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/iiA MANUAL
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ELEMENTARY INSTRUCTION,
FOR TJl&

USE OF PUBUC

A~D

rmVATE SCIIOOJ,S AXD

NORMAL OLASSES;
CONTAI NING A GRADliATED COUltS1' OF

OBJECT LES SONS
roa

TRAINING TIIE SENSES AND DEVELOl'lNG TIIE _FAGtJLTU:S
CHILDREN.

BY E. A. SHELDON,
IUP&BIN'TB.KDENT OJ" BOllOOLS,

ASSIST£ D

OSWEGO, lf, Y. ;

~: y

MISS M. E. M. JONES AND PROF. II. KRUSL
SJll;TH F.DTTTON' 1 RJllVISl'lD AND JliN'T,AltGJllD.

NEW YORK: CEIAHI.ES SCH1BN"E I1 & CO., No. 654 BROADWAY.

1869.
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P ll E F ACE.

Entered, «ccordlna: to net of Con p-: -"·'·, tn

CIIARLES

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scnrp:~rn:r~

In the Cierl1.'1 Otllce of the Dlstrlot Court M the United !!t:ltea !or tho Southern Dl&tr!cl
of .New York.

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JOITN' }".TROW,

p;,u:.-..--r i: n,

IT"Jo:R"£OTYPl:R, ANT> Ji:L.tCTHOTYl'JUI,
~

& 00 Ot"f'rHI Street,
New York...

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Fon. many years there lrn.s been a growing convic'
tion in tl1e minds of the thinking- men of tliiH c01mtry,
that our methods of primary instruction arc very defocti\·e, hecan.'ie they arc not properly ail:1ptccl either to the
mental, moral, or physic:tl conditions of cl1ilc1!1r•od. Dttt
little rcferc11cc l1as l1itl1C'rto hccn 11:111 to anv natural order
in tho dcvelnpmcnt ci1· tl1e f':wultics. or to tl1e many peculiar drn.ractcristies of chil11rcn. Tvfomory, liy no means
the most important of the infant faeiiltics, and re:i.son,
at this nge but faintl.r dcvel11pcll, ll8xe be en sc,·ercly
taxed, wl1ilc but little direct f;_:;stcmn.tic effort has been
made to awak en nn1l quir.:kcn the pcrcept1:ve f aculties,
which are the first to develop themselves, and upon tlie
proper cnltirn.tion of wl1ieh we must depend fur Hlll'C' l'SS
in all our future etl11C':itiunal pn>C'csses. Ln'n i 11 Ft: lioo ls
1rln~ re l.1etter »ie\\'S l;a\l' i•rc\·ai !cJ , tl11~ 1qrn t of som e sy s·
tcmatic exercises, 1vi th proper apparatus mul fac ilities for
'puttin,r:; them into prnetice, h:ts Ileen strongly fo lt.
The !lc~i~n of this '\\'Ork is t o mee t th is dcm:tnd:
to pre~ent a drji11it1? coursr of dnn.n1fary 1'11strucfir111
a<la)'il.'<l to pliil'-•wphic \-im\'c; (JJ' 1lH~ "lall'f< ,, f cl1i!dl1"nil ."
We do not chi m fr•r it original ity , ei tli er i n thought
or method. It is no\v a fnll half centnry since that distinguished educational reformer, Pestalozzi, to n great

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gav~ ,expression·:and:..¢tµ,")i~ent ..'to·.th~

·p-tjnciples
·and methods herein contained)·:'""'' ·
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-.:.. Important m.odifications. ii~v~ limv-ever been made;
1nany errors both in priri.cip,!is arid practic~ have been
eradicated, and we are now ~~1c tO bri ng to lie::i.r the suggestion~ of some of the mo~i.__ distinguished educators in
Europe, 'based upon many y·e~rs ~f careful study and experiment.
·
·· : ·
·
. The wor~ U;ROn which this 1~ fo· nded, and from which,
wit th k1w conse o ·· .. .au. oFess, .1ss hza et
¥;ia.J'o, :we as:e large f - dl'a'f~l~~ stated*.in· er preface,
tt~ Manu_a1, . in ·two voluajp~, containing , the· essential
pot tions o'f the five in whic~ ~Iori~ such help
hitherto
'be,~n . attainable ; and this, t0.9;· with the add.!tion· of'much
·~11>luab)e matter which is ·!19-;v pi1blishcd f'or the first
<~.
time"
~ :: ~is work; ·~nt~He~ ,'.;}r:~*~~~l ,~f Elementary ' Instrnc~pn, has been compiled ":'Hliiii,"'the · -past ~ year, and
~rings down to us the light aP.4 ·experiencp of the best
.~<:_h?ol.s of Europe, where these ;ne~~ods have been longest
and most thoroughly tested. ~<~ -~, " ;~
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· ·~ She furthei; says, "The 'vhol~ work has been care, t uil.Y,' recon.sttucted
a plfl:ii. W:hich i p'resentri principles
ap.din immediate ...1:onnectio:Il-~in
oi·der
to illus. practice·
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tr~te their mutual depende~Hl!3; : ~ll c}etail~ of practice
? eing exh~bi~ed as flowing nift,~rapy f~om · t~e first truths
oh which they are founded." >.: o · .-. :~· : ' ·
· _:::'W hile the general plan or't'W~ work has been followed
aI?:d some .of the _le~sons adopt~d .~,ith f.sligl1t cha11geS,-~ 111.;rge proportion of o'.d ginal matter · ha~ been added and
" t4.~ w:hole ~rranged .:with. s~ecial feference the '~ants
1 4f'bu.r_
AmE1rlcan schools.
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]'.!'. . :Lessons on Animals, ai1d the Introdl!Ctior~ "have been
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from the original mli.nus~ripl~ 'of3 '1S& .

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~ ~tli . su~l;i. ex~~ptfo11s ;e.~ ·are'. in<;l,Gat~~;:: eJl.d the.

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·e arranged by her. · For more than fifteen years tl:iis
lady was engaged in training teachers ip these methods
in the Home and Colon'ial Training II_lstitution, London,
and has been connected with the schools of this country
sufficiently ong. to i.nder,stand something of their wants.
Prof. :F::er-mann~ .:rus1 ~ ·s the author of the Lessons
on Form an Inventive Drawing. He has alsore1vritten
and an-anged the third step in Number. His suggestions on
ma11y other poi~ts have been very valuable. '\Ve can but
congratulate ourselves and those engaged in primary iµstruction for this timely aid from one so eminently fitted
for the "7'0rk, t
.
Of the remaining subjects, Reading has been entirely
rewritten. The Lessons on Place or Geography have been
slightly changed, introducing two or three original sketches
of lessons in the first step, and so changing the third step
as to adapt it to our American locality. Some; chang~s
have also ; been made in the Lessons on SQund, Size,
and Weight; new matter added, and, in , twq or .tl;i.ree
instances, substituted for that contained in the old- .vol-.
um es.
While these lessons are prepared for ptj.mary..schpols,
they are also arranged w,ith spe¢ial reference to use in
• At present tMcher in the Oswego Training School.
_
f Prof. K. was born, as it were, in the very school of Pestnlozzi, in wl}ich
his father was for tTI"enty years a leading and active 'teacher. For ten years he
was engaged with his father in teaching a government· school for the training
of teacher• in Pestnlozzinn principles, in one of the cantons of Switzerland, his
Dlltive country. After this, he was for Aix yel\l'S engaged in t.he Home l\nd
Colonial Institution, working out and adapting these methods to the English
schools; and it was here that he first brought out the Inventivf,l prqwipg.
In this eouhtry he has been for several years engaged in teaching · normal
lichoola 1md teachel'1!' in•t.ir.ut.P•. H<c> hR• ~tndied ~are fully th<" ~harncteristi<.'8
of our schools and people; and i~, in every wny, nbundnntly qualified. to ~d;tpt
thb ll)'iitew to our peculiarities 11.lld Wllllts.
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;~~:~,~~ No.~mal" aD.p.

Training classes/ L ¥o<le1 lessom are givens
and.t hen subJects suggested on whieh similar lessons may
~ ~rawn up. The models shoµld be curefully examined

a~;. d analyzed, and, in the case of c/asse::; iu tniining, the
or~ginal sketches should in every irniJiincc be submitteu to
t he ~ri ticism of the teacher. Ily ln<l~ v~<luul teachers, these
3kCtchcs may be writ!.en out an~l used as less;.ms in their
i-;ch'(°;ols, In· sum~ of tho lessons, gt:neml dir~otions only
are given; in others; these direc~ion~ are;1noraparticulur;
while many are drawn out at f411 l?ngtl•, inc~ uding both
questions and answers. In any crise, they a're ouly design~tl as snggestions and mod,sls.to gui<le teachers in
working out their own plans qnd meilwds. ·~ . Teachers
w~~:~on:fine thetnsel:es simply J9.·~4_e lessons Ht~sented in
th1.~ ~ ~.P?k, and to their exact mirn~tire, can but fail in their
\V6~/~.:~1'o · 9_e truly successful, t~ey must.catch the spirit
an~ philosoplijof.tge Bystemr~nd_ work it out l:lomewhat
in: their mon way j of course,· ah\·ays coi;f04iiig to the
principles upon which it is based: these'· we 1elieve to
b~f" sound and philosophical, and they ihonld never be
vfoh~ted.
. '
~e lessons that have been ta.ken with no .11tertttion,
ofo.~ than an occasional :verbal expres6ion, have been

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indieated either in the index, or .in the bodv of the work
where they occur, by the letter JJf. .
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'Yere practically and thoroughly introduci~l in to the Oswego s clwols, and from a consta4Jant.l careful observation
of their working, we feel that :\Ve ;ire in some df:'ITTee
-prepared to jndge as to w!1at is 1f;1nt·:·cl ir{ a hw•k of 't1iis
k ind for our teachers and schools-; a11d we -trnst we may
n ot be disappJlinted in the hope .that it ,will l~eet thes.e
wants. · ,
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~).i~:'subJeCts are arranged into steiis, al~1ply witb refer-

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el\ce,, tP the order of time in which' it is t h.ought various
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~~ , lessons are designed for children from four to :five years
of arre
0' or durinrrb the first )'ear ofthcir school life. In the
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same wav the second step is designed for the secon<l. year,
and the third step for the third year; thus coYcrinf; the
time usually allotted to our primary departments in
towns where th e schooh are graded. In some inst::rnceR
a fourth step .i<1 added, which is designed for the next grade.
The order of succession in which the various subjects are
arranO'ed, has no reference to any order in which it may
be su;posed they should be taken up. While it is the design that the lessons of each step, in every.subject, shall /
be taken up at the same stage of the child's development, ,
it is not expected that they will all be treated simultaneously. From three to :five only are taken at once, and
these are carrieJ. on until the interest of the children befor other subjects,
mns to :fiaa
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n' when thev are cl1arwcd
n
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which in their turn are to he changecl ; as the children
weary, for others .still, m;itil we again retl,lrn to the first
course, to resume it, after a rn.pid. rcvic!V, where we ieft it.
This necessity for change with little children cannot be
too carefully observed; for no 1r1a.t~er
) illeresting the
subject is at first, they will in tiinc-tirt;J, of It;; and a lively
interest can only be maintained by e~,i.9. .-Reading,
spelling, an<l rn1mber are the only srii)f'eet~~ '" arc
constant. With the youngest children the progi'.ammc
1<hould change fortnigltt1y, nnd with tho older ones monthly. In the J\ ppendix Jn!tJ be seen some progmmmcs of
the Oswego schools, which will gi\'c a very good idea of
the •vay in which these may he ~trrm 1 ged .
In the country schools, where no such gradation and
classification are possible, where the teachers find it impracticable to take np all the topics, ne they usually will,
they must confine themselves to those which .seem to them
of the most practical importance ; as, for instance, Moral
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-~ml.::~~;=~ru~truction, Reading, Geogr~phy, 1;f umber, Language;
F0:rm, Color, and Size.
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Others might make a diff~:\:eit sclectioH of subjects:
-;;ii only call attention to t4i~ Ly ·way of expressing- our
•tew of the importance of _l.loing well ana thoroughly
whatever is undertaken. · It m.~y seem diffi(;ult to make a
selection of subjects _where aJt ar,e important; but it is
be.tter to leave half of them untouched than to undertake
to do all, and do nothing as i~ should be don~. Whatever
is taught, let it be taught with reference
correct prin?.~ples.
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CONTENTS

to

l'AGB

E. A. SHELDON.

<>moo, .dug. 211, 1862.

18

INTRODUCTION,
Necessity of Training,
Pestalozzian Plans and Principles, •

13
14
16
24

Preparation of Sketches,
Criticism Lessons, .

40

Reports of Model Lessons,
Milicellnneous Exercises,

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Expl.anation of. .A bbreviation1.
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S. R.-Simultaneou§ r~petition.
W. B.-Write on the.board.
R. T.-Repeat toget4~r. 1

COLOR,

411

FORM,.

62

OBJECTS,

86

NUMBER,

138
200

SIZE,

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WEIGHT,

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SOUND,

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LANGUAGE (M.),

208

212
219

READING, .

281

DICTATION (M.),

2()8

GE <>i.i!L\l'!JY,

LESSO-"S ON THE HliM.A..""l" BODY (M.), .
LE:;:~ONS

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lIORAL

INSTRLJCTlO~,

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LESSONS ON _pJ_, l\}ffS (M ,),

DltAWlNG,

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MANUAt
ELEJ\IENTAHY lXSTHUCTION,

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l .N 'l' l~ 0 D L C 11 0 N
1.-~ECE SSITY OJ' TltA I:; JcW .
II.-rESTAI,QZZIAN l'LA N S AND PRINCIPLES.
IU.-PREPARATlON OF SKETCHES.
IV.-ORITHJISM LJJ:S~ONS.
V.-REPORTS OF MODF.L I,ESSONS.
YI.-MISCELLAN E OUS EXERCISES IN :METilOD.

Abbreviations useq. in the Work.

S. n.
R. T.

J.-Nccessity of T raining.

Simultann;,,~ h ''!1clition.

Repeat Togeth r.

W ERE w e to unrkrt.:i.kc to uiscuss lhe importan ce of a regular
apprenticeship to the mechamc who buiids houses or. makes machinl'\~, 0 r of n professional education to the Rrtist, tbe lawyer, N
the phy;:icinn, w n i<hnnlrl cxpo"e c•urselYcs to public ridicule. It

W.B. Write on tl!e B oard.

i~ too ~:.a ~lf-c vi de ut Lo aJ 1111L uf ~uLt; r discus:;ion.

All rcgan.~ j~ a..

neces;:it.v.

And rv('n w 11 r11 a thnrongh profcBoinnal cdncntion hn8
been olit,:iinPd, or a co1uplete tern1 <_ f ::ervice H~ ri1 prtn tico ~ervc•1,
Wf\ arC\ slow to cmploy_tl!l'JJ1 1111li ] 1Jw1r 1<ncccsg ha~ ]H~rn lc$l<:'d hy
long r1·71rn'e 11rr. \\r0 ar r' s],rn· to trJJ st the sPtting nf a broken
bone t.o 0110 wh n hn.s not gi v en rracticrr{ "1'.'nHmsi.ral.ions of }ij3
t:1Ui1. J\lltl Y'-'t tl1r:- ~ r· t~1l!l ,L~ ~-, :rr 1 ~ i1r~p r )rt;1 1 (•Illy i n :1.. p1·:;·:::11'~ 1
sensc-l!1c lo"·c ~ t of :i:I huJJ1: 111 w:rnlc: ;- •1 111'r·r ,itir
J lc•w
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n1ucll llHJr1~ , then, '\\· 011~1.l it ~"('!11 irnpcir ::-t11t t.h:-i t t110"'0 tn i':!H1n:

wr intrnst th~ mo ra l :in1l in l rJl 0 r-111;il

be caref11ll.y eclucatcd an r1 rr r11 :1r•'•1
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nf tli0 race sh ou:r\

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tcacne r should clearly compreh en;i th : c .·acter of the infant
r.~aJ, aml its moue of opt:ration::::: •iic :va,\ : :... which ea.ch faculty
~t:- ,,,ds related · to tho othl'r, and il1« order of its evciution-as also
lr1r· r el:~u·tl or11er or a1 •11:ia11c('S ill !, 'l (O T"" [ . <'(' c' (lf d1·1·e lopmcnt, to·
r <>1i ;cr Wi th ;i knowJL:t!f:I) of the J1Wf1 ;" s ir· .J ll,'! )l-:'CUJia rilics ;rnd
chs,nicteristics of children. Jt is clear t 11:, ,,·nl10u t this knnwlc:dgc, teachers go bli m!ly a t the ir w
end can lrnt fall inrv
,o,rn n y and grievous errors. Ono tnin µ is : •< rtain, that wilh lho
1•rinciples awl met.ho d' licr0. <ii"'.11ss t<d, 110 o ,, can h«pc to ~ucceed
w ho does not carefully study and i11 telLµ:cnt: » practi,e the m.

11·0.11s.

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11/ ~l t ' i' n:..J ' ' /, ·"on 1n1 !r .r!ant .

l . .-\ccou 11t. u[ the pl;llll. Jc:1m e1i I•.· cl1i:d rcn f,,,m a hook, and
r: peatecl to the kacli.-r.

2. De;cripLion lc.,,ri1e<l am! re peat:; d a" befo1 f', teacher aft.er·
Wurd ex1.Jaini11g tJ11, 11ti:alli11g.
~). rieee lir:;L l'X piairwd by t}t;; teacher, then l 1~a rncd b_v th ti
-:: hildren, and rq>1·a: ,., i.
4. I'icturf' sho 11·11 ---- 1•~r l~ poi111 •:cl onl b ·. t.cacl ,,
lc arnN~ nn cl rep0at.0d a' ],,.:(,ri:.
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·6. Specimens distributerl-part.s foumi out hy the children,
who frame a description, wl1id1 i.o put 0 11 t r»· hoar d arnl committed
to memory.
'\Ve need not add that the latter is the ':orrec t. method.
All lessons should be given in accordance wit.h the following
p rin,ciples, which were laid down by Pestalozzi:

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'educate th!' hnnd.

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Accustom the child to do-

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t1ctt1:1r to Ll1r• g011rr:1' - -- :1-.J111 1l!f• co11•:r1'lr: I. cl th» a1> slr;1cl --f'r1Jll1
tlio ~i1nplP lo 111» 111or0 ,Ji[lii·11il.
D. }' i r.c ! ~':ll: !J('.:..: ic::. 1 i1(:1 1 anal': ~i s-not the nrtler or tlii: ~u liject ,
b 11 l t !1 P

( 1J"d 1'l' ~.c Tl: t ll!!"•• .

()f co11r,r. 1J1r '"] 11"'1lltl Jl:\i l f'n <"il!•r, 111 addri· '>: ing a cl:iss vf stU·
dent", woul•l f'xplain '""' ill11 slrnt1~ t.l1 1' 0f' priw·iple~. ln urder to
ascertain whctlirr tiJe,· arc tli o ru11 _
gl 1lv c11mprclir>ndr•cl, tli0 fnllowi11g qu estions m:t.v be 1111 t. ;\ W,\\'('r.o; slioH!d li e .c::,-,,n in ,,·r il ing.

Dc•scription

5. Specimens given-partST ~xan•;necl ii rst l v teacher, then
observed by the chil<lrPn. ,
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..· : . . ;:0
- ', 4-.~V~ty ~ a law of child~ood.,

G. Let every lesson have a poiut: ('itl.ier immediate or remote.
7. pevclop tlic id0:1--tlif'n gi\·e tlir lnm-c11 lt irn1c l:rngung«.
8. rro CC 1 d fru1 Jl t i1c• knrJ\\'!l tu LliP 1tnk11cn\·n-fro111 tllr ]l:t l'·

II.-Pestalozzian Plans :md P rinciples.

E.xA~rr·1 , r:. - 1S"u·

2. f'11lt.iv;ii0 th0 fo('IJ\ii es in tlirir natural 11rr lrr--llr~ 1. form ti11'
minil! tl1e11 fmn ish it ..
··
3. Tlegin with the s0nsrs, nn•l nryrr 1roll n r'hilrl whnt h() cnn
tli :ocn\·q f·•r l11111cp]f'.
ct. I:f' d 11('0 I'\"('!"\' cl t"I
t11110 i .. ; <'J1()11g !1 !'11r ~L r,]11 :. J.
;). l' r ( 1 c 1' (~1l ...:t ('P \,y ,c.: \r'l'·
];1' 1hnniugli .
Tli f~ n1P~ .(.,:11r 11 Pr i11,
l~1rrrwtion i ~ JJ<>t.. w!101 1!1» l<';tr1rrr c:m giY•» hut. ll'hat. tl1e ('lii ld can

.

l. A tPa!']1('r l1Pui11" Ant)Jl)wt.ic hy teaching n child to count
oraUr , 1, 2. :i, ,1, &c-. \V li:11. p ri1ic l)•l" i.-o \'i11 lntcil?
'2. A IC'acl11·r t0,,c l1<'s rn11l1i pl icaiion 1i_, . ],.t!in:r th·.~ children
si n:r tl1c tal.J,..s. "\\")i:it. pri1,,.i11l•· ic. ,.j,,]111 ,,,]?
:J. He begins Ccograpby by use of glubcR, pointing out continents, <.YC. \\"hat prin" iplc is Yiolatc1l?
4. lie begins Nat.nm! llis1 ,,r_r J,y Inking thr <"hil1lrcn into a
mt; s<'mn wh ere tl1rrc arc speci111em o!' ;ill ki mls, and rnakc8 a
cbssilicntion. \\']mt pri nciple is vi"lated?
5. 'l'o develop an idea, ho begi ns by sR.ying: "Children,
I am going to teach you something: 'All thin gs through which

P.REP A RATION OF S:KETO.HEB.
i ~.!~
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wo can see clearl y are transp arent.' Loo~ ... · ,tis p iu.;c of glass."
principle is violated 1
(;·_ Havi.Dg developed an idea, he umii,, ~:} ,, >re tht; term or put
it <:m,.)he board. What principle i!! ''i01.r.€~d '1
7- . He gi\·cs a lessoo on coal, w i: m"-~, l~c~entin:.,; the object.
\Y h;i: principle is violated'?
:
f . He gives :i. lesson witl1ont ob e r v : n:~ .~ ny di1i1'ions cithrr
hy S. I{. (Rimultaneo us repetition), or by 'Y . .' :. (wri ti ng on the
ho~rd ) .
\Vhat priwiple i~ violated ?
9. He teaches ncading by the R~.:n e met." .J. what princi-

desi;:i.bic to begin with an examination and analyRifJ of a. few sim·
ple lesson!'!.

.What

.

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l. }.fatter to be

f"r ·rnl

1tWl]11J•].

1

Summnn·.

Tho nn:i.lysis of the .lesson on water as made by stuclentJi
should :i.ppear thns :
l. j\f cell.er.

W ha t principle i~ violated?

. 15. The teacher, giving a lesson .m "' t iger, refer :; to the catlets one cl1ild talk of the cat at. lwrnr, a notbcr of tb e clo;;, a tbi r cl
of the horBe, a fourth of r iding the horse to town . \Vbat principle is violated 7
16. He undertakes to gi \·c lessons 0 11 the parts of specc h to
chil clren who have had no lessons' on ol<j ccts. What principle is
violated 1

III.-Preparation gf Sketches.
Too' much stress cannot be laiil on the importance of prepar-

ing notes or sketches in wri ting.: It is not too much to say that
:?;~ l~son ~uiht to be given, a sk~tc~ of whieji has not been syste~tically prepared. In training s~udents tc tjiis work it is found

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t!te t itle, or in the head .
3. rT ern1 :) n.nd inf Jrrnat inn giyr'n tiJ b0 <1i~tinguishc<l fron1 ld t.·<-t~
developed.
4. I\Jcaq <1M·p]npr1l, '"!1n t]1Pr
(rr.) hy aiJ,[r0 s,i ng tl1r; sron>cs Llircctly.
(h) by co1r1p:ni.-..:r111.
(c) l•y f' X[H'rir11r11t.
( rl ) Lv· ml,lrt'.-<si 11g l li0 rc:iso1i.
5. lllustrat1o n- l J.,,, .. 1· lloar•l--S. R-Ellipsrq-J\:ind of

10. He :i.dopls :i. uniform plan in 'tll ,•:oosons, so tl 1at tbe cl1ildrcn al ways know in wlw.t order a :,ubjcct < 11 be r epresented.
\V hnt principle is violated?
11. He tells the ch ildren t11at wat n is a liquid , and then
shows what a liqnid is. Wh :it prin c ipl e is \· iol:itcLl !
12. He gives a lcE:son on position ;,nd ,list;.n ce, always rncasu r·
in:;i: and represent ing the object himsel f. W hat princip le is violaled 7
13. I le gives a lesson on the lion, before the children have hac1
ouc on the cat. \Vl1at i•rinci1,le iH \· j,)]:;.1,"l?
11. He gives :i. lrsson on perch ing Linls as an ord C' r, before
any h ave been gil'cn on th e robin , c:rna ry, :1.11cl othu individuals.

•

Direction"' for Analynis.
2 . Po int to be found, w]1 ,. tlicr <lf'l init<'1y s(rit('d, or contain0Ll in

pi<: ],; violatet.1?

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17

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/,'ce Sum 111rrn1.

2. l'oint is cor1 la i11 ccl in th e hea th, w hich arcC en e rnl •11 1aliti 0s.
Uses, allll special rl'1nlit.i a11 on whi clr U8e~ depend.
3. T Prrn s g1vc11-]1,1111.J :ind bri g ht; information giv·en--eYery
oonntry is well "11 ]'plieJ \1·11.lr wate r.
4. Id ens tleYelnpr~d:
(u) \Vnter is bri gl1t-lms n"i tl1er tas te nor smr·ll.
(b) ·\Valer is a lit111 Hl-lias 1w co]l,r-can be srrn tl1rough.
( c) \ \:ater i_s uscf1d fur \\'fl ., ], i ng nncl drinking. pr 011 w ry.)
(d) \\ nt.er is used fur wacl11n g, c111 ncnnu1l uf tl 1c al.'"'~ n co
of color nnd srrn·ll.
5. Tilustrntions-Elli pses awl S. H.-Summary elliptical.

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18

INTRODUOTiO.t(•
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SEcoNn EiAMPLE.:..:._;i;es.t.on qn Wri_·~ng. P.a?'f'. ~ .-. : ·

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...... WI int is this? . Paper. Wh;,:lwe Jo we· get pa.per? Docs it
--grow upon any plant 7 Docs i t- ~9m e ~ fr.:nn off any animal? Do
w e dig it out of the ground? ,.. · J~~9,v' do we ge t it then? It is
Y es;· it is made by man ;:.'puf!, ~itl mri. n make it out of nothNo ; he must have someth~ng io make it from. Do you
know of·what· paper is made? It is made ol; rags. yes, the best
paper is made of linen rags. Of wl~:t is li-nen wade ? · Do you
!J-Ot · know? It is made from th~. fibrous stem
a very pretty
};.}tint. Here is a picture of it; u,:_
;dcalleJ jlax. Ui:pent t.ogPther,
"-Paper is made of rags ; the Jiµe;it paper is ma<le of liuen rags ;
li~en is m~de from the fibrous st!:Ji~.{ ofa ph;nt calle~ f!a;..;' Now, ,
;,,hik1ren, look at the papPr, ann t,;ii mP wlrnt Y"11 1-.h;;;erve nbout it.
l.4 is white, This paper iti while.:~ut what this 7 Blue. And.
thl,s,? · Brown. \Yhat kind of }><•per is >vhitc? \Vriting !•aper.'
'fry and ~nd out why writmg paf'.ir is_·:i1a<le white. That we may;
see the writing upon it. Look~· ~t it hnd feel it.' It is · smooth,i
:Pnt it het:we<'n y0nr t!tnmh and 'f.ln~•.fr. It is tJ ,ii!. Try a~ain'.'.
' I~ · is light. Repeat together ~f1e~·e quali ties, "yV riting paper is
's_i:nooth, thin, and light." N ow J;~ld if' toward the window. ,W
;.:au i;ee Lluuugh iL. Gaa yuu i;u~ ~~~ougr1 it as well as you do
.thrbug:h g1il.~q? Wh ;d, ls f 1lc l1iffi· n~ n (' 1_. 'I \\,.. p ('a.n Rf:'t~ Pvf'rytliing
Iinite-clear.l y through the gl:rni! ; !;l!t t.hro1igh pn1}ct we only se•:i, th~
dim.light. · · WhRt did we ~ay of ;;lasiff l'liat it is transparent;
·but WO ;say of objects· through }y \~c~ :\V e can Se~ )1ght only, that;
t~ey are translucent. What caJ.l'.. ~~i e siy of paper'? It is translucent: Tr_y ·what you can do w!lh pap!'!r. :-YVe can tear it. Whnt
more 7 '
can bend it and fold it yes; on account of this
-quality it is· said to be pli:nble. '·' -R <>pe~i; 1"g"thi>r, "Pitp.,"r is easi1y
torn : it' can bo easily bent and tolrfod : ii. : ~ pli:aT1Z,,,!' SP•\ I have
put a pnrt ·of this sheet of paper ;11to the fir~. It 'bums. lt is infa1n mable. Why d..o w e call paper inflammable ? Because it
burruf.readilv. Tell ·me so.me oth ~ r thinus,· thnt :u~ -inflammahl".
,..__ ·.••
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0 ,, .,.
'V(oodJ· coal, &c. Of~ what use is th i:.~ kin <f nf p:'l"'r? To write
Yes; and wherryou are grovc:u ufr~· ml 1; erhaps havn to
n_1a<le.

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• Jiy~:velij (~.1..,awar- fro1T1 your father and mother and brothers, how
p\e~antY,<{U .;wil~ tJ:tink,it to :re;qei.ye a ~!wet . of paper folded up,
and brought to you by the postman, to t ell yon l10w they nll nrc,,
and how they. arc getting on! l\'h:1.I; iR Rnch fnlil t.'•l·llji Eheet uf
paper ca1l cn? ·y<:' 'I, n lctt nr. How gb.Cl you will tlicn be, 1.h1tt
when you were young you went to school, and learnt to read, so
thrtt you caa umlerstand what is writtim in the letter brought by
the postman.
After you have told me all you have fonml out about writing
paper, and Rimg n hymn, l will tell yon a true little historv about
writing. Now, nil repeat togetherr. "Writing paper is ~ade of
li11c11 rags; _linen is rnat1e frorn t.),., film)lls ~!em 11 [ a p\ant called
flax : writing paper is whlle, trnnslucent, and pliahle .: it is .~month,
iltin, Hg"Qf, and easily torn; it iB i'nj7ammable; and it is useful to
write upnn ..,

i;

J

19

. l'REr.A.~c\TION OF SIQITOHEB1
-~

After learnin g to spell any new wurl1::; mcL wiLl1 in the leRsori,
the children repeat the hynm" I Lliunk

ll11J

g•.>o<lness and the grace," &:c.

Now I will give you the little h istory I promi~Pil . It relates
to 01.w of those countries in "l';h.ich they >vor~hip iuola of wvo<l awl
~ · stone, and where the peoplP- do not know God and Jesus Christ.
---"?~ Ti t<) .Lurcl put it into the heart of :-. v ery gooJ. man in Bugla11J,
t;;-- - i\fr. Willinm.0, to go OV•·r :11Hl L··~ .. 1l tltt'<'e po0 r ignorant r001 p]c
how they might be saved nntl go l:o he,ai.•en. How do the Serio- - -- tures say that we can be snved? _This good ~nn had to cro•• tl;e
:: - ~.:'.'- sen., in orucr Lo gRl. :it, t.hi:,; ( (•!miry. lluw di<l he m:ma.gc this 7
~es; he went in a ship, nncl wh"n Ji., nrrived .at, the countr;
-:,_*
; whern the people did not know Uod and .Jesu.~. Chr i'-51. he began
-~
to lead1 them a grent many things; he was very kind to them
~and ~howed thcn1 ho,....- t.n bu~ ld Hert.L li ll~~ coUAgt-~, :irn1 p1nr_~P~
~!;::::"' where tl;.;>y mig11t. lPHn nbout Cod ; an d he made 11. ship that
,•=•''< would 8ail upon the W11.ltT. OnP chv hP w"~ W"rki1w V"rY lmrd
among tlrnm, when he found that h~ had left a. tool. ~t ii~me- af
whi~li he ·was in 11cetl; so he ca!Jcd one of the men, nnd taking up
ll. chip ofwooil, wrol1> "l"'ll it thr nom" of th l' tnnl lw w11rtf l'd, mid
=
tle~irco the man to tak1' ii. In 1,;, " ;r,,, and iliat she wo uld ,.,.jy0

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23

PRP:PARATTON OF SKETCHES.

him something to h ring back ,,•it:. tm:
Th r man Jookr d a.<tnn·
iahed, and waiter! for a messnge. ·• i ···) qui ckly," said Mr. \Yil liams; "I am in lHtStP; ~h rnu t hi:: to rn ,. w ife, that ici all."
Now thri pnor man , thou g-L
}w wac ,, ·c:rr'at man in tk1L f' o11n lry
.
.'
kn e\v nothin g nl.1111tt r'· a<lin .~ ('r 'v r1L ing- ·~ nd ;-t S he v»ent; h0 thought.,
How silly il is lo take tlri8 pi0· ·e c; .,,.,. ,,1 to : h•1w. IIowPH r, hr
did as lw was hid; he was ob···lin". > ow f,l'Cat '\Ya8 l1is surprise
when he ha•l givc11 t!:c <·h ip h \!n. y ·.-i Eiatn", to sec ]1cr look at
it and immediat ely f"tch th P it"<(rtrn :· :nt. "T311t how rln \"C•t>
know," Rn.id lic , "tlrr1l lhi;i i;i wli. ,t ~, T,. \Yi !l i:irn;; :o:rnt me fo~?"
"Yon bro11ght m 0 a cli iµ of w·~·J ·.l. ' _ a itl \fr«. \Yilliam8. " and
that informPd 111" ""hnt I wa' lo ic:·1·" " · ·u; '.' •"1 h:n-r nov: onl•; tr 1
go ha.ck rl11 i(' kly with i! ." ITr. 11i ! ~;1 ,: c:;nrin.£? tn h'. rn~r~'. :i..~ ] 1rv rr-turnccJ, Wliat n. won clc rful pe n11lf' ;Ji ,'"'" -l~·ngl·i :- hmrn nrr; thry can
make even a chip of w0ocl spenk' )i o·,·, wlit n tit is ch ;r r sn.w how
much: more than he or any of ~:," !'~ ·>plo .1Lis kind mi o-;iona ry
'knew , he became will ing tl1 i1L he ~ i1 o u!;; lcacl1 tlicm ahout God and
J CS U8 C hri st.

rubber (RT.). Tl 1ing' 1ii:1L v; :il unt t":tr
J l 1avu pi.i t iL 111i u t.w 1ir1· ; it. fri1J,] 1•...:. H:it. \\·ii1'!i l 11; 1L ~iii..-'.
p:1pc" in to tlw lit'l' iL ln1rn• u1• " ·rtl t a 1::tt11\'. Tl1 1ril; u!' :i!lwl' 1l 1 1n:~ci
th:1t Lur11 \ V i! It a !l:_t11 11' .
\\' '· '' 1d r :1.~_;.:_
\\ ' l i al i: 11;1p1 ' r 111:1·~1· fr( 111 ':
H : 1.~~~.A.11rl 1".'l'..'.;~ l'• •l :1 ~1" 1J::J 1L1· ~la:~ 1·i:tJl~ .
\\'L (t 1!111 • ', ',- f) > I',~
co:iu~ fr1 11n"(
T r i'·'~ .
t ;:\·1_• l i JI' ~;;1nr!ir';- 11:11 11!' r.1)" l :1·~ ~ ~ ·1 . l 1 ~ -l' I" "
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Y ou see, dear children, !i ..i w Pinch nappi u we arc than tlir sc
poor ignorant people. \Vho gav ., us ·>ur many blessings ? God .
Yes ; He it is who made you h appy my dear chil 1lrcn . What
· should y ou do? P raise H im . Js it ~nough to p raise Him w ith
y~ur lips ? N o. How, then, shoukl y ou . p rais!'.J H im ? '\Ve
•· sboul.d' praise H im with our hea rts. ~cY es ;.• 4.ut when y ou w er e
'. lli~?ing that pretty little hymn of prais.e, I djd not see y ou look as

.· if :ro~ '.w ere

r~ally thanking~~~, in }(~!lf h earpa. ·. '\vh~n a }.ind
pers~n has. given you something , I ~~e h~ard y ou th ank them,
, - ~d ~ such .a manner, too, that I am ii}lre Y9!Jf elt they had b een
: ~Jcind ..~o you . . _N ow I should like to hear you thank God ll.S if
'f'; y ou _md_e ed felt all thaf.~ I<.indne~ w hi'lh ff~ ill ever pouring out

:~~~o;t::n.alJ:sis of\~1 I.~~on ~: w~~~~g·p;aper, as mad~ by the
.s.tudents in trai?-ing, shoufd appear thus:

M~tter oj tlie lcssofl- · P~per is. a.rtificja.l. Writing pnper is
. iii~de:ef.linen rags; linen is madeofthe stem of a plant called flax.
-~~1~g paper,is· whi te, translucent,
H~ht .; will tear easily.;
'. c&l•~:b~~ and folded; is inflammabl~ >and useful to write upon.

