Minute suggestions are made pertaining to Reading,

Questions, Geography, Numbers, History, Psychology, Peda-

gogics, Clay Modeling, Form, Color, etc.

7. Joseph Payne's visit to the German schools is given infull ; everything from his pen is valuable.

8. The whole book has the breeze that is blowing from theNew Education ideas ; it is filled with Col. Parker's spirit.

PARTIAL LIST OF CONTENTS-Beginning's. Reading

1 laws and principles ; Ruling1 Slates : Number

and Arithmetic; Geography; Moulding-; History; Psychology; Peda-gogics ; Examinations ;

Elocution ; Questioning1 on Pictures ; on Flow-

ers ; on Leaves ; Rules in Language : Answers to questions respectingthe Spelling-Book; List of Children's Books on History: The Child's

Voice; Ideas before Words; Description of Pictures; Teaching of 1 :

of 2; of 3 ;of 4; etc.; Form and Color; Breathing Exercises; PaperFolding ; Verbatim report of lessons given in Cook Co. Normal School.Busy Work ; Answers to Questions in Arithmetic, etc. ; Why teachersdrag- out a monotonous existence: Teaching of language to children;Supplementary Reading list of books ; Structural Geography; Lettersfrom Germany ; Hand and Eye Training ; Clay Modeling

1

; List of Edu-cational Works ; Joseph Payne's visit to German Schools, etc., etc.

BEND ALL ORDERS TO

30 . L> KELLOGG & CO., NEW YORK & CHICAGO.

"Patridges "Quincy {Methods,"The "

Quincy Methods," illustrated ; Pen photographs fromthe Quincy schools* By LELJA E. PATRIDGE. Illustratedwith 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 famousander 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, whoseschools were passed by. Those who went to study themethods pursued there were called on to tell what they hadseen. Miss Patridge was one of those who visited the schoolsof Quincy ; in the Pennsylvania Institutes (many of whichshe 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 ; thenthe book was made.

1. This book presents the actual practice in the schools of

Quincy. It is composed of "pen photographs."

2. It gives abundant reasons for the great stir produced bythe two words "

Quincy Methods." There are reasons for thediscussion that has been going on among the teachers of late

years.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 tune 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, Frcebelj Mann, Page, Parker, etc.

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First Three Years of Childhood.

AN EXHAUSTIVE STUDY OF THE PSYCHOLOGY OF CHILDREN. ByBERNARD PEREZ. Edited and translated by ALICE M. CHRISTIE,translator of " Child and Child Nature," with an introduction byJAMES SULLY, M.A., author of "Outlines of Psychology," etc.

12mo, cloth, 324 pp. Price, $1.50 : to teachers, $1.20 ; by mail, 10

cents extra.

This is a comprehensive treatise on the psychology of childhood, andis a practical study of the human mind, not full formed and equippedwith knowledge, but as nearly as possible, ab origine before habit,

environment, and education have assented their sway and made their

permanent modifications. The writer looks into all the phases of child

activity. He treats exhaustively, and in bright Gallicstyle,

of sensa-

tions, instincts, sentiments, intellectual tendencies, the will, the facul-

ties of aesthetic and moral senses of young children. He shows howideas of truth and falsehood arise in little minds, how natural is imita-

tion and how deep is credulity. He illustrates the development of im-

agination and the elaboration of new concepts through judgment,abstraction, reasoning, and other mental methods. It is a book thathas been long wanted by all who are engaged in teaching, and especiallyby all who have to do with the education and training of children.

This edition has a new index of special value, and the book is care-

fully printed and elegantly and durably bound. Be sure to get ourstandard edition.

OUTLINE OF CONTENTS.CHAP.IX. Association of Psychical States

- Association Imagination.X. Elaboration of Ideas Judg-

ment Abstraction Com-parison GeneralizationReasoning Errors and Allu-sions Errors and Allusions

Owing to Moral Causes.XI. Expression and Language.XII. Êsthetic Senses Musical

Sense Sense of Material

Beauty Constructive In-stinctDramatic Instinct.