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\Vri t. 1_: 01 1 11 :trci1a

mcn t. The lawo or 1i1c Lrnd ar1 .: \Ht! L1· 11 Otl p:tr('llltlPlJI.. ~ow, if
you an s w~r well, l " ·iii tel l yo u a sLory aLo ut tl1i~, after ,,·c· lta,·c
gonu o ver \\·hat j 3 'Hi l Len 011 tire• bo;ud ( [L T . ).
·{.

Once on a time there lived a quee n in Engl ~ 11 d, not like tlic
~.esent. queen, who is kiml and good to , a,U... Tho furn1 er ' luecn

·was ignorant., harsh, and cruel. .'J'J1~ r~ wore g ood people in tho
·~ounlry, who loved to read thei r B ibles a nd to learn; but th ere
. were wicked people, who tri ccl to prcnnt them from Joing thi 3,
,.nnd th ey and t he qu een made a law that wh oe ver read the Biblo
~,: and worsh ipped Gou, as w e are tol<l to <lo, shoulcl he . b.~1rned
t o death. Now thi s queen had a se'rvant w ho wa~ a clever man.
He · knew t hat such a w ickecl, unj ust law woul<l not Inst: Goel
· would not let it. So t hey came to h im abont writ. ing out tlii s law,
·: nnd said, Shnl! it be w ritten out on parclrm ent or on r~ per 7 Ile
:ms 1Yere<l, "Ta ke p a per ; fo r th e poor est paper will last longer tlian
tb-e la1v." · An d so it proved; for the poor, mistaken q ueen .died,

,24

IXT!t0 1 •L:C'.TIC :; .

and then the people • oukl re .. d and prny ,n pe ••ce.
hy mn about thi8, begi ;,.1ing-

There is a

2. Whrther Ehe di sling11i'd1 °' tl1e ,·;uiou~ m e ntal faculti es one
from nn0lh cr ; know., \\·lii,·li sl10 11l<l IH\ !<ll<l l1nw f':<l'rcis1:d.
3. \Vl101lier good illi1>' 1ratll >11q nr<' us··c.l; t11r' 'P'":inH'ns large
enough nrnl c;11fTkir11t. fur diet ril 11d.:0 11, wl wi l1" r d1:i.~ r :1n1s V.-l'rfl
\lrn. wn is h(' n n:i;uin·d.
4. \'vli«ili i' r np1>rnpri:<IP r1111•., (i<11 1.« wr> n' 11sr·1l "·lien gt'11r·rnl
1n:-:"·ers 8.ffl' wantPd.
1;<•; 111111.!!: q 1lf"-: 1 i ir1:4 01ily t!J ol 1t:-iin an nd 11 1i.-:--

I tonk the. ~acrr·:i ; ~ n ok , I ;n .
To ke 1~p. to f1' ar. tn r·---1d il, ,-,.f';
But t1o!y mnrt.yr ..: . f li0rl ti.e ir l'J1 od
Tu win tlii~ worl! 'or l:rc fo :· rn c.

1

Now, what more kffe T to n l<l .o \\ ..1t is \\ritton on tho
.·:.rnl? Tl1e l' scs
l'arcluncnt.

or

f,, i1)Jl, Oil

wi ll an1l pf a,-,akcning
~-

P oints cf Criticis m.

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II. Jfc tiwd.
1. \Vhether the teacher clearly apprd1c n ds th8 <listinction between what must be tol<l nn<l what must Le givcu.

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IV. (' 111/./rrn .
l. \Ylirtl<.-r rr'>]Wrlf11 l,
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'

w hal int rn·~ t is owing.

.., \\' hl• tl1rr lib·ly t< l l'il !T\' t!1r ],. , ,Nl :\W:JY '"'a wl i>_•le; .l.r
Scr iplure or rnorn] ],;:;<01>!1, ,.,-Ji .. ll1n tlll·1r l1c-:1r L; w1 ·ri: tn 11clir1d.

:\

A s :i clea r ill\l <t rnti on ,,f ti•" (],,, ;g11 :rnrl nH:tliP<l nf ""11 d11 r trng
t.liP sC lc~s( 1!1'.\ ,,·c s11 h_j !l in t ltu f1 1llu\Yi1 1 .~: rr·n1a r ~\S nnr1 skt~t('h, t: 1l\1'lt
fr ,_,1 11 n. pnpn iss uccl lJy 11 '.f• llontf' :tll'.1 (\,J11 11::il Jns t11u t i1•n of

I.011<ln n: Two principal olijccl.s :ire ahY:1.rn kept. i11 Yi 1iw in trnining
teachers-the firs t, to make them acquaintcil wilh the principles
2

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r

nunciation .

l. \\"bet her suitaLie to ··i1 ilJ1,• 1< ; ·.d ,,. th cr exe rcising o1Jscn'"!\·
tion, coucPption, H'tt'-:0 11 or all t hc .:0,_'.
2. Lesson- whether beariBg vu 01w r: ud1t ; into wliat l1ea<ls

di 1·idcl1.
3 . \'(hctlicr, in a Script ure u1 m o~a l 1" c'O ll, Q :1 app;ic1 liu11 l>c
ma <lc; ,\'J1cthcr the rii,Ji t on". lu a lc o~u 11 n ::111 animal, \Vlt cllicr
tl1e children arc led
~ec the \~i'i·1 orn and goodnC'ss of God in tl1 11
:id aptation of parts to mode ofJ ifc, and whethe r h umane fe elin;;s
are cnlti,·atP1l.

~

2. \Vhethe r attcrnling 1,1 all, or carryin::; on the lcssun "itli :i.
fe w forward children; whether t aking the ri g ht standing position.
3. .Munner-wh ct hcr npl' rOJ>ri ak - -l,ll!itli 11g an d c,xc1ted- i;'. ow
an d lnnguid-chce rf11l :rnd cnPrg r;t ic; wli(· tlior, if a Scriplnral
k~.so n , rcvcrcnti:i l ton <· of H•ir(~.
4 . Lnng\lage-\•:lieth~ r :ip prnpri:1le; syntax and correct ['ro

1

_.i " "'""'L·":i":'f; -

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III. Teacher.
1. \Vlwthcr capable of R\\':tying 1110 <:lass acc or<ling to her

I. _,1fol/cr.

..,

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ten on it; a)qo tit.Jf'q :l!ld lt<·:i• I..; rd' ),.,,, ,m; :il c: o, with cider elll l.
Jrcn, defin i tio n.~ and slatr111r1>1s .
G. S m11n1nri·, o f' \Yl1at ki 11 '1; 1\·l 1<'t l1r·r uf tl1r' k inrl rn<.•"t np1•ropr in tc to the clillJr cn :lll1l 111•' !1"''•1Jl.
7. \V hctlwr proper use was made of" hands out" a nd S. R

le sson~.

··1

<\ll "c.:.t 1n11 1:-; J 1;1 :..: t'' l.

'i . "\Vl1dl1r'r tl 1<; L•<>nrd "'""' >''l fli ··1"11th· 11scrJ-ncw tNm q \nit

IV. Criticism L3ss -.)ns .
Many of the lessons gin·n by ;1 11: _, tll li<·'.Jts arc called criticism
Thry :ire g1vr·n in tho 1- ro s• 11( ' •' of th o nw mb ers of the
class, who express opinions on th L1 vu r i uLl~ poi11 h uf the lesso11;
en umerating those in \\·hich they th ink tl1e te ache r li::is snccecdcd,
and those in which they think s he :ms failc u. To con duct a criticis m properly, it is necessary thac t here should be a presiding
critic, whose opinion is final. T!1e fullo wing arc; the points of
criticlsn1 which arP given ::i.s n gnii:i•'.: tl• the clas8:

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ODJEcTB.

97

att.ohed to the teacher's having a definite plan and aim in each
No teacher should ever go before her class without an
,+ ~ct sketch of the lesson she proposes to give. "Without such
: preparation, the lesson had better never be given .
. ., In the First Step, the Perceptive Faculty is exercised. In the
t earlier lessons the object is considered as a whole; in the later, as
' possessing parts-the recognition of these requiring more minute
and accurate exercise of perception. In all the early steps, one
important aim is the formation of a vocabulary.
In the Second Step, the Perceptive and also the Conceptive
Faculties are exercised. In the earlier lessons the object is considered as possessing familiar quali ties ; in the later lessons, as pos·
s'essing some important quality which other objects also po:;is.ess.
'.' · In the Third Step, the exercise of the Perceptive Faculties
,;··serves as the basis of the ie~~on, the · superstructure o( which · ad·
-~ dresses the Conceptive, and e. pecially the R~~soning F~culti es.
'!'he object is considered in detail, all its parts noted, and all its
• qual ities, except such as are altogether beyond the range of the
children's experience. Especially do children consider the uses
. of the object, and the adap tation of structure, materi al, or quali:
ties to these.' · .
·
· ·
' li:,~n.

0 BJ E .. T S.

INTRO DUCTO R Y

R t M A RKI:\.

....

(

.

FoR many years th e sentiment h~~' b eei1 gain ing ground. in
this country, that there is something · t~ do in our sc hools bes1d.e ., .
simply .t eaching children to "read,:.,:5_vrite, and cipher." It is now::"$
ery generally acknowledged that . a.:.n a.C<luaintance with Nature,<.•
in. her varied forms, is nlso an impa rtaIJt ed ucational attainment, \
and that a k nowledge of things doe.s in its nat ural order precede a .
k nowledge of words.
As a result of this C()J1Viction, "Lessons ;
on Objects" h ave been introduced intp .very mariy of the best. .
schools of the country.
.,
·
·
" ..·These lessom, however, have n~ a:~y ays .])een i:\iven in a_ man· ·.:j
net best calculated to a waken :m~ , "ultwatc th e early faculties of .
children, and prepare them for the~~.l.udy of Nature,
.'
:· These first exercises wilh chil!l°rllQ sl; ould pc of o. character cal•
culated to quicken perception, a~·d t.o.Jultiv~te close and accurate
ob3ervation anu expression. For 1be teacher to tell the child wlrn.t ,
she knows about objects, is only.
burden tJie memory, discour• ~
age ~nvesti gntion, and weaken th~: p~rce.P~ive~.~aculti e~;_ The effort.,,'
shoul,d rather be to lead the child tq di$COver for lF elf.'11nd then .
P!operly to communicate the resu~t of. Ms obs~rvatfoz1s. It is with }
t4i, · idea prominently in view i~at the following sketches nnd ., .
s~t~~s of lessons have b~en drawn \ 1p.
. /
·i> \.
T.lie truly successful teacher Vl'. ill rathP.r use th es~ :~s model~, as
conveying an idea of the general' pl~ and r:riethod tµ be pursued/
anl. ~i!l not l:Onfine her~'elf either tl\~ subJ!.c ts O~ l,lJGRCt method .

r,;,

~ie la.Id do.wn.

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Too mnch impor~ce, f,oweV.er, cannot be".

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~ In this Step they often consider two objects at a time, com·
paring and contra.sting them. A Jittie information is often given;
' still it is not the aim of the teacl;er'to t~ll them wh~t they can
learn froin books, but rnther to form corre~t _ &;nd 'thoi:~ugh habits
,.( of observation, and develop power of th~~;~i1t.
.
.
.
~·" In the Fourth Step, the Faculty of Gener~lizati cin is exercised,
iq ~ddit ion to the other faculties b efore nnmed. Objects are con·
· aiuered ·in class.es : when a single object · is taken, !t is with' refer·
~~ce to · art, manufacture, &c.
.
·

....

;· .

..

' 98

OBJEcrrs.-~ST

·:,.. ·

ST¥-f.

OBJECTS.-FIRST STEP.

, l

FIRST S T EP •.

I.7""0 bjects

Named~ Arra~ged,

l. Sketch of a Lesson on a Teapot,

&c.

~{~c· f itcher, Cup, and Sanur.

99

or Teacher of Method, in the instrnction of 11. cla8R or students, it
is of the utmost importn·nce th;i.t they ~honld he exercised in drawing up sketches corresponuing with the pn.tterns given.
After examination of the above sketch. tbc student,o in traiuing should
coDl!truct a similar lesson, on plate, knife, fork, spoon, ai1d glass.

2. Slcetch of a L esson on a 1Jaslcet, a Boole, and a Slate . .
1. See that the children know these objects anu their narneR,
and can themselves apply the proper name to ea~ h object.
2. Remove the basket, book, and slate, one by one, anu after
each has been taken away, call upon the children to say wl1ich it
is; then take all three away, and let them say wh at the three
things which have been taken away are, and how they were
placed before they were removed.
~· Call upon some of the children to place,. the several obj ects
as directed, thus: the basket in th e middle, the books nearer to
the window, and the slate on the opposite side. 'l'ell them to
observe how they are placed, and then, removing them, desire one
of the children again to place them as they were.
4. N ~xt talk about the uses of these objects. How are bas·
kets used, nnd by wh om ? For what purposes do the children
themselves use them? What have they seen their mothers do
with them? Place some books in r1 basket in a neat and orderly
manner, and then desire a child to do tlie same with others; this
will teach them to do such things neatly and tidily. Th en 11sk
them wh at people do with books. Read a line or two in a book
and ask what hns been done, and if they would like to be ab!~
thus to reacl. Then talk about the slate, by whom they have se<.'n
slates used, and for what purposes.
5. Sum up the lesson by asking how many things have been
spoken of, their names, and the ordinary use of each of them.
"
The atudcnts in training constru,c t a corresponding lesson on eliovel,
· poker, nnd tongs.

Their attention should be drawn to the general plan of these
lessons, thus :

i

'

..

. .I

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.... ......

100

ODJIWTS.-FIRST STEP.

OBJ ECTB.-FIRST STEP.
PLA N.

·. l. Teacher presents the objects; . ascerl uhs whic h the children
ci.IJ, name ; gives names they do n~~ k -~o w, alway ~ touching .the
object named, requiring 'children to. ob;;er vc it, and causing the
n~mes to be simultaneously repealeef:. .
2. Teacher exercises the children ~a the nam1:s, by pointing
to t!ie objects, and letting the children n~me them; tl ien by nam·,
ing_ the objects, and letting the chilc!ren t oucl1 or bri ng them.
' T he last part of the lesson will "¥ary acco~d ing tq the objects
se e,cted. If these are plate, knife, fo rk, &c., the teacher will
dir~~t attention especially to the ·~rrau"gement of · the objectswliere they would place the plat~/'if they . were g2in g to set the
fuble? where the knife? where ' tiie {ork? Tongs, poker, &c.,
c_andle, can~estick, &c., would ·):!~_· tr~ted similnrly; and the
iµ:rangement of bonnet, scarf,_&c., :is parts of dress, show.
,
·<:·~ Jn the lesson, "l{ood, Hatche(>-H ammer, &c.,'i the use of the
tools, rather than any a rran gemen~ pf them, !Yould }le exhibited.
T erins for prominent par ts, as bangle, rim, lid, should be given asi
.
'
.the
.. -.....parts are noticed by the children;. . ·;,-

·-

. ~ -··

....~

- ~ .·

~.

LlST OF SUB J ECTS FOR S IM I LAR LE SSONS .

gl~ss.

Plate, kn ife, fork, sp£.q'n•:
.
1
Tongs, poker, shovel, '.'.)i.ear tl1 · bru~h. ~
Candle, candlestick, ~:lftin ~she:~ "tray, ~l'I.
Bonnet, veil,- scarf, gloxes, p;irasol.
"
N eedle, thimble, thre3:Q.., . calicq, s<; jssors.
P en, ink, paper, blottfag. book, pen wiper.
P enknife, pencil, rul~(lndi_a rubber.
Wood, ha tchet., h:ut\me~; gi~Iet, nail.
. Clay, stonp, sponge,}mol, string.
\
.:
' .- !

II.; Objects\or Parts.
.::..;

Including tho consideration ·or~~•·
L .Nam es a!;d .Number ~f P~~ts.
2J ;rosition of Parts.
• ':.. . :.::~~

...

..
~

-...·

101

8. Uses of Parts.
4. Principal, disti nguished from Secondary Parts.

. Any one or two of these poi nts mny he taken up in a lesson,
which one or two will ge nerally depe nd on the subject.

,,..
1. Sketch on a Thimble, f or Paris.

(Pattern Lesson.)

Uses of parts.
Nam es of parts.
llA'l'l'1i:R.

METHOD.

I.-A thimble has
!.-Teacher presents a thimble. Se·
a crown, a shield, cells, · l e~ts a child to touch a part. A sks the
a border, and a rim.
cl_11ldren to nam:, it,. an~ wh en they fail,
g ives name, winch JS simultaneously re·
pealed (S. R) by the children, and writ.
ten on the board (W. B. ). Tencher se·
lects Recond child to toucl1 a second par.t,
and proceeds as before, un til all the parts
are di8tinguished and nam ed.
.
Children read the names from the board.
T eacher erases these, and ch ildren give
them again in order from the top to the
bottom of the thimble.
II.-1. The crown,
II.-1. '.l'eacher exercises the children
so called because it is on th o appropriateness of the names.
the top part of the Child to to~ch the cro~n. vVhy the
thimble.
upper part JS so called. What crowns
are. vV~ e re they are worn. A part of
the head JS called the crown. T eacher bids
a child touch crown, and th en touch some
hig her part. Why he cannot comply with
the latter command. Th e lop part of the
he.ad is c~ll ed the crown, and a part of the
thimble JS called the crown because it is
the top part.
'
2. The shield is so
2. A child to touch the shield. Teach·
cnllcd because it keeps er shows th e picture of a soldier wi th a
the finger from being sword and shi eld. Child ren stale use of
hurt.
the sword-of the shi eld, and why this
part of th e thimble is so called.
3. The cells are so
3. Child to touch the cells; show

I

102

honeycomb ~nd itl! ceils. Children say
why the holes )n the thimble are called
cells also.
"-. ::
4. A child }o t.0J1ch the border. Its
position referre4 to { near the edge). Ch ~l­
dren mentioii' a~1y borders they have seen
on any objed~ 'l7' oq_handkerchiefs, shawls,
&c. Where t.11ese are placed. Why people have bord~ra. :why this p~rt of the
thimble is
c~~led .
·
,
5. A child "~ii touch tl}e only :remain.ing
part-the rim .~;.imd give examples of rims
on other obj ~~~ ;

- 'c~alied because they re·
setnhle the cells of the
horieyeomb.
4. ·.1 'he border is so
called because it is an
orna~e~t . near the
edge." -

so

NoTE.-Nothing is said about tb ~: jnsi!le, outside, &c., as distinct parts. lt ~ undesirable to mix
the con~jdera~ion of geo·
m etrical with that of material parts; it i~ds to confuse tpe children.

up

0

S~dents in training

construct a sketch ·o~- :; P~µknife," as " T!Umble."
··~ .:.:

The 'reacher of Method might ne:;t ~~quire the class of students to -work out exercises on an appt~• .t_h.lA~ ~-

<;.'

.•

Find the matter under the heads.
Parts fouI\d and named.
Position of parts described •.;. ·

.:,_. \ ...-

2. E xample nf Sketch
,•

q,;( anApple.
. ·'

MATTER.-I. Parts of an apple. :~~~:;. - :.;.
"':
The parts of the apple are pulp,'-~g1:e, ~~eds, ' pee~ eye, dimple,
a;nd stem.
. ~~°'~ _·
!!..:--Position of parts.
The peel covers the apple;':- , ,, .
!fi' ._ !'t'r·~\\,
The pulp 1s ms1c}.e the pee .·
' . ·. · .
The core is in
centre '(;f t11e ~pple or pulp.
-;_ The seeds are e~closed in the coft .
The dimple is at the base of ihe ~pph,: <
The stem is at the base, and part%j 'wi~in the dimple.
The eye is at the top of the appl9.
'·-·
'

•

'

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' i·
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103

OBJEOTS.-FmST S'l:EP.

·o DJEOTS.-FIRST _ST.F;).".

The teacher or Method next requires the claM in training to find the
method corresponding.

.Exercise.

METnon.-I. l. Show an apple. Get the name, and after a
little talk about th e use, where it grows, &c., desire a child to
touch a part-(the skin). Give the term peel. Children to say
what part of the apple they like best. How we are to get at
this. W11ether, before this is done, they can find any other part
by looking at the outside-(the speck or bud). Give the term
eye.-(The little hole.) Tell them there is a better name- dimple. The little dent in the apple is also called dimpl e. What
part is near the dimple? (Stem.) Children name all · the out·
side parts of the apple. (W. B. S. R.)
2. Chilclren allowed to name all the inside part.s. Apple cut
and examined, to prove whether they iire right. (vV. B. S. R.)
IL-Bring -out the pos-ition of the peel, by asking why they
could not see the pulp of th e apple befor e we cut it open.
Position of pulp, core, and seeds brought out by direct questions. Children led to express themselves properly, and S. R.
Iclea of base developed by making the children ascertain on what
part the apple will stand best. If necessary, remove the stem.
Let them find the parts near the base. (The dimple and the stem.)
Only one part left-where is it? Not at the base, but at the other
end of the apple. Gi ve the expression, opposite the base. Summary.-Teacher names the position. by requiring children
to fill up the ellipses by naming the parts, thus: Outside the pulp
i s - - -. Unller the peel i s - - - . In the rn i u ~t of t.he pulp
is - - - . Within the core are ----. At the base is the
- - -. Partly within the dimpl e, and at the base, is the---.
Opposite the base is th e - - - .
The studenlR in training construct n. lesson on the "Penknife," after the
model of the lesson on tho ••Apple."

3. Sketc!i of a Lesson on a Shell.

(Pattern.)

For Nam es of Parts.
Prinqipal, distinguished from Secondary Parts.
Position of Parts.

.OBJEOTS.-FIRST .;:--""
B'l;EP
•
,

.O BJECTB.-FIRST S'l'lil,f•

. ! ,..._.,,.,

105

.,p.- ··_,
1". ·.

I.-Parts.
:. .:
1. In,troductory.-Object named, ~vhife i-o-...nd, and of what

, If time allow, these questions should be vnried, ns, Where are
the whorls with respect to the npcx and th e body? or this mny
be done in recapitula tio n next d ~r .

use.

2. P arts distinguished and named.
J~ea ): h<; r directs the chil·
d ren to find the largest part of the shell. . '.Ex-=ites in terest PY tell·
ing th em that they can find out the name of th is part. What they
call ti.Ci l~rgest part of themselves. (The §>or(~. ) (S. R. ) ; "Tho
la rgest ·part of the shell is . called the bocty." . The part of shell
in size pointed out. q)iildren told they can find a ll;tme for
this
they must not~ however, look at themselves ' for the
Ijams; ~\it at the buildings out of doors. 13et the sh ~H on~ its base,
and a~k:- What part of any building goes \Jp like this ? 'flie spire
~fa church. (S. R.) : "The next largest iJ.ar.~ of the shell' i ~ called
the spire.:~ f'l'erms body and spire writteri on th e blackboard.

Summary. -Parts giYcn from m emory. I'osition given from
memory, if children :1rr• r111if P nclv:rnrerl, nn<l ahont. rf'a<ly to enter
the n(' xt St0p.
Stud ents in trninini:i

next

:;na

g iven •.':.;~
'
.
.
';..-, ' ·2. N ext, children find the parts of thtl spi-re- "whorls1 sutures,
~nd apex. T eacher gives the first and second terms. ,. (S. R.)
With re:spect to the third term, if they have had lessons c1n Form,
. she bid~ !'!:1e~elect a solid that has a ~~rt
t'..1is part of the
sh~ll, te1ling them that 'the same name , lS g:ven t~ cacl.. They
reQ-d
wh at. is written on the lioar<l,
whic·h
appears
tlms : ~
-·
.
..! \
-

_Eke

~:

-~ J:Jody,

.. ·

.:.

{ Mouth
Lips, '
Beak.

-~- -

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PLAN.
-

•

)Vhorls,

~Ir;~. ~~tures,
-

.F

-,

A pex.
,., "}

~-·,.

TII.:..:.:..Position of Parts.
Children led to describe the positi~~ ofprinc_lpal p11rts with
r~spect fo each other, and the positi9!)' or' secondary pf!rts with '
respect to principal, or to each ot~er,
may be most COIJVenient,
thits :-The spire is at one end of the \Jody ;. the mouth is in the
~der P.art of the body; lips around the .mo11th '~ ~· beak proceeds
from th~_flouth, and is at the end of the bod i.i, opp?site t)1e . ~pire.
Whorls ·surround. the spire ; sutures are betwe~n thf whorls ;
a.pei ~s the end of the spire.
f
.

iili.

~ .•

.

at

. 1

lesson on the "Penkn ife,"

1. Parts found and named. (Lead chil<lren to distinguish the
principal parts first, th en th e secondary.)
2. Position of P a rts. (Of llie principal par ts with respec t to
each oth er. N ext tak e the secondary pa rts of the stem; next of
the berry.)
While considering the position of the principal parts w ith re·
spect to each other, de velop th e idea of "cluster."

Children have next to find,t he parts 9 f the bodymout1i;''·11p~, beak. . Teacher gives the naij:ies, :Write0'.I thern on the
board,
requires the children to say· ·why H1ese m;rues are

''.

!l

4. A Bunch of Grapes.

rr.~i~

"""·

reqn ircd to c on ~ tru ct

Stud ent.s•in training write n sketch on "Bunch of Grapes," according to
the following heads and directions written on the blackboard:-

also..:;

•.

nr ~

nfter th e model of the " L esson on a Shc!L"

Children must Jisco vcr tl1 e pnr ts for themselves, and at first
may do so in any ord e r, te;i.clier p ut.tin g t.l1em down in the order
of discovery.
She rearranges them in proper order, according to direction of chiltlrcn, c il her at once or at the close of th e
lesson. S ee "Sketch on the Thimble."
It is impor tant th a t children should be accustom ed to recog·
nize that there is an order ; that " any wo.y" will not do.
'\Vh en the ideas of principal and secondary parts l1 ave been
developed, children may be told to find the secondary parts of
one principal pn.rt first, then the second ary part of another prili·
cipal part, putting them down as fotmd. This saves time. Bee
"Sketch on Shell."
Children should be encouraged to give any names of parts
they know, teacher supplying th e rest when arbitrary; but., wlrnu

f

~

.;;

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i
I

-:

•• ;r; .•

1

107

013.JEC'TS.-SECON'l;!_ STEP.

OBJEars.-SECOND ·STEP.

the name is suggested
beyoncl
lhe k;.;o~vledge of the children, it will be welH o heip them discove~
the n~f:le. Or she may give the name,· anil let the children say
,,
1
why given.

paperT Made it wet. Now observe me. (Teacher ponrs it ont
in drop$.) What do yon observe, now that I pour it out little
by little 7 It forms itself into drops. Tell me, then, how the
water is unlike the flint. The flint does not make the paper
wet. It does not form itself into drops. What, then, can yo u
say of water 7 'W ater is a lirp1id. Tell me some other liquids.
lleer, milk, &c. Anything you can pour out so as to form it into
drops, is called a liqnid. Now look into the cnp of water; what
do .you see ? W e see a mark at the bo ttom of th e cup. Here is
another cup with the same mark nt the bottom; look at it. (Th e
teacher pours in a little mi'llc.) J_,ook at the mark again. \Ve
cannot see it now. Why not'? ·You have covered it wi th milk.
But the mark in this cup is covered by waler, and yet you see it;
how is this? We can see through the water. What, th en, can
you say of wate r? vV c can see through water. l"ind some
other thing in the room that you can . see through. Th e glass.
Look at the water again, and find out something more that yon
can say of it. It shines. Yes ; it is bright. All of you repeat,
"Water is bright." What color is the flint? Black. What
can you say of the water? Look at these colors (showing a red
wafer, green leaf, &:c.). Which of these is the water like in color?
None of them, teacher. What, then, must we say of it? W ater
has no color. (The teacher calls upon some of the children to taste
the 1.vater.) What do you observe? It is cold. What taste do
you perceive ?-you cannot tell me. H as it any taste ? No.
What, then, can you say of it? It has ·n.o taste. R epeat to·
gether, " \V ater has no taste."
What use have yon made of water to-day? W e have washed
ourselves with it. \ Vhat quality of water makes it useful for
washing? . I ts bei ng li quid. Beer is nlso a liquid ; why do you
not wash m beerT vVe should smell the beer. Then why do
you prefer water for washing? It bas no smell. What other ob·
jeotion is there against washing in beer T It would not make us
clean ; it would leave a brown stain.' Why, then, is water a
proper liquid to use for washing 7 Because it has neither smell
nor color, and it clean ses from dirt. When are you very glad to
be able to h11.ve water 7 When we are thirsty. Tell me, then,

•. '.'\.
by any circumstance ~r qua1ity not

l:XAM P LES OF NAMES WHICH MAY ll E FO UND BY CHILDREN.

Bluebell.
Handle.
Bowl (of a .spoon).

Body, spire, and beak (of
Dimple (of ?-n apple).
Ribs (of an um~rellaj-

1,

shell).

Use of parts sho~ld be shown by ci~!l.dre~ whenever possible.
Position and uses not usually written oil_the }>oar<(
,
. ." .~,..

•
I

r:~

Spade.

~.-·

Table.
.:Watch.
Chair.
Wheel.
Pail.
/Shoe.
"'. Carpenter's tools.
(Refer also to list on page 9 0.)

Fruit.
Articles of jewelry.
· J.{it9hen utensils.

SEOOND STE f .

"
·~

In lhis Step the children are led to dia~lnw~i~h between the
<:>bjec t and its qualities.
· :
.
I..:::...:.An object is distinguished by its most simple and familiar
'lualiti e~ •
•·
"':;_
·.
·
IL-The idea of one essential anf qistinctive quality is syst ematic a~!y developed.

-··

I. '( Simple and Common QtiaUtie~ of Object s.
~

·:.

t· ·~,. ·

.

As nn . example of a lesson on an <object distinguished by its
most simple and common qualities, tak~~ :;
\

~

I. Water.
Wh~t is in this cup ?

pieCl'/ of paper, or of linen.)
•

-· ' ·

· . '°:''

(Patte rn.) -~.·

·vv ater.

( Te~cher po)ef.; s a little on a
What has th~\vat1(r done to the
.fl

',.

5*

109

OBJECTB.-SECONJ.'.>;;. BTEf,

OBJECTS.-SECOND STEP;

another use of water: It is useful for dt1nkinrr. Water you· see
is· essential to every one; can you tel('~e s~me liquid~ that ·w;
might .~ o without? Yes; beer and gin . . But what can we say
of wa)f.X ? * vVhat can we most easily ·proc;ure? Water. Yes;
a nd as :~every one needs water, God ""has kindly supplied every
·• ' 1 ·
count'r;Y:. with it in abundance.
Repeat together what you hav!l fou11d out about water.
•" W ~ter is a liquid ; we can see through it i it i~ bright; it has
no color, nor any taste, nor any smell i. it · · ~ co1d:· it is used for
~asi1 [~g and for dri~king; and becau~e Jvats; is ne cess~ry to man,
Qod Jias given to every country an a~ui-idariy supply." f :
. The 8tudentl! in training construct a les8~~· ;]1 "Milk," modelled after the

B ecause it is heavy. Did yon know it was heavy before yo\l saw
it sink? Yes ; we felt it heavy ih our hands.
Is there any chi ld 11ere wl1ose fat her works in lead ? Yes;'"
Joh n's fa the r works in lead. v\That is he called? A plumber.
P eople who work in lead are called plumbers. \V ell, J ohn, tell
us what yom father does wi th lead. H e makes windows. What
sort of windows-those li ke the windows of this school roor.1 ?
No; windows made with little bits of glass. "\Vh ere do you gen·
erally see such windows-in large houses, or in small ones 7
What is the use of th e leau in windows snch as these '? It fastens
the pieces of glass toge th er. What have our windows fo r this
purpose? Wood. And what is used to fasten the glass to the
wood? Putty. But in church windows, what is sometimes useu 7
L ead. Y es ; lead is used to fasten the glass together. Now,
John, what other nse does yo m father make of lead? Ile makes
pipes. All who cnn tell me what is the use of leaden pipe~, hold
up thei r han<ls. To convey water. Yes; to convey water from
one place to another. "\Vho can tell me any other me of lead?
It is used for c i ste rn~. \ V hat is the use of cisterns? They hold
wate r. What nse <lo fisl1 erm en make of lead"? They put it on
their nets. "\Vhy? To make one edge of the net sink in the
water. "\Vhy does the lead make thnt part of th e 11et sink? Be·
cause it is very heavy.
v\Tell, now reprnt nll yo u have said about lead. "Lead comes
out of the earth; when it is fresl1ly cnt it is very bright ; but after
it has been in the ai r for some time, it becomes <lull; it is very
heavy ; its color is gray; it is hard to th e touch, but it is easily
cut; when put into water, it sinks; people who work in lead are
called plumbers; tl1 cy nse it to fasten together the glass of church
windows ; to make pipes to convey water, and cisterns of lead to
hold it. L ead is also used in fishermen's nets."

1

~ ·'·
·_,(~ ."-:.

·" Les8on on Water."

·

2. Lead.
W hat. is this ? Lead. Can any «if JQ~ tell me where lead
comes ,from? Does it come from
~n}~al ? Is it part of a
plant J Where, then, does it come from? It com es out of the
eart)1. God has riot only given us animal~ and "~eget:ibles to be
tise~l11 to us, but he has stored up in the ea~th a g~eat n:any things
for our use : tell me one of them. L ead. : · N o»v tak(l this lead
.i_nt? y our hand; what do yo u find? )t"~ill heavy. Look at
and ~ell me what you see. ~a'.t of i ~J~ very bright, where it h3j8
ju~t been cut. And what is it ever,Y:)':here else:.7 Dull. Whe
is it bright 'f When it has been fre~1i}'y c~t. ~~hen is it dull 'f
When it has been some ·tirue in the aii. Of what color 'is it T t
is gray. Now feel it. It is hard. J~~Ji may come and cut it wit
his k~ife. Now what can you say o~JV Jt is hard to the touc ,
but i~ is easily cut. I pu~me of l~ into .~yater ; what happen d
to th,e lead when I put it into the water ? '.-It fell to the bottotf.
'W ould the feather have doue so? N1,1~. .vVhy did th~ lead sinkj?

aq

it,

. .

..

i·. "· .

.,

..

i

*

The teacher might remark upon the,goodpess .o f oPd in abµ naantly suj>plyi,ng, every .one everywhere wi th that liquid wh ich is essential to comfort;
1
~vhilst t~e n?xious spirit is obtain ed by urt an1f labct; und nt grea~ ~Olf.
' · t Is most desiruble that children should b_e !lady taug,ht to \Y'l'ite, -or print ;
an~ printing.on their slates all they can recoll ect of their lessons; forms a most
im pi:Qving exercise. In mixed schools this would ) .. r.oi~. empl~ymcnt to one
aet .or .children white the teacher i1 engaged with

Jt

o.Qo\ber::>
,,
.
.

.~ '

"

.'

·

The students in training construct n lesson on
the one on "Lead."

11

W ood," modelled after

Attention of students should be directed to the general plan

*

It may be thnt the child of n plumber is present nt th e lesson; it mu st
occnsionally happen thnt some have seen the materials brou ght before them at
school, used by their pnrents or others. A tcncher should always rnnke the most
of any information the children muy already poue89.

110

OBJEOTS.-SECOND STEP.

of thes'l > lessons. · The children are le~ i~ n .tice first the qualities}
then t h,e uses, and lastly those qualitie~ (in ":'hich the uses depend.·
LIST

o~·

OBJ"'.flfl.

This it is unnecessary to give, as !}'?/ common objects will do.
.

:~ . · ~

.

L !ST OF QUALITIES TO BE DEVE;LOfE
.

{

AT THIS STEP.

Simple qualities referring to Substance ; ~s. hard, soft, tough, brittle,
liquid, &·c. - ·
·
Surface; as,:_rough, smooth, plane, flat.
"
"
Condition ; ' ~s, hot, cold, coo], warm,
"
dry, moist, fitll, empty.
" Shape; as, t npering, pointed, rounded,
'
jagged, b_rok~n, t orn, &c'.
."
Direction; as,' straight1 curved, crook"
ed. See.. " L"esson~ on :F~orru."
" . Size; as, larg~, s!")lall, ~i1in, tl1ick, deep,
shallow; ·~tc~ '.
Color;
as, i_:e.a,.· ·blue, green.
See
"
" Lessons on :Color."
Number; as·,· one, tw~J &c., µp to ten.
"
"
. : . ·.
.

AftJ'~

a course of these lessons, the j;hild ren, being made ac·
common objects and t~~ir, common quali ties, may
receive a few recapitulatory lessons ori':!leveral of these i,n. combi·
nation."
quai!lted,~ w ith

EXAMPLE.

3. S lpetch of

aLesson

OBJECTS.-SECOND · 8Tltl".

.

I

ov.> D istinguishing ObJects by ·their
Qualities."

L _Introduction.-Bring before the 9.)1ildren a large, rou11d, ripe
apple~a sheet of thin, smooth, pink ·paper-:-;--~ slender, · pointed
1

cedar pencil-a piece of narf.ow, blue'· silk ~ibfio)-i:.._an oblong,
~hallow yvooden box-a square, white linen p9cket)~?-~dkerohief.
Let the _children give the name of each object, t eaclJ.ii.r writing the
ipitial letter of each on the boar.d as given, and reqi.- ,hing children
t~ say what each letter stands for.
,;: ,

. ,~ ·

. I

111

II. Ideas Developed...:..:.Teacher requires· the children to say
something of the apple as to size (large); as to shape (round); as
to fitness for food (ripe). How other apples may be unlike this.
\Vhat we can say of this apple. (It is a large, round, ripe apple.)
Children to describe the paper as to texture (thin) ; as to surface
(smooth); as to color (pink). Other papers mentioned unlike
this-tissue, brown, &c. How we can describe this sheet of
paper. (It is a sheet of thin, smooth, pink paper.) Chi ldren to
describe the pencil. Compare with thicker pencil; as to girth
(slender). Compare with uncut pencil; as to condition (pointed).
Of what ~aterial is it made 7 (Wood and lead.) Tell them the
wood is called cedar.
Proceed in this way with the remaining objects.
Summary.-Children to name the objects from the board, and
describe them from memory.
Students ill training select six objects, upon which they construct n similar sketch.

II. Essential and Distinctive Qualities of Objects.
For the idea of one essential and distinctive quality sys·
tematically developed, take1. Sketch on the D evelopment of th e Idea of Adhesive Gum,
for Adhesive.
JUTTER.

METllOD,

1. Gum will stick.

1. Show this by experiment with post·
age stamp.
2. Gum is therefore
2. T erm given. Questioned on. S. R.
and\¥. B.
said tv be adhesive.
3. Glue, melted seal·
3. Such examples found by the chil·
ing wax, and molasses, dren.
are also ad hesive.
4. Those
thin gs
4. Children led to draw this general
tha.t will stick to other conclusion, which is committed to memobjects, are sa.id to be ory.
adhesive.
Students In training construct 11 sketch on " Idea of Inflammnblc,"
moo;lclled after the one on " Adhesive."

112 -

OBJEars.-SEOOND B'J;'EP.

.T oward the close of this Step, two, .or tpree qualities connected,
'
.

or contrasted, may be taken togethe,r~· ..
EXAMPL ~ -

2. Idea of Transparent, Semi-trc.pi~par(tlt, and Tr 11nslucent_
l. Bring before the children a pie~e of glas$ and :1 key. Hold
th~ key behind a slate, also behind the piece of glass, ;ind require

the!J,l to notice the difference. Whl,lt tJi:ey c::11 say of the glass,
that they ca~ot say of the slate; ~::~gi ve the term rhat distinguit?hes things we can see througJ:-~,and ~et the children repeat,
" Gi!l;SS, because we can see through -~, i&1 said to be transparent."
~~q;w.e them to give examples of thi)1gs t hey can se ~ through, as
;weµ~::as through glass; also what sucli thin.gs are sai~ to be.
.
(\ . .:2 Place a. knife with a white handle 11). so_me tea,. and agam
'behind the glass. What the glass shows about the knife, which
th~ tea does .not (the color). Lead them to recog~ize that they
cart clearly see through the glass, bu~ onl,r partly th(ough the tea.
Re.fer again to the term which distitiguisli,es things through which
.;_~: <;~n clearly see, and let them tr)r: to _find a term for anytqing
th-r!)ugh which we can partly see . .;5!ive ·.t he term, thus: Tea, : becaU!e .we can see partly through i(i\l -said to be semi-transpa~ent.
Ex.~l~in the meaning of semi. G~~ ;,ex~mple~ of both term~ to
be written on the board.
·>
••
,:~
!
Place the knife behind a chiria' pl ~e. C hildren to say how
it looks. (They cannot see it at all.) . Ho]d thep_late, with the knife
l?ehind it, opposite the window ; }he shape gf the knife call be
seen. Explain to the children tha.t t)1e light ~n palls through the
-plat», except where th~ife stop-; its passagf \Yhat they can
_s~-£.of the knife. (It is opaque-i~~ previously devel~ped. ) What
t}fey,can say 0f the plate. We ~an see ligh~ throu~h it. Give
the,. term translucent, with definitipn. Get examples, and write
on the board as before.
~·

.

~

·\ ·;3.

·.- Summary.-Childre~ say · h~; 'ivejl they can see through
-ti-fiything transparent (clearly). W hat,_~they_:cannot see through
. -IL!!Ything wh~ch is semi-transparent (co~!) · $ hat only they can

I I

OBJEOTS.-BitCOND

113

S'l'El'.

see through anything-which is translucent (form).
give the general definition of each term:

In conclusion,

Students construct sketch on three kinds of Roundness (Globular, Cylindrical, and Circular), as sketch on "Transparent," &c.
b
. As a final exercise, the children may be tested in discoverin"'
ob~ ec ts by the mention of their qualities. Teacher says: I have
something hidden in my hand (a blade of grass). It is long ; it
i8 narrow; it is pointed at one end; it is flexi ble ; fibrous; vege ·
table ; green. Speaking thus, the teacher pauses between each
term, allowing the children to judge as she proceeds, and making
them name the quality which led to the di scovery of the object.
Sealing wax :-It is long; it is smooth; it is colored; it is inflam·
mable i,, fusible; impressible. Drinking glass :-It is bright; it is
hard; smooth; sonorous; hollow, and transparent. J uclgment
must be s~own in putting the more general quali ties first, and the
more special afte rward.

LIST FOR DEVELOPING IDEAS AS TO THE QUALITIES OF OBJECTS.

Paper, as being
Leather
Glass .
Cotton
Cork
Card or Cane, String
Cloth .
Whalebone, India rubber, Sponge
Water.
Wood
Loaf Sugar
A Mirror, or Water,
Sponge
Br~ad
Chalk .
Flax and Hemp
Gum

Lead

Inflammable .
Tough.
Brittle.
Soft.
Light.
Flexible.
Pliable.
Elastic.
Liquid.
Solid.
Sparkling.
Reflective.
Absorbent.
Porous.
Crumbling.
Fibrous.
Soluble.
Fusible.

1

i

o:n.rncrrs.-Trq~D

OBJECTS.-TRIBD STEP,

STEP •

. '. ~ .

Oil.skin
Leather
Sealing.wax
Glue
Camphor
'"Lavender
Horn or Gum
Cloves
Water .
Ginger
Salt or Sand

t

W ater;proof.
Dmable.
Impressible.
Adhesive.
O<lorQus.
Fragrant.
Semi-transparent.
Acid.

f.

Ta~t~less.
Putigent.
Granular.

..

J.IST OF CONNECTED OR CONTRAiqp'.D QUALITIES, E"OR RECAPITU•
LATIO?l:.
::~.~~ :·

1. Soft, hard, tough.
2. Light, heavy, buoyal\i...
3. Rough, smooth, polis~-~d, adhesive.
4. Stiff, pliable, flexib le, e/a!>~iie,_.
5. Brittle, rotten, fragile, {rial:lle, p~verable.
6. Fibrous, granulous.
·· .
·•·
7. Inflammable, fusible, soluble.
8. Porous, absorbent, waterprPof. . .
.r

Sometimes two objects are taken for coinpnrison- in respect to
any of these points.

In this Step, as the subjects of the lessons go beyond the range
of the child's immediate experience, some information may be
given. L et it be remembered, however, that the mind of the child
may be exercised as much on information given him by the teacher, as on anything he can discover for himself. The teacher who
tells the child a fact., requires him to state the cause, or the effect,
or some other r elation. For everything told to the pupil, the
latter should be required in r eturn to tell something bearing on
what has been told to him. T ell him that a substance cast into
the form of a hollow cylinder is stronger than the same quantity
of matter in a solid form; let him say why the barrel of a quill
is hollow, and not solid. T ell him what places the kingfisher frequents, and let him infer the character of its food. 'l'ell him that
the fur of animals thickens at a certain period of th e year; let
him discover wh en and why. T ell him that the concentric circles
in the trunk of a tree are not equal in diameter; let him find
any circumstances likely to account for the fact.

1. Sketch of a Lesson on an Egg.

Point.-Parts, qualities, uses, and qualities on which the uses
depend.
lllATTJrn.

THIRD STEP.

I. Parts.--The parts

In this Step a more thorough examination of the obJect i11
made.

,.,

We consider Parts, Qualities, U ses.,'
,....
Adaptation of Qualiti~ to U~e . ..
Qualities as discovere,g_ 1Jy the senses, or by simple ex.··
periment,..
. ., '
The less oovious Qualities:· -.
''
Qualities as depending on onit another.
Adaptation of Material or S tpcture to Use.

.··.

'

~. ..

:.....~.'

'/

of an egg are the shell,
lining, albumen, en·
velope, air bag, and
yelk.

llll:TBOX>.

I. Parts.-Show an egg, and let the

children n ame its parts. Break the egg,
and show each part, correcting any errors
they have made. Let the children ob·
serve how these parts are placed wi th respect to each other: i. e., the shell is outside, the lining is inside th e shell, &c.
Write the parts, and their position, on the
board. Draw th e t erm lim'ng from the
children.
Give the terms albumen, air
bag, envelope.
II. Qualities.-The
II. Qualities.-Develop oval, by comshell ia oval, white, paring the egg with a. sphere. Develop

116

OBJECTS.-THIR,:Q S'fE:P•

OBJECTS.-THIRD STEP• .

hard, transfocent, aµd hardness, by s<0mp1i.ring it with an: ora.nge.
brittle.
The lining Brittle, by re;iirr.i hg to the experiment of
is t ranslucent, white,
thi!l, and tough. The
albumen is semi·transparetit, adhesive, and
seml-fluid. The . yelk
is yellow, opaque, and
fluiU •.

III. Uses, and qualities <in whic/i uses de·
pen~..4-Eggs are used
as fo(;d for man, and
theri': must be .lightly
'-cookiJd, or we should
rtot readily digest them.
A~ food for young
'b~ they must be
..:-J)oiwdhard like leather,
' ...]!}ggs are put . into
cak~ .: and puddmgs,
be()f\u~e adhesive and
The albu~en
ligl}}..
is. used to mend chma
a~d ' glass, because adhesive.
The shells
·are 'g ood· for fowls to
mix,. with their food.

breaking the· ~.gg just perform ed . Develop
translucent,- · $ta;,_ii-/ra.nsparent, . 11.nd opaque
together, bj'_£9mpanng the d1fjerent parts
of the egg <inc with another, but apply th e
terms separa~~Jy to the proper substances.
Develop se11H-fiuifi,, by compariso_n_ of a
solid and a Tiu\d • .·. Write th~ qualities on
the board . .:~~ ..'~ .. . .
·
III.-Dfa\v from the childrep, by questions, the .usi~ o( eggs, and the qualitie_s
on which the .Jises depend. By comparison of eggs ' ~a prepared for our food, and
for that of little birds, lead them to se~
that birds ' m'µ st have a much stronger
digestion tlni!l: we. From the use mll;de
of the albume11; lel'them say ;what quality
it must poss6:es. This will P,rcpare them
for the nexf question-why :we put eggs
into pudding~, ? ·W e need pot. make , a
thick, heavy past!l of fl our: f little flour
will do or ev(ln ·cr.umbled bread, when we
have e~ough .egg~.
.
~. t

I

f,~ :

··#• .

<·'

...Summary.-Read from the board, anq repeat ed from memory.

S~enta in training construct a sketch of.
modell~d after the "Lesson on an Egg."

11

"Lesson o.n a Peach,"

2. Sketch on C~arison of Orange and App le.

Point,..:._Parts, qualities, uses, and qualities on which uses

dep~nd.

. ·:« '>llU.TTJ:R.

'

'(ETIIOD.

· ,. I. Resemblances.
~ ..I. Resemblar1,e-0s.
l > Qualitiell. Both
1. 'That these ~fruits_ . are natural, is

are· n~,t~i:_al, vegetable, brou.g ht out by ret'erim e~ to tLe works of
juict;{nearly) i;pheri- God and man, 9hifl,lr~n · fSiving; examples.
' . . .
'
~

111

cal, wholesome, · and ·Vegetable, by referring to the different
pleasant to the taste.
kingdoms. Juicy, by ex periment (cutting
fruit) . Spherical, by compariso n with a.
coin or ring. 1¥ lwlesome, by reference to
a horse chestnut; disti ng uished from nonrishing, by comparison with an egg. Pleas-'
ant to the taste, by experiment., or an ap·
p eal to memory. (W. B.)
2. Parts.
Both
2. Children find out the corresponding
have seeds in the parts, and the position of each, by obser·
midst, peel, and pulp. vation.
II. Differences.
II. Differences in the arrangement, subl. Pulp. The pulp stance, color, and in presence and absence
of an orange is yellow, of core, brought out by observation.
divided, and without a
core. The pulp of an
apple is white, undivided, and contains a
core. It is harder than
th e pulp of an orange .
2. P eel.
Orange
peel is thi ck, somewhat
rough, and orange
color. Apple peel is
thin, smooth, and varies in color.
III. Uses, and qualiIII. Appeal to experience and reason .
ties on wlii'ch itses de- of children.
pend.
1. Apples are ma.de
into sauce, tarts, cider,
&c. Are best when
cooked.
2. Oranges make
candy, marmalad e,
wine. Are best uncooked.
Each eaten
because pleasant to the
taste, and wholesome .
IV. Growth, cultt'·
IV.
vation, &c.
1. Apples nre grown
l. T eacher refers to map, and points out
in moderately warm States where apples grow. Children de-

OBJEOTS.-THIRD S'tEP,

OBJECTS.--THIRD Sl p·

118

.· II.~ Sponge is a
natural animal substance, light, brown,
compressible, elastic,
porous, and absorbent.

.:.. · th~ ki.nd of clirua.te that 'is
clima tes. A 'P1anti!.- .cl.de •ft•
..., ...,
tion Qf apples is called necessary for ;~eir, growth. o.n or chard.

2. Oranges grow in
hot climates. A plan·
t ation of .oranges is
called an orangery.

Sumfa~~y.-Write

2. Proceecl !,h e ·11ame for on~ nges .

heads on the

sla~e,

Children g ive matter.

Thi' d head left out, because not e§sen tial t o be cornmitted to

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mei,nory. ".

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St~dents tr~ing construct 11 sketch of -~

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:

'!.Lesson on Ki~ Glove nnd
Kid _Stlp~er," modelled after the "Lesson o~ ~ran~e and Apple_.

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3. Sketch on Comparison of Cork and Spong e.

III. Qualitie$ dependent one on another.
1. Cork is buoyant,
not merely because it
is light, but because it
is impervious. Cork
is · impervious because
its pores are small, and
but little connected.
2. Sponge is absorbent, because its pores
are large and connected.

Point.-Quality on which uses dep;,nd, ··and dependence of one .
~~ ®~~
.•~-

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·lI F.THOD.

MATJ'J!:R,

I .-1. Brotig!1t out by reference to the
I.~l. Cork is natu·
works of man, ·:.., •·
ra.1. ·
2. Childre~' asked where it comes from.
. 2. Cork is vegetable.
Told that it is· t\ie bark of a tree,
.
3. Childreij_' iold that the tree grows in
3., Cork is foreign .
. .. ;
qistant countri~:i. · ·.
4. Children · r eferred to water aa the
4 . .p ork is light.
standard weighJi. T he li.ghtness of cork
shown by exp{rimeµt.
.
_g_. Show d_iffe~en~ specimens, and let
~- Q,ork is brown.
ch11dren name t he c11lor.
6. By exper~µ,ient>.
6. Cork is compres·
.""."!'· .,,,_....
'
sible an~ elastic.
7.
By
dire~(
observati?n
with_ a magni·
7.', C?rk is porous.
fying glass, :;1;nd; comparison 'Ylth dens~
sup~tances, as ~lllerals.
!.
8: de.irk •is impervi- -8. By experip.ieri
.,,,,.. ...:. .
ous ~buoyant.
... ·. .
. ...
·(~ ·::
.. -. ..
~

-~

...

·:

· ·~

[1.
li'.~
'

IV. Uses, and qualities on which uses depend.
1. Cork is used for
life boats, cork legs and
arms, becau~e buoyant
and light; for soles of
shoes, because impervious ; for stoppers of
bottles, because impervious, elastic, and com·
pressible.
2. Sponge is useful
for washing, because
absorbent, compressible,
elastic,
light,
tough, and durable.

119

II. For animal~ children asked where
we find sponge'? What it is, and a little of
the natural history g i vcn. Mention th e
te rm marine. Children give other examples of marine substances, as coral, &c.
Children required to mention quali ties of
sponge, the same as those possessed by cork.

III.
1. Children led to discover the buoyancy of cork. They decide whether light
or heavy things float on water, and, by
experiment, which is th e lighter-cork or
Nponge. Yet, as they perceive, th e sponge
soon sin ks, while tlrn cork still floats.
Why this is?
,
2. Cut the sponge, to show the communication between the external openings
and the central channels. Children say
what must happen if we put such a structure under water, and why. Try the ex•
periment.

IV.
1. Brought out by referring to previous
knowledge (teacher ~iving any needful
inform ati on as to ?Ses . In bringing out
the qua.liti es on whie uses depend, the
reason is appealed to.

2. Brought out by getting children to
describe the effect of the process of wash·
ing, on the sponge. It receives water, be·
cause it is absorbent; it discharges the
water when used, because it is compressible ; it resumes its former shape, and be·
comes fit for use as before, because it is
elastic; it is easily lifted and moved, because it is light ; it lasts for a long time in
constant uRe, and is not worn a\vay, be·
cause it is tough and durable.

OBJECTS.-TIJIRD STEP.

os;JECTS.-TµJRD ~TEP.

12-0'.:

· Summary.-Children arrange
and claasify · the "Matter"
..
•
.••
.,
•I
un der " Resemblances !lnd Diffe~~.ces ~f. Co'.k and Sponge,' as: .'..
•

RESE)IBLANCES.

Both are

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~;l!FERENCES.

:.· .,,

0

•

•

i

natural,

Cork is a vegetable subsw nce. Spong(ll
Cork is imper;
porous, compressible, vious. Sponge is absorbent. Cork is'.
and elastic.
buoyant, . be~aqse light and impervious ;•
impervious~· bec:~use its pores are small an<\
not conneeted. Sponge, : though lighter:
/
than cork, is not buoyant, becau1>e absorb-::
.: ("
ent; and a.bsoi.bent;bccause the pores ar~
;.\
large an4 f ?nti'ected
· .
·
1

for~ign, light, brown, is an animal substance.

· ·-~·

.• \
:-'f-·<· •.:
·. Students in training construct a. ~;totch on "Comparison of Salt and
S*gar,'' like the one on " Cork and Spqpge."

~~:~.' :·.

.
4. Sketch of

._':; ·' ,
.,

;:L~~so~
· ........ !./ •·

on

~

~

Water.

Points.-Qualities on whicq J.lSfS depend.
ties.
\ •·
·..

Le.ss obvious quali-

METHOD.

MATTER.

l. ChM ren say why they like to drink
1. Water is taste·
water
ii1 ~ummer. WheU1er there is any·
1~As . and refreshing ;

to thing t_hey like better to e;lrink. Whether,
they would like to drink ~ider or tea only
whencvf)r they were thir~t.y, and at enry
meal. ('l~hey wotil4, get t\ r~d of it.) . Why
they cannot get tired of water. Effect of
drinking "\Vater when very thirsty.
2. Water is a sol·
2. E xperiment..::;-Put a little sugar into
.vent, without smell or wn.ter. Chi)dren say what the water does.
color; therefore use~ Are told what wat~r is. Find other things
for )V.asbi11g, for ler· of which waJer i.ll : a solvent. Refer to
' tilizing the ground, and water as nourish.i~g plants, and explain
f9r dissolving vario11s that it doed sf>. brJiissolving substaHces in
subs~ances.
the ground .~hicn are their food. Refer
to use _of wat.e'r in- washing. As beer is a
solvent, ,leadJ~hildren to ~Jl.d why it would
not do lo-.\vMh in t.hat. .
.· . 3. W ~ter JS reflec·
3. E~p~ri~ient.;--liV a\er will serve as a

.therefore
·drink.

useful

.

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f !

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121

. tive, which makes it a mirror. Children find what does better
bea11tiful object m a t~au water, and why. R efer to the conlandscape.
\ dit10n of pc?ple before mirrors were in·
vented. Objects com monly mirrored in
water. EITect of this retlection on th e
scene.
4. Water takes the
4 .. Experi:nent with-:-1, phte; 2, basin;
shape of the vessel that ::!, vial. Ol11ldren describe these as to ex·
holds it.
tent-1, wide and shallow. 2 not so wide:
b~t deeper i. 3, narrow ac;oss'. but deeper'.
Fill each with water, and measure in dif·
ferent directions, showing how the extent
of the water corresponds with that of the
v~ ssel. Chil.dren called on to say what
will happen 1f the contents of the vessels
be exchanged.
5. ·w· ater exists in . ?· .Experiment.-Refer to the idea of
different stntes-some- liqmd. Refer to a little girl who went for
t!mcs as a liquid , some· ~va t er on a ve ry c?lcl clay. She found only
tunes as a soliJ and ice. How this differed from liquid water.
sometimes as a v~por. She put t!te solid ice into the kettle-put
the kettl e on the fi re. Second chan e
water underw ent (vapor). Cliildren to s~
wh ere they exRect to find much ice, an~
why t~e earth JS often so dry in very hot
countries.
6. Water is · found
6. By reference to the uses of water
in different places-in an~ the sufferings caused by the scarcity
the clouds overhead in of ~t, s~ow the goodness of God in sup·
the caves of the ea;th ply.mg Jt abundantly. .Children say where
underneath and on th~ it is to be found. R efer to where the
surface of the ground. vapor went, and tell them the clouds are
made of thi~ vap_or. Thus some water is
~ l wa;:s 13.oatmg m the air, whence it falls
m ram. Son~e in hollow places . in the
earth ~ hence it gushes out in springs, and
there is generally plenty on the surface of
the ground, that we may g et it easily.
r
wh As
h each
· point is worked out' let children iorm
a sentence,
IC

wnte on the board as found in " Matter."

For summary, read matter from the board and rewrite from
memory.
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6

OBJECTB.-THIBD
STEl'.
- -...;

OilJ EC'J'S .-TIURD STttl'.'"

St11dents in training construct a sketcJi or 'I· Lesson on · " Mercury," or
" Air.7
''
·
. '' modelled after the " Le&mn on· Wa~r."
-•.· . :.- :
5. Sketch of a Lesson g!i L aa/ S ugar.

.j .t0 ints.-Qualities as discovered
..

,~

qualJ:ies.

~y the senses.

Less obvious

."'_',;
- ~ - --

llf ETHOD.

MATl'ER.

1. Preseµ} ~ piece of loaf sugar, and ask
the
children tQ give the name, and tell what
sparkling, opaque.
they can d~~c(lver by looking.at it. Compare it with a piece of crystal. P oints of dif•.
ference--Ohe ~ranslucen t, the other opaque.
Points of re~Jlrnblance-hard,white, bright.
Compare the brightness of both objectsone is brigq~ all qver, the other fu11 of litJle.
bright poinf~,. 4- thing clear, bright all
over, is sai4 to be lucid. A thing full of
little bright !Wjn t~, is said to be sparkling.
Children riaJD·e other objects that sparkle,
and find by comparison tha~ things 'that
sparkle have µs ually a ,rougl"l: ~urface.
2. Bring o~t rauglt af1d lw,rd, by asking
2. S ugar is rough
children wha~ they can sayaft~rfeelingof it.
and ..hard.
3. By tas~l'l · .. · ··
,.
3. Sugar is sweet.
4. Bring Q)lt /usibl~, soluble, brittle, and
·4 . ·Sugar is fusible,
brit.tle, granulous, and granulou.s, b'y direct ~bservation and experim ent. Crys'w.llized devE'. lopcd by putcrystallized.
ting threads ._inti? str~iig solutions of salt
or alum, which, ·after ti. few hours, will be
.':.
·,
covered wit'!i crystals./ (a) Children _com·
pare the gr~:b.s with ~ch otlier, and find
t hat they are alfof the same 13hape. (b)
Children not.ice . t}iat they are solid, by
r erence to the..broken graips. Whether
·.ney find anything inside'? . (c) Pro<luce
some of :~11 simplest solids, and some
arnorpbous' 11tones. Which ~o the grains
most. rese'ri:tble ~ . Why~ B.ecanse they
are . all o1. the same shap~. · Show one
part of a ~olid concealin~ the other ' ·
part. What cb_'tldren . expec~ $O find on
·:..,...
the other ·sid~orresponding faces. and · .
edges. Wil~ klipw ~~a,t 'c rystals are alike: I
Give the tetm reg.ula.ff~' Tell children that j

L Sugar is white,

~; · ·

' imb.stances form.ea· in little grains,' alf of
wl11 ch are regular solirls, are snid lo be'
crystallized. R efer to suga r as juice of a
pl ant. Clu ld re n SIRte tli e ori ui n and ori ginal form. of snga r (Ii r111id). :\\·oduce vnrious sp c c1~1 e n s of crystals, and afte r drawing attentwn to them as such (bein g reO'ula r), teH th_e m that every one of these '~as
on ce a. liqn1rl, and has now become a reO'u·
Jar .soli.tl. Examples found by children bof
a liqn id t hnt crystallizes (snow) . Migh t
be . followed by lesson on the forms into
wluch many objects crystall ize.
'
5. Sugar is vegeta5. Bnng out vegetable, by reference to
ble, and manufactured.
~e sugar cane, of which show a specimen
.anujactured, by comparison of the cn n~
th its
· r
rwi
. product (sug"" r) . a"o me In1ormn
·
10
~ given. as to the proceso;es the nrticle
un c ergoes 111 the course of manufacture.

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Point~, as worked out, wri tte n on th e board.
Summary. - Ernse "l\fot te; " CI 'ld
.
l'f
h
, . . u ren say. wluch
of the

!1~:h1r ~e:~~~'l~eb consid~red have .been disco vered by sight;
. Yk
o ' · Y taste, by experim ent ; and by reference · to
previ ous nowledge ·w r't
·.
.
1 e tiie qua1ities,
·
·
as the child ren shall die'·

tat e,

111 sepnrnte columns.
discovered by more th
·
Qualities
.
an one sense, may be written
~n separate columns, thus:-

Sen•e or
Sight.

White.
Sparkling.
Opaque.
Rough(').

8<'nso or
F eeling.

R ough(').
H ard.

Sense or
Tnstc.

Sweet.

Previ ous
Kn owl t1clge.

Experiment.

Fusible.
Cultivated,
S oluble.
Manufactured.
Brittle.
Vegetabla.
Granulous.
' Crystallized.

Students in training construct a sketch of a less
model of the one 011 11 Sugar."
on on

11

Bread," after the

I

.I

OBJlWTS.-THIRD STEP.

;

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·~

'

i

6. Sketch on a Mo~ ld (Jandl,1.

q·

.foints.-Material and Structure. · Adaptatim:;. of each to
uses.
-L Shape a11d Substance.-The \;an,{le is long-,,.Iength com-pared. with girth. Slender-girth coijipared with leng th. Nearly
cylihdrical. Number and kind o(~jdes of a cylinJl,!r observed.
In jvhat respects the candle differs, . D escription given-It is
mad°\of tallow and cotton, the ta{{ow outsi~e, t!te cptton inside,
w!iore ft forms a loo? d one end. JYiaterials and ~~ eir position
ob!¥.lded. Terms wick and loop giv~n . .

1

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1

·' .. II. Qualities.

1,25

absorbed-in a liquid state. "Tallow must be not only inflam.
mable, but must be fusible."
·
Matter put on the board point by point, as worked out. Read
by the children. Erased by the teacher, who writes:
I. State the parts of the candle.
II. State on what qualities-I, of the tallow; 2, of the wick
-the use of the candle depends.

,'"
.. I
I~

ii:r

it,
··:

Children reproduce the lesson on their slates.
Students in training construct a sketch on " Match " modelled aft . th
on a " Oandle."
'
c1 e one

7. S ketch on a Knife and Fork.

1 . Tallow is an am'mal substance-brought out l1y reference to
~hence we get it. It is white- py sight. Adhesive-a little
dfopped on some paper. Impressibf.e_:_t he candle scratched by a
IIiatc11 or pin. Solid and fusible..::.:fan l1le lighted., and the part
nearest the flame compared with t~~· ni~t. What in;ikes the dif'fere nce '!•
2. Cotton wick i's white and soft::,_by looking and feeling.
TouJJ!t-by reference to breaking 3;-_candle; what· part remains
unbroken. Fibrous-compared with cl~ alk, which it1 formed of
little grains. Is a vegetable substa~ce+.refer to tl1 ~ source from
whence it is obtained. What, th~.b, i'.~ · cotton 1 Told a little
aix;ut the cotton tree ; that it gr~if·;{ u;;\varm climates, &c. Picture shown. Is absorbent-light;4 -~~k observed. Is inflam'l'liqble-wick lighted.
y,;·· '

. ..
·~·

;.

-·• III. Uses, and quJW-1.ies on Ji.[ti~h t~~ m e depends.-Candles

This_.~se dep ends on the fact that lite
wick is inflammable and absor~e!!: t, an(! th e tallo!o i'njlammable
an<l fusible. Tallow ~nd wick ~ompar~d. In what respects they
are alike. What the wick woul~, g_g .without the tallow-smoulder
a\v~y without giving much light, . Jhe tallow wi~bo ut the wick
~1_low in all directions,wl1ile blazing away. Whai the wick does ..
t~: 'the tallow-absorbs it.. Then. l' th'e wipk mul!t be not only
.
·-- J
~rfiammable, but absorJ:ient." In ~vha.;; staf.,~ the tallow is when
qre burned to give ligl1t.

.~

,

OBJEOTS.-'l',HIRD STEP._

.' '

Points.-Material and Structure.-Adaptation of each to use.
I. Objects Observed and Compared.-]. R esemblance.-Traced
by the ch'.ldren. As to use-both used in taking food . Substancepartly mm ernl_ and partly animal. Make-both have handles
'
shanks, and pomts.
2'. D~(ference.-In use-on e to ~nt up the food, the other to
keep 1t firm and convey it to the mouth. In make-the one has
a ~la~e, the other a shank spreading out into three prongs. vVh
this difference?
y

II. Adaptation of ~ftfalce to Use.-Children to determine this
Handle~ and shanks to both. vVhy ? 'l'he blade of the knife~
why thm at one ·e~ge? .vVhy blunt at back ?-to allow the pressure o~ the finger 111 cuttmg ; also to strengthen the blade. '.l'he
fork-its shank-why longer than in the knife? W!
l
· ·bl
iy party
v1s1 e, and not, as in the knife, hidden by the handle? It
P
ti ·
b
s use.
rongs:- ie1r num er, a~d the reason for · this number. vVhy
narrowmg towards the pomts? Why edged and n t ·t
1·
d ·
.
' '
o qui e cy mn cal ?-to gtve them a firmer hold in the meat. Use of the
shoulder.

~II. Ada.p_tation of Material to Use and Structure.-Children
to discover this by comparing it with various other substances.
1. The Blade. of ili a Knife.-Why not of stone ?-a stone
blade ~ould not g1 ~e way when, being used, it might happe~ t.o
com e m contact with any other substa,nce, as gristle, &c. It is

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126

OI:JEOTS.-THRD . STE <'.

OBJECTS.-THIRD·' STEP.• ·

Why not of lead ~;_-:-a ~e :.d en blaoe would bend, '
\ose its shape, arid become uselesi ;'.fo t elastic. · Why not of
tdf.toise shell ?-n tor Loise . shell k!t1de .· as lij<ely )v break as to
·why uot of wood ?-a bl~. qe n~p.de of woo d, or of any of
the other substances, would not ~11ke . a\} edge ~ ulficiently fine
~~1it sharp. The last two subst~iices not suffi cien tly hard or
tenacious.
· ··:... :'~.
::t:· Re quisites for the blade of ~ k'nif<! dete rmincJ by the chil.I
dren-jlexibili'ty, elasticity, tenacity, ltru:dness. :· Why not of iron,
\;;j1ich ( posses·sflS all tl1 ese quali~j_fl~ ?~~he ).ilade i.n ust be very
s1r:oo~, and capable of taking a}~!~ h I'.olisl1; to cl'.t thin, smooth
sli~~- Substance possessin g all th_\i'?e r equisites- sieel.
·. ·. . 2 . .. T!te metallic part of the }or/c.-:Qualities r~quired-tena­
city;--hardness-capability of ta~in-9. polish." Sted required for
,r-_. :.':' ....
tlii11,a lso.

tell them. Show some ravelled silk,·.,and ·
tell th em it would take mnny of tho spi- .
cl e r's threads to eq ual one of these-thus
givin(J'
tl1 cm an i<lea of their thinn ess.
0
Draw threads from some heated sealingwax, to deve lop the idea of tenacious-:
gi ve the term. L et them apply 1t to sp1lle rs' thrends. Get other exampl es. If
not readily given, refer to melted glass,
metal1 or eve n molasses. Tuen, from ex·
perim e11t w ith th e sealing wax, the chi!-·
dren will see that th e more the threads are
d raw n out, t!te tliinner they must become.
3. (a) T ell childr,en.
3. (a) To begin her
web, the spider presses
he r side against the
wall; then a drop of
g lue comes out, which
sticks.
( b) S he then jumps
(b) Illustrate this on th e iio~rd . Let
to tlic oth er s'ill e, ca rry - the childre n say how the doub lm g, trnbin g the thread with her. li11 g, &c., will nffect the thread. Whether
She goes backward and the re would be one t!tick thread, or sevforward several times, eral t!tin ones, and why'?
ever adding to the
thi ckness of the thread.
(c) She next goes
(~) Illustrate this by drawing lines in
from corner to corne r, order on the board. Let children notice
and th en across, nntil how closely the threads come together.
the whole space is filled
np with threads regularly arranged.
·
(d) She fastens the
(d ) Draw from the children how this
sides to th e w nll by can be fastened to the w all, and what
threads projecti ng from qnalit.y enables the threads to fasten themth e outer edge.
selves.
(e) L as t I y, · s h e
(e) T ell th em of the cell ; of its situamakes n. li ttle cell in tion out of light. Let them say of what
th e middle nnderneath, use it can be to the spider.
in which she can hide
while . watching for
prey.
4. Th e materi al of
4. F act~, from m emory-results, by ren·
th e web iSJ a te nn r. iou ~ son; far instance, let the children discover

n.ot flexible.

has five or six holes in
its sides, out of whi ch
th e glue oozes. Tl1i s
substance is very tenacious, and can be drawn
into the finest thr eads.

iieiu.

~ a. Handles.-Must be light.

~Vhy ?-Hie mE": tal is h eavy.

Siilo.oth~: Why ?-that the touch P.;ay be pleasant to the hand,
ari~ t hat tli ey may be easily cle~:if!<l. 'On tl.iese :iccounts com·

nior!.ly made of bone-the more ex1}~'r1liivf'on es of ivory.