XIII. Personalty Reflection MoralSense.

CHAP.I. Faculties of Infant before Birth

First Impression of New-born Child.

II. Motor Activity at the Begin-ning of Life at Six Months

at Fifteen Months.III. Instinctive and Emotional Sen-

sations First Perceptions.IV. General and Special Instincts.V. The Sentiments.VI. Intellectual Tendencies Ver-

acity Imitation Credulity.VII. The Will.VIII. Faculties of Intellectual Acqui-

sition and Retention Atten-tionMemory.

Col. Francis W. Parker, Principal Cook County Normal and TrainingSchool, Chicago, says:

4>I am glad to see that you have published Perez's

wonderful work upon childhood. I shall do all I can to get everybody to readit. It is a grand work."John Bascom, Pres. Univ. of Wisconsin, says:" A work of marked

interest."

G. Stanley Hall, Professor of Psychology and Pedagogy, Johns HopkinsUniv., says: "I esteem the work a very valuable one for primary and kin-

dergarten teachers, and for all interested in the psychology of childhood."And many other strong commendations.

SfeftD ALL ORDEfcS I'd


Reception Day. 6 J\os.

A collection of fresh and original dialogues, recitations, decla-

mations, and short pieces for practical use in Public andPrivate Schools. Bound in handsome new paper cover, 160

pages each, printed on laid paper. Price, 30 cents each; Uteachers, 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 in

this volume being fresh, short,\ and easy to be comprehended, arewe^ fitted for the average scholarsof our schools.

2. They have mainly been used

by teachers for actual schoojexercises.

3 3. They cover a different groundfrom the speeches of Demosthenesand Cicero which are unfitted

for boys of twelve to sixteen

years of age.

4. They have some practical in-

terest for those who use them.5. There is not a vicious sen-

| tence uttered. In some dialoguebooks profanity is found, or dis-

obedience to parents encouraged,or lying laughed at. Let teachers

look out for this.

6. There is something for the

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 bear

upon education.10. An important point is the freshness of these pieces. Most

of them were written expressly for this collection, and can be

found 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."

SEND ALL ORDERS TO

E. L. KELLOGG & CO., NEW YORK CHICAGO.

WHAT EACH NUMBER CONTAINS.

No. 4 ContainsCampbell Memorial Day.LongfellowMichael Angelo

*

ShakespeareWashingtonChristmas Exercise.Arbor DayNew Planting

*

Thanksgiving"

Value of Knowledge Exercise.Also 8 other Dialogues.21 Recitations.23 Declamations.

No. 5 ContainsBrowning Memorial Day.Autumn Exercise.

Bryant Memorial Day.New Planting Exercise.Christmas Exercise.A Concert Exercise.24 Other Dialogues.16 Declamations, and36 Recitations.

No. 6 ContainsSpring; a flower exercise for veryyoung 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,

who, if they do not keep it, try to have you buy something else

similar, but not so good. Therefore send direct to the publishers,

by mail, the price as above, in stamps or postal notes, and yourorder will be filled at once. Discount for quantities.

No. 1

Is a specially fine number. One dia-

logue in it, called " Work Conquers,"for 11 girls and 6 boys, has been givenhundreds of times, and is alone worththe price of the book. Then thereare 21 other dialogues.29 Recitations.14 Declamations.17 Pieces for the Primary Class.

No. 2, Contains

29 Recitations.12 Declamations.17 Dialogues.24 Pieces for the Primary Class.And for Class Exercise as follows:The Bird's Party.Indian Names.Valedictory.Washington's Birthday.Garfield. Memorial Day.GrantWhittierSigourney

No. 3 Contains

Fewer of the longer pieces and moreof the shorter, as follows :

18 Declamations.21 Recitations.22 Dialogues.24 Pieces for the Primary Class.A Christmas Exercise.

Opening Ptece. andAn Historical Celebration.

SPECIAL OFFER.

If ordered at one time, we will send postpaid the entire

6 Nos. for $1.40. Note the reduction.

BEND ALL. ORDERS TOZ, KELLOGG & CO., NEW YORK & CHICAGO. 35

Seeleys Grube s Method of TeachingARITHMETIC. Explained and illustrated. Also the im-

provements on the method made by the followers ofGrube in Germany. By LEVI SEELEY, Ph.D. Cloth,176 pp. Price, $1.00 ;

to teachers 80 cents ; by mail,7 cents extra.

1. IT is A PHILOSOPHICALWORK. This book has a soundphilosophical basis. The childdoes not (as most teachers seemto think) learn addition, thensubtraction, then multiplica-tion, then division; he learnsthese processes together. Grubesaw this, and founded his sys-tem on this fact.

2. IT FOLLOWS NATURE'SPLAN. Grube proceeds to de-

velop (so to speak) the methodby which the child actually be-comes (if he ever does) ac-

quainted with 1, 2, 3, 4, 5, etc.

This is not done, as some sup-pose, by writing them on aslate. Nature has her method

;

she begins with THINGS; after

handling two things in certain ways, the idea of two is ob-

tained, and so of other numbers. The chief value of this

book then consists in showing what may be termed the waynature teaches the child number.

3. IT is VALUABLE TO PRIMARY TEACHERS. It begins andshows how the child can be tanght 1, then 2, then 3, &c.Hence it is a work especially valuable for the primary teacher.It gives much space to showing how the numbers up to 10 are

taught; for if this be correctly done, the pupil will almostteach himself the rest.

4. IT CAN BE USED IN ADVANCED GRADES. It discussesmethods of teaching fractions, percentage, etc., so that it is awork valuable for all classes of teachers.

5. IT GUIDES THE TEACHER'S WORK. It shows, for exam-ple, what the teacher can appropriately do the first year, whatthe second, the third, and the fourth. More than this, it sug-gests work for the teacher she would otherwise omit.

Taking it altogether, it is the best work on teaching mim*for ever published. It isjyerj handsomely printed and bound,

DR. LEVI SEELEY.

SEND ALL ORDERS TO

E. L. KELLOGG & CO., NEW YORKAND CHICAGO. 37

Shaw's Rational Question Tlook.

" THE NATIONAL QUESTION BOOK." A graded course of

study for those preparing to teach. By EDWARD R. SHAW,Principal of the High School, Yonkers, N. Y., author of

"School Devices,' etc Bound in durable English buck-ram cloth, with beautiful side-stamp. 12mo, 400 pp.

Price, $1.75; net to teachers, postpaid.

A new edition of this popular book is now ready, containing

the followingNEW FEATURES:

READING. An entirely new chapter with answers.

ALCOHOL and its effects on the body. An entirely newchapter with answers.

THE PROFESSIONAL GRADE has been entirely re-

written and now contains answers to every question.

This work contains 6,5OO Questions and Answers on 24:

Different Branches of Study.

ITS DISTINGUISHING FEATURES.1. It aims to make the teacher a BETTER TEACHER.4< How to Make Teaching a Profession" has challenged t- e

attention of the wisest teacher. It is plain that to accomplishthis the teacher must pass from the stage of a knowledge ofthe rudiments, to the stage of somewhat extensive acquire-ment. There are steps in this movement; if a teacher will

take the first and see what the next is, he will probably go onto the next, and so on. One of the reasons why there hasbeen no movement forward by those who havemade this first

step, is that there was nothing marked out as a second step.