. 1$'wnmary.-The children req~tr~d tO rep~oduce:~first, orally
from, the board, and afterward in W'r jtjng on their O\Vn: slates.
Students in training const.ruct n sk~t~h 'on " Pen nnd
nf\iir: the one on" Knife anti Fork."
:;.::::-;; ,.

. ...:,.
'~

P1i;1Gil,"

modelled

• '

. . ..
8. Sketch on the '.~pi'der;s Web.
.-

~

l " ...
" .

Point.-Material and Structure,

-~

'

. )U. TTER.

.

A daptation of ea.c h to use.
X £TH9D.

]. Th~ gard~n spi1. Dr~w:.~ !liagram of the web .qn the
der makes a web in hoard, getting th e children 10 notice the
wl~ich to ta~e its prey/ kin~ of li~f. i:nade-whether vertical or
ho rizontal. ..- · F mally, let the10 say what
object the-j v_l!ple _.repr~sents, and of what
use it is.
,<;·
.,
~- The spider's web
2. QuestiP,~ as to mal erial of which web
is ii'1ade from a thick is rriade. W),at ~ t is:.Jike? How th~y
gl u.~ . i:ontain~ in .its know it is no t ~otton, siiJ{, or jiair? HavbOdy• ., '1'.',h.e \ ~reitture ing exercised the)~ rea1K>n a11d curiosity,
,_.,,:
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w.u~"'·""
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f'

128

OBJECTS.-THIRD STEP.

OBJECTS.-TH~Il $TEP • .

· glue. Its threads are
. th in, drawn closely to-gether, 1m<l wonderfully strong, first to catch,
then to hold the
prey.

n,nu

"

.

,\

what woul~, h l;pp en :;fa fly came to a web; ·
the threadi.j o£ .wl1i ch weru "wide apart., or
made of .~ very frngile sul)stance. Refer
to an ins~t iQ.. molasses or cream ; show
that the· 'more ~ it struggles, the more it is
stuck fast. ;£.:, ·,
...:;:

(:

_" In conclusion, refer to the disc.\:mifort of flies in summer, the
m ischief they do, &c. Let the cl:~I clre n say of what use the spider, is to man. Refer to the wis\l-9?-l of God in crel}l.ing the spider.
• Stutlents in training construct n skeicb on ·_t• Cocoon,"' after the model of
the one on n "Spitler's '\Yeb."
.. r~

-..; . · ·.·.'
; ·:· •.· .{,

.

9. Sketch on ti•(}') Joiwy_comb.

....

'

~""';<

.: _; Point._.:.Material and Struct~T.e. A daptation of the latter to
uses-so brought out as to devel oiJ the idea of Instinct.

<
i

'' I. Jfaterial.-Made by bee~
a "substance obtained from
fio,yers, and called wax. Usually fo und in a kind nf box cnlled
O. hive . . Refer to the condition
'b e~s i-n wild c~untrie~, where
hives are provided for them. }Vha~ they occupy-cavities m
rocks, holes in trees, &c. R efer to . t he reed b:<~ kets used m
Africa.
.
' ~

of

no

II. Slrnclu.re.-Why the bees niaT,~ the · com b---to put their
horiey in. How adapted to this pqrpose..,-by bei~g full of cells.
G ive the term cellular. Also to · keep tj1e young bees in before
they are able to fly about. &c. 'l'h e yot iig of, the Ll'e is round in
shape. · Children Bay of what shnpe they .w ould expect their
cradles to bC'. Whether the cells ' gre,'_of tli!s shape-they are
six-sided. Give the term hexagonal, ) VJ1y hexag0nal, and not
round? To bring this out, dra''' J wo ·tlingr;ms qu the board,
one 1epresenting rou1;)1, and the ot4er hexag onal CP.lls. Direct
attei~tion to the spaces between the round cells. ·s \.1ppose this
spa~e fill ed up with wax, as it >fb uld bp in tl;e honeycomb, of
whaf use wouhJ the wa~ be there? :.Nope; it would 1'c a Wa$lO
of P,jO.terial. · !Jut ~uppose the beet; tal{·e aw;iy with it<> pincers
alI :the wax between the cell ~, except a thin ;.thread'; thi <: w1rnld
sav~-the wax, but what the effect would be..:..,\Jii.8 ~; ould b~ tM

,,

129

j

fragile; the weight of the young bee would crush it. How won·
derful to see th e little bee meet these difficulties, by making hex·
agonal cells, which take the least amount of wax consistent with
the proper streng th of th e comb, and are jnst as good to ),eep the
young' bees in.
III. The .faculty of lhe conslructor.-R.efer to thems elve~,
their work, th eir lesso ns (as wri tin g). At first they do a thin~
badly, th en better, and at leng l.h very "·ell. Ilut the bee makes
the first honeycomb as well as th e last. If several men had to
make each a cradle, and without seeing the work of the rest, their
workmanship would be v ery different; perhaps, too, the material
and the design. The work of bees of the same class is always
the same. The bees in the garden of Eden worked as the bees
in their gardens to-day. The faculty which enables the bee thus
to work is called instinct. Children give examples of instinct as
shown by other animals. Children say how they recog nizo instinct. ((I.) In s tinct n ever improves; its worlds as perfect first
as last. (b) The work is the same as done by all other creatures
of the same kind.
Instead of summary, <lraw from the children a statement of the
advantage of hexagonal over round cells, and definition of instinct.
Student.q in training construct n sketch on "Bird's Nest," after the model
of the one on "Honeycomb."

10. S lcetch on the Palm Tree.

Point.-To exercise the children on information given.
I. Fruit.-Show this to the children, and let them say what
kind of substance it is. G et or g ive the name of the fruit. L et
them describe it as to shape, color, parts, .fiavor. Let them taste
it. Write on th e board the followin g :-The date is a fruit of an
oblong shape ; it has a tough, smooth skin, a pulpy part, and a
v ery hard stone in the centre.
IL Tree.-T ell the children that th e dates l1ave been gath ered
from a tree which grows in a country far away. Describe the
country as having large sandy plain~, arid and barren. Hefer lo
the heat of the climate, and the intense thirst caused by this.

6*

'1
I

i.J

OBJECTS.-FOURTH STJ.:P.

The condition of travellers after marchi11g many miles. They see
a g rove of tall trees. Name of these~· How travellers feel when
t hey are covered from the hot, bu~i~g sunt and ca~ eat the fruit.
br.aw picture of the tree, and direct ~ttention of the children to
. .JJ'L height the trunk of the tree gr~wa:without leav.es. Tell them
~ "grows from sixty to one lmndred . fe t. To give the idea of the
lreight, compare it with the lengt h of the school i;oom, fence, or
yard. (W. B.) : "The date palm grows in the 4esert. It has a
trunk which is from sixty to one h~ndred fe et hi"r~
,;
0
. .
, _l~I. Uses.-Children to name !hose parts of tlt ~ tree likely to
oe useful to man, and the uses mad~ of them. Correct errors, and
' supply- information. (W. B.) : "The .fruit i~ useq for food. The
~tones are bruised for tlle seeds, J¥ hi<;h an~ givei1 to the camels.
'I':he leaves are made into baskets anq, hats. The wood is used
for .building houses."
·.
.
·: Summary.-Recapitulation of les~~n from memory.
-

~ ·(!

· '

Students-in training constructa lc~n,on the" Cedar," modelled after the
one on the "Palm."

UST. OF
•[_

IDEAS TO BE DEVELOPED AND
: '. •. T ERMS TO hE GfVEN, ETC.,
IN TlUS STEP,

-· <,·1.' Terms expressing less obviou~ qualities;

as, buoyant,
1fochle, malleable, tenacious, sonorims, fertilizing, conservative or
~~eservative, aromatic, medicinal, emollient, mixable, amorphous, '
shmy, &c.
-,.:: . ~
·
.
'... · 2. Terms expressing ideas ref~~ing. to struct~re · as woven
~
' '
'
'
cellular, tubular, netted, serrated, iI!_
dexited, crystallized,
concave,
'~·
·
' '
convex, spiral, &c.
3 , l'erms expressing ideas refei:ring to the nature and condj tio!-L ·of substances; as, metallic; fluld, watery, · sweet, Mline,
Ymous, n;ianufacture~ 1 -exported, ~.port7d, &c.

l1 0URTjf
STEP.
......
~~..j~

.. In~lu?es Cl.assifi:ation of (Jbjeo~~;~ an·d so l.~ads up tq science.
:: ·Also, Class1ficat10n of Qualities.·, L®.sons, on the senses them·
•:_~ves should be given at this step. · <·. . · .
,. "~.:

,.

.. ·~.~

()BJECTS.-P'OURnI

131

STE.r;

Where the course of inetruction does not contain, a. course of
lessons on Actions, which properly lead to manufactures;;' arts,
&c., some consideration of these subjects may properly be refe~red
to Objects, Fourth Step; as, metals, and manufacture of articles
made from metals, liquidR, and textile fabrics. See" Lessons on
Objects."
l. Sketch to D evelop the Idea of Distinction between. the Essenli"al
and Accidental Qualities of an Object.

I-Teacher presents a number of various pieces of sealing wax,
telling the children to find, state, and classify the differences.
They are red, blue, green, &c. ; therefore they differ in color.
One is thick, slender, long; therefore they differ in size.
One is flattened, another cylindrical; therefore they differ m
form.
· By experiment, one is hard, softened, fused, whole, broken,
stamped; therefore they diITer in condition.
IL-Children required to slate the resemblances-vegetable,
fusible, impressible, and adhesive. Children led to see that we
can have no sealing wax which has not the four qualities; while
we often have pieces not red, not cylindrical, or not stamped.
Terms and definitions given. "The qualities which a thing ID?St
have to be itself, are called essential qualities. Qualities which. .it.
may have, but can be itself without having, are called accidental."

"

.

.

2. Sketch to Develop the Idea of tlie Distinction betwun Generic
and Specific Terms.

I.-The teacher, standing before a large table covered with a.
variety of objects, including pictures of birds, which can readily
be classified, desires first one and then another of the children to
group all that should go together. Children group-Swallow,
Silver,

Robin,
Gold,

Kingfisher,
Iron,

as Birds.
as Metals.

133

OBJECTS.-FOURTR STE!".

Whe11t,
Water,
Tulip,

Maize,
Milk,
Lily,

Oats,
Ink,
Rose,

as Grain.
as Liquids.
as Flowers.

,

3. Sketch of a Lesson on, Shells and their _Inmates. ,

, JI. Differences in terms disting ~&ishea.-Ask cb ildren whether
we c~n call all flowers roses? No; for some are violets, some
are pmks, &c. Whether there are inorn tlowers or more roses in
th ~ world, and why 1 Children thus
· th e
, .. led, to see th ..~ tflower is
name
of a large class, wbile ros~· .ii!.
.
. the... name of ·a 8 maJI er c1ass
contained in the large class. Compare this with a school and its
classes.
. . ·.,
.'
. .
'
0

. ' -nr:·

Names giucn and applied;_,c: Tell the children that words
\Vh'.ch express the large class ar~. ; aid ' to he generic, and words
w~ch express the small class sai?;~-t'Q b\l·. specific. ·

'METHOD.

I. . Use.-Shells are
found in th e sea; also
in rivers, and some on
land. They serve both
for the homes and
armor of certain animals. Th ese have no
bones, and cold, white,
or colorless
blood,
and, being soft, are
called mollusks.

I.-Bri ng before the children some
8hells. L et them say wlmt they nre.
\Vhe re found? Supply information as to
sh!:'lls found inland, and by reference to
them as marine objects, lead children to
conclude that wherever they are found the
sea must once have been. Show nn
oyster shell contnining its inmate. Chil·
dren state the use of the shell. Th e Inst
use brougl1t out by reference to ita de·
fenceless' condition without it. Let a child
press the oyster ; th_en press his ~wn chin
or forehead. The difference, and its cause.
\Vhnt they can say of the oyster. (S. R.):
"The oyster has no bones. " Another
dilference tli scovercd by touch. Its cause.
(8. R): "The blood of the oysfe r is cold."
Refer to the color of our blooLl. Cut the
oyster, to show the "·atery liquid. (8. R.) :
" The blood of the oyster is colorless."
ChilLlren told that all animals living in
shells resemble the oyster in all these
points, and on account of their soft, boneless structure, are called mollusks. Chil·
dren dictate the matter of this head.

·. ~· Let them apply these teni,11-. to · ffower and rose, respectively. .
/ .·
.

~

:·2. Give jewel as the

¥ .

~

name of ~ large class, and let the childr~n give the name of some small6t _class belonging to it, as dia~.. ·
,
mond, &c.

·. 8. Then give trout as the na~p or_iismall class. Children
to find the name of the large clas~ · tp w!1ich it belo~gii.

\

'

. ·. Children give as many exampJ~~ of generic and 'specific qualities as needful. Put down all th_i ~x.amples in two columns under
the proper heads, as the children ahall direct.
:<:."'. :'"·

II. Of what com·

_. ..

. .
-GENERIC,

...

·~

Picture.
Pillar.
Edifice.
T emple.
Furniture.
Ornament.
Servant. .
Feature.

~PECJFIC.

. . ..

Painting.
Column.:
Schpol hpuse.
Ch\!tch.

" ~pair.
B~acele t.
· Sl~i:i •

No,~~.

.,
'·

~

~--

-..

'!

MATTER.

posed. - Shells are
formed from the animals which inhabit
them. They are composed of three substances: 1, lime, a
sort of chal k, which
the creature obtai ns
from t he water ; 2, a
glue given out by it
from its own bodythis varies in color,
and gives color to the
shells ; 3, part of the

(W. D.)
11.-Refer to storms at sea, the waves
clashing the shells against rocks, &c., and
lmul children to see thn.t shells require to be
made very strong. Show a specimen of
the lim e as one constituent part. '\Vhere
t.he animals can Jind such a subst.ance .
Refer to the limestone rocks of coasts, and
coating insid e teakettle. Whether th is
substn nce alone would make a good shell
(too brittle). What more required-some
substnnce not hrittle, th e reverse of brittl e,
to mix wit.h it. Show glue. L et children rt'cognize it as an animal substance,
and show the quality on which its use as
a constituent part of the shell depends.

18~ .

OBJEOTS,_.FOJJRTH . STEP•

OBJECTS •.'.:-FOUil.1'11 STEP..

135

•,-' if.

_ ekin of the animal,
- . which lines these. The
,;gbells, when broken,
·;,'_ -· may be · made new
' again. The new pieces
.. are brighter in color
than the old.

/"~

......

.

. · / lII. Different kinds
of\Shells.-Shells are
vecy numerous. There
'll.te ': many: . thousand
different kinds. These
are divided into three
daS$es, viz. :~
l, those of one piece i
2, those of two pieces;
3, tho~e of three pieces.

• i

~

;

'

_flower ; pink or puce, not one in the tribe. Let · them describe
as the stock; white or the scent of any. of these flowers v/hen
y<;llow, as mustard, fresh . Refer them to the condition of
turnip, radish . No water in which wall flowers have been
flower of the tribe is kept., or· in which cabbnge has been boiled ..
blue, nor can any Refer to the mustard plant, the chief qaa\ ..
amount of cultivation ity of mnstard-pungency, leaving tli~m
p!'oduce a blue flower. to infer that all plants of the same kmd
The flowers have a partake of the same quality.
sweet smell except
when decayed, and
then the smell is par·
ticularly di3agreeable,
on account of the es·
cape of a gas on which
the characteristic qualities of these plants de·
pend. Th ey are oil
highly pungent., nil
wholesome, and even
medicinal.
IIL-Refer to the list on the boatd.
HI. Uses.- ·we
cultivate some of t.liese Children mention the. use of each separate·
plants for their sweet ly, then classify the uses. Bring out the·
smell, as the stock and distinctiv(l use of mustard and horse radish,
wall l:lower; some for by asking if these would serve as the only
food, as the cabbage veget.able · at a meaL Explain the effect
and watercress, for of eating only salted n1eat, and refer to the
their leaves ; the tur· goodness of God iil providing a cure.
nip and radish, for their'
roots ; some fot what
we call a relish, as
mustard and horse rnd·
ish. All this food puri·
fies the blood , Sailore,
who take long voyages,
and consequently suffer
from scurvy, nlmost
always find a plant of
this tribe ( Cochelerin )
growing on the shores
of uncultivated lands.
They eat it, . and ,this
cures them.
Summary.-Children reproduce the lesson from the heads.

Tell chil)}re11 'thaf the glue used to make
the shellj;o~es froi.i1the animal itself. Note .
the be,a13 ~y and coior of the various shells.
Let t!1~ ~:hil~ren name the colors, and try
to accpti~!~ for their appearance. Give i11·
formatioi}. :Let . them give examples of
similar variations in ot\ler classes of N n·
ture's · )'·ork~: (birds, stones, &c. ). How
~he anJ.,m;i.l q_~tai;is t~1e shell-it is part of
itself; grow ~ with 1t. Refer to broken
shell.. ~itheilttpbjects, which are very liable
to be ']J)'oke~, can be repaired. Appear·
ance o(tJ1e new piece on the shell. Refer
to a n~w~.piece of material put upon an old

gnrm ~_r!'..t, &c'.

lli,'~.J3ring

the children specimens of
them discover how they
differ ~: !11· strµcture, and classify accord·
ingly. · ' Mat~er of the Jesso:i dictated by
the chilgrert, · and placed qn the board.

each

hlgcJ. ,L et
~: • . ~;~·~- :
\

t: '

..~.....

· · 4. Slcetch on Plant~ of the Cruciform Tribe.
MATTER.

!. Structure.-In
'j>lants of this tribe the
eotollo. is formed by
..' · fourpetals placed cross·
iw-ise; hence the name.
There are six stamens,
fourlongand two short.
The seeil vessel is a
.. pod, differing fro"'; that
of the pen in having
two partitions.

.'

METllOD.

L-Bring; flow ers of this kind before
the cl1il~ reno, Let the~ observe the dis- ·
tinct parts of these. Direct special atten·
ti on to : position of · the. petals. Refer ' to
the de'riyatioh ·of the \lame, the ' number
and iength of the stamens, the compart·
ments .of the pistil. Let children name
all cruc~form plants they know. (W. B.)
,'), '
..·:"

I

II. Qualitie~.­ It~Qhildren,, with reference to the list
"1.'hese plants bear flow- on the boar{!, name the different colors of
ers ·of. different colors. the flowers;· Le"<l the'm . to see that they
Brown, :''as the wall have mentip-ned . ri.o bltje flower ; there is

·

1

'

·~

~-

';;.\
. "·

-

!.

·'

136

Ol3JECTS.-P'Om,ul'!'. STEP.

OBJECTrS.-FOURTH STEP.

5. Sketch on Fla!!Q,1'3,
MATTER.

AIETHOD.

·I. Flavors.

I.-1. De, veloped by experiment with

L S ome things are sugar. Chi ldren giv e the ter m. No defi·
sweet to the taste.
ni tion g iven. ·
2. S ome things are
2. D evelope4 by experim ent with moluscious to the taste.
lasses. ChitiJrer; describe th e flavor. T erm
an~ generaLpe ~u i tion given ; "Anything
will ch 1s e:idremely sweet . is said to be
luscious." "-~
'- '
3.,...Some things are . 3. D ev~lo ped by ex perirn<m t with quil:>itter to the taste.
nme. Ch1hlren give term. · No defi nition
I
• . I
:~
given.
4: ~ome things are 4. Dev~~p ped by expe rim ent with cream
·
ac.id to ,~he taste.
of tartar,> -Chilrlren give t he term. No
ge neral <lefjuition given.
:
~- S ome things ar;
5. Developed by experim e11t with. soda.
acrid or alkaline to the Term and general defi nj~i ~m given: "Any ·
taste.
th mg that has a burnmg, p itt~r taste, is
sa1<l to be a.rr.id.:.~.- Children told that soda
is one of th e ~ubstai\-ces called alk alies,
wht>nce we som etimes speak of its taste as
alkaline.
6. Some things are
6. Developed _by experim t>nt with the
saline to the taste.
l>lne and wl11 t_e pa pers .called Seidlitz powders, afte r th,IJ fl a vo r of each powder has
been separn..tely ascertained.- T erm "' and
15eneral defi1ji~ ion g iven_: " 4nything hav·
111g the taste of salt is £aid fo be saline."
A sa_li1:e su_?_stan~e can be . qbtained by
com bmmg an acid an cl _an al kaline substance.
-7. -Some things are
7. Developed by pµ t ting a little salt in
brackish to the taste. water. C!Jjldren qesorj)Je the taste. T erm
-/ and genc r:il._d efi n i~io n g iven..: ~ ·Anything
that has a ~l i ghtly salty taste is said to be
brackish." '.!';;)~._~fer to springs 'in the desert.
8. ·Some things are '-~· Devel ~@d ~ expP,rim ent w ith alum.
astringent to the taste. Cl11ldre11 des~_ti,l;>~the e_ffect or1 the mouth.
I'
T~ rm and _gei:i.~:i:al:.tlefin~tion given: "Any·
..,
tl11ng which 4r iurs up or contracts the
mouth is said ~o o:~ astri ngent."
, r~.-._-w ~
'...'!
. · -;;
·

I

.

-·

....

,...

'.

137

· 9. Some things are
9. D eveloped by ex perim ent with muspungent to th e taste. tard. C hildren referred to scents of the
same character. Give thr. term. General
definition given: "Anythin g which l1as a
hot., biting taste, is sai d to be punge'Tlt."
1o_ Some things are
l 0. D eveloped by experiment with cinaromatic to the taste. namon. Children being referred to scents
of the same cl1aractf'r, give th e term . Gener::i l deli nit.ion g iven: "Anyth ing which
has a hot, strong, pleasant taste, is said to
be aromatic."
IL Some things are
11. Developed by refe rence to gravy,
savory to the taste
&c. Child ren describe the tlavor. T erm
a~ d gen ~ ral defi:1ition givep: "Anything
with a n ch, saltish, pleasant taste, is said
.. ,. ..... -~
to be savory."
IL-The sense by
IL-Developed by wri ting two sentences
which we discover each on the board, in each of which tl1 e word
of thi>se . qtlal ~ti e$, we taste is us11d in a different sense. Children
call taste .,.. . th e quality sny how 11sed. Are told th at there is anitself we call fl avor.
other word wl 1i ch ex presses the quality,
and what :idvantage th ere 'vottld be in
using it. T ea<'h er writes the general term
flavor above the li st of specific Havo rs
which have been written ou the board a~
g iven.
.
III.-Things having
III.-Terms and definitions given. Exa flavor are snitl to be am ples found by children.
sapid. Things having
li ttle or no tl:wor are
said to he insipid.
Things having n highly
:igreenble flav or, are
snitl to be delicious.
Things hav ing a disagreeable fla vor are
said to be nauseous.
Summary.-1. Childre n read the list of flavors, and in turn
give .~.tamples.

.
2. Teacl'.er give~ the definitions in any order, ..ch ildren gmn g
the term wluch expre1:1ses each defi nition.
~
3. Teacher erases the list of flavors, children supplying it .

138

OBJECTS.~FOtmTB:

OBJEcrl'S.-FOURTfC' l?'IEP.

139 '

' STEP •.

·' ·

Se~enth child says: "By feeling, we .can discov.er whether
tliings are burning, hot, warm, lukewarm, cool, cold, or freezing.'! '
8. T eacher presents a sponge, before dipping it in water, and
after wringing it; an eighth child says: "By fe eling, we can dis·
cover whether things are dry, wet, or moist."
III.-Children compare these ideas with those discovered by
themselves at the beginning of the lesson. T eacher may do well
to refer to the use of object lessons in giving accu rate and sys·
tematic knowledge, instead of the imperfect knowledge that is
gathered from a merely superficial observation.
IV.-Children led to find general terms inclusive of each set
of the particular terms before used. They dictate what is to be
put on the board, thus :
By the sense of f eeling, we discover,
1. The Character of the Substance.
2. The Character of the Surface.
3. The Form.
4. Th e Size.
5. Th e Distance.
6. Th e Posit.ion.
7. The Condition, as to T emperature .
8. The Condition, as to Moisture;

4 . Children add each of .the denpitions i:;iven t 11 the corre-.
sponJ ing term. ·
.
The summary may be omitted until th ~ next day, . and used as
an c;:cercise on the previous lesson. .-.,
-

Us<)d. ·

c'

G. ·sketch of a Lesson on Qualitieor· ~~i4cov ered by ~h~ Sense of
Feeling. ·
·
-_I. · Introdiictory.-Teacher refers the child rnn to a former les·
son,' in which they have brought qua\!.ties of' an ?bject to the test
of aH their senses. Tells them that th!) subject . ' f th is lesson will
he ;n the qualities they can discoV'~r by rµ ea;1s of 'one sensefoeli~g: Let them name all the ·q~tialities they can think of.
'""" ('\V,:.B.) Te~cher then engages 'tl,lem 'to try experiments, in
' order .to find 0 ut what more can be JJ22wn.
·
II.-1. Teacher blindfolds the fiq~ cliua. Presents him with
a •sfu~e, cotton, water, tube, .&c. Ffe ~ays: ' ~ J3y feehng, we can
disco~er whether objects are hard, sof!,· Jiquid, Q~ hollow."
·'.2. Teacher blindfolds second chili!, and prS:sents him with a.
nu tmeg grater, an oyster shell, a pi~~~ of~~~d wo9d, &c., who
says: "By feelillg, we can discover.. :_:vhpthe r~ thingg are rough,
-~:
- · ••
sm.ooth, level, or uneven ."
.3. Teacher proceeds as before, !ly~.examinirig the contents of
a box of solids, and comparing th e'~~- wi th lumps of chalk. The
third child says : " By feel·ing, w~- :PaP. discove.r whether objects
~re ! .dged, cubical, cylindrical, or (in ~act} any,iegular form, or of
a n irregular form." ·:
·'· • .
·~
··4. Teacher presents measures of ditfe~ent- lengths. The fourth
chilcl says:." By fe~ling, we can di'si<iyer .~~hezlier things are long
·;
or short, thick or thm, deep or shalJ.9lJ:." ".
.5. Teacher places 1ieveral simiJar obfects at various distances.
Fifth child s::i.ys: "B-:'J~eling, we .iii~ discover whetl1er things nre
near or ·far, and how far." [Ex e}c'ise on 'the absolute distance,
}". hether an inch or a foijt.]
•-?J' · , '·
'
:·.~. ~. Teacher places tl~-e samo objec ~s ip diffetent µosit.io ns, and
si~th . chlld says: "Byfeeli11g, we can di ;~over/~hether things are
up or down, without, within, or between.'':
'
' 7.. Teacher ·presents a piece of sealing::,W~· that j1as just been

'I

··•/'

-

~r

':

7. Sketch of Lesson.on an Egg ...

I . Shape.-An egg is oval, smaller at one :end than the either. .
The word oval is derived from ovum, the Latin for egg.
II. Parts-Order of Posit-ion and .Formation.-An egg consists
of several distinct parts: l, the shell ; 2, the skin between the
shell and albumen, or th e membrane; 3, the albumen; 4, the skin
between the albumen and the yelk, or the en.-elope ; 5, the yelk;
G, the embryo. The order of the original formation of each part
is exactly the reverse of the position. To these parts, though not-.
as a distinct part, ma.y be added the follicle. ·
III. Use of each Part.-1. The shell protects the · interior
parts. 2. The membrane is of use to strengthen th e shell and to
prevent injury to the young bird; probably also keep the extjlr·
1,,,,.1. air from penetrating, and to keep the albwnen from mixing

to

.

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. I

I

140

(
1

OBJECTS.-FOURTH
.: ,.,.,, STEP •

OilJECTS.-FOU:itTH STEP.

~.:

witi1 the shell ere it becomes hardeneq.-'j)y {<xposure. 3. The albu·
. me~ .serves as nourishment; for the y9µ[1g J)inL . 4. The envelope
prevents the yelk from mixing with tlie {llbumen. 5. The yelk
is ·t:he substance from which the bir~ : f*jQnnecl, s the 1.Jbumen is
the n ourishment during formation. - ~ - 'l'~ e embryo · is the yelk
in p rocess of formation. 7. 'l'he folliclt!': \~ ontains the !iir for the
use of the young bird.
.
'·
.
JV. Qualities on which Uses depe'(l~i_.-.'... l, Shell,_.:Advantages
o f th¢ sliape-being ornl, it is not .s~ ' l.ikely to be broken as if it
Jul"<l corners. The shape also rend er;-i t ~o re comfort:<ble for the
moth~r · bird during the process of fu{ch in~, and more convenient
t o .' be,.. turned over, that each par·t._~f!ay ; receive equal warmth.
',rhis shape, too, suits that of the bird ' before it is fully developed,
and admits of the little creature's fi:e~ . egress.
2. Obvious Qualities of the She'fl ' .'H axd, smooth, brittle, thin,
porpus. Hard, that it may keep its ~1~pe under pressure; smooth,
ple;~nter to the touch-less liable t~_be..broken when coming in
con.ta«_t with any roughness of the gro ind ~ brittle, that egress may
be affo'r ded to the chick ; thin, for thf ~l_l!U\< r~ason, nnd to prevent waste of material; porous, to !);clri\ itair. .,
'
. - ~· Qualities of the ~Membrane;_ ::_J ough, sqiooth.
Tough, to
strenglhen the shell ; smooth, on ac~irnnt- of the-chick.
.. i · Qua lities of the Albumen.- T.ll ick, glutinous; insipid; is
sol~ble in cold water, curdles in h9t w~te r. · Effect of heat m
..
hat9J1iug the hird, &c.
'_
1
;>; Qualities of the Envelope.-Strong1 thin/.-impei:vious.
6:'.-: Qualities of the Yelk.-Sapid, colored. ;,'.' ·
' c

8. Sketch of Lesson

..

-

dn' l/Vri~i'ng
P..aper.
..
.
~.-

.

~.-"-The chilclren are. desired to discovc; th~.quali ti es on which
th e _1Jse depends. It"'"', smooth, ii: ·order.' that-,the pen may pass
over-,..it ; glossy, to prevent the i1ik from p e; etrnting; flexible,
the re fore easily fol<led . i,nto the f<i.Fp; of .a.· lette r ; t~,ti.i, therefore
light; portable, therefore.~chcaper . . ·::... .' ,~
. II.~· Substitute., f or Paper.-Tell t)1e ·s hildren th at paper was
~~*~own .in aticient times. L et them saf. Jio'Y, .peopie could man·
a~~ when' they wanted to send news-ffley - ~?uld send messen·
-~

-· r

"''i .1 '"""':...
.:.A·

>..i
t

~.

·'~

;. . .·

/
··~1- :,

.... ·..

141

gers. Why this was not so good as writing notes--some ,trouble,
and Jess certainty. But we have another use for paper. When
war breaks out, or some g reat de ed is done, we like to write it m
n book, that it may be rern emberecl. How p eople that had no
paper could keep the ir records. Refer th e children to what they
have read in th e Dible. The commandments were written on
tables of stone. Joshua wrote a copy of the law on tables of
·stone. The high priest had an inscription on a gold mitre.
Hezekiah desired that his writing tablets should be brought.
Explain to th e chi<llren that the tablets use<l in those days were
gen erally of wax .
The rolls mentioned in the Bible were of par.chment. Why
called rolls? Children dictate the list of substances formerly used
in lieu of paper -stone, metal, wax, parchment. Consider the
comparative convenience of using each of these. T ell them that
th e Egy ptians used someth in g else. A plant used to grow on the
banks of the great river whi ch waters their country. 'l'he people
took the bark of this, aml pressed the eclges together till they adhered. \Vheth er th e same thing could be done with narrow strips
of paper? Chilclren mention things that will adhere, as postage
stamps, &c. '\Vhat quality this bark must have possessed_;_it
contained a sweet gum. \Vas called-papyrus. Children say why
the pieces of bark were allowed to a<lhere at the eclges only.
When a large Rheet was for me<l, it was rubbed with a glass or
.
metal ball. The use of this operation.
III. ~Modern Paper.-Tell them that the first paper, properly
so called, was made in Spain, of cotton wool, and afterward of
,. woollen rags. The first mixture of linen rags was accidental; but
when it was <liscovered that paper was improved thereby, more
linen rags were added next time, and so on until only linen was
used, and the best paper produced as a result. In the reign of
Henry III., a ship laden with this paper was wrecked off the coast
of England. The booty was considered of so much importance,
thriJ; several records are still in existence in which the fact is men·
tio ned. In the reign of Queen Elizabeth, the first paper mills
were established in England . For a long time, only a little paper
was used. Why so much· more required now? · It was feared
th11.t there would not be ~nough nice white rags to ma.ke i:bOd
h

,..

'I.

•·

i

j
•i

I

I

'

i

,,

[1

j:

I1.

"'

"'"
l

·.
OBJECTS . -FOUltnl c STEP:

O'BJIWTS;-FOi1RTH STEP.

'

paJler. : ·An · ingenious German~~ch11ffor-thought· he would ae-1
~rtaih of .w hat other substance ~l}pe~ ·could' be -made. Some
~ ade : of straw, some of vine tendrils;'. some of fibrous roots. In!
what these substanc~s. were ' alike. ·)3ut soon after this another
i~genious. man found out, that by usin& p' substan~e called chloi
nne, he could ·take the dye out of colored rags, and make therri
perfectly white.
1·1. ·
,·. LV. Ancient Paper.-Refer ngain · t~ the substitutes for paper
for merly resorted to. Tell the childre n there was one nation
~!1ic,h in .ancient times used l?APer~:< Le ~'.· thel'l} enumerate the
._~ncient nations with which they . Ji~ y{ any acquaii1tance, as, J e' ys
1
¥gyptians, Romans. Whether ~Pc<>i+Jd be any of those, and whj
:}~t;? Refer to the map, and point out China. · Tell them that
hunP.r.eds ;qf years ago the Cljfi1ese were in .the practice of
~~k~ paper; by grinding the -~~ rk pf a tree, l\n!l placing it i.i!i..
~tei:;.- ~ W:h~n steeped to a pu]p,_ it was poured into shallo\v
·_ fiij).uldBt· pla,ced one on the top of ~no~her, with a 'Qulrush mat ba- t.\".'een each mould, and a reed under ~ach mat. These mats were
!aised. every day, that the paper mig~ t d;y gratlunlly. Children
/ state the. use of the mats, and the use of j he reeds. Produce n.
. specimen of rice paper, and explain how ihis i~ obtained. It is
t he pi~h of a water weed. In the finest sp~ cimer;s this is found as
large as the thumb of a man. This is pare~· in a 'ci rcular direction
with n knife.
:

·n:

he

9. Slcetch on Comparison of Wi'~i and vVater.
...
.
,._ ~'
· ·,. ' J·,·
' ,Wine
is ·
Water
is
... •
:
'
:·:.: : L 4-rtificial.
· J. .r' atural.
.).. 2. Colored.
·2. Colorl e~s.
.. · 3 .. Only seir<:itransparent. ~'.;: .
3. Transpa.rent.
4. Odorous.
"'
4. I nodorops.
5. 'l'astele~~.. 5. Sapid.
. 6. Stimulating._ !·
: .,.-' 7.. Jf~h! larnting. ·
· · 6. Only refreshing.
._. 8•. .ljpuri,sh.ing.
-.
~'. · · '
~~· 9.:. . Mtripg~~.
7. Relaxing.
- 10. · Hea.tin~ ·;ir ..,;.·
_.s. q'~mling.
-~·.

~

•\,

..__. I._ Quali'ties compared.

·~(.

.~

t.'.'

:;

~ ~.