2. This book will show the teacher how to go forward.In the preface the course of study usually pursued in our

best normal schools is given. This proposes four grades ;

third, second, first, and professional. Then, questions are

given appropriate for each of these grades. Answers followeach section. A teacher will use the book somewhat asfollows : If he is in the third grade he will put the questionsfound in this book concerning numbers, geography, history,grammar, orthography, and theory and practice of teachingto himself and get out the answer. Having done this he will

go on to the other grades in a similar manner. In this wayhe will know as to his fitness to pass an examination for

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Shaw and T)onnett'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, 289 pp. Price, $1.25 ;to teaclws, $1.00 ; by mail, 9 cents

extra.

This valuable book has just been greatly im-

proved by the addition of nearly 75 pages of

entirely new material.

BSTA BOOK OF "WAYS" FOR TEACHERS..^

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, Reading,Spelling, Geography, etc. These are in many cases novel ; they are

designed to help attract the attention of the pupil.

2. The "ways" given are not the questionable

"ways" so often seen

practised in school-rooms, but are in accord with the spirit of moderneducational 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 newways in which to present old truths. The great enemy of the teacheris want of interest. Their methods do not attract attention. There is

no teaching unless there is attention. The teacher is too apt to thinkthere is but one "

way" of teaching spelling ;he thus falls into a rut.

Now there are many "ways" of teaching spelling, and some "ways"are better than others. Variety must exist in the school-room ;

theauthors of this volume deserve the thanks of the teachers for pointingout methods of obtaining variety without sacrificing the great endsought scholarship. New "ways" induce greater effort, and renewalof activity.

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 attheir command that for which visits to other schools are made, insti-

tutes and associations attended, viz., new ideas and fresh and forceful

ways of teaching. The devices given under Drawing and Physiologyare of an eminently practical nature, and cannot fail to invest these

subjects with new interest. The attempt has been made to presentonly 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 will produce goodresults.

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Song Treasures.THE PRICE HAS BEENGREATLT REDUCED.

Compiled by AMOS M. KELLOGG, editor of the SCHOOL JOUB-NAL. Beautiful and durable postal-card man ilia cover,

printed in two colors, 64 pp. Price, 15 cents each; to teachers,12 cents; by mail, 2 cents extra. 30th thousand. Write forour special terms to schoolsfor quantities. Special termsfor useat Teachers' Institutes.

This is a most,valuable col-

J

lection of mu-f

sic for allschools and in- 1

stitutes.

1. Most of!the pieces havebeen selected !

by the teachersas favorites in

f

the schools.

They are theones the pupil?love to sing.It containsnearly 100 1

pieces.2. All the pieces

" have a ring to them ;" they are easilylearned, and will not be forgotten.

3. The themes and words are appropriate for young people.In these respects the work will be found to possess unusual merit.

Nature, the Flowers, the Seasons, the Home, our Duties, ourCreator, are entuned with beautiful music.

4. Great ideas may find an entrance into the mind throughmusic. Aspirations for the good, the beautiful, and the true are

presented here in a musical form.5. Many of the words have been written especially for the

book. One piece, "The Voice Within Us," p. 57, is worth the

price of the book.6. The titles here given show the teacher what we mean :

Ask the Children, Beauty Everywhere, Be in Time, Cheerfulness,Christmas Bells, Days of Summer Glory, The Dearest Spot. Evening Song,Gentle Words, Going to School, Hold up the Right Hand, I Love the Merry,Merry Sunshine, Kind Deeds, Over in the Meadows, Our Happy School,Scatter the Germs of the Beautiful, Time to Walk, The Jolly Workers, TheTeacher's LJfe, Tribute to Whittier, ete., etc.

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42 E. L. KELLOGG & CO., NEW YORK <& CHICAGO.

Southwick's Handy Helps.

Handy Helps. A Manual of Curious and Interesting Infor-mation. By ALBERT P. SOUTHWICK, A.M., Author of"Quizzism and Its Key," etc. 16mo, cloth, 290 pp. Price,

$1.00 ; to teachers, 80 cents ; by mail, 8 cents extra.1. This volume contains five hundred questions that are of

interest to every reading man and woman in the UnitedStates. To hunt up an answer to even one of these wouldrequire sometimes dayg of research.

2. The volume will be valuable to the teacher especially,because he is surrounded with an inquiring set of youngbeings. For instance,

" What is the origin of the term JohnBull ?" If asked this the teacher might be unable to answerit, yet this and many other similar queries are answered bythis book.Such a volume can be used in the school-room, and it will

enliven it, for many young people are roused by the questionsit contains. Something new can be found in it every day tointerest and instruct the school. It is an invaluable aid inoral teaching, unequaled for general exercises, and interestingdull pupils.

4. It will afford refined entertainment at a gathering of

young people in the evening, and really add to their knowl-

edge.5. The queries in it pertain to matters that the well-

informed should know about. Here are a few of them s

Animal with Eight Eyes ; The Burning Lakes ; Boycotting ;

Burial Place of Columbus ; Bride of Death ; Bluebeard's Cas-tle ; City of the Violet Crown ; Dead Sea Fruit ; Doors thatare Books ; Derivation of the words, Uncle Sam ; First use ofthe expression,

" Defend me from my friends"; Flogged for

Kissing his Wife ; How Pens are Slit ; Key of the Ba stile ;

Mother Goose ; Origin of All Fooi's Day ; Reason Rhode Islandhas two capitals ; Silhouette ; Simplest Post-office in the

World; Umbrella a mile Wide; "Sharpshooters" amongfishes ; Unlucky days for matrimony ; Year with 445 days ;

Why black is used for mourning ; etc. ,etc.

6. It is a capital book to take on a railroad journey ; it

entertains, it instructs.

Home Journal." One can scarcely turn a page without finding

something he desires to learn, and which every well-read man ought toknow.

Interior. "Immensely instructive and entertaining in school-roomi,families and reading circles,.

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E. L. KELLOGG & CO., NEW TORE & CHICAGO.

Soutbwick's Qui% Manual of the TheoryAND PRACTICE OF TEACHING. By A. P. SOUTHWICK,author of "

Handy Helps," "Quizzism and Key," etc. Can-vas binding, 16mo, 132 pp. Price, 75 cents; to teachers, 60

cents; by mail, 6 cents extra.

Much real aid to all classes of teachers may be got from avolume like this. To county superintendents, examiners, prin-cipals, it will be specially helpful in suggesting proper questions:or examinations. There is more attention every year being*iven to Theory and Practice of Teaching, once wholly neglected.This is one of the six books recommended by the N. Y. State

Department to teachers preparing for an examination in Statejertificates.

THIS VOLUME CONTAINSFhe following questions on TEACHING these subjects:J8 questions on Education.

Arithmetic.

Composition.Etymology.Orthography.Natural Science.

Geography.Penmanship.Discipline.Manual Training.

47 questions on Reading.3

21332432101254

Natural History.Rhetoric.Literature.

Psychology.Physiology.History.Drawing.Attention.Miscellaneous.

Making in all over 5OO questions; each question being conciselyret fully answered.The answers are printed on the back of the book, numbered to

correspond with the questions.

Ed. Record (Can.). "To anyone preparing for an examination in profes-ional subjects, no better book than this could be found."Can. Ed. Journal." Cannot fail to prove of great service to young

eachers."Neb. Teacher.

" The answers are of sufficient length to be of realicrvice."

Western School Journal." The section on discipline abounds in goldenind practical suggestions."Pa. School Journal." Well-arranged, comprehensive, reliable, and thor-

>ughly adapted to fulfil its purpose."La. Prog. Teacher. The wisdom of a dozen works boiled down in get-at-

tblequestion-and-answer form."Central School Journal." A helpmeet to teachers of all grades. Every

ubject taught in common and high schools is treated. It contains 506[uestions and answers, simple and leading. We recommend the work asme of the best published."

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Tates "Philosophy of Education.