(

·!'
c

'

Ifow .these Qualiti'e.s in each Liq111id render.it 11seful •to mart:-"
Water must of neces~ity be natural, as such n quantity is needed
by man for his use. It must be colorless, transparent, inodorous, .
and tasteless, otherwise it would not be pure, and consequently of
little service, as it would destroy or detract from th ~ taste of sub.
stances with which it is mixed. Its cooling and refreshing qua!~
ties give it great advantages over any other liquid. The sapid,slimulating, exhilarating, and astringent qualities of wine, render
it particularly useful to man.
III. ]{ow these Liquids are oblained.-Spontaneous evaporation
is the origin of any quantity of water. This is continually taking
place from off the surface of seas, lakes, &c.: the vapors ascend, and
form clouds; these, on attaining a higher region, become condensed;
by the power of attraction they descend to the mountains, the
particles become separated, and percolate into the earth; then the
water, where it finds the least pressure, forces a passage; a fissure
is .consequently made in the mountains, and a spring is thus originated, which flows onward till obstructed ; at such a place the
water accumulates, and ultimately gives rise to a river, which in
its course is joined by others, and these ..continue the ir onward motion till they are lost ngain in the mighty ocean. Then the snme
thing ngain occurs; and therefore we may perceive, as it were, a
complete revolution in the formation of water as used by man. ·
To obtain wine, vines must first be planted. When· the fruit
is sufficiently ripe, it is gathered, placed in large vessels, and
pressed. P erforations in the bottom of the v~ssel allow the juice
to flow out into another, from whence it is taken and casked.
Then there is a fourfold repetition of this process: 1. The liquid
becomes sweet; this is the saccharine fermentation (example,
wort). 2. This process evolves another substance, and we have
the alcoholic fermentation; in proportion to the qtiantity of alco·
hol contained in the liquid, the next process is relardeu. 3. It
becomes sour; this \s ·the acetous fermentation. When a fourth
change takes place, it is t.he symptom of dcr:ay and corrnplion,
and is called the pulrcfaotivo formcntntion . ·wine is fit for use
after the second fermentation . The wines of Hungary· have been
known to form so thick a crust around the insi'lo of the cask, that

~,j;z,~·:

>("·.

~·

~;., ~;..

·.... ·

,.

1:4.3

l.
'jl·

OTIJECTS.-FO'L.RTH STEP.
/

the wood could be removed witb..out cawnng the wme to flow
out.
...

IV. Qualities referred to in
WATER.

;''

~ftpiur~.
i

{

W I NE, IN M(J D!i:RATION.

1. Unstable. Gen. xlix. 4.
ii.
2. A Solvent. Job xiv. 19.
2:
3. Penetrating. Ps. cxix. 18.
4. R eilective. Prov. xxvii. 19. { .
5. Refreshing. Ps. xxiii. 2.
6. Purifying. Ezek. x.xxvi . 25. .
l.

?.

.

q1eering. J 11dges ix. 3.
G laddening. Ps. civ. 15.
S trengthening. Cant. ii. 5.
Me.d icinal. 1 Tim. v. 23 .

I N TROD U CTORY REMARKS.

IN EX CESS.

-~~

In to4icating.

't . I~furiating.

NUMBER.

Eph. v. 18.
Prov. xx. 1.

Water is typical of regenern· ·.. W £ne is rather typical-I, of
.tion.and sanctification-clea n si ng c?n.solation ; 2, of the reviving
arid purifying in its nature. It 1,l}nd invigorating graces of the
:is particularly ty~i~al of tl~e workjS~~!rit.
,of the Holy Spmt, and 1s u sed . , · .·
1n baptism.'
·:
·

. '

··.-

.. '
':

L ESSONS ON NUMB E R introduce \he pupil to snbjects which
nfford a high er exe rcise of m ental power than 011y of those which
have hith erto engaged atte11 tion.
In the study of the properti es of numb er, P es ta lozzi did not
aim at the mere ac quisition of th e science, and of mechanical dexterity in calculation; he considered th e subject to be a valuable
means of awakenin g intelligence, of formin g th e judgment, and
of devel oping th e r earnnin g faculty. Hi s method of presen ti ng
th e first princi pl es of the science also differs g reatly from that ordi·
narily pnrsuecl ; he trained the mincl to grasp the full perception
of the value of numb ers, by observation up on them as illustrated
in surroundin g familiar objects; and wh en by this process the
abstract idea w as a cquired, he th en, but not till then, cornmuni·
cated the symbol by wl1i ch it is con ventionally represented. It
wns found that pupils trained on th ese principles were tl1emselves
enabled to deduce the practical rules of arithmetical calculation
from the very exampl es on which their minds had been previously
exercised.
This mny be a slow process; but it ha~ · been w ell obser~ed,
that "when the true end of intellectual eel ~ _ition shall be admit·
ted to be, firs~ the atta inment of mental power, and then the ap·
plication of it to practical and scientific purposes, that plan of
eariy instruction whi ch dw ells long on first principle!!, and does
not haste to make learned, will be acknowledged as the most economical, because the most effectual."

7
I

·;

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'
\1>1.

LANGUAGE.

'•~

... I

LAN GI: AG E.
'

'

· ~- -· ,.-

..

INTRODU CT OJl_y
~

::,

.._

, >l ..

H EMA IlKS.

. .

direct and sv ~t·· . . t' l
•
.
. J ~. c~ a ic essons 'i f language are, for
d mo,t part, unsrnte<l tq a · primary school, much may still be
ontel _by the teache r to c~1)Jivnte the habit of correct speaking
T 0 115 end care must be tuk
th t 'd
·
·1d
· ... ~n . a 1 eas communicated to the
cI11 ren are conveyed to ·•)l.
•
.
whe
· ·
.
.t · !Il m appropriate terms, and that,
. n g iving ex~ression to tl;_~ir gwn thoughts, they do so in cor·
rect and appropriate langua<Ye.: . ··,
the

ALTHOUGH

~nl attention:
carrying out these_ ;~Jects,
. .,
·

~ecia

I All

·. . :,.

.

the follo}'>jng points deserve
:

should
. erron~ous exprflli~J on s ·mad e use of by the children
the min~e ~mmed1~t~ly co~r£.::t~:~, and the proper words fixed upon
y repet1t1on. Thi""" mciidental mode of t
I.
. I
most natural aud simple m ~th oo of .
t"
I eac ung _is t le
.
.
,._,,_. .. correc mg t 10se errors m language w!~1ch the children Qf t!ie ]N or acquire . at t] . '·
d
of s
l
l
.
, ··
1e1r uom es, an
. . upp ymg t iose dellc1enc1(}~ wh ich belong to their as
t l' .t d
:~
ye 1m1 e
vocabulary.
·· .,
2 .. In tfhe daily work of th e s.~j1ool .:r;0om, all definitions of tl1e
m eanmg o w"IO().s
I ]] cl
·· .
wh ti
.
. ' ant a ·' esc np ~ 1ons ef places, objects, or events
e ier given by t he teacher t~ th e ,- -'cl1ildren or elicited f
'
~hem, should be i;lothed in, Jlimple and definite l;!l<Y
d firomd
m the memor b
.. . ·
.·,
o uage, an
xe
the
. d . y _Y rep:t1tion. 4.: doubl e objoc~ is thus attained .
its own benefit and fur'.
. mm . is stored _w ith knowledgo
msh_ed with appropriate language i n wh~ch to! con vey it t~ others
3. The cluldren should be trained t,... ey'1 ,
l
.
·
, Y. 0 ve compete answers to

for

•

l..'

•..
~~:.'

:'.'~

.. l·
• '·

227

all questions which are put to them. T eachers too often content
themselves with such answers as merely indicate that the child is
in possession of the idea they wish to convey, without caring for
the clearness or otherwise with which that idea is expressed ;
whereas experience teaches that nothing more tends to make au
idea clear to the mind, and to render it a permanent possession,
than the act of clothing it in accurate language. :Monosyllabic
answers, as "Yes" and "No," should be rejected, except when
they express all that can be said on the subject.
Besides the above incidental mode of teaching language, which
should be adopted in all the classes of a primflry school, the fol·
lowing exe rcises are given for the ~pccial use of children fr om six
to eight years of age.
The following exercises m L anguage are designed as Third
Step lessons :
EXERCISE

l.

T o form sentences from given words- ( J) the name of an
obj ect, (2) a word expressiJJg quality, and (3) some part of the
verb " to be."
Plan.-The children to name a numb er of objects, beginning,
for example, with those of the vnrious arli cles of furniture, &c., in
the room; the teacher to write these nam es under er1ch other on
tLe slnte, requiring the cl1ildren to spell ench word as it is wri tten,
assisting or correcting wh en necessa ry .
Th e cliildr'en lo be then reqn irl'd to Pay somethi ng regarding
each oli]ect, the teacher helping th e m to determine how far th e
terms th ey apply nre appropriate. Th e teacher to add these de·
.scriptions to tho names already on the slate, and thus lead the
children on to tho form ation of simple sentences, in their shor test
form. A few examples follow :
~

The ink is black. · \ "
The 8late is smootl.
'l'lte form is long.
That window is large.
This pencil is sharp, &<..-:

.228

LANGUAGE

The children should th pn read over tlw sentences, and be led
to observe that each b eg[l!~ w! tl1 rt cnpital let ter, and ends with n
full stop. The slate may then ; be turned 11way, and the class required to reproduce the 1ess6.n V..1 their owr1 8iates, without its nid.
When this has heen done, t he ·i l::t te should: ]JP, again referred to,
that they may co rrect th eir exercises.
· 'l'jie children may be · imppli ~d w ith lit tl e books, in which to
write out these lessons at h_qme..· ' F or some time they should not
be required to originate ariythi1~g fo r theniselves, but merely to
reproduce that w hi cit l1as been ·ti!llgh$ in s<; hool. They will find
·pleasure in doiug that which thc;f tan ._ilo wf;ll.
When all the objects in the r1~o ndiave for med the subjects of
such lessons, tho5e in the playgrounD, th e ~treet, or in the fi elds,
/ may be resorted to, gradually. e-iftend in o- the circle to more remote
: objects. At tho least a doze~1 le~sons pf .thif! <Jescription should be
\_,~en.
:-:;
·

E ximcis h: II.
--·' ~

- ::;

The forming of contraci~d s ·ntences. C1f these there a re two
varieties : 1. Tlint in wliicii_.··~l ilfcrent qualities are ascribed to one
and the same object. 2. Th~t:..in •~hich the same quality is ascribed
to various objects.
°:;' ~ i·~··
··

First kind: The describ ing an object by various qualities.
Plan.-The teacher wr!pes t he n ame of ::.ome familiar object

upon the school slate, and ~:i;J!s upon th.e ch~tl r~n to apply it to its
various qualities, writing th em qown as thPy g iv.e th em. The
teacher_ should as~ist :~e children ) n d e,iermi~'.qg the_ suitability or
o~herw1se ,of th e l)Ua!1t1es suggestq~l, an~; also 11t spellmg the more
difficult words.
"'.\'.. · ..··
·.

vVe may

sup~ose n .lesst!f ~r- "-:hich

:(~ would present 1t~elf

the gi,:cp name is "papbr."

rn sqrµ !' such form as t hi;i :

Th e £.aper is whi te.
The j ntpc r is thii1.
'l'hc '.£;i.per is sn:iooth.
'l'J1e-paper is pli:i.'ble, &c.

The! teacher .sj10ul next lead
...

tl1~ ;,~~ilclren
.. i
ll,,1

.

... ..... .

-. .. ,~ ~.......
_

·~-

.... . .

~

to notice that1 the

229

word "paper" n eed only be written once, and that th~ four sen· .
tences may be cmitrncted into one. Then th e teacl 1er, t1 1rcctec1 by
the children, writes :
"Pap er is while, thin, smooth, and pliable."
The child re n then read this over, and nre led to perceive the ne·
cessity for commas in those places where t11e wonl s "tJ ie pnpcr .is "
are omitted · and also the use of the word " a.nd" betwee n the two
last words ~ f the sentence. l1astl y , the slate is turnetl away, and
the child ren reproduce and correct the lesson, as in th e case of the
form er exercise.
The won1s, chnlk, iron, clay, coal, salt, water, air, snow, ice,
sugar, glass, leather, thread, a p en, a neetlle, fire, woo(l, &c., &c.,
are suitable for lessons of this kind. The cl1 il1lrcn may he cncour·
aged to reproduce s nch lessons at hom e, form ing, in the first pla ce,
th e several simple sentences, nntl then conl. rac tmg them as abo1re
sugges tc d. 'l'\vo or tb ree such exercises will generally ~11fli ce fur
on e lesson.
S econd ldml: Th e same quality attri buted te se veral obj ects.
Plan.- A quali ty selected , sen tences made, contracted, repro·
duced, an<l corrected, as above.
G lass is b rittle.
Chalk is brittle.
Coal is brittle.
Glass, coa l, and chalk are bri ttle.
Iron is hard.
Fl in t, is h::trd .
Glass is hard, &c.
I ro n, flint, and glass are hard.
Th e chi ldren to be led to notice the stops, as before, and the
r
"..ti.e."
change o r l l 1c woru.1 " ·18 " 10r
~
·
.
.
S nbjects for se ntences of th.is kin d '. Black, "·Jute,. li ght,
heavy, hright.1 s1vcct., sour or acid , col<l, i gh, porous, mflam·
mable, soluble, fu sibl e, pliable, &c., &c.

._;".·

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230

'.

LAN GU.AO:!!:.

EXE~wis&

LANGUAGE .

3. Sentences in which the several parts of an object may be
distinguished by a word expressive of quality:

III.

'

,'.•·.

An exercise on discriminatlvn ,ih tht use of 'vords.

~ '
S elect an objec~ say a tr~6,- an~ let the cl1ildren apply to it
every descriptive term that tli e} cNi. t hink of ~ s applicable to any
tree, thus: A tree may be yoµng; old, tall, sh ort., graceful, stunted, withered, green, bare, bransh ing ;)argc, small, smooth, gnarled,
fruit-bearing, barren, upright, d r(iop(ng, <Sze.
Then Jet them select all thf! .t etrns that might possibly be apa desc ription of two or
plied to any one tree, and thui draw
more trees from th e abov e list ·of a ttributes, thus :
The tree is young, small, gr~~ef;~l, green, a11d .smoo th; or,
The tree is old, tall, large;· I!1and 1ing, and fruit-bearing; or,
The tree is old, sl10r t1 stmi~~d , ' Xithered, gnarled, and barren.
Subjects fo r th ese exerci~·~~· ; Flower, man, monkey, house,
sky, river, horse, moun tain, boqf', ,\: ater, an apple, &c.
0

I

Ol;t

...

;;.:.~:

,

Eu:fi+JlsE IV.
. Following the order in wh jch a lesson on an object is usually
given, we now take the verb _.." .Have ;" and tht:l children are requirc'd to form sentences, n ;n;_i11g the parts of objects, ancl the
number of those parts in tro duci!;g that verb. .
. 1. To form sen tences, descrih.ing th e parts. uf object~, w ithout
reference to their number: ,: ·;;,· ··.·''
,. .'
·

..

"' - ~

The tree l1as leaves. ~, ,
The cow has feet. ·.~:'.;
'

;

.-..
. -~
:". ·A bird has wings.
·~ The cube has faces.

-....- .

,

·:,.

~

2. Contracted sentences qf ibis ci1aracter:

J)!is

The tree
branches.
·' - The tree i;as leaves.
The tree :\:;t s

root~,._&,c.

Contracted- Thji tree h~~'.''feave's, roots, an d branches. The
contracted form may he at ~no~· adopted, as it.:; nature is under·
stood from previous exercises.
':
.·

.

•,.

-

.

231

;\

..

~

The cn.t has soft fe et.
The knife has a sharp point.
The cow has a long tail.

4. S e nt e nc e~ in wh ich the several parts of an object may be
described by the ir number:
The cow has four fe et.
The cow has a tail.
The cow has two horns.

Contractccl-Tl~e cow has four feet, two horns, and a tail.
'l'he preceding e xerc ises n.re confined to objects described as t'.o
th.:ii r qualities and their part.•, and only one ex ample .of each is
gi ven; but the teache r wi JI , of co nrse, take ca.re that the cluldren h ~ve
as many as arf) necessary. \Ve now proceed to sentences w]nch
includ e wonls ex pressing action or condition. As the vocab ubry
of the child ren at. this stage is usually very limited, it is desirable
to increase the stoek of words at th eir command. This may be
don e by writing out lists of the names of ohjects, and of w o:ds
expressive of act ions. Each list should be form ed of -~~rds which
may be arrn.ngccl und er some general l1 eacl, itself famil\ar to t lrn
children, nml tltus the principle of assoC'iation will he broug~1t to
the help of tl1 e memory. H,igid classifi cation shoulcl b: avoided ,
as well a.s tl1e introduction of terms difficult of explanation.
The children ma.y be assisted in drawing up lists of words expressive of domestic and social r elationship, of tracl:s, occupation8,
nnd profession8, or of the names of quadrupeds, birds, fishe8, ancl
insects · tree3, garden vegetables, fruit!", grnin ; minerals, m e t· a l~,
and li~uids ; articles of clothing, household furni~_ure, &c. . By
way of vari ety, the cl1ilclren may be required to na_ 1e th e obJ CC ~S
they have seen in th e sky, in tl1e field, or on tlte r, re r ; the various goods solcl in a grocer's shop ; the tools used oy the carpenter, the shoemaker, or th e smi th.

--.- ·

. 232

L.A,NGU-o\.G.E .

LANGUAGE •

I

Similar lists of words des;;!pti;e of actions should be made,
beginning with those dcscribi1i.t£ th e,',po11·ers and capabilities of tho
several organs of the human,fr;i1ne }
'l'he hand-open, shut, li'qf'r1; catph, grasp, &c.
·-·.>'..
The foot-stand, wal k, rtJa,."stan1!1, da nce, &c.
'l'he mouth and voice-~·~d;')ri1.1l, sip, speak, sing, &c.
'l'he eye and ear- look, stil.r~, fiazc, listen, l1 earken, &c.
This may also be extendeci to acts of thy mind; as, think,
stu?y, consider, invent, lov~}iatc.
Actions peculiar to speciflc"tra~..s and occuljations--cut, stitch,
sow, plough, reap, mow, bore, · ~vi,. ~ c ....' ·
Actions characteristic of 'c ~ ~.ta\ ~ ~ar:i.rnals-walk, trot, gallop,
fly, swim, crawl, climb, &c. \-.~ ·

·/! '

Sounds made by animal s_:_:~~ng, · bark, n eigq, low, bray, croak,
hum, hiss, &c.
"',:{~ .
The cliil<lren should also y!') r ecp1ired to wr ite out worcls expressing some of those less eyiaent a~t. ion s effe~ted in plants ; as,
g row, increase, spread, sheltcx, fa de, wither, &c, ; or those applied
to .Jiriu1cls ; as, pour, drop, flo 1·v1 ,over,flow, -&c., ~c.
The foll owing remarks p~i!1b9vi,JJ.q~v such lists of worcls may
be made so as to g ive th em in~e,!f)S t ;
Suppose the children requ !.i~q t.o make a list_qf insects. Each
of the children in turn gi v~~. ·~1e nam e. of a11 insect, which is
written on the board. vYher~ .~hey can remember no others, the
teacher may supply the 11ames ~l.f apy fivniliar insects they may
!mve overlooked, 'l'li e boa~a ,.~na;( th~i.1 be covered, and the
. children required to repro<luce t!Jp.tµ; '· T hl.s done, the list may again
· be showed them, that they may "cgrrec·t· errors in spelling, and
supply any words tl1ey may li ~ifo omi'ttec(
:. These lists may also fomf~fl'ry usefni' lessons for l1ome wo~k.
In correcting them, th e teacl;cr '· asks th e first child in th e class
to read out his~t, wri ting· '{~ up qn tl;e boar~l as he does so.
Another child is t)1en <lesirecl ..to mention any ·'yor<ls his li st may
contain which are (lot alreltdy~o.n;J.he board. Th e §ame plan to be
·adopted
th th e other childr~~' uatil a complete copy of all the
ha.mes the
children have noted '. will be ·formed Ui)Oll the board.
I'

'vi

I'

'I

""·

From this the children are ·then permitted to correct t~\ eir error~
in speiling, and t.o complete th eir several lists of wo1:<ls.* .
JI.Inch vari eu informat ion may be given to the ch 1k1ren m con·
they
\cam as th ese lessons procee1l;
.
nee. t 10n
' v'itli
· tli
· c 11ew wnn1s
·
·
.
but great. care should be tnk en that the_ lesson on b'.1 gunge is not
lost sig ht of in th e communication of tl11s general niformat10n.
ExEnc1sE V.

Sentences co ntaining worlls exp ressing action. I.. Th e sub·
j ect aml th e [tction compl ete th e se nse. IL An adl1 1t1onal word
is requireLl to comple te tlw sense. Ill. Exercises on sentences
of both th ese classes.
I. S entences contarnmg a woru expressive of nn act which,
.\vith its subj ect., makes a complete ~ml significant sentence. .
Plan.-'l'lie teacher writes in column on tl1e board a list ~f
·
· 11·,, rnn , &c · ~· 'and th
wotds ex pr05s1· ng actions
; as, s tan <l , 1rn
. e .ch1ldren with t.he nss i~ tan ce of the teacher, form t.l1 csc 111to se:1 tences,
· l'. &c.. 'lli cy. 'are
by th' e addi tioQ of the nam e of an obj·ect, an 1ma
th en erased, an rl the cl 1iklren reprodu ce t.he exerc.1se wi thout he.lp.
1. Sentences where th e subject and the act10n complete t he
sense :
Th e horse stands.
Tl1 e child sleeps.
Tl1 e scl1 olar sits.
·
t er1, pu tt'111 g both the obiect
and
These ex ercises to b e repea
J
the act in th e plural form:
'I'h e horses stand.
Th e cl1illlren sleep.
The scholars sit, &c.
The actions clrnracteristic of animals, and tlie sounds they
utter, will a1Torc1 great variety in these exercises :

. * It is not necessary thnt any lnrge number ~f lists of wonis should .be made
before proceeding to the following exercises. 'l'h e object is ~o forn1sl~ with
words, and t.he teach er rnny resort to tho lists whenever tho mtroduct1on of
new words is found desirnble.

':

..: iI .....
"

·.:>.-

,·

·.· .::-<___

. :.:".. -~

.. ·~

,_

233

.234

L4-'l'GUAGE,

LANGUAGE.

The flah. swims
'l'Jie b'ird. .ilii s. ·

to find out how many qualifying words may be added to a sen·
tence, and the peculiar force of each.

'l'he serp,ent crawls.
'l'h e be~ ·hums.
The frog criaks.
The do& barks, &c.

EXERCISE

II.-Sentences in which, besid \J the subject and tl
b' t
additional word is required t~ ~(- omnl ete 11
ie o ~ec ' an
.
,_- ~ - ,
ne sense :

I hold-the p·~n cil. -o
He opens-the .book

C

. Th e rn911key

cli1.~be'd·- t.i .. ~

tree, &c.*

The h ldren shoulll b 1 d
·
•
e e to__ §eo tLc necessity for eacli nddi'·
tional word.
_"
"
Actions peculiar to trades

o~ e~ployments :

Sentences.
• The cl1ildren sit on th e forms.
Lions li ve in forests .
Ships sail on the ocean.
The leaves fall on the ground, &c.

. . As a mor~ extended exerej~&, the name of the instrument b
winch an act is performed may be introduced in to the sentence: y

Sentences with phrases expressiv e of time :

The gardener digs the ground with _ d
a spa e.
Tl t ·1
ie az or cuts the cloth with scissors.
The grocer weighs su€ar with a pair of scales, &c.
J

~rds
expressing quality ~~y ~ow be added
as,

,

I

The lz'ttlc boys play.

J

S entences with words ex pressing the manner of performing an

-- -

11-ct:

The b;"i:J!:.t sun is shining.
,,
The strong old horse drew the 1. -

•w vy wagon.

Great variety may be iv -- t I - ·
and interest of ti
I ·11 g ~ - ~,o t i~se lessons, and the attention
. .
ze c;_ u c ren well s ust~med, by leatlipg them to try

*

The tencher need not object to tb

~-,

'

terb, provided the children use it corrcc~/r Qf t!J~ pnst or future tense of tho

-,

-

.~-i

.~

..

'l'he sun rises in the morni11 g.
we rre1~ ared our lessons last night.
The birds si ng in the morning.
Dogs bark duri11g the night, &c.

to the subiect or

-

VI.

In the exercises which follow, the childr en are led to observe
and desc ribe some of those circumstances wl1i ch are connected
with va ri ons actions, and so identified with them that the mention
of one is ofLen sugges tive of another. For example, such sentenc es as, The fish swims, The worm crawl s, The bird fli es, which
ca ll up simull.an eously in th e mind the ideas, In th e water, On the
ground, Jn the air.
Comb inations snch as these are simple, and readily understood;
those of a more abstract na t ure should be avoided . There should
be no attempt to leau where the children cannot follow.

The g~rdcner d~gs--;-the ground.
The tailor cuts.:_tlie cloth.
The ca rp ente r pLin~~=ihe woo d &
.t·
' c.

obieWct

235

:;. .. !

Tl1 e child walks slowly.
Th e dog barks loudly.
The lion growls fiercely.
Jane writes neatly.
As an example of the manner in which th ese lessons may be
varied, we give the following sentence8, in which two or more of
the preceding circumstances are expressed:

LANGUAGE.

236'

237

LANGU.A.GE .

'!'his may be best do~e by leading
them to analyze a few of their own less~~s, arra~grng the wor.di!
into names, words express·ing actions, qualities, _relations, &c. \V~en
this has been done, the teacher may corn_mumcate the gram~at1cnl
names of . 11ou11q, , verbq, , adJ. ectivcs, as mtrocluctory to more me·

directly before the children.
Place and Ma,nner.-The children sit qui etly at ' the desks, &c. '
Time and Manner. -The rain feJl .)olently dnririg the night. ·
'Time and Place.-'l'he rooks rest ~ll night on lhe trees.
.

"( .

-!

.. This is, perhaps, as for as it is (Jc"sir'.\ble to lead the children of
ar!~ infant school in such lessons a s~~·J1e ~e. The subject may close
·wilh an example showiug the mod~ in. which two or more of the
preceding sets of exerci.sfs may be :foml~ i n e d in the simple clescrip·
tioJ1 of an object. ,Th e teacher i1e~d pot, however, wait till the
foi:~going exercises ha,~ e been fini slieq cbefore such examples are
introcl uced.
.
An ,,App~escribe Ll as to its qµ'ali ties, its several component
parts, is mode of growth, and its ~i,•e;, . or as to any other simple
fact ·i::o ectecl with it.
,"'.'
·
<:.
An apple way' be round, russet, smooth,
Ju'.icy, odorous, wholesome, aciJ, antic re.fres hing.
: _Exercise 3. It has a stem, a ' rind, err" o~te r covering, a pulp
in~i.<le the peel, a core, and seeds./<.
:·Exercise 4. It grows in orciil\i\is :tnd gard en . ; it is sold at
stai.l~ in the streets, in frn it markeftl', at greengrocers' shops, and
is· u_sed for making citler, as a tablr~, fr uit;· and for making apple
pies~'
.· ,. ·'
.

thodical lessons on grammar.
.
also rirerJares the mind fur gram
Such a course o f t·eac 11111g
maticnJ analysis.

._'In working out such tlescriptio))~S, the children should be re·
qui_r.~d to point out the value of c~h ~:ord , and to state what it
a~ds to the description.
'""_. ., -:· ,
,_ ~ Thus, in the preceding lesson, t11e word rouncl describes tlie
sliape of the apple; the word rzii;et, tl ~e col{>r of it; th e word
smooth, the nature of its surface i· the ,\:ord ;sweet, its tas te ; the
wor(wholesom.e, the effects of it ~l~~ cu.ten a.s food l &c.
,Treated in this way, the lesson "1Wcoines truly a lesson on bn·
guage. 'fhe children learn to di~~ingui sh between the idea nnd
the word representin~.
,,·
Such a course of instruction O'ii language, gi ven in connection
with objects, insensiblY, develops , Jl~e pe~ccption of the nature of
the principal words or 'iiart.s of s pi'i~cJh probably better, than co11l<l
be dona by . l e~sons sp'ccially directed io th ~t obj ~c t.
It only
rexpains "now that the t eacher bring thq subJ~,c t or' classification
~~·

,:~:
., I

.

·~

I'

~~

..-

'•

. .

.

:~ .

)

READING.-FIRST STEP.

239

of important elements in the English language that iire often

R E A /.·' l N G.
.' -·~

(/--.__,

I N TRODU C T Q HY R EM ARKS.

is -perhaps no efu bject ot schoc,J study that has preleented more difficulties to tl1e .p1inch of tl 1e little learners, than
', Rea,tl.ing. This has been 9wi µg very mt'1ch to the manner in
which it has been usually; "prosilhted. Th!' English language is
full of difficulties; and if _w·e introduce tht: child to them all at
once, we shall most certaJ11iy coi;ifose and discourage him.
The principles of Pestalpzzi "so prominently insisted upon, that
but one difficulty should Jig.Erese'iited a.t a tlme-that the business
of the teacher is analysi~·jhat all difficulties should be divided
and subdivided, until redu(:cd to their simple elements- and that
the work of .tl!e infant le.a.T,sipr ·is syn~hetical, 11re peculiarly applicable in the prosecution of this ijllbjed.
It has been our aim, iiJ 1J1e (ollowiiig lessons, to treat the sub·
· ject in conformity to th]?p pri;iciple~. We claim for the plan
here.presented the following advp.ntag\!,~ :
1. It puts t.he cliil<l in :· p,~sses~ion qf. a k~y by which he is able
to help himself-a very i~p-ortant' pri~~iple in education.
2. It is an excellent <lhciplin?-ry- ex:ercise, cultivating accuracy
.
vf observati, and expre2§jon. ·;
·(

entirely neglected.
·
/
. , .
5. 'l'he plan is cnlculated to cultiv.ate cle_arness of articulat10n,
and lead the chi ldren, by easy and progressive steps, to a knowledge of the orthography of words.
w e believe it to be an easy, thorough, and rapid method of
-learnino- to read and spell.
A ;et of cards and a little reading book have been prepared
with special reference to accompanyi~g these - lessons, whi ch we
think the teacher will find of great assistance.

PIIONIC READING.

THERE

3. It presents _but one <'.ifficulty at a time, and thus avoids that
confusion, and consequen{ {!iscouragement, that so often attend the
early efforts in l~arning t~ re;i:<l . .

4.: It is th~rough. By' ?'iea~s of-.·a progressive arrangement ·
and cJassification, it puts the child ifl possession of a knowleclg4il
__......
·::
... -.~-

,.·

'"'· :. <'"·
..

...... ~"';. .

_
' -~

~

FIRST

STEP.

While in this Step, the children lenrn to di stinguish and imitate form s, and to distinguish an<l imitate sou11J s. To each charac·
ter is attach9d but one sound. vVe first begin by teaching th~
children to recognize the forms of the small letters, ancl their ap·
propriat~ . sounds. .!!'or this purpose we use both the large and
small cards, and the blackboard .
.
The teacher makes the short * sound of a, a.nd asks the clnldren to imitate her. This is continued until they are able, to do
it with some degree of accuracy. She tl;en holds before the class
a small canl with the small letter a on it. She asks one of the
class to select another like it from the table, calling upon the
class to <leci<le as to the correctness of the selection. A_sks
another to point to a form like it on the large card. Lets other
members of the class select other forms like it on the car<l aml
on the table. Teacher makes several letters on . the board; the
children decide when she makes this letter. Different members
,o f the class are called upon to select as many letters of this kincl
from the table and ca.rd as they can find, always repeating the
sound as they select them.

' * Tho

short sounds of tho vowels, M heard in hat, pea, pin, bot, bnt, the
hard sounds of c and g, tbo sound of x as henrd. in wnx, nre used in every cnse
· 'this 'step· nnd a bas the sound of c soft, as heard in sent. Th e letters k, q and
omitted. The names of the letters nre not given to tho children nt [>resent.

~naro

REAJ;IING.--THffiD !\TEP• .

264

,

11. The Jong

soung:·~f u ~s expressed by u,

ui - .tw- -: c··eu
suit!! , blew· ·,: ·feudal
juice
mew -·· 1):eufral
sluice Jew
fbm(_,

ue
blue
glue
sue

12. The short

and by
-ieu . iew
eau
adieu view
beauty
lieu
,purlieu

so~~;~ ~-~s exi ressed by u,
. ~~ ·
rcn:lgh
touch
'
. .-

0

come
done
dove

and by

oo
blood
flood

.~

ewe ·

DICTATION .

oe
does

y~u.,ng

l'N'l'RODUOTORY REMARKS.

13. The middle or ;!?Juse-; d<mn~ of u is expressed by u, and by
00

:4~·

book
good
took

I

0

OU

wolf
woman
bosom

·"' . · .-~ould
. ·.· should
. wotlld

't:

14. The short u befpre r is e;pressed by u, and by
i
ea
. ~- - '-·:· :·ou
y
ue
b~:- _girl . dearth --- word- .;, adjourn - · myrJ:h
s;o~q~t~~ d
'defi'r twii- hearse . ~vI;rm scourge · myrtl~ ·-·---masquera e ·
prefer. mirth" yeam w9rt~. ;-journey , wynrudon

,/

. , ;S

15. The sound of

allo~G.

The

coy, toy.

o~ '. is represented p.\~o by ow, as howl, vow, -

cliphthon~ ;;~

is othen·:ise

·

~erresented
-

IMPORT .\NT :is it is that every one attempting to write in Eng·
lish should be able to spell correctly, it is but too manifest that
the painful exercises to which children in form er years were sub·
jected failed to give them the power of doing this. The learning
by heart of column after column of spelling lessons, in which many
words not in common use would constantly occur, as well as many
others in whi.ch the combination of letters is quite arbitrary, exer·
cising only memory, has proved, to a great ·extent, a wearisome
'waste of time. This plan of instruction ii'now happily superseded
by dictation lessons, which, when rightly given, call out close ob._
se'rvation, and thus tend to fix the correct spelling of words in thfl

uiind.
by oy, as boy,

h

FIRST STEP.

l ·

l 7. The sound of hw is represented jJy wh ; as, w en, w up,

Object.-At this step dictation may be considered an exercise
·in writing. The children first learn how to print letters which are

whim, &c.

-

-~

. _,

simple in form, as £, t, n, and to join them together, so as to make
words of two letters.
Plan.-1. The teacher to print a letter-the letter L, for in·
.ate.nee-on the board, the children being required to observe care·
" fully how it is done, to say what kind of lines are made, and also
ib.eir direction, a simple definition being sufficient. The children
to observe, further, where the teacher begins the formation of the
;}btter, and where the formation of it ends. The teaclu1r then

l~
1-1

-~

..

266

,
·
·

I

Diaf.A.TION.-SEOOND !'!TEP.

DIOT.A.TION. -FOURTH STEP.

makes a second letter, 0, and joins it to the first, directing the
children's attention also to tlie mode of its formation. The childreil"to say what word is p1ad.~ ,
'
2. The teacher to print th e same '" ord very slowly two or
three times over; to require t he childrett to observe closely, and
to imitate the act by moving f.. fin ger as it writing in the air.
3. The teacher to require t wo or three children to print the
same word on the boar~ 1 _-to .compare the. word they have printed
with the copy, and to sayj n what they are alike, and in what they
differ, and how they coul4 be ~ ruproved .
4. The children maf . t hc11 print the same word three or four
_times over on their own:· ,~lites, the teacher seeing that the copy is
co~s~tly refcr:ed to, an~,also car~f~lly a..n~ frequently examining
the slate. As 1mproveme.nt m wntmg mamly depends upon the
children attentively 0bs~~'.Vlng the copy, ;md comparing their own
work with it, the teachex. should occasiopally print on the board
an imitation of one of th.e children's pr~ductions--eilher
a very
.
· good or a very bad one.:; the .'- rest of the · children to say in what
the letters are rightly 9~ ~wroi1gly fo rmed; then to look at their
own slates, and see to· ·~'!;hich their own copy bears most resem·
blance.
;'-:~'~. :~~ --

twodor three words, and these have been carefully examined th
h. I I
' ese
wor s, as well as those fr
t
d l
. iom w ic l t iey were copied, are rubbed
;~' an t iey a~e reqmred to print the same words from dictation
..
iey are then mstrncted in the proper mod e f J ld'
practising this before they commence ·writing. o io mg a pencil,

THIRD STEP.