The Philosophy of Education. By T. TATE. Revised andAnnotated by E. E. SHEIB, Ph.D., Principal of the Louis-iana State Normal School. Unique cloth binding, laid

paper, 831 pp. Price, $1.50 ; to teachers, $1.20 ; by mail, 7

cents extra.

There are few books that deal with the Science of Educa-tion. This volume is the work of a man who said there were

great principles at the bottom of the work of the despisedschoolmaster. It has set many a teacher to thinking, and in

its new form will set many more.Our edition will be found far superior to any ether in- every

respect. The annotations of Mr. Sheib are invaluable. Themore important part of the book are emphasized by leadingthe type. The type is clear, the size convenient, and print-

ing, paper, and binding are most excellent.

Mr. Philbrick so long superintendent of the Boston schools hold thiswork in high esteem.

Col.F. W. Parker strongly recommends it.

Jos. MacAlister, Supt. Public Schools, Philadelphia, says :" It is one

of the first books which a teacher deserves of understanding the scien-tific principles on which his work rests should study."

S. A. Ellis . Supt. of Schools, Rochester N. Y. says :" As a pointed and

judicious statement of principles it has no superior."

Thos. M. Balliet, Supt. of Schoolsv Reading. Pa., says :

" The workis a classic on Education."

J. M, Greenwood, Supt. Schools, Kansas City, says :" I wish every

teacher of our country owned a copy and would read it carefully andtkoughtfully."

Prest. E. A. Sheldon. Oswego Normal Schools, says :u For more

than 20 years it hasbeen our text-book in this subject and I know of noother book so good for the purpose."

Bride:eport Standard." A new generation of thinkers will welcomeit; it has long held the first place in the field of labor which it illus-

trates."

S. W k Journal of Education. "It deals with fundamental principlesand shows how the best educational practice comes from them."

The Interior.'1 The book has long been held in high esteem by

thoughtful teachers."

Popular Educator." Has long held a high place among educational

works."

Illinois School Journal." It abounds in good things."

Philadelphia Record." Has been ranked among educational classics

for more than a quarter of a century."

Eaucational News." Tate was the first to give us the maxims fromthe

4 knowu to the unknown '

eto."

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Welch's Teachers Psychology.

A Treatise on the Intellectual Faculties, the Order of the

Growth, and the Corresponding Series of Studies by whichthey are Educated. By the late A. S. Welch, Professor of

Psychology, Iowa Agricultural College, formerly Pres. of

the Mich. Normal School. Cloth, 12mo, 300 pp., $1.25; to

teachers, $1; by mail, 12 cents extra. Special terms to

Normal Schools and Reading Circles.

A mastery of the branches to be taught was once thought to bean all-sufficient preparation for teaching. But it is now seen that

there must be a knowledge of the mind that is to be trained.

Psychology is the foundation of intelligent pedagogy. Prof.

Welch undertook to write a book that should deal with mind-

unfolding, as exhibited in theschool-room. He shows what is

meant by attending, memorizing,judging, abstracting, imagining,classifying, etc., as it is done bythe pupil over his text-books. First,there is the concept; then there is

(1) gathering concepts, (2) storingconcepts, (3) dividing concepts,(4) abstracting concepts, (5) build-

ing concepts, (6) grouping con-

cepts, (7) connecting concepts,(8) deriving concepts. Each ofthese is clearly explained and il-

lustrated ;the reader instead of

being bewildered over strangeterms comprehends that imagina-tion means a building up of con-

cepts, and so of the other terms.A most valuable part of the book

is its application to practical education. How to train these

powers that deal with the concept that is the question. Theremust be exercises to train the mind to gather, store, divide, abstract,

build, group, connect, and derive concepts. The author showswhat studies do this appropriately, and where there are mistakesmade in the selection of studies. The book will prove a valuableone to the teacher who wishes to know the structure of the mindand the way to minister to its growth. It would seem that at

last a psychology had been written that would be a real aid, in-

stead of a hindrance, to clear knowledge.