·] ObJect. - ;o teac_h the children ~o substitute written for printed
c ia~acters. The daily practice of the cl1ildren in reading t]
manes of lessons written on the boarcl durinu tl .
. 1e suzn.
. od ie1r obj ec t lesson,
will assist in preparing them to pass fr '
·
ters TJ1e latt'
om prmte to written charac.
' er are mtrod uced t ti · S
·
of the comma and period.
a us tep, together with the use
. Plan.-l. Th e two d'ffi
t l J
bl J b
l eren
a p iabets are written o tl
acl· < oard, nnd tli e cliildren exercise d in writi11g the t1 ~ . le
f
o ti e same Jetter on th eir slat
T .
vo o1ms
first won] f
t
, es.
he teach er next givcs out th e
o •a sen ence, the children s II 1.t
d
writes it on the board bein d'
1 . pe . ' a.~ one of th em
ter; the rest examine 'urn w~rdirecte_c to begm with a cnpital let·
the proper height and . ]' . ' saymg whether the letters are of
children to be taken up1:cy1nt)atiotn; Jany points not noti ced by the
ie eac 1er All ti e . d · 1
tence are in succession similarly dealt ~v ith.
I
wor s mt ie sen-

~·

SE 9 0ND S T EP .
1-••

Object.- There are }Juee points in which this Step is in ad·
vance upon the First Stfip ; 1. The children are led to 'Observe the
proportion between th~ µifferent parts of letters ; and 2. The po·
sition of the words pri~~~~ o~ ; th~ slate. .3. They are taught to
hold the pencil properly.'·• ,_
Plan. - The teacl{e~,'~ive_)l l\ word, the children spell it; then
this word is printed onjh~ bo_ard, as in the First Step. The children are · ... an led to 9.J:>~e~e the relative position of the letters,
their size, and the propo'rtion of their parts. They are directed to
begin to print the wor4s at the top of the left-hand corner of their
slates, and ~o continuEl;..
successively in a straight line toward
the :right. They are us~~Uy led tci prin_t such words as occur on
the boards ·from which tl\ey read. ,After the children have printed · ,

2. The teach er supplies the sto s
d d.
.
,
. · P ' an
irects the children's
attention to ti ·
. ie1r use and their positiot1 Tl
I ']d
•
quired to look at tl
·
ie c u ren are re·
le sentence carefully for tw 0
ti
.
and to notice the spelling of
d
or u·ee mmutes,
·
·
eac11 wor
3. Th e whole is th en r bb d
·
sente11ce o11 ti .
1.
u e out, and the children write the
1e1r own s fltes t ti a·
.
slates ar
.
. ' ' a ie ictat10n of the teacl1er. The
£ I
e constantly and carefully examined by th~ te I
d
au ts or excellences pointed out.
ac ier, an

1hem
,.

.. ,. . ·- :

~-·

;~ ,

.:... "...

267

FOURTH STEP.

•

Object.-To lead th e child

t

~e spelling of words, especiall/~~at : ;s:;:e 0~ ~~: ;:::~i:~t~:r~~

.

1

DICTATIOJ.\l'.-FOURTH S'flCP.

268

They afe .. also exe rciseg . ii1 the use of capital
letters, and of the · notes o(intrrrogation and exclamation, and
taught the rules which regtihfte the use of all these. Any dicta•
t.ion spelling book may be·:~~~d n$ a tex t book.
Plan.-'I'his is exemplifie.d ;;i the following suggestions:
l. Words are give n, siitlilar"in sound, but differing in spelling
and signification ; as, fo r ~E,~Jllp) e, all, awl; piece, p~ace, &c.
2. Words similarly sfiel.t, ltµt diITerently' pronounceil or np·
··plied; such as, close- shut f~st; ·~lose-to join, to shut; conduct: beh~vior ; conclu.ct-to le;i.ct, . to giannge, &c., treated in the same
wa~.he former class orjvord.s. "·
) 3. v'V;ords spelt ·and p;gi10uncc<l rilike, .b u. t differing in signifi·
/ cati?n ; as, hail-drops of. r~in :rozcp whilp falling.; hail1 to call

DICTATION.-FOURTH STEP.

of our language.

269

dren to dexamine the senten ce, an d especially
.
tw
the spelling of ti

o wor s, see and sea, and to say whetl1
h .
10
why, in that particular sentence the la etr eac d1~ spelt correctly:
1
'S WOf
lS spelt Sear and
not See,
.

3. The teacher to di ctate two or ti1ree sentence
t · ·
.
s con a1n111.,.
b ot}I t Iiese words '. tl 1e cl 11'J<l ren. t o wnte
them on ti · .
"'
After each sentence is wri tte ·n• n~1 1 ti lC S Iates to beie11 own
· slates.
. I
exammed
by
tl ie teacher. If the teacher
.
'
mee ts wit
1 a sent
·
two words are not spelt c
ti
. ence m w 1i1ch the
b . .
orrcc y, to copy it on the b cl
SU m1t it to the inspection of the class
vVh
j
oar ' and
where and what the error is th
.t
e~ t iey have decided
written on their ow
. , ey are o e:am'.ne what they have
board make the n n slates, ancl,_ comparing it with that on the
' '
ecessary correctwns.

..-·f' : .~
:
j
4. The children learn fhe djstinctton between vowels ar.d con·

·out., ·

sonants, and are made acqi~<1 intcd wi~h a few' simple rules o,f spell·
ing; as, for example, m~.der what circumstances a consonant is
-; ~· ~
'
~
doubled, as in beg, beggw.g, ,.run, running, &c. ; when one l is to
be omitted, as in almost, :;:n!1<le .up of: all and most; skilful, made
up of slcill and full. During tl1ese lessons, the capital letters and
different stops are used.
'·
. :-~·
.
The following plan !11'-'Y b.e ad pted when the lesson is on
words similar in sound, ll~t~ 9iffp ring in spelling and signification :
1. Suppose the wor4~ · ~o be see and s~a. The teacher writes
see upon the board, dire!)J~ th~ chil~~en's attention to the spelling
anil meaning (the latterj~ be writte_) opp~site the word ); and the
teacher asks whether th~y have h e~~d a )vord of the same .sound
used in any other sense} .· If not, t~ tell' them that a portion of
the ocean is called sea . . r .his wora,·:.~ea, to be then written under
the other, the children· {o compar". the two, to say in what they
are alike .~nd in whaf )hey differ, and ~o give the meaning of
....
each:
look.
Sea-part
of the
.;_,._.. ,
.· ocean ..

se:-to
, ., ; . . 1 • •

'1 ...

•

,.!

~

2. The teacher to dictate. . the sen tence, "I can see the sea;"
to require a child to ·write it ~pon -the ho~rd ; the rest of the chil·
' '!(

.

.,.

;

..

.··

.·.

•.

....' •

>.

LESSONS ON ANIM.ALS.-FIRBT S'l'EP.

317

In the Third Step, the reasoning faculty is exercised. Tim
teacher leads her class, already somewhat acquainted with the
' structure and habits of animals, to see the wonderful adaptation
of ?n~
the other. Sometimes this is best shown by comparison
of mdtv1dual anim als.
In the Fourth Step, the facult.y of generalization is exorcised.
The work of the last Step, which is consideration of a<laptation,
is extended to classes of animals: More general comp:>risons are
made.

t?

COURSE OP LESSONS ON ANIMAJ,S.

Moral lessons should constantly be drawn from these suojectt>,
not with cold, dry formalism, but in such a manner as to interest
d
.
•
an to improve. In the lower steps, the object of the teacher
will be chiefly 1o excite feelings of humanity and sympathy for
..
lower animals. In the higher steps, the thoughtful teacher
~annot help referring to the wisdom and goodness of the great
. 1 Creator and Adapter.

INTR O D 'C OTOR Y REM.ARKS.
THE natural history ot the animal creation furnishes abundant
'materials for instru~tjon. : First, that of a religious character; rd~,
.
~
.
' r
... the wisdom and go9~ess of the Creator are manifestly proclaimea "'
in the wonderful con~truction and beautiful ad aptlttion of animals
to circumstances, evidenc~ng de_~ign in a manuer which no one can
gainsay. Secondly,_ that of a moral charact,er ; for, by awakenir1g
interest in animals, i<i,t1d,jl.nd J;umane feelings are promoted, which '
t.hose who have witIJ..P~sert the 'pleas'1re even very young children
take in tormenting ~reatrite~ over w]iich they have any power, will ;..
acknowledge to be' an ,object of no' ~mall importance. Thirdly, .
that of an intellectual character ; for the faculties of observation, ·of comparison, and gf co~cepti~Jl, are brought into exercise, whilst
reason takes its pa~ -in .tracing caube and effect, and drawing in: '
ferences and concl1isipns from facts.
---\ In the First St~p, the perceptive faculty is exercised on the
general appearance .~nd external parts of animals. The teacher
must not seek either to- promote precocious development, or t9
store the memory 'r~~h information, but simply to direct aright the
11.ct~y that exists ; to form, and_!!!:>t. i<?Jill.J.h_
e.JnJ.nd
..... the Second~~tep, not only the perceptive, but also the con·
ceptive faculty is;ixe rcised. 'The teacher directs attention to the
actions of animais -anil their mode of life, as well as to their forms, ·
·parts, &'c. Subjecli of ,le8•ons are n'0 longar limitad to native and
domestic animal~, but iticlud,I!: such.' as are foreign ; at least the ·
I

more prominent of

th cs~.

''

.....
.~

-"'

...... -

.··· ·

:~:7
~..

\·~·.

· ..-

;·: A~l that can. be <lone to help teachers in carrying out this sub; Ject, is Jo furrnsh them with principles, give a few patterns of
,• ln?del sketches and exercises, and to suggest hints. But if the.
.- ~'.nd of the teacher be barren and uninventive, the instruction
),will be dull and wearisome.

FIRST STEP.

:w
I.-Ge.neral conversation about an animal.
.,·j}'
• most promment parts, as the children advance.

Observation of it.s

II-More accurate observation ; referring to,
L Parts, nam es, and number and uses of these.
2. Distinehion of parts, as principal-.and secondary;
3. Position of part8.

~

~- Cltaractcristir, partR, or those which especially distin"'uish
0
the animal.

c'·'

Any one or two of tl1ese points may be taken up in a lesson,

.~ the subj ect, may be I.Jost ndapted to work tl1em out. But as a
. ge~eral rule, the teach:r will commence the Step by working ou~
,,Pomt I, and conclude it by working out Point 2.

'

·'\:'

318

LEssoNs . oN

~<·

' •r

ANIMAL:~~

FmST

;STEP../

. students
. .
In preparmg
. to teac h tL"1s sub"1ect, t hie teacher. of _'.
: . Method may begin
dll:ecting their attention to thrl pattern les-'.'
son on the "Hen ancl Chickens."
·;q
,,
Let them examirie the sketch, note what ideas are taken up,
in what order, and form a corresponqi11g lesson on 1he "Cat and
i · Kittens."

LESSONS ON ANIMALS.-FffiB'l'· STEP.

by

~

1. Hen and Ch~ckens.

·~

1. Present a picture.:·· L et . the children examinJ it, and deter·

~ ~ine what the animaJs ~re ; what doing; . what the hen is to the
J ; chickens ; the chick:ins · ~o the hen ; . t the henl does for the
chickens (scratches \,ip fo od for them all day, watches over them, "
defends them from MJY dog or hawk that threatens them). This .
gives her trouble, It~~ ~~poses her to danger. Why she does it? /~
She ·1oves her chicke.~.s. Children to say what their mothers do
for them, and why
I{efcr to the goodness of God, which in·
spires mothers witti"po 1~\µch affe.ction.
2. Children cq'¢par~ the hen and chickens as to their ways,
&c. The hen is act'i y_<;!;';0.~.1:1strious, intent on supplying the wants
of the chickens. 'l'l!e chickens are weak, helpless, and .can do ~.­
nothing for themsf;llyes . . How they act on the approach of dan·
ger. How the hen pehaves under the same circumstances. How
loving she is ; how . ~rave ; how u~selfish . . How we should feel
and behave towarj. ~!1e ~en. __;

f'

·-,....

2. The Horse•.' _ (F;~ P a_rts, tli eir Names, and Number.)
-~

MATIER.

1. A horse ha~)eg~
body, head, eyes, ~a rs,
m ~ tail, and hQ,g(s.
'.i.. A horse Ji ait- a
long round body._; r~ng
thin legs, a harulsome
flowing tail, fill)xing
n;mne, - and 11pris11t
pointed ears.
-·,".
·

~

..

'

/,,t,...iq7#P~

I. Childre~ame the parts when point· -,
ed to, and pomt to them when named. '.
(]. R.)
~i Children led to talk about the parts;
their number and kind. Teacher gives
terms required to express ideas ; as, hand·
some; flow ing, by comparing the tail and .
mane of the horse with the tail and mane
of th ~ lion. Pointed, brought out ~y .
~omp~ring the two ends of a cut pencil;

-..

"';,:. ·

,.. .

one head, one body,.
one tail, two eyes, two
ears, four legs, and four
feet.

(Conversational Le~son.)

..'

·,'1

i_ .B. The horse has

4. W e sli onlcl never
treat th e horse unkind·
ly, but always.be good
and gentle to It.

319

Which end most re~embles the ears of a
horse? Upr-ight, by holuing the pencil in
different directions.
3. Children referred to the parts tltey
have before noticetl. Teacher bid ' tl 1e111 l u
name some part of which the liorse ltas
but one; some part of which it has two ;
whether they can find any part of wlti clt it
has exactly three ? If not, let them finr]
parts of which it has four.
4. Children say who made the horse .
How He would like to have ns treat it?
To n ~me . any ways .i n which they can
show It kmdness.

Summary.-Teacher asks each child individually to name a
part of the horse. Goes around the class a second time, asking
each the number of part he names; i. e., the child who says
"The horse has an eye," should say how many Pyes. T hi rd tim~
each child is required to describe any part named by the teacher.
St.11dcnts in training t.o construct n slrntch on "The Mouse," ns "Tbc
Horse."

3. Tli.e Sparrow.
!.-Principal and secondary parts.

(Parts. )
II-Position of parts.

I.-1. Principal Parts.-These are, head, body, wings, anrl
legs. (S. R.) Call on a child to touch a large part of the bir<l.
Whe.n. body and wings have been found, cover th em up, that the
remammg parts may be ditstinguished.
2. Secondary Parts.-(a) Of the head-eyes and beak. (b)
Of the body-feathers, baclc, breast, and tail. (c) Of the legsfeet and claws. (S. R. ) A child to find a part of the head; as,
the e.1Je. How many eyes ? What the bird does with them ?
~h e bealc. How mnny parts ? It.s use ? What children have,
mstea<l of a Leak? vVJmt, instead of the feathers ? Why the
bird wants feath ers ? &c.
II.-Positi.'nn.-1. Principal. The head is at one end of th o
body; the tail at th e other end. Th'il wings are on either side1 ancl
lhe legs undern eatl 1. (S. R.)

LESSONS ON AN~S. : -ll'IRSl' ~'l'EP .".

320

LESSONS ON , .A.NIM.A.LS.-FIRST STEP.

2. Secondary. The eye~ ate on either s~·de of the head. Th"
beak is in front of the head, and below the eyes. The back is
the upper part of the body, t~~ br~ast the under par~. The feet are
below the legs, '!'he toes :).h~ <i.fth e ~nd of each foot-three be·.
fore, and one behind. TI1i)ea~he rs a re all over the bird, except
the legs, beak, and eyes. (gl. R.')' . Children to notice where the
head is. Teacher give the ]>roper expression, if needed. Question thus : What is at on~ eri~ of tlte body ? '\:Vhat at the other?
Then reverse tho question~:·:: ~s,' 'Wher.e is the head ? Where are
the legs? the feathers ? " Qhilqren distinguish the unfeathered
.. -

/
,/

p]s.
·

.

4. Measure the diagram from end to end.
middle.

321

Mark it i.it the

-~.

- ,. .:". ·:·"

St dents in trniaiog consf[)lCct s~~t ch on "The House-fly,'' ns "The
Sparr w."

".. -.

o:r:he teacher, having 1~? ~.the 'clas > in training to decide on the ..
characteristic parts which' are 'w ritten on the board, requires them . •:
to supply the method.
·>~-.
t

Ohildren to mark where the legs are placed.

4. 'l'he Duclc. ··:(f'oi -(Jh aracteristip Parts.)
~:

··'

'•

MATTER.-1. The dqi;;k l\~~-~;:ith<!rs of many colors-green';
blue, brown, wl1it.e, and bl ~ck .
.
·
2. The duck has thick, g!ossy plnrnitge.
3. The duck !ms a flat, J:i'oat·sbaped body.
4. The duck has. strong r ¥if6w l eg~, placed far back.
5. The duck has broad, \~ebbed, y~llow fe et.
6. The duck has a broad,-·flaktoothed, yellow bill, rounded at
the end.
·
·'
METHOD.-1. Let children select '.(:Olored cards to match the
feathers of the duck, and i './iihie th e co!~rs.
I'
. 2. Unless there is a ~~~u~ed . spec!ITien, ancl not merely: a pie·
ture, omit this. With a sp.ecjmen, bring out thick, by observation,
~nd glossy,~ companson: :vith ~he fe:Uhers. qf a.n owl. .
3. Present a card·boar<l cylmder. Cl11ldren bend 1t S<jl as to
repr~sent the general shaB~. <:>f the hotly. Giv~ term flat. !Drav.:
an o~long to represent shap~· and ask ~what 9bject they see pn th~
water: nearly of the same sh!lg_e?
· ' .·
~
i[
;;

I

.

-~

. •,
~

11

I

~

~··

Jd}

·:

~

. . . .. ·

,<

":·

_.. .... !

5. Compare with feet of a hen. Give the term webbed.
6. Compare with the be:i.k of a hen. Give the term toothed.
Summary.-Teacher names the parts.
Each child in turn
gives a term which describes the part named .
Students mrty con~truct a sketch on "'l'hc Hen," as "The

Subjects for L essons at this Step.

A Dog.
A Cat.
A Cow.
A Sheep.
A Horse.
A Goat.
A Hen.

A Cat and Ki'ttens.
A Cow and Cnlf.
· A Sheep and Lambs.
A Donkey in Draught.
A Pig.
A Duck.
A ·Hen and Chickens.

14*

:-·

322

I I

LESSONS 'Q?,i

A
A
A
A

ANlMALS.-~EQqND

LESSONS ON ANIMALS.-SEOOND STEP.

after describing its general appearance, according to the picture,
point out what distinguishes the cow from other animals: A
square bulky bocly, thin legs, broad head, cu.rve9 horns, straight
back, rounded sides, dewlap, covering of short hair, long sl.,.nder
tail with a tuft at the end, and cloven hoofs. (\V. B.)

A Mare and Foaj.
A Goose.
I

Cock.
Rabbit.
,- oMouse.
Newfoundland P.<% ·

~ ~:~~ea

.i .•.

Pig.

1:

I.-Charact.eristic fart S'.' continued.
II.-Mode of Life. ~.. '
I. Habitation. ·
2. Food.
3. A ctions; e: pecially charaderistic actions, including
Sound!'!. _
UL-Disposition i invoi~~ing special traits of character or in·
telligence. Lessons ?f' t!iis kin~ are best worked out by anec·
~ote!:l: Moral l esson_f! . ll!Wul~ be derived from them.
IV.-Uses of tl~e ~:~i~al, living or dead; our duties with
1
respect to it. The i:i~e~ to. be considered are those which have
direct refe rence to min.. The us~s of animals in the economy of
Nature is a subject in -~;l.'mlic;.e. o( the Step. When the lesson .is
on a domestic animai'1 it,: should no
. t close
•. • without asking the ch1ldren what they can ~o- for . ~ho co mfor~ !}-nd pleasure of the cre:v
ture.
V.-Comparntive size.

II. Actions.-Let the children mention anything a cow cnn
do; then leave them to make out a list of actions proper to a cow.
Gathering the grass together wi th the tongue when feechug;
chewing the cud, ly ing down meanwhile; tossing with the horns ;
kicking ; lashing its sides with the tail; whisking oIT fli es wth its
tail; lowing; beml ing the fore legs first in lying down; stnnding
in the wate r. Children to sny tmder what circumstances each of
these actions is performed.

'

Ii ,

~

~

/_;

As W3.S the case in the Fi rst .Step, any of these points may be ; .
taken as the subjec t of ~ le~son. ,;'rhu~ : In the first exercises, we
have Characteristic Parts and Acitions,-with Uses; in the second,
Sounds ; in the third, Characte~ i stic farts and Traits ; in the
-fourth, Form, and Use ,as depenfl tng on the food of- the animal;'
in the fifth, Mode of L (fe. 'l'he same, or other animals, would be
c~n to bring out the ren:aining poin ts.
~h e teacher of me_thod , in commencing the Step, may begin
. with a R~i tern sketcY '~n
J::-·

-·"' ·-....

1 . The Cow.

I. P~rts.-Bring a pic~ure

9f a cow before

323

~

III. ches.-Children find out all the uses of the cow. She
gives milk; we cat her flesh ; in some countri es 11sed for the
plough ancl for tl1e draught; her hair is used in making mortar;
her hoofs make glue; her horns to make cups and knife handles;
her fat to make tallo-..v. Children say in w1iat ways the cow is
useful "lvh ile living, and when dead. vVho grwe us this useful creature? How we ought to treat His gift? \ Vhat the cow likes ?
What she ought to have? &c.
Students in trniniug

mny constru ct a ske tch on

"The Dog," as "'l'h4i

Cow."

Exercises on this pattern llhould be continued un til the stu·
dents can r eadily select and arrange the points each involves..
"'l'he Pig," "'I'he E lephant," "The Cat.," "'l'he L.ion/' "The
Robin," and "'l'l1e Ostrich," are good subjects.
2. The followin g general directions, involving the heads of an
exercise on the Sounds of Animal~, :i.re given,' to wl1i ch the slu·
dents may supply tho Matter and the Method:
Ennmerate sounds rnacle by cli!Terent kinds of
Draw a general conclusion from a consideration of these.

HEADS.-1.

Birds.

II.-Ennm cratc so1111cls made by diJTerent lcinds of Beasts,
Draw general conclusion.

324

LESSONS ON · ANIMALS .......... SEOOND STEl'.

LESSONS ON ·.A:NIMALS.-SEOOND STEP• ·

III.-Enumerate, .159~ds rp.ade by Reptiles. Confine
attention to the sounds made h.Y ve rtebrated ani malij.
Students in training construc.t sket hon "Sounr.ls ·or Insects."
;·:..~ ~;. ...
3. The Parrot.

(Charac_{~r~slic,.Parts.
·....

· 5. Animal,,.

• "lo. •

'. ~ .~

3. To those animals that li\•e in the air, Goel gave wings, and
they fly; to tliose that live in the water, He gave fins, and they
swim; to th ose that live on the earth, He gave feet, and they
walk.

Comparative Sizes of Animals.
As the Natural History prints are not constructed at all with
reference to their comparative sizes, to guard aga in st any wrong
impression that may be form ed by the children, it is well to call
their attention to this point.
. For this purpose, it is desirable to have a chart to show this,
euch as those sold by the Home and Colonial Institution.
The teachers of the children may exercise them in finding:

I. 'l'en of the largest animals.
2. T en of the smallest animals.
3. Six not so large as the first ten, nor so small ns the second

(For Uses.)
'

1. Form of the animal 's J:>ocl y . Large rqink compared, with
slender neck, and small hea~: .• '!'hick coveririg noticed.
r,
2. Uses of the animal t~ )TI~D'. for food a1{d clothing.
!1
IJ
3. Food of the animal-~gras's, that growi! plentifully ~very· I
where, even on the tops o(l ;igh )1ills, where corn will not grow. . ·
4.~e blessing this ar)iip~l is to man. ~'he goodness of God "
~n giving it to him.
~'.~ '
"
5. F hat th.Q sheep lik.t-i · Wlrnt we can t)o for it.

. Students
Sheep." ·

m~y constn~~t' ·a

sk etch on " T.he As$," as

11

The

· ···;: .A,ft~~ a, sufficient number of indivignal le1;sons, a more general .
Jllssori) r1J!-y be given. In the ona~hat tollows, the Matter is given; '~
that ~students may write out t~e · M~hod:
·
·:.

. ..
.. -...~

...

<

'

.•

,-

'"

.. ;.

MATTER.-!. God made animals and plants. He made the
animals to move about, and the plants to keep iu one place.
2. God nmde some animals to live ancl move in the air, some
on the earth, aud some iu the water.

Characteristic Trails.)

a sketch on "The Crow," as "The" Par·

4. Lesson on 't!ie S heep .

(Mode of Life.)

I. Where living?
2. How moving?

1. Children <letermine lw«··.th ey know a parrot. By its green
or gray plumage, ·with a mi;cfi1re .'6f red ; its curved and curious
beak, the upper p:trt loose;_ it ~ - . s~rong legs; tj1e arrnngement of
its toes-two before, and tw().. .behind; also by its power of learn·
mg to talk.
".,:.
'
2. Children mme the h i~ds · Llmt can qe taught to speak:
Raven, magpie, daw, jay, s)£~rlin g. (vV. B:) How birds learn
to speak. Whether any one in the list speaks as well as the par·
rot ? How much of what i~ "'saYs does the parrot understand ?
How children can talk, and lQ°an,1 : tiwir lessons1 just like parrots?
Whether it is right to do so ? · ,_
Lead children to see th;t., as· God has given us a power of
r~flection, not possessed by ):lir<ls;~lYe ought 'not to speak withou•
thinking.
-

S tudents construct
rot."

325·

ten.
4. 'l'en animals of various sizes, to be arranged m order, be·
ginning with the largest.
5. The same, beginning wi th the smallest..
6. Animals nearly the size of a horse ; as, cow, bear, &c.
7.
"
"
a sheep ; as, goat, &c.
8.
"
"
a cat; as, rabbit.
9.
a rat ; as, guinea pig.
"
"
10.
an elephant; as, the rhinoceros.
"
"

It WP.re better, perhaps, that the
come in series. They will make an
· ,''P-ersed with other lessons on animals.
' roe.ls are chosen, their names should

lessons on size should not
agreeable variety if inter·
In each lesson, as the ani·
be placed on the boo.rd.·

326

J,ESSONS

O~

~IMAJ, S.-THI.RP

When the chil lren can reaqily give examples from the chart, they
may be required to do so
#iemory.

frqm

"

Subjects )Pr F urther Lessoris.

All native animals that ar() familiar, and a few of the more
prominent forei gn animals', ~s lion, elephant, &c., may be taken.
L,essons from Scripture NatHral History may be included.
EXA ~! l'L l,S.

"

U~_ve1';1>
~~,r~iit,
Camel;
Fish, ..
.

'?

D.~ve,•

L.ion, .·

;~s
·-': .·-

.

'

See Religious Instruction,
Part 2.

.Jl!1e,

-·
s r~EP.

In this Step tho instruction is more systematic than in the
former ones. 'l'he teacher selects h\:r subjects from Class Marn·
malia, with a view to c~!J:s,5ification lJl the 1rncceeding Step. · Although the attention of th~ children is not directed to the animals
as ~ing different gro~~ps, they ai:e led to trace the gradual
change that takes plac~: in their organization; fitting them for
different habits, propensi ~i2s, and localities. . The faculty of com·
parison, as well as that of ·simple observation, is exerci sed.
-In . considerjng struc.for,e. and habits with special reference to
the adaptation 'of the first t~• the last, jt is oftem well to begin with
the mode of life, leaving th~ clJ.ildr ~1· to j;1dge as to the kind of1
atructure this r~uders necessary~,,
:~
•. J

Ii

(Point-To Shoiu the Structure of the
"VVings.) ·

1. Bid n. child touch different parts of his own body, to lead
the rest to uistingnish the head, trunk, anu limbs. Children state
the number of limbs in a man. How terminating? Other animals that lrnvc four limbs. How terminating? Generally in feet
only. Give the term quadrupeds. Wheth er man is a quaurupcu?
Why not? By comparison with diITerent animals, show that only
man has two hands am1 two feet.
2. R efer to n. creature having fonr limbs, the hinder terminat·
ing wi th feet, the fore formed into wings. Children will think of
a bird. May he told that there is such a creature amongst b e a~ts .
Produce a specimen. Direct attention to the wing, and explain
that an equal number of hones form the arm of man and the
wing of a bat. Cl1iklren to find out the bones in their own arms.

(W. B.).
From the sl1ould er to tl1e elbow.
Frorn the elbow to the wrist.
Tlie hand bones.
Th e thumb bones.
5. Th e finger bones.

··~!}gle.

. x- .

I. Lesson on the Bat.

327

1.
2.
3.
· 4.

Elii~ep,

THIRD

LESSONS ON ANI:MALS.-TBIRD STEP•

STEP.

Draw a din grn m of the arm, numbering the parts; th en a dia.
gram of the bat's " ·i ng, numberin g corresponding parts, which
children observe and compare.
1. Lon gest bone in man ; shortest in the bat.
2. Shor te r in man ; very long in the bat.

3. Scarcely appear in the bat.
4. In the bat terrninating as a nail, serving as a hook.
5. In the bat thin, anu extremely elongated, with extended
~kin between. (W. Il., in opposite columns.)
J_,ead chiklren to observe, tliat they find no new part in the
wing, but an nccommodation of common parts to special circumstances. Children to say why th e bat hns wings at all-(it lives
in the air) . ·what. its food is. Wliat it can find in the air.
Children may examine the beftk, arnl observe how it is adapted

328

•'

.

.. ·i .. ··

LESSONS ON ANIMALS.-THIRD . BTEP.i

LJCSSONS O:;i· ,AND.LU!:l.'"-THIRD STEP".· ·

for catching insects. . T~i therti that at one time of the : year , .
bat seeks the hollow of q,) ree, 'lr goe~ into the steeple of a chur'
because torpid; remains '1nqtionle$s ; folds its wings around it, nn
hangs to so~ie projection ~¥-it$. hook. Children to . say when . ·
would happen? And wlfy t hen ? Who gaye the bat its wings
Whether any one can s~gge~f, any improvement? Let childr~n
notice the size of the wing,· el!"i.end ing down the side to the feet.
Wl;iy a s~aller one w~~) not do? Skin-why thin? Why
tough? Color-correspqncJ.i ng with the body; appears black ·ai
dusk. Why? Let us :~;;ise .His wisilom, who gave the bat its
· wings, and of whom we·
say, " He hath done all things ''"ell."
,

£?in

. . '·';,
' .
,::

I,

.

3. Comparison of Cat with Dog.
.

·~

• ld.El'HOD.

l.U.TTER.

will
:f..- 1._ Information given,
speak of a little ani- chi)drep. fail to supp}y it.
rnal called a hedgehog. _ .
It lives under hecl ges )'or . in gardens ; sleeps ·
during the clay ; takes .
its food at night, rind
becomes torpid in the
•.'
.
D
!~.·
,,. Winter.
'H
.J, '
2. :rt eats insects,
2. J.i' rom the pJa.ces which it frequeii
worms, and the soft children to infer w[lat its food would b~... .
parts of the roots of
•1 '
trees.
'
;.
3. It burrows under
3. Childi;en to say what part~ it
ground.
have in O-!der t •) burrow-(snout 'F
cln,ws).
~·
'
.
~
" '.
. ·
IL-1. The snout is
II.-:-1. :V:acts discovered by observo.tlo
. "'- hard and bony ; claws of the ape~imen now produced. Ch'
' · very sharp ; legs very dren judge 'w hether a creature employ
aliort.
. in scraping away earth with its claws c6
~j act better with long or with short le
j Jn order t? this, l ~t the children imi
''
· • ·the action of scraping, first with the armt
str"etcbed q,ut, anrl · then with the elbo~
bent. ': The;i' will ~ecide in which wny tht!}f
could :worl~tJie l~pger.

1. - 1. We

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,;.i~ . . ~-~.....

'11:

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·:,·::... ···

2 . .Children to say ,~Jrnther the legs are
suited for running. How the hedgehog is
to be defended from its enemi0s.
3. Children disco ver why the spines
. When in danger,
resents the spines, need not cover the whole body.
conceals the un·
tected parts.
4. The tail is very
4. Children observe the fact, and, from
rt.
what they know, find out the advantage.
UL-Children give from memory, first,
. 111-:Summary..
the habits; secondly, parts; thirdly, state
how adapted.
cov-

~.

::? •• The IIedgeliog.
-~

329

R esemblance. -Both are quadrnpeds; have paws and claws;
e kinds of teeth ;. eat flesh.
11. Differences.
Structure.
DOG.

CA.T.

1. The dog's head is pointed.
1. 'rhe cat's head is round.
: 2. The dog's teeth are large,
2. The cnt's teeth are small,
t, und rounded.
sharp, and pointed.
3. The dog's claws not retra.c3. The cat's claws retractile.

,4. The dog's hairy covering.
5. The dog's skin with few
The dog's legs usually long.

4. The cnt's furry covering.
5. The cat's skin porous .
G. The cat's legs short .

Habits.
prefers meat in a
dog eats any flesh he

1. The cat likes fresh meat.

2. The cat, in a stnte of nature,
eats only wh at it kill s for itself.
dog runs down its
3. The cnt watches for and
spring~ on its prey.
4. The cat secures it by claws.
5. The c:i.t leaps a:nd climbs.
6. The cat l in.~ good ~ight.
7. The cat mews.

..

330

LESSONS ON ·ANIMALB~-:-THIRD) STEP; .

8. 'l'ho cat scratches
angry.
9. '.fhe cat purrs when pleased.
9. The (log wags the tail ·~vhe11
pleased.
. ·. ·•
10. The cat rubs the head
10. Th e dog licks tlie h<?J/d to
show alfection.
·
against you.
8. The dog bites when a11gry.·
·;,·...

Children might al~!J d1,,tinguish between habits natural to the
:animal, and habits acquire d by domestjcation, reammging the mat·
ter accordingly.
.
1·: The three previous sk ~t c hes on" 'j.'he Bat," "The Hedgehog,"
· ·and the "Comparison oCJJat with D og," are given as examples
of the manner in whi i:;l~ t.i:e su,· .; ee<l i~g lessons may be treated in
practice.
MA1lMALS.

The Monkpy.
First lead the chil•lreri fo describe the monkey, helping them .
by showi11g stuffed . ~jle~i ~nc n s and pi ctures, and by bringing to
their recollection the ·~\yin,g animals t]l ey may have seen.
Points to which tlJ!lir. attention should be directed: The head
· approaching in form ' }1eai"er~to that of man than the head of any
other animal, in con~!l q~e n ce of the mouth projecting but little.
The slender, slight fi gure! adapted t<i agile motion; the long flex·
ible limbs, terminated by.hands fitted fo r grasping-that is, having four fingers, with a thumb wh!c\1 .can be. brought opposite to
each of them. They. ar~ called four ·l!anded animals.*
Then their habits. :They Jive in the woods and forests of
warm countries ; they foj'ld on nuts 'arid fruits; they spring from
bough to bough, and J ro1p . tree to t rne, with surprising agility.
Next lead the ::c_§ildr.en to consider how th eir form and organ·
ization fit them for this arboreal life. That th ey derive the power
of springing and rli'pji! u1otion from th eir slender, flexible limbs;
and their facility ..jg"'grasping from the form of their limbs and
teeth, aided often J:Jx.,the tail. .
'. Consider next, Jlie,ir : disposition : cunning, intelligent, ridlcu•
lously imitative, liveiy, ~estless, chattering, and quarrelsome.
.·~;" * Q~adrum~oa.
'111

1

I

. ;,

···
·~

..

LESSONS . 'o N ANIMALS.~HllID ' ST~P.

331

In concl usion, leau the children to infer from the facts brought
out in the lesson, viz., that the monkey dw ells among trees; is
peculiarly fitted fo r ~pringing and .. grasping, and for feecling on
h::ml vegetable footl , that th e Bei ng wl10 made it, and fi xed its
habitation , is as ben c v~lcnt anu kind as Ile is powerful and wise;
that Ile is our Goll, aml we are His creatures.
'the Orang-au.tang.
. First, its ge neral appearance and form. I t approaches nearer
to a l111man being, in for m :md attitude, than any other animal,
and can main tai n an erect posture, though, owin g to the different
position or its l1imler limbs, and the fact of its extre mi ties being
better fil.LeLl for preheusion th an sup port, it walks with difficulty.*
The fore limbs are of a g reat length, the hi11L1er limbs shorter, all
slender and flexible, an~I, from the peculiar construction of the
joints, possessing great fr eedom of motion. The skin, except
that of the face and palm s of the hands, is covered with lon g,
coarse· hai r. They are less noisy aud tricky than monkeys, lmt
equally intelligent and sagacious.
Th e monkeys of America might form the subject of a separate
lesson. They are remarkaLle, as possessing in their cheek-pouches
n most si ngul ar provision for enablin g them to keep a store of
food; and in tl1 cir Jong, prehensive tails, by whi ch th ey cnn maintain the firm est grasp. \.Vith tl1 ese tl1 ey also link themselves to·
get.her in a chain , anu wh en they wish to pass to trees at a distance, th ey swing this chain with a sudden jerk, so that. the la.st
of them catches hold of the tree they wish to reach. Their throats
also are curiously formed, enabling them to utter a most terrific
yell. They often assemble together in great numbers, and join in
a tremendous howling.
In conclnsion , the cliildren should give a description of I.h e
monkey ; pointing out in what it resembles man, and in wha t
·
points he is allogcLl1 er its superior.