DR. A. S. WELCH.

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52 E. L. KELLOGG & CO., NEW YOEK & CHICAGO.

Woodhull's Simple Experiments for the

SCHOOL-ROOM. By Prof. JOHN F. WOODHULL, Prof, of

Natural Science in the College for the Training of Teachers,New York City, author of "Manual of Home-Made Appa-ratus." Cloth, 16mo. Price, 50 cents; to teachers, 40 cents;

by mail, 5 cents extra.

This book contains a series of simple, easily-made experiments,to perform which will aid the comprehension of every-day phe-nomena. They are really the very lessons given by the author in

the Primary and Grammar Departments of the Model School in

the College for the Training of Teachers, New York City.

The apparatus needed for the experiments consists, for the most

part, of such things as every teacher will find at hand in a school-

room or kitchen. The experiments are so connected in logicalorder as to form a continuous exhibition of the phenomena ofcombustion. This book is not a science catechism. Its aim is to

train the child's mind in habits of reasoning by experimentalmethods.

These experiments should be made in every school of our

country, and thus bring in a scientific method of dealing withnature. The present method of cramming children's minds withisolated facts of which they can have no adequate comprehensionis a ruinous and unprofitable one. This book points out themethod employed by the best teachers in the best schools.

WHAT IT CONTAINS.I. Experiments with Paper.

*II.

" tk Wood.III.

" " a Candle.IV.

" Kerosene.V. Kindling Temperature.

VI. Air as an Agent in Combustion,VII. Products of Complete

"

VIII. Currents of Air, etc. Ventila-IX. Oxygen of the Air. [tion.X. Chemical Changes.

In all there are 91 experiments described, illustrated by 35

engravings.

Jas. H. Canfield, Univ. of Kans., Lawrence, says:" I desire to say mostemphatically that the method pursued is the only true one in all schoolwork. Its spirit is admirable. Ws need and must have far more of this

instruction."

J. C. Packard, Univ. of Iowa, Iowa City, says:" For many years shut upto the simplest forms of illustrative apparatus, I learned that the necessitywas a blessing, since so much could be accomplished by home-made ap-paratus inexpensive and effective."

Henry R. Russell, Woodbury, N. J., Supt. of the Friends School: "Ad-mirable little book. It is just the kind of book we need."

S. T. Button, Supt. Schools, New Haven, Ct." Contains just the kind of

help teachers need in adapting 'natural science to common schools.''

OUR OWN PUBLICATIONS.*,* ioo-page descriptive catalogue of the 300 Best Books for

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- cl. 1.25 i.oo pd.Art of Questioning,

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Gardner's School Buildings,- cl. 3.50 3.00 .13

Gladstone's Obi ect Teaching, paper .15 .13 .01GrofFs School Hygiene, -

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IE READING CIRCLE LIBRARY.An invaluable new series of Low Priced Books for Teachers,

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6. Welch's Talks on Psychology,7. Dewey's How to Teach Manners.8. Browning's Educational Theories.9. Calkins' Ear and Voice Culture,

1O. Woodruff's Easy Experiments in Science.

*#* Each volume contains from go to 240 pp. ,is clearly

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Price, 50 cents each;

to teachers, 40 cents ; by mail, 5 cts. extra.

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TEACHERS' MANUALS SERIES.This is a new series of short essays on educational subjects

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NOW READY.No. 1. J. G. Fitch's "Art of Questioning."No. 2. J. G. Fitch's "Art of Securing Attention."No. 3. Arthur Sidgwick's "On Stimulus in School,"No. 4. Charlotte M. Yonge's "Practical Work in

School."No. 5. J. G. Fitch's "Improvement in the Art of

Teaching." Also a course ofSiudyfor Teachers^ TrainingClasses.

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Each is printed in large, clear type, on good paper, with

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Documents

How to conduct the recitation, and the principles