* Tn snch short sketch e• M tbe•c the subject only of the lesson cnn be suggested. The teach er must get up the information r equired, nnd coll ect illustrntive anecdotes from books, such ns "Tho Clnsli Mnmmnlin," publi shed by th e
London Tract Society, nnd "the Menngerics" of the Library of Entertu in iojl
B:norrlcdge; also S melli e's "Philosophy of Naturnl History."

LESSONS ON ANIMALS.-'-THIRD s•r'JJ:l\

332
T he Mule.
After a. few questions t<:i. '~ro\!~.~ tho children's re~ollection or'
the characteristics of the an;:~als ~Irea y examined, th ey may be
told, if they do not know th e: fa9£ that the abode of the mole is
u'nder ground. What, then, ::\li9ujd we expect ;is to its conforma·
.._,. tion? That it is fitted to burr'o~ in the earth, and to live under
ground: What organ fits ~h". m.onkey for its life amid tr~es?
What limb of the bat did we fiqd accommodated to flyrng?
Wl,iat , enables the hedgeh og -~ ~ b~rro w in the earth? In what
very different places have we fo uf\'1 aniriials li ving? In trees, in
the air, under ground. w hi e~ organ is char)ged to fit each ani·
ma! for its peculiar moile of
?'
.
.
.. If, then, we would see
th f: mole is fi~ted to make its way
llnder :ground, 'what ought !.':\:£ es pecially tci · e1rnmine? Let the
children examine the animai," ~nd describe anytl·iing they see. ' Let
t~~~ 'observe the beautifui ·~ ~apiatio l of the fore limbs tq the
vork of digging and boring, ;ind J ead them to admire this. This
extremity is broad, strong, 'a i:~ sp~de-like in shape, being scarcely
cyyided into distinct finger~. :' It is placed obliquely, so that the
irip.er edge is th e lowest, tl!µ,~ fq[m1ng ' a co~iplete instrument for
throwing the soil behind tltu animal as it proceeds in its excava·
tions. The arm on which ,th!.s hllnd is placeq js thlcl~, strong, and
muscular. How beautifulf y !~ all. this contriv e\] for a little mining
animal! Continuing the i!·:i;:-~ rnin atio'n ; we see other adaptations
no less admirable than the~e . The !~cad is: pointed; the end of
the snout is bone rather th.a n gristle ; the : body is of a conical
form, and the chief strength lies in th ~ fore 'p:~rt. 'rhe animal is
<;6veretl .with a close, soft,,,yeJvety fur;_-ivhicb P.oes not impede its
progress while burrowing, ~nd which does ni't retain the wet and
mud . . As the mole works :in .darkness, 'it thc're fore needs but little
sig~ and we find its ey~~- - ~re s1nall, and are protected from in·
, jury by the fur which surr{i.iinds 'th em. It i ~ directed in th e pur·
suit of its prey, ·;md in esc/i;i ~g from its enemies,, by th e senses of
smelling and h~-aring, botlY of wh ich a,re very acute. Thus, by an·
adaptation 'of the ~ame organ w\lich •\!l the monkey is n perfect
hand ' for 'grasping, and in tl;·e ~t a '.i1;ing for Hight, the mole is

.Efc
tiJ¥:l

..

.~

··.·

~

..

·ti--

fitted by its Creator to liv~ .under ground. But why r.;hould its
habitation be under the earth? It finds there the food on which
it subsists, viz., worms, and -the grubs of various insects. It be·
longs to._the class called ~nsectfeeders,"' and, whilst satisfying its
own cravings, it also renders essential service to the farmer, by
clearing the soil of creatures that might injure his crops. ,
Under the mole-hills, which are often so abundant m fields,
are the nests of th e mole. These are of a conical form, and,
being carefully lined with vegetable fibre, are made most comfort·
able for its young, which are reared with great care and tender·
ness, There are always several galleries leading to the nests,
which furnish roads of egress and ingress.
·
How beautiful an instnnce does this animal afford of the won·
derful instinct implanted in animal8, to gnide them in the preser·
vation of life! Remark to ·the children that God lrn.s given to
every animal just the particular organ that it needs. The bird has
wings, arnl fli es; th e monkey has four hands, and grasps the trees.
Animals <lo that which God intends them to do. What lesson
does this teach us? To use aright tlrnt which God gives us.
Animals know not who gave theni the organs which are so neces·
sary to them, but we do know who made us. What, then, is our
duty ? To praise and bless God.

'!'he Bear.
First call upon the children to state what organs undergo a
change to adapt each animal to its peculiar locality and varied
propensities, and then let them describe the changes t1iey have
already traced. Present th em with a picture of a bear.
Call
upon them to describe its general appearance-it is thick, clumsy,
aiid shaggy, with short li mbs and a lazy gait. Now in these re·
spects it is very different from the animals upon which they have
had instruction. Draw from them all they know as to the habits
of the bear. Let th em examine especially the organs 'connected
with the procnring of food, and consequent preservation of life.
They should obserYe the munner in which the bear places tlu1

* Insectivorn.

:..-;
'-·~ ">~-c,

t

,,

I

·:..:r.·t

I .

.. .... ...- ~--

-:

333

J,ESSONS . ON · ANIMALS.-:".".THIRD STEP;

·'

entire 11ole of the foot on th~ g r9und, in which it <liffers so much
from ·the cat tribe, and by 'Y.hich "it is enable'd to maintai~ an up·
right
position.
Such animai+
fire· callc<l 7 from their
mode of walk· ·
•
•
'\-'• ·
,
mg, plantigrade. Do we utl~ .ou; fe et thus when we run? No.
When we run, we move O!~- our toes. At wliat pace do we pro·
ceed ,when we place the . ~!'!~i re foot on the ground? Of what
character, then, must be t~i9. wo ti~n of the bear? Might we ex·
pect a slow·moving anim~l,jo feed on vegetables, or on animals ?
The bear feeds by prefereii'~.f, on .vegetables, such as roots, leaves,
and berries; it is also very 'f\(nd qf honey; and only when these
fail, has it recourse to ani ~~l fo od. Its claws are strong, blunt,
and well fitted for climbi11:g }recs, or for digging. It is found in
northern countries, chiefly ~ " forests or inaccessible rocks, and in
~olitary places.. \Vhile t.2.~ _~ouble teeth of animals feeding on
m~~cts · are pomted, those, of the bear are .obtuse. During the
wn1ter season, the food ori )yhich)t subsists entirely fails. What
usually happens under such .cfrcumstances ?
But when that all-wis~ ~A~ 1fracious Being who rules over all
creation, fixed tl1e bounds· ·.of tliis animal's habitation; He made
provisio n to meet this peri qchQ faijure of his food.
What occurs to th e bat q'µdc~ ..simil_ar circumstances ? In the
same manner the bear also falls i~to a tleep sl~ep, during the con·
tinuance of which it is insCU§jbly nourished )Jy the fat in which it
is incased. When in the ·spring it r9uses ; from its slumber, it
issues forth from its cave thil} . an <l ga{iJt, an<l so ravenous that it
will face whatever falls in its. rvay,
· t:
Recapitulate the peculi ~·ritic,s that. :disti11guish the bear and
adapt its structure to its specia(~rop ensitie~ and to the situation·
•
'
.
'
,!
it occupies.
··
.
.
,.
·

. The Ifep.r-(~ontinued.) ·
;J»ie polar bear may be ..the subject .of a secon<l lesson, and the
chiidren may be led to see in wha_t. it ifi ffers from the brown bear
especrally in its color, which is wl;ite, - ~ith a tinge of yellow; and
also in the fon r: _of its hpdl1. wl1ich · is much elongated; and in
what i_;i~er it~- im~ens~ ~P. ~'vs;:. coveretl unde rneath by coarse
hair, give 1t secunty m walkh1g ~.ove r tlie slippery ice; and tliat
"<'<:.;:¥

,; :·-

·~~ .

,...._ ':.

I

,

335

, the layer of fat in whi ch it is incased is the best covering for pre·
serving it from the injurious effects of the coltl of a polar region.
It .feeds of necessity :}lrnost entirely on animal food, such na the
whale, the seal, the walrus, and fish. It is an excellent swimmer.
, Bears are very rema rkable for maternal affection. The fol·
lowing history, related in one of the polar voyages, develops this
trait in their character, ancl may be made use of by the teacher to
illustrate the affection bestowed on the children themselves by theii
own mothers; the trouble, anxiety, and pain they undergo, and
the return of obedience ancl love which such affection claims:
Early one morning the man at the masthead gave notice that
three bears were fast making their way across the ice to the ship.
They hacl no doubt been invited by the scent of the blubber of a
walrus, which had been set on fire, nn<l was burning on the ice.
They proved to be a she bear and her two cubs. They ran
eagerly to the fire, and tlrew out from the Ham es part of the flesh
yet unconsumed, and devoured it voraciously. The crew from the
ship threw-out great pieces of the flesh of the walrus. These the
old bear carried away si ngly, lai<l each piece before her cubs, an<l
dividing th em, ga\·e to each a share, reserving a very small por·
tion for herself. A s she was fetching the last piece, the sailors
levelled their muskets at th e cubs, shot them both dead, and
wounded the dam in her retreat, bnt not mortally, It would have
drawn tears of pit:y from any but savage hearts, to have witnessed
the affectionate concern manifested by the poor beast, in the last
mom ents of her expi rin g young. Though she was sorely wounded,
and could scarcely crawl to the place where they lay, she carried
the lump of fl esh wl1ich she had fetched, as she had done others
before, tore it in pieces, and laid it before them; and when she
saw that th ey refused to eat it, she placed her paws first upon one,
then upon the other, and attempted to raise them up: all the whil e
it was piteous .to hear their moan. Finding that she could not stir
them, she went off, and when she had got to some distance, she
looked back and moaned ; and that not availing to entice them
away, she returnetl, antl smelling around them , bega n to lick th eir
wounds. Sli c went off :i th ird time as before; and ha Ying crawled
II, few paces, looked agrii n bchi11d her, and for some time stootl

336

LESSONS ON· 4-NlM.ALS.-THIRb STEP.

LESSONS ON .ANniµ.S.'('l'filRD '. S'l'EP.

moaning. Finding at last that they we:e cold and lifeless,: she
raised her .head toward the ship, ·,and growled her resentment'·to
their murderers, which they retur~ec( by §hooting her dead. She
fell between her cuhs, and died licking their wounds."
· The attachment of the bear t9, . h~r cuk8, and lier wrath when
deprived of. them, is often allude<l· to iii" tl-ic Scriptures. In Hosea
-

x~~·-.:8, .the -~ord

threatens to ~eet l~.is people w. ho h~d for~a~~n
p1m : "a8i ·a bear bereaved of h.t;r whelp~. " Thc:re 1s . a surnl~r
alln ion• in 2 Samuel xvii. 8: "F'or; said ,,Hushai, :thou knowe~t
thy father and his men, that they,b\l mighty men, :ind they be chafJi
in their minds, as a bear robbed 9f h~r wh _lps in. t.lie fieIJ:" ' .!.
"r

· . ..

.•

•.

j

I

J.

' .!

'1,'.he recapitulatory questions n rny ,pe put in the fo1lowing ma~­
ner, _with 'a view to variety in 1]1e' mQ,de of presenting the subje?t
to the children. This is very important, us a means of keeping
·
:!
up interest, and giving more exercise to th e: mim1.
. What animals have you fo!i'i1d fitted to liyci amidst trees;?
What kind of animal is suited Jo _chasing its prey in the airi?
What change in the formation or'irn olher animal renders it a good
miner, and suited to focd on inse'~ts~·---\.V Jiat kind of feet are best
adapted to a heavy, slow-moving ar:imal? W ould such an ani~
mal be able to pursue its prey? Of what nature, then, may '~e
expect to . find its food? But we now come ~o a bloodthirsty,
flesh-eating race, of which the first· family J ive vpon vermin and ··
poultry; they must therefore be ~bl<i, to ci:cep through very small
holes, to thrust themselves into _,preyices, to ci:~wl under fences,
~nd sometimes to climb heights. -.·-}l'f11;j children should endeavor to
conceive what description of bqdy a1}d what organs would adapt
Chese creatures for such habit.s.·and propensities, Who ordained
their food to be of ~such a kind, a·~d gave them the desire for it?
What, then, may W.'~ be sure of, as to th eir particular formation ?
By such questio~s as these,,_ the children may be led to see that
animals with propensities such -~Sl\re implanted in the weasel, need
e. slender, light, fl exible, yet pow;-rfu~; body, with, ~ ~mall tapering
head,
and $hort limbs armed with' cia.ws. .Let them observe tha~
.
· ~

337

/ 18nch is. the form of tho i".easel tribe, by· the actual examination· of
~.'. a stuffed specimen or a. ?icture. ·Prompt them to call .to mind ·a ny
), creatures. they may kn>w that force - their ·way through the earth,
· · or wind about through tl1e grasR, nnd under stum ps and fences.
What is the form of worms, and what their peculiu.r motion?
The weasel, anJ other animals of this tribe, are calleJ wormsliaped,* from their resemblance to worms in shape and movement.
· .Their limbs are short and strong ;· and instead of placing the entire
;, ,_.,ole of the foot on the ground like the hear, they walk on their
; ;toes:t This fact having been told them, the children should them·
·· selves draw the inference, that their step is conseq'1.1ently free, light.,
-and active. Their bodies nre so tapering and flexible, that they
move with grace and rapidity. Their teeth, being pointed, nre
fitted for seizing and tearing their prey. They all emit a very un.pleasant odor. \ Ve find tlrnt their disposition is bloodthirsty, and
. that their form and organs are ndapted to the gratification of these
_ propeusitie~. Then, by similar instances of the form and organ·
- ization of animals being suited to their several habits and propeh, sities, of which the children themselves may remember several,
.'. •lead them to the conclusion, that in · God's works all is harmony.
··: '" . There is another point to which ·attention should be drawn
'
viz., the providence of God in the . creation of a race of animals,'
which, while satisfying their own appetite, prove useful to man by
. preventing the excessive increase of vermin that by feeding upon
grain do farmers so much i10ury ..

h

'·'

The Stoat.
The children should compare this animal with the preceding
one, and _point ont any features in which they are alike, or in
.:which they differ. The stoat is larger t~an the weasel, nnd is
especially distinguished by the changes that. take plnce in its fur
ns winter approaches. In summer this i_s of a red(\i sh brown; but
in those animals which inhnbit northern countries it becomes of a
pure white in winter, except the tip of the tail, which is always

* Vermiform.
t They are called

\

'

\

15

digitigrad~,

or mov1r1 o""t!u to#.

If
:1

H
,
,.

. .-.

338

LESSONS ON .AN.IM.A.LS.-TBIBD STEP.

LESSONS ON .ANJM+LS.-THffiD STJ.J:P,

.

black. Why this change? 01;e r.;son is, that the gracious Cr"\.
a tor thus enables this creature to escape observation when the
:,g round is covered with snow. .. T he change h~s also another ad~v antage ; for its white coat enaliles.: 'it better to resist tho intense
cold of Siberia, as the heat o( its body does not pass off so rapidly
as it wpuld if its color were <4r!c (The children may not understand )t he . .r:ason of. this, but ...P:.e fact is very interesting) A:1·:bther prov;swn for tts comfor~ \~, tpat the fur pecomes thicker m
. ~~r'. ·' Man, being possesseq ~f re.a.son, is able to provide for the
changes of seasons; but God aq·!ninjsters more immediately to the
necessities of the brute creation.:11- ;!'he fu r of the stoat is called
ermine. It is considered v".rx~':vah able, and for ms the robes of
kings and nobles. The hu~t~); se.eks it in the winter season.
Why ? The facts on which_. th'e answer to such a question de·
pends have been already told 9!e ch.ildreri ,

339

chase being generally pursued in winter, the fur of the animal
being ·most thick and rich at that season, the poor hunter is ex·
posed to extreme peril, and often perishes a.midst the pnthless
wilds. The chase of thi s animnl is n. punishm ent imposed on the
exiles of the Hussian Government., who arc required to furni sh a.
certain number of sk ins aimually.
Points of interest to whi ch the chil<lren's attention may be
directecl : Th e beautiful provision mnde for the necessities of this
e.nimal by a beneficent Creator, in the thickening of its fur in the
winter season, and in the Gontinuation of this covering to the ex·
tremi ties of the toes ; and also the fact of man being able to
appropriate such animals to himself so as to derive advantage from
them.
As a summary, the children shoulcl describe whatever is com·
mon in the hn.bi ts and organs of this race of ·animals. They
ehould also re~ark upon the office they perfo rm in ~at ure.

T,he .F erret.
The children should descri"be th~ auim;1l, its slender, worm-like
body, short legs, sharp claws, pbinted teeth, and piercing eyes, and
then determine to which of th~. :itnimaTs alreadj~ examined it bears
·tlrn most resemblance. Th~i '~hould state any differences they
perceive, and be led to infei, } Rm the similarity of the organs and
form of this animal to those.~()( the ~easel and ·: stoat, that its hab·
theirs. The sanguinary disits and propensties roust be $imiiar
position of this creature is tu;.~~d to :).Ccount, in using it to clear
our premises from 'vermin; qµ \,_ihough employed and domesticated
by man, it seems quite incaij?!?
a~tachment to its owner.

to

or

J_'lfil Sa!ile.
This digitigrade, vermifor~, · catpivor~us creature, is interesting
from the high value at whicl: its f~; is estimated.
The sable is found in th~ Wrest~" and lDOUntains of Siberia; and
owing to the extreme cold ?~ ~his ic.y ,:rgion, and the fact _of the

*

The children m111 be led thems.eJ ves to notice such facts.

They know that

. man bas reason, and animals instinct, an.I{. they will be n)Jlo IP see the reuson ror
ibia difl"erent provision.
· . ?",~>. . ·.
·
:-~

..
•I

DOMESTIC DOGS.

Spaniels.
Tho children should again examine the picture of the vari e tie~
of dogs, and then endeavor to make out what peculiarity distin·
guishes the spani el from others or its race. It has a long head,
. with a poi nted muzzle ; its ears are soft, long, and pendent, fi tted
to gather the sound or fo otsteps from the ground ; its hair is silky
and waving, and either of n rc<l liver color, or black and white;
the tail busl1y. Its scent is very delicate, an<l guides it in the
pursuit of its prey. It is exceedingly docile, intelligent, and affectionate. Many instances nre on record of its attachment to its
owner. It has been known to preserve the recollection of its mas·
ter, and to recognize him after an absence of so long duration that
his fri ends had forgotten him. Th ere are several varieties of the
spaniel. Some, as lap clogs, are v ery small; others are larger, :rnd
are employed in field sports. One species, from its mode of mark·
·ing its prey, is called tho setter. The following account well describes the characteristics of this dog : "A setter dog should be a

l::.

.,

~·
,:
.
fine land spaniel that will range welJ, arnl yet at s~~p.·. absQl~
command, that when he is in fl!Jl cac.er, one 'hem' of-his ID!LS•••
~}1all make him stand still, gazf .'ii.bont him, and }ook ·in his
_\e r's face; as it were expecli ng· ~}irecti on s from hirr~ whether to p~o­
~~d s\and still, or retire. B\if !he ~nain thing he is to be tau~ht ·
! .'is, '~h~he sees and is near ~iii wey, o: a.. sudden ·.to stand ~till, ~..r
fiat on his belly, w1tjiouf rµakm g any no,se or motion ~
fall do
his mas r comes up." ·what a . ~ess{jn does such a dog teach chil· ·
dren-l What is there in th~~ ~i~ral they may · im.itate ? .
prompt obedience; his desire iji please, and to do his appointp:d
~ork ; his self-denial, giving . ~P · his. cwn pleasure to that of
.~aster.
.:"~ _ ·
.
. 'l'he pointer is another dog: ~Iso · employed by the sportsmaI).
'1t' re5embles the spaniel, but i(J1!1s less hair, nor is its hair w:wi~g.
This· dog is trained to stop a~il to P,oint to the spot where gapi,t;
lies hid. Its natural instinc,f Js. tQ : approach i~s prey stealth.\lyl ~
and then, pausing for an instai~!,:to spring upon it with an ~nerr~ng
aim derived from this pause. -~.duca,tion 1~11-s converted this short ,
rest and rapid spring into a fi~ed a.!1 d deliberate rest, which. hna
been thus quaintly described;,, t'. '.~his sem~~olon in his proceedmgs,
roan converts into a full stop}~ . '.: " ,. -- .-.
;
._ •
The dogs called hounds are us eq in h~nting the de~r, fox, ha.re,
o.nd otter. They are keen ~r scent, and are ·kept m numbers,,,
~alled a pack. Th eir fiee tne.ss s~ great ' that the ~wiftes~ horse
alone can keep pace with thr-pi,. T he ~one of their cry is deep
and mellow but the neighbq~qqqd 'of a dog kenrtel is not nry "
igreeable, a~ they make a sad . Jiov.:ling ."~hen fed. The feeding
:of a dog kennel furnishes a '-P.r;iof of tl~i:l complete obedience to
-which these animals can be :trained. {• They !lre hungry, and
know that they are about to b'e. feel, but~·they manifest no rebel·
lious impatience. The feeder "stati.;Jis h:l.inself at the door which .,
separates the outer kennel from th~ f~ediT)g room. On his nrriv1:1.i.
a cry of joy is set up by the whole pack, b.ut it is instantly silenced .
at -his comniand. -He calls, 'Juno 1....:....J un~ passf,s out ; 'Ponto '7" .'.
Ponto follows ; and so on thro;:igh tile p,~ck, everi should there be ·
'.-:8 many as thirtf' couples. l!;-:'a young :.dog 'should attemp~, t4 .
) :nove out of his order, he is serit ~ck ; ;~~e recollects bis p~alY

mm

Ifia
flS

J

....

if"

;,,

.,,.

',.:
:.:-

I.

..:.

. '} ··
- .i.

341

LJOOSONS ON ANIMALS.--THIRD STEP.

·met, and seldom transgresses again.

The pack is brought to this

, te-of perfect discipline by gentle correction."
·The greyhound is remarkable for the great beauty and elegant

:t

lightness and symmetry of its form, peculiarly fit.ting it, for fleet·
neas and agility. I ts head is very pointed, ears short and erect)
, but pendent at their tips. I ts limbs are slender, its body thin, and
etanding high ; its fur smooth, with short hairs. In disposition it
is gentle and affectionate. It is principally used in hun ti11g the
.hare, which it pursues chiefly by sight, not having so keen a scent
Ill other dogs of the chase.
The terr£er is another of the sporting dogs. 'l'wo of these
dogs usually accompany the fox .hounds. They are also most use·ful in catching rats. The terrier is a thick-set, brisk-looking ani
tnal, with rather short legs, its muzzle not projecting so much aa
. that of the spaniel. Its short legs enable it to creep under the
gmss and through brakes and bushes. 'l'h ere are two species :
one, the Scotch terrier, has very rough and wiry hai r ; the other
· has a smoother coat, and altogether is more delicate in appearan ce.
lt is supposed that, the terrier is the native dog of the British Isles.
It is remarkable for the eagerness and courage with which it makes
.its way into the earth after those animals, from the fox to the rat,
''which a.re usually called vermin. It possesses great sagacity, and
;is most daring in its attacks upon larger animals: It is used as a
guard to the house, as well as in the chase.
·· These lessons on the Aporting dogs may be useful as exercises
· for the children in drawing out a description of the various dogs
th y may see in pictures, or with whfch they may be familiar, the
1.c tenoher supplying whatever escapes their observation. They
ahould be led to observe the education these dogs receive, and the
~ improvement it produces, and draw the inference that they should
themselves value education, and be thankful for being taught.
Not only are the senses of these dogs rendered more acute l:ry
·their being used in the service of man, ~)\J.t;,ihey are also wonder·
fully trnined to forego the indulgence of thGir own natural propen
$1tios, nod to use their powers, not for th ei r own grntification, but
Th eir carnivorous nppetites would
. fo r U1at of their master.
'. prompt 'them immediately to devour the animal which their seen$
0

,."

I

}

342

LESSONS ON ANIMALB.-'l'BIRD .STEP.

LESSONS ON ANOO!J.S.--'IHIRD· STJ<P • .

has discovered, were they not. traiµed to obey their ·m aster at the
'"sacrifice of their own inclinatioii!!., ·
·

Doos_:(c~r~·~i'nuei) ).
\ In what service are those cl gi> 8mploycd, upon which you
hFe had lessons? vVhat organ s, ~ ofj, re roost useful in the chase?
, Jfow would you characterize their motion ? How are their feet:
adapted to fl eet motion? Why,for in~ tance, can they run more
swiftly than the bear? In '~.liat res11ect ani ~heir bodies better
fitted for motion than that of .1jie bear? . Th ~y are light and slen·
der, and their muzzle pointed: ·'.·~ Now repeat thgether: "The dogs
of the chase are fitted for· r;{pjd motion. by being digitigrade; and
by having a. ligl1t1 slender l1ody, and pointed muzzle." "What
sense is very important in dir~i:;ting tl;~ir pursui t? How has the
Creator wisely provided fod.his necessity? What do they need
in addition to the power of pursuing their prey ? The power of
catching nnd eating it. By' ; :ha{organs are ·these actions accom·
plished? By the teeth and claws. How are their teeth and
claws fitted for seizing and eating ·nnimals ? What is essentiarto
t11c life of animals? What is the chief food of dogs? Ho,v are
they fitted for their flesh eating prope~sity? · What are the Jes·
sons which their history affords 'vou
'(.. Teil me some other uses
~
of dogs other than that of the chase ..··· They guard our houses,
our property, and our lives. Here is a iJicture of two dogs which
nre especially useful as guards to our dy: ellings and property-the
hl11ldog and the mastiff. What do ) WU ob~erve when you com~
pare these with the spaniel tri!Je ~ · Th · ,head ·is thicker, the muzzle
short, and the aspect very fi ~rc~, T hey are bold and ferocious.
How does man make use of tl1is'ilisposition ? H e turns it against
those who would injure hl:£ or his property . . There is another
very useful dog,, which perta~s. some of you may have seen, which
i_s much use.d in the old coli.~fries in w~tching and guarding flocks
on the mountain~, and in dr~yjng tl)em from one place to another.
Whnt dog is thiff ? The shepherd's dog. \ Vhat doef! the shcp-'
herd's dog do ? Yes; he dri ves;:~ he aj1eep illo~g the streets; he

koop' tbom tog0Lh0<, .,d "1low' ~:"',~ '"'~glo. Lookmg
. ,•. •,
.

-

' .,..·
!. .

r

bio.

J

343

master, he receives his directions, and then faithfully and saga·
ciously executes his will. The dog you see thus employed in th~
streets is called a drover. The dog that guards the mountain flocks
is a much fin er animal, and it is very beautiful to see how he can
keep a very large !lock of sheep within their proper bounds,
bringing up every straggler without any violence, and knowing
the sheep of ltis master from those of every other flock. Do you
think that it is natural to these dogs to take care of sheep ? No.
How, then, do they become such a valuable help to the shepherd ?
You remember what we remarked as to the dogs of chase, how
their na tural instincts were turned to man's account. What, then,
is done, sho11ld you think, with the drover and the shepherd's dog?
Th ey are educated by man, who teaches them their lesson, and
that which they thus learn becomes a second nature to them.
flow do these dogs ca rry 011t t.he lessons given to them? What
virtues do they di8play 7 vVliat may cl1ilclren learn from them?
· ls the dog useful to the rich only? No; he is al so the poor
man's fri end. Can you tell me how? Yes; he will guard his
clothes while he is at work, and will lead about the poor blind
man. The following is a remarkable instance of the docility and
sagacity of the clog : One of these animals was in the habit of
conducting a blind beggar through the streets of Rome. . This
dog, besides guidin g his master in such a manner as to protect him
from all danger, learn ed to distinguish, not only the streets, but the
houses wh ere the blind . man was accustomed to receive alms.
vVhenever the clog en.me to any one of these streets, he would not
leave it till a call had been made at every house where his master
was usually supplied. When the beggar began to ask alms, and
was received, the dog would lie down to rest ; but the master was
no sooner served or refused, than the dog rose, wi thout either
order or sign, and proceed ed to the other houses where the poor
man generally was successful. When a halfpenny was thrown
from a window, the sagacious animal went in search of it, carried
it in his mouth, and placed it in the beggar's hat . . Even when
bread was thrown, he would not take it unl P.ss he received a por·
tion from his maste r's own l1 and.*

*

A story renders the subject under discussion very attractive. There are

LESSONS ON:. ANµJ.Af.S.-THllID STEP;• ·

f~e

Fox.

The·most obvious characte;isd~s of the fox may be discovered
1
by the. children; as, its point~d ~>~i d, its long narrow pupil, and
its lbi;ig bushy tail. They may. _b~ told that the shape of the pupil
marks it as a nocturnal ani~l; and they may be led to under.
stan~·why its eye should be ~p fof med, by considering the effect
that h ht has upon eyes accustomed to darkness, and to adtnire
. tqe odness which, by thus el)abliµg th~ eye to contract and take
in ·but few rays of light, provi~es for ti;e co~fort of the animal,
and affords another instance cif t~e kind care that the Creator
bestows on his creatures.
·' \
The fox is distinguished frpm the wolf and dog by its longer
and more bushy tail, its larger head_ and more pointed muzzle, its
long body and short limbs, it~ ~!iangular ears, !!-nd the form of its
pupils, which contract under tl!~ influe nce of light to a mere line.
The· odor emitted by the 1fo:i ,is yery disagreeable. The usual
length of the animal is about tFO"'and I\ half feet ;* the height,
one foot. The color is fawn, iµte~)n ixeq with black. The fox
digs ·out holes under ground,
whr.i1 our· Saviour refers in Matt.
viii. 20 . It is a cunning, wily- ~nini.al. In th~ dusk of the eve-ning it steals from its burro\Y~~ith noiseless step, to prowl about
for prey. Its sense of smell .~~~ of hearing are very keen ; it !is·
tens, and snuffs the breeze, attentive . to ev_ery sound, and observing
every odor. 'Willi a. crouching atL~1<lef it advances on its prey ;
it surprises the rabbits gambo~'in.g ~1,.e.~ r their burrow, the ha.re in
her form, and the poultry on t~e!t: perch. .It slaughters all it finds;
and· when its appetite is sat i!.tJ~d, it buries the remainder in the
earth, to supply future n ecessi~es, It is exceedingly particular in
the choice of its quarters. V.::!i.tn it has selected the spot for its

to

many very interesting n arratives ill~~t.-ati~g the l)delity nnd sngncity of dogs.
The.~c~ut1 fol story oft~~ ~log at Betbgelert \~.rc!lknown: There is another ia
the L1brarl'. of Entertn~11rng Knowledge, llfo.nn~r.ies," vol. i., p. 7n.
* '_Vhen the cbildre~:·nre told lhC ~ll\. of ~n ani fo nl, they a)ay be required to
mar~ it oa tbe bQnrd.;' and also when· Jold: the c_l>]or, th ~y 11ny point to some
· ·;
· ';~
specimen of the color named,
t Attitude marks character. The wolf ls bol<k)r·: thaa the fox, nad is more
'·' .
\·
.
erect.

LESSONS ON ANLMALS.-THIRD STEP.

345

abode, it explores the country to see what advantages it may
afford, examining every spot likely to prove n safe retreat in the
hour of danger. Its excessive suspicion and caution render any
new object a source of distrust and inquietude; it is uneasy until
it has discovered what it may be, and approaches for the purpose
of observation with slow and hesitating step, and by circuitous
paths. It pn sRes the <lny at the bottom of its hiding pince, and
sallies forth in search of prey during the obscurity of twilight or
the darkness of night, gli<ling along stealthily to . surprise the
partridge. When it cannot find game, it contents itself with field
mice, frogs, an ~l even snails. It is very fond of honey, an<l its
liking fo r grapes is the subject of a well-.k nown fable, and is also
alluded to in the Bible, Song of Solomon ii . 15.
'l'he young are playful, and remain with their parent about
.four months. She is te nder, watchful, and most resolute in their
d e fenc~. The children may be told these facts, and then be ques·
tioned upon them, being required also to draw up from them a
sketch of the character of the· fox; and to say what in the animal
we may imitate, and what avoid.*
There is an instance on record of the great sagacity of th(} fox.
The Earl of Thanet had a scat at I-lothfield, in Kent, and another
in Westmoreland. At the former pl ace an extraordinarily large
fox had been taken, and the earl ordered it to be conveyed, to
W estmoreland. The following year, in Ken~ a fox which had ·
run into the earth was dug out, and declared by the huntsmen to be
the very indivitlual that had been taken to \Vestmoreland. · Lord
'rhanet was in cred ulous, but hnving earmarked the animal, it was
again remove<l to W estmoreland. In the following season a fox
was killed at Hothfield, wltich proved to be the one in question,
and it is evident that it must have found its way twice from West·
moreland to K ent, a distance of about 320 miles.

The Wolf.
The children should first. determin e to which of the animals
~!ready examined the wolf bears the closest resemblance, and in
" Teacners should especinlly nvoicl having one plnn for all their lessona.
'Variety gires interest, nnd drnws out different intcl!cctunl powers.

15*

"

346

LESSONS ON .Au.'fl:l>!.A.L$. --THIBD

...

~

--::·

LESSONS ON ANIMALS.-THffiD · STEP.

~TEP •

what respect it is- like the dog, as in its general form and appear·
_1mce, its teeth and claws, &c. _}Vh it l~ are the organs that .mark
·t he habits of an animal? If ~n a~ irn1\l· have claws and sharp:
pointed ·teeth, what might we pp ~p t to be its foo d? And if it "
fee d on animals that it catch e~;- for ,\!hat kmd of motion must it be
fitted? H ow is an animal fi Lt(:rlJor. pursuing it s prey? Let tlie
children then consider the wqif; ;;.nd say what they think its habits
~ust be. Its claws, sharp te01'h~ an <l light, pointed form, indicate
that it lives on animals which itpu~s~es. What sense guides carnh-orous animals in the chase{. '1.'L.e wolf has a very keen scent.
Let them compare the erec;}~rw¥d ears of the wolf, with the
thrown·back ears of the pursued hare, and find out the reason for
those of the one being direc0ri for~yard, of the other backward;
-. . and acknowledge in this ti~~ ~1~:isdo'in and the goodness that fits
each animal in every respect j'o.r il;e habits that are special to it.
H aving determined the poin~s -~·f ,,t.Bscmblance between the wolf
:and the dog, the children s~8µ!d <liscov.er in ~hat respect they
:. differ, and so arrive at the · cb.,-iracte/istics. of tlj_e wolf. Th e wolf
is stronger nnd larger than th~ _dog ; it i5 osses~es great muscular
power ; its height at the shou'! der is· about two fee t six inches, and _
about two feet four inches b~h~.n~ ; the le_ngth, fro m the tip of the
muzzle to the root of the taiCth_rec -fe et eight Viches ;* its coat is
very rough and coarse, of gi·ayish yel)ow cofor, with a black
oblique stripe on the for e l eg~; ' its eyes a):'e placed obliquely, and
Its ta.ii hangs down. In char~p teZ:: it po·s-sesse~ JlOne of the noble
q~alities of the dog ; whilst j(jl'l fe~ocioi:;g, cru11l, and sanguinary,
jt is also cunning, wary, and ~c~~yardly. :~·n foriner times this tni·
..tnal was the dread and terrpr sf Great )3 ritai_n. The mont~ of
·January was then called woJ[ _IJIOnth, bc~ause at that Season f he
wolves, not being able to finq ~1rn ir ~ sual fo od, used to come forth
,.from the forests and attack rria~: K ing Edgar Jid much to rid the
land of these pests, by chanifoig th e ta.x' levied upon the vV eluh
· into an annual tribute of 306· wolves' hea,ds. lµ the early settle·
ments of some _portions o{tJ1is country they ' were also quite
troubleso1pe. . How thankful i;_houkl we be th ;~ t we are not now
''exposed to such ·dangers I ('l;he :.'childr!)h shou1d draw the com·

a

.

,.;

*

· ·~

!

·.;.

The children should mnr)r;._.the s i~.~ on tqe board •.

•.

..

t-:s.'

,.

'··~

.... ·

--,

_. · ;

.-

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347

parison, and s11,y what feelings our improved condition should in·
spire.) There are many allusions in Scripture to the ferocious
character and nocturnal habits of the wolf. (See Matt. vii. 15;
Ezek. xxii. 27; A cts xx. 29.)
Though the wolf is in general a solitary an inrnl, it unites in
troops fo r th e purpose of securing its prey, and shows its cunning
in the stratagems it employs. vVh cn wolves nttack th e deer,
which is greatly their snperior in swiftness, they arra nge th em·
selves in the for m of a semicircle, and creep ing slowly towartl the
herd, they eil her completely hem them in and surround them, or
urge them by hideous y ells over some precipice in the only direc·
tion they leave open to them.
This courne may be completed with reference to the list given
at the end of the Step.
MJ SCKLLANEOUS SKETCHES.

Fo~ the sake of vnriety, occasional lessons may be given on
animals belonging to various classes. V ariety secures interest.
For sketch on a bird, see " The Ostrich."
1. Sl.:etch of a Lesson on the Ostridi.

A daptation of its structure to its mode of life :
1. The size of the head is adapted to its long and slender
neck
2. The eye, furnislied with an additional lid which can be
drawn down at pleasure, is peculiarly protected against the intense
heat of the sun, and th e fine sand of the desert lands in which it
dwells.
3. The feathers of the wings, being loose, and not furnished
with barblets, aid the bir<l in running.
:.
4. The great strength of its large legs enables it the better
to take those long journeys which it is obliged to travel in search
of food.
5. The memb rane of the foot, and the pad whi ch it incloses,
give this bird lightness and buoyancy, and fit it for its passage
over sandy deserts.

LESSONS ON ANThLU.'3 ........mmn· STE!»

LESSONS . ON

6. The pad on the breaatbone constitutes a, safeguard a.gains1
inj ury from any h.ard substanc·e wh~n the · bird. is r.e sting on ·the
ground.
·
'
.
The lesson should conclude ) y {!rawing the proper inference
froqi such complete adaptation of organs to the peculiar wants of
tJrn bird. '
· ';
j · Birds, as a clnss, arc referred to . the F ourth Step. It would
prolqng the Third Step too much, qill it include a full course on
birps as well as on mammals.
· . ., · .
· Moreover, children, when they ~:ilrn the advance of a Step,
like new subjects, as well as new plans . . ·
A class of students might construct:" t .J.ic Li~i1," "ThQC11mel," or "The

Eagle," as "The Ostrich."

.-

·

··

·

- 2. S l.:etcli on a R~k~ile--,,- Tlic ·Torto ise.
-:~..,_

.

I. IIabits.-The Lortoise li~-~ !J· either on land or in water. It
moves slowly on the ground, bu\:·~·~ ~s beautifully. It comes on
h nd to. deposit its eggs, of which .jt lays a g reat 11umber; scrn pes
a hole m the sand, and leaves them to be hatched by the heat of
:~e sun. How their eggs .1:1ay dis~~~g~ished 'r The eggs of
b.!rds become hard by bo1hng ; ' those of reptiles become soft.
'.J.'he ·eggs of the tortoise become
What, therefore, would
·
you infer that it is'?
. 2. Parts, &:c.-The tortoise has ~ small head like that of a
serpent; four legs; a tail_ Childrel}. to d~ci<l e how it defends
~tself. Name means of defence p.ossessed _:.by otl1er animals. It
has no horns, no sharp teeth. · Child.ren tQ infer that it cann·o t
:fight. Reference to the hare and.. thc mous~·; also other creatures
t11at cannot. What these do wh~}l
ene.my approaches? But
t~e tortoise cann~t- nm awa~ . . ·'.flow'!, ~he~j kept in safety ? It
~:i-s a hard covering. D escribe sh el~; V ~ry strong. H1ick, and
h11:rd ; formed of many pieces. (J:!raw. on the board to show how
t hese are joined.) Draw a cliagr~;n_ representing '. tl~e shell of the
back. There are thirteen la rge pieces in the middle, and twentyt~ree r~>Und the marg~ p. Let Jlie.. children count the number of
.ri1eces which · com po\~ the she!}.: / Under part alsa: q_overed witb

?;e
sott.

an

1

'I

349

ehell. · What they can call the · tortoise, · and why? Compare
with crocodile, &c. Children to name the parts the shell does
not cover. Tail has a scaly covering of its own. Head and
four legs uncovered.
How protected 7 Can be drawn into
shell. Picture out the tortoise on a bright, summer <lay, floating on its back in a calm sea, and enjoying itself. No enemy
able to hurt it. How kind it is in God to create this creature
for happiness. After floating for some time, it will want to
swim. With what~ How fishes swim 7 How the tortoise will
be able to swim without fins 7 Show how beautifully its feet are
formed as "paddles" for this purpose. After a while it will
have to come to land to lay its eggs. Whether likely to go far
inland, and why not? Care it takes to find a safe place for its
eggs. Who enables it to do this 1 What would happen to the
eggs if this were not done 7 It scrapes away the sand : how
formed for doing this T
Sumrnary.-The tortoise is a reptile. It is protected by a
hard, st~ong shell, wliich covers its body, and underneath which it
can draw its hend and legs. Its feet are formed into "paddles,"
to enable it to swim, but furnished with nails hard enough to
scrape away the sand where it wants to make a hole for its eggs.
If time allows, tell the children that the shell is used for making
combs, &c. ; that men catch tortoises by turning them on their
backs, with spikes, when they are on Janel ; that they cannot get
up; they then take them away, and hold them over a very hot
fire ; the upper shell loosens fr om the lower one, and falls off.
The poor ~r eature is then set fr ee, and in another year a new shell
appears.
Students in trnining mny construct a sketch on "The Frog," as "The
Tortoise."

For a sketch on an " Invertebrated Animal," see
3. The Earth Worm.
Habits. II. Parts. III. Uses.
I.-1. Worms live under ground. They come to the surface
when disturbed ; also in search of food.
MATTER.-!.

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350

LESSONS ON ANIMALS.--THIRD STEP.

_.f •. Worms, when they appear apove· ground, keep their tails
firmiy fixed in their holes, that they may retire on the least alarm.
E.\:'.~l1 when altogether on the grou~d, t~>ey adhere . to tl)e surface, '
an'd.are not -en.sily removed.
',. · ·"
·
- , ~~ - Worms feed on a v ery fine m_ould, which co11tains particles
putrid matter. . They sometimes !:?j e~~ their food. What they
tl~ro w up is called worm casts.
-

formed with a skeleton cannot do so. Show the use of this con·
traction and expansion, by explaining how the creature moves.
To show that th e skin should be tough, r efer to the effect of dig:·
ging the ground with the ha nds.
2. The diffi cult.y of lifting the worm from the grounu. The
advantage of thi s to the worm. Refer to the condition of a worm
on a street pavement, or in a stone quarry. "\Vhy, in such a place,
it must perish ?
3. ]]cad.- vVhy no eyes and ears? Refer to its habitation.
No nostrils. Finds its food by touch of lips. Compare animals
having brains, with brainless animals. Children draw conclusion
from examples.
4. R efe r to the character of the food; whence children judge
of the small amount of n utriment it contain R, and what difference
this makes as to the quantity consumed.
5. Refer to the h oles in our face. Absence of nostrils ren·
dering some oth er means of breathing necessary.
6. Refer again to the habitation of the worm . Compare it
with warm-blooded animals living und er ground. The mole. Its
covering. The exercise it takes. The worm has no covering,
and no power of taking rap id exercise ; but these are not needed
by it.

of

·: II.- 1. The wor~ is boneless, and covered wit11 a thick skin,
:Wl:;ich is formed into more than a hup.d red little rin15s.
- 2. Every ring has four sharp, hool\_ed b: istles ·on the under
sido, These the worm can lift up
pr~ss down at will.
::·q. The head is sharp and poin t~d. ·-It has a mouth with two
flesl1y lips, but no eyes, nostrils, eaf~, nqr brain.
:: 4. The worm has a large sto~aCJ1, which runs nlong the body
to ~he end of the tail.
..... ~·.~:. :~.
- 5. · The worm has four holes do\y~ t~e back, by means of which
it breathes.
< ~,
6. It has reddish blood, which l~- cold.

-or

III.-1. It removes and cons_~;hes d~caying vege table ·matter.
2. W orm casts are a fine maii ~e fo r grass.
3. It loosens the ground.
_.:. :. _1_ ::
4. It serves as food to various class11s-birds, moles, and fish .
'
.
_.
M ETHOD. I.-1. \Vhere the- bhildren have ;seen worms?
W here they hide? Disturbing cati;es ·likely to bring them to the
surface ; ~ _d!gg_ing,. uprooting of \ rei s, &c. _ N ecess_ity of the
worms movmg about m order to o~btam foqd, brought out by com·
par~on of animals with plants. _
.: -'< _:·
·
2. R efer to previolls observation and experiment.
3. Children to judge what food \Voq11s are-likely to find und er
ground- roots, slugs, grubs, &c. •, Yfhy: such food is unsuited to
the worm? It has no teeth, therefo!,e it~- food must be soft. Give
information, and explain putrid. . <:~,,;·
·
_II.-1. Bring out boneless, bJ.--~0.pip~r~son with the arm, or by
lettmg the children fe el the worm~ ~llustbite : by m eans of a piece
of sprin? wire .with a Jqng needl~ p~~t througl1 the r ing, to show
that . while a bonoless·"body can c~p.tl',!lct _and lengthen, a body
-~:.: · ..

}

"""
: ·: ....

'

j,1j

.q)

.

III.-1. R efer to th e nature of its food. Effects, if not re·
moved :
2. T ell this.
3. Compare garden beds with garden paths, to show that m
loosened soil the rain penetrates. The fibres of plants expand.
4. R efe r to previous observation.
IV. Summary.-Children write out what matter they can re·
member under each hP-ad .
Students iu training may construct "The Dor-Beetle," as "The Ear th
Worm."

4. Tlte Fish.

I. I:labits.-Found in water ; some in salt, some in fresh;
eome emigrate from one to the other; some frequent shallow, some
deep water. Usually they move with great rapidity, and in direct

~~.-

i~;

......

351

LESSONS ON .ANIMA.LS.-'i.rHJRD ST.EP.

- -

...

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352

LESSONS ON .ANix.us •.'._THmD STEP.

LESSONS ON ANDIALS.:.....THmD STll:l>,

lines, . dis~overin~ their p:ey by. the,' sense of sight, do.rting on i~
i:iatchmg it, and msta~tly swall()yvii}g .it ali ve; red blooded, though
. col.d blooded ; breathing air f9_und :· in .water by means of gills ;
..: dymg when taken out of the '.~ll}er ; yo ung produced from spa wn;
. patched by the heat of the sun:'
Let the children condensi\~;hat has been found out.
the ·actiona of the fis h under ,three l1eads:
·.

Classify

1. _Moving (_ij~im:cning).
2. Preying. · -'.'· ..
..
3. Breathin~, - ( W .

II. Adaptation '~( I'arts t~ IJaq~s.-1 . How adapted to sw im·
ming?
.• '-~· .
(a) By its shape: Poin't~~ m1jzzle · head set on shoulders
~ithout a neck; shoulders roµ~;ded :· body roun ded and tapering;
ta~ set edgewise. vVhy? • ::. }
· (b) By its covering: Scaie;...:._:~tron""
Ji 0~ht, smooth ' ,vater
~
01
<
proof, often varnished. Whyf .· R efer lb the artificial fli es uoed
by-anglers-formed of many pi~~es~. Refer to a suit of armor.
( c) By '.ts limb~". Fins-~i~~ t•.i~~g, flat, undivided . Why?
Compare with pos1t10n of tl1 ~}l ngers wh en swimming, _and with
the webbed foot of a water bfnL How the fin offers resistance to
the water ; also its nse in b~l ~iic;in g the fish. 'J1~fer to the insta·
bility of the element in which the creatur~ mov s.
Tail compared wi th the' §~; a; to s,fze and position. From
~he difference in position, lead 'ct.he ~hil d~~n to infer that t.he use
$Ould be different. Use of t_fl~ !ail'.in gtiiding the course of the
psh described and simply illu~ trnted. ~
·
2. How formed for prey i;;g:' :
(a) Eyes- size, position. · ·AJlsence of eyelid. Why?
·. (b) Mouth-its width. Ti:~! h- com n~re with teeth of mam·
~als, and refer to the food q(Jhe fish. '.~ umb er of rows, shape,
direction.
:::..
··
•

3. How formed for hre:it.hing in' the water?

R efer to the

~un:ian lungs, as a ~pongy s~Yi~t;mc~, pervious t{ air and full of
yein.s, filled -with blood, to wliic.h the aic pen~trate~. Exami ne
t he gills. . How they differ. Ext~~al ori ans, consisting of a sue.

.

.

··.:

;.

:.:~·:.~

..

. ·, : ··~

.·'
~

·

-~ .

cession of plates. The skin wrought into fringes at' the end of
each, 80 as to expose the greatest possible quantity of blood ~o
the air. By experiment with a piece of sea weed, or of a buffalo
robe, show that the blood is brought into contact with the air only
when the gill is under water.
III. Summary.-Children write out what they can remember
under each head and sub·hcad.
Students in training construct a lesson on "The Whale," as "The Fish,"
and then draw up sketch 011 "Comparison of Fish and Whale."

B.J·

>.

353

Lessons on Parts of Animals are sometimes advantageously
given.
EX.AM P LE.

5. Horns of Animals.

Get the children to name an y animals they know having
horns. Show tlfe pi cture of a cow, a goat, and a deer. L et
them find out the difference in the horns of these.
1. As to Position.-The horns of kine are placed in front of
the head, and extend upward and outward. (W. B.) Th e horns
of goats slant backward. (W. B .) The horns of stags br~nch
in differem directions. (W. B.) Bring this out by drawin g the
outline of a head, and let children represent the three kinds and
directions of horns.
2. As to Fonn.-(a) The horns of kine are ronnd, bro(l.d
at the base, and tapering toward the point. (vV. B.) (Com·
·pare with cylind er and cone. ) 'rhey are curved. ("Vv. B.)
(b) The horns of goats have the same general form, but are
larger than tl1 ose of kine, and less curved. (Vv. B.) (Com pare
them. ) ( c) 'rhe horns of stags spread out from the base, like the
branches of a tree. (W. B.)
3. As to Substance.-Horn is a stiff, hard, semitransparent,
yellowish·brown snbstance. The horns of kine and goats have a
bony core, that fills up the interior space of the horn. S ta.gs'
horns differ, in being solid. ('W. B.) Children observe an<l deecribe th e material of wh ich horns are composed. Are told that
the cow's horns are sometimes used as drinking cups. ·why 1

. . . . . .•..

354

LESSONS ON ANIMALS.-FOURTH STEP.

That goats' horns are the sam~. i~ substance. . How stags' hornr'
9,iffer ?
.
· :c:· •.·.
·"
.
4. ·A s to Usefs.-Horns are giv:~I\ ;i.:s ·a means of defence to crea,;
twes that would otherwise be deferice less. (W. B.) ('\\That
cows do with their horns? goats? rams? Refer to the poor
. ~~~ted stag when it stands at ba):,) _:Why God has given l1orns
0 these animals? (Com pare the. tee tit lin<l feet of horned animals
With those of carnivorou8 animal.a.}. , ::
Students in training construct a lesson qo " The Teeth or Feet of Ani·
mals."
,...

?'.

L I S TS

0 F

S U B J. E C

3 S.

Class Ma;.~uMp.

I. Monkey.
Ourang·outang.
Baboon.

·.:
:~II. Bat.

Horse.
Ass.
Zebra.

Fox.
Wo!f,
;

F(

VI. C:i~ ..,:.
Lion.: ·
Ti&cr. ·

..

x.

Buffalo
Cow.
::Jheep.
Goat.
Antelope.
Camel.
Giraffe.
Deer.
Reindeer.

Leop;i.td'.......

III. Mole.

Panther.

Hegdehog.
Porcupine.
Ant Eater.

Hye?_~·

VII. Brown Bear.
Polar Bear.

IV. Weasel.
Stoat.
Ferret.
Sable.

v.

VIII. Seal.

XI. Beaver.

Whale.

~quirrel. '

Domestic Dogs.. IX. Hippopot mus.
Rhin8cerqs.
Spaniel.
EleP,hant.
Pointer.
Hound.
Tap ~t
XII.
Terrier.
Pig: ::
, ·· ~~~ -: .

}fare.
Rabbit.
'.Rat.
Kangaroo.

'1

MISCELLAN:(ous . f?UBJEOTS •

......_., :·/:.\

B oa Constrictor...
' " Rattlesnake.
Viper.
Common Snake.

Alligator.
Turtle.
Tortoise.
Frog.
Toad.

Salmon.
Cod.
Sole.
H erring.
Pike.

.··

Lobster.
Starfish.
Bee.
Ant.

Housefly.
Beetle.
'.•Spider.
Earth Worm.

FOURTH STEP .
CLASS OF BIRDS.

The teacher should begi n by procuring a full set of pictures;
specimens are still better. 'fhe children give the name that ap·
plies to all ; then, as far .as they can, the name t.hat applies to
each. .,A.re told that it is the object of the lesson to pnt all these
b.irds into classes, or groups. Children exercised in finding points
according to which a classification may be mad e : A ccord ing to
color; according to size; as wild or tame; acco rding to habi tation, food, or structure. Chil<lrtln led to decide on the best basis
for classification-structure. The best poin ts on this basis are
beak.v and feet. They may then begin to classify. If they need
guidance, teacher may direct their attention.
I.-1. To the eagle- the king of birds. Why so called ?
How characterized ? Size, beak, claws. Children t.o infer the
habits indicated by this structure.
Select birds with simi lar
characteristics ; as, condor, hawk, owl. W. B. in column under
title of "Birds of Prey."
2. Children to find a distinct group of birds. They choose,
say the hen, turkey, peacock, on account of their resemblance,
having blunt beaks, strong l"g", heavy bodies. W. B. in column.
Give the term Ground Bfrds. Children say how this name
applies.
3. A third set of birds to be found. Children select, say stork
and heron, for their Jong leg'<, bony beaks and necks. Form
column under "Stilt BirdR.
Na.me-why given?
4. Children may perh aps next select. the duck, goose, &c.
May be t.ol<l that all birds I.hat fr equent large bodi es of water,
wlrnther fresh or salt., h;i. ve one important characteristic, which
11

Shark ··
Dolphl11.
Torpedo. .
Cuttlefish. ::.

355

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856

LESSONS ON

.A.Nl'.MA.r..s•....:...FOURTII

mu~t fi~~

LESSONS ON ANIMALS.-FOURTB STEP,

STEP.

f:~t)

ttey
out (webbed
.. ·write column under "Web·
rdoted Birds.
. .
·
) 5: To lead .t hem to dis~ok~r nnothe<· class, they must be told
to compare the feet of the bih ls t hnt remain unclassified. They
will soon distinguish the climb jng birds.
Name given, and
column made.
'·
6. Children to be told that all the remaining birds are classed
.' :
together as Perching Birds. '

IL Children mention variou~ birds, and decide in which
column each name is to be written:· T he blackboard may appear
as follows:
Birds of

Pr•y.
Engle . .
Condor.
Hawk.
Owl.

(}rov.114
Birds.

Heu.
Turkey.
Peacock.
Quail.
Partridge.
Ostrich.

Stilt
Birds.

Wt h-footed
Bird•.

Heron. . .: .
Stork. ,; '.
FlamingoA
Ibis.
' ··
;•.,.

.. ·~

Climbinu
Birds.

Percl.inu
Bird•.

Goose.
Woodpecker. Raven.
Dui:k.
Magpie.
Parrot.
Peiig\dn.
Pigeon.
Gull.
Cnnnry.
Frigate Bird.
Lark.
Nightingale.
.AfbutroSB.
Thrush.
Wren.
Robin.
Kingfisher.

In recapitulating, the orders should be ~rranged as given by
naturalists, and the term order q:iven.. W:hether or not to give
scientific terms, as Raplores, maf be left to the discretion of the
teacher. The English term& . w~uld see~ to be as good as the
Latin ; thus,
11t Order.

Raveners.

2d Ord;,., .
....-; ~

~

Perch~fll:

3d Order.

4th Order•

Climbers.

Scratchers.

,·

5th Orikr.

6th Or!Ur.

Waders.

Swimmers.

-:.-:.

.When the tf)acher n~rnes the' order, the children should be

al?le· to 'give e~amples, 4l;xamples given by the teacher; they
refer to the .orMr~ Lessonil ~eed to be giv~n op the subordinate
groups ;

..

~~

..

as, · ·

·'.··· ~

D'

Raveners

Perchers

J rnrna1·
1Nocturnal.

357

{ Feeders on fresh flesh.
Feeders on carrion.
.

The Crow tribe.
The Swallow tribe.
The Finch tiibe, &c.

l

Refer to any good work on Natural History.

For example

of Method, see sketch on
1. The Swallow Pribe.

I. Teacher tells the children that they are about to inspect a
spec~es of bird which spends almost all .its time in the air, and
hardly ever touches earth. Requires them to tell, first, what
organs will be in constant use (wings). Of what general character these must be (large and strong). Secondly, which organs
will hardly be used at all (legs). Of what character these (probably) will be (small and slender). 'rhirdly, what kind of food
the birds will be able to find in the air (insects). Fourth, what
birds will do when the cold winter comes, and no insects are to
be found? (go to a warmer climate.) Fifth, whether they ( children) can name the species they have thus far described?

II. Teach er produces specimen of the swallow (al so a specimen of a bulfinch for comparison). Children will tell the struc·
ture: Long, slender, tapering, and light body (compared with
bulfinch); very long wings (compared with the body); broad and
forked tail; very wicle mouth; very delicate beak (compared with
that of bulfinch); short, slender legs; delicate but long and curved
claws; thick plumn ge, smooth and glossy.
Children required to explain the adaptation of this structure to
habits. If they have been previously trained, it will no longer
be found necessary to question them on separate points. 'l'hey
will at once give the required explanation. Thus: Body light,
that it may be easily sustained in air; long, slender, and tapering,
that it may pass through air more swiftly and readily; thickest
just below the neck, where the muscles of the wings are devel•

...
~58

LESSONS ·· ON• A:NmALS •.,-lfOURTH &TEP.

oped, tha.t the\ muscles may 'be: · \a.J.'~e and · powerful enough to ·
~ove ' them ; t31Pering,•. for . lig~tn_.es_s,! . tail expan~ed, to- help to
~pport the bod}\ ; length of wmg,-- u1dicatmg the immense power
~f flight ;..._ve1;p'wide m~uth, ~o(·:Cat9hi n g its prey on the wi~g ;
delicate bea'k, correspondrng with th~.-.·gene ral delicacy of the bud,
indicating the soft character of iJ;§ foqd ; Rlender l e g~, not required
for walking; thick plamage, t9_ mect alteration of temperature;
glossy plumage, that little fricti_?n,.~may impede its ~ight. 1~cach.e1
directs attention to habits, wh !cp children do not so readily dis.
~-over : That of keeping insects. in tpe mouth tili many are col.
]ected; that of clinging to roof~ 1 '·&c . 1 when rest ing for a moment
in flight.
,
III. Teacher presents specirn-~ns "'of sw ift and marten. Chi}.
dren 'compare these with swallgw. . :Find swift the largest. ; c11-n
~y farthest; marten the le~~t.,- S wallow distinguishe_d - by . t4e
peculiar beauty and burnish ~,its plumage. Information given
as to the number of hours t}{ese .birds pass in the air daily.
Character of their movem ents. - ( Exercise the conceptive faculty.)
:Kind of nest. Special kind of (ood. Time of. their appearance
and departure. Countries to w bJ~lUJ:..qy migrate. S cripture and
poetical reference.
<.:.. ;,.
Summary.-Children write~' qµt !~~son under hea<ls:

I. - Birds of swallow tri ~~'- -· ' Bow disting uished?
II. General struc ture. ';:, Habits, and a<la.ptali~-~:Pf struct.iire to them.
'
,.....
'-· "·.. -

rrr.'

2. Incidental Lesson

on .-the I1cibz'tntions of Birds.

:'1:· - I. Introduction.-G et a li~t from the childr!'! n with referenc~
to the various habitations all(-( localities of bir<ls. (W . B., sup·
plying their omissions. ) Th~)iS-t J"Q ay stand thus: Eagle, owl,
lark, rook, magpi e, ostrich, he1l> . ~\~all o~v, heron, sea gull.
. ,_ II. Let the children say ::Y.lJat ~l~~y k now ' about the eagle.
What sorts of place~ it frequ ~nt~, or wh ere it rears its y oung.?
Give any information required, ;mc1 --help-1 he childt en to form a
vivid concP,ption of the craggy IIlC>~tai~~lop, far above the . dis·
--~
f

.....~:

j

-

'

LESSONS ON ANIJIL\LS.-'-FOURTJI STEP

359

tant village ; the few sticks that indicate a nest, &c. ; the owl in
. , the church tower, covered with ivy, looking forth at night like a
sentinel ; the lark, hidd en in the meadow, springing 11p, soaring,
singing ; the rook, with its compani ons in th e tops of the tall trees
near the mansion house ; the magpie on the ap ple tree in the cottage garde n ; th e ostrich, wi th even pace, faster than t he gallop
of a horse, scudtling over the interminable expanse of sand ; the
hen in th e farmy ard, by the barn door; the swallow circling above
the pond ; the heron on the edge of the marshy pool in the hollow of the dark moor ; the sea gull cresting the white waves, or
resting on the cliffs that border them. The children will recognize
the goodness of God in peopling the world with so many beautiful
and happy creatures. They will be ready to say: "0 Lord, how
manifold are thy works; in wisdom hast thou made them all; the
world is full of thy goodness."
CLASS MAMMALIA.

1. The children, having finished the course on birds, may be
required to draw on th eir previous knowledge of mammals, and
to make a classification of them on the blackboard. A record of
their work shonl<l be kept.
2. N ext time teacher offers some help, directing their atten.
tio11 to tli e points which should guide th em in cla8sify ing; a~,
limbs, teeth. Th ey make a second list.
3. N ext tim e the teacher gives them the number of orders.
Children make third classification, whici1 is compared with the
proper one. Where this differs from th eirs, and why?
The separate groups of mammals may now be taken up, but
usually with brevi ty. Example:
I. 'l'h c D og 1h'be.

I. Origin of clogs. . Other animals of the clog tribe. Ani·
Their general characteristics.
lnals of the dog tribe name<l.
Origin of the dom estic dog. Whether from the jackal ? th e fox ?
• '- the wolf? or an original dog? Resemblance in habits to the
~ jackal, and in structure to the wolf. Point of difference in posi·

.ANI)i:~.--FOURTH STEP.
f.
t ion of 'the eyes, and possibleJ·!ia~on for this. Comparison of the
·wolf an~ dog as to disposition: . :~, .
II. homestici.ted dogs. Di)feren t grQups, ~nd characteri~tica
,Pf each. European clogs compared with thp~e of the East.
~Scripture illuset-ated. European ·dogs J h·ided inlo three groups :

360

LESSONS ON

1. Arctjc dog$.
2. Hu~fmg dogs.
3. Wat~h do.gs.
~.

1. Arctic Dogs.- Where --f~}m<l. J From the name,. children
· decide in the north of Europe ,uid lcel:ind, though also JD Kamt·
. chatka and China. How 4.i ~ t1.11g1\ished ? V ~ry sharp muzzl_e ;
. pointed ears ; shaggy hair, long a~ ti!e ne_{:k ; e)evated curle~ tail ;
color black, white, or black and wlpte. .-_·How connected with the
second group (by the N ewfom~~lan:,L) " '.
2. Hunting Dogs. -Where founO.? . In all the temperate re·
g ions, but especially in Europe. ~low · ':~ i~tin&uj~hed (large pen·
dulous ears; large jaws ; long 1'. 8"i :tl11ck ; t111ls). W~at the
group includes (fox hound, stag ho'.'nd, pointeii s,etter, t errier, and
Danish dog-spaniel a cross) ...
,
.
.
3. Watch Dogs.-Foun4 )!~ . all tem perate climates. Physical
characteristics not so marke~>.s in the othe_r groups. Greater
variety in all respects. Reason fo r this. I11cludes all shepherd
do"'s. also mastiff, bulldog, and greyhou,p.d; the two last at fir~t
1
sight dissimilar, but nearly allied, hav ing d~li.c;;te fee:, slender tail,
good sight, imperfect smell, fer9c ions disposi~iqn, Insl: greyhound
called wolf dog. Anecdote o{ How the tlmd gr~up is connected
wilh the first? By the sheph~rd's dog. Hmy with the second?
By the greyhound.
,- .:- ·
III. Conclusion drawn .. as to . the general characteristics of
each group. The first are n.~arest: to a ~tate of_ nature '. th: second
show in the highest de"'ree.·~·the effects of phy~ical cnll1vat10n ; the
·
"' .,
·
l'
U of
third have mo~~ intelligence. Anec'dotes proving _t iis._ . se .
the dog to man, in every stat,;_. !Jood~(.ss of God m givmg lum
auch a. friend.
.- · ~'
·
., ·
I'

."'-·.

.

"

LESSONS ON ANIMALS.'--FOURT.H STEP.

2. The Cat Ti'ibe.
Animals of the cat tribe compared with those of the dog
tribe. (Terms feline and ccmine given.)
1. Comp:ucd with respect to structure: Budy, limbs, feet,
shape of head, eyes, and teeth, covering, feelers.
2. ·with rC'spect to hal>iLs : One found in pacb, and th e other
alone, or with its mate. Character of food. Methods of securing
their prey, &c.
3. \Vith respect to appearance: B eautiful markings, spots, &c.,
on the glossy fur of the one ; shaggy hair of the other.
4. Wi th respect to di stribution: The conine tribe is found all
over ·the globe; the feline tribe chiefly in torrid regions, thinly
inhabited by man. vVisdom of this arrangement. Species of
each tribe distinguished.
What species are found in the Old
vVorld, and what in the New?
INCIDENTAL LESSONS.

3. Animals Used in Efonting.

I. Animals of the Dog Ti·ibc.-Draw from the children· the
fa ct that animal s hunt ns well as men. \Vh at kinds of animals
hunt 7 Dogs. Child ren to say how the dog is adnpted for hunting. Refer to the wolf as a natural hunter.

II. Animals of the Cal Tribe.-Tell the children that in Eastern countries animals of t he cat tribe are use d for hunting. Let
them compare these with creatures of the dog tribe, and find out
which make the best hunters. Creatures of the cat tribe (a) cannot run far; (b) are less docile; (c) are more bloodthirsty. Give
nccount of the chetnh, and, from the facts before discovered, let
the children say why it must be brought in a cart to the fi eld 7
Why blind(old ed 7' \ Vhy allowed to drink the blood of its prey 7
III. Animals of the -VVeasel Tribc.-Produce picture or speci·
men of n ferret.. R efer to its tribe. Kind of animals it hunts
(rats anc1 mice). How t1daptec1 to · this kind of hunting 7 T all
children that it is oft en muzzled, and ·set to hunt rabbits. Com·
pare the cat, dog, and ferret, as tameabl,e creatures. Refer to the

16
I

.,1

361

362 --.

LESSONS ON .A.Nll4J.8.-

FOURTR ~TEP.

.'o tter and ic~neumon, creatures :~f, th~ ferr et tribe, as emp~~yed in
:India and :Ji}gypt. Conclude w1tli referen ce to the power given by
·G~d to man over the inferior cr;{ltur.cs. How it ~hould be used? .

LESSONS ON ANIM.ALS.-FOuRTH STEP.

863

3. They have large .eyes.
4 · 'l:hey have ears pointing backward.
5. 'Ih ey have long bodies.
Use of each point to the rod ent?

•
4. Sketch
... .

onRodems.
' ·.

I. Order.-Present stuffed speciinen or picture of the squirre~
rab~it, hare, rat, mouse. All OJ arly, with a picture of o. beaver.
Children, who name each, are t qld they are grouped together, and
required to find' the basis of clo.ssifi cation. I t might be size, for
they are small lrnimals; or di~position, for they are timid; or
character of food, for they live ~ on hard substances; but the chil·
dren kni;>W that animals are class~d accoraing to· Structure, espe·
cia,lly the structure of the fee_t arid teeth. Examination of the
feet presents no special char~cteristics.
must ·look to the
teeth. These creatures are named from the mariner in which theyuse these. They gnaw, and a~e ti;erefo ; e caHed rodents.
II. Structure of Teeth.,,.-'t_eeth of specime11s examined, and
diag ram placed on the board. ··.
1. Incisors : Sharp at the ed ge, chisel ~haped, meeting the
opposite teeth in n semicircle ~ · Tell d;lldren that the front
surface is of the hardest enamel, the inner su;·foce of softish bone.
What must happen to teeth _that are constan tly working against
very h'.l.rd substances? They l)'lUst ,,,;ear away rapidly. · How
this is provided for by constant growth of te (!th, &c. Which sur·
face will wear away the soon.~ r? (The inner' Burfacc.) Effect of
this arrangement on the ~l1a_pe of the teeth--securing always a
'·<'..,
.
sharp edge.
2. Grinders: Ric1ges-y1~ir di rection, fr om sicle to sicle. Chil·
dren find in what directi® the rod ent must move its mouth to
grind its food. Are told t~e ~creatures are fornished with a strung
muscle, which gives grcat''p~wer ,to the movpment of the jaw.
. 3 . . yanine teeth absent:.. Rodents have rtq weapon of defence.
Ohildr'en tp find·five meaii>i'by >t,.hich they are protected.

we

-~"" .

. ·~

1. They are sma}!·
;.:
2. They are ver)~,. timill.:
.;.;,

J :

[J
III. , S1tmmary.-S ubstance written on the board as dictated
s~ tll1e ~ luldre n i t~1 e teacher, however, leaving ellipses fo r them to
PP Y m _reprod_ucmg the lesson on paper.
Gnawmg
include _ _ . Tl iey are so named because
Tl ammals
I
.
iey iav~ sharp - - , which enables them to - The.
D d front surface JS - - , the under merely - - - Constant.
. JS
. remedied
. . by
ee mg upon - - causes - -· Tlus
T he soft bone wears away while the - - Tl . l
--.
th. ·
,
'
·
1e ac vantn"e
of
0
18
is
.
'I
he
grinders
are
ti
t
·
·
·
.
' so ia m nrnsltcatmg the
~ d
1 Jaw m~st be - - . The jaws have great power, owin
too tie
. Carnne teeth are - - . The todents
ha' ve many ene·g
o
m·
.
ies ; cannot - - , bnt oft en escape, because - - .

5. Clothing of Animals.

I. Introduction.- Let . the cl1ildren know the subiect of ti16
lesson . Get ti iem t o nam e ammals
·
J
having different clot!
If
1i
thev
·
· ·
ng.the
g1v111
g example~, suggest the n.nimal and let
, are ~I ~w m
say how it is cl a d· p u t d own each answer on tli e board,
'
thus : m
The cat is covered wit.h fur.
The herring is covered with scales.
The horse is covered with hair.

II. Classificati'on.-Help the children to classify the facts,
puttn:g them on the board, asking wh ere each creature 'liveo and
~ark1~1g those that live on ear t.h with fig. 1 ; those that li:e on
mr,
. 11
fi wi
" .th fi· g. 2; those that live
, . both on land and in ' ;va t er, wit
g. " ' give t1le term amphibwzts . and those tl t r
.
onh' wit! fi" 4 Cl ·11
'
ia ive 111 water
. ' ,. l _10. .
n c rr n state the clothing of each set (vY B )
from a1ct~t10n. Mammals are clothed with fur, hair, wool, or .ski,n
only. Birds are clothed with feathers; some have an und er ar·
/nF:nht of. dow1_1. R eptiles with a thick skin, scales, or shelly
JS , with thm scales.
'

pl~te

364:

LESSONS ON .ANIMAJ'..S.-FOURTH STEP~
: -

III. Aaaptation.~Let the cpild~'en imagine a creature like a
h orse, with a covering of feath r.rs. '"· Why they would not suit
h im? They would be much fpo ~va rm . ·with a covering of
scales not wiirm enough, yet wo pld check p erspiration. Refer to
t he condition of horses afte r ;i. g~lloi• ; th e structure of their skin,
&c. vVith a shelly covcring;. 'Jhis, by its w ejght and stiffness,
would impede motion. The hq.i5e·l;u.ll a skin jusC suited to it. But
fuathers are the covering for tli~ cagie-why ? . Scaly plates for a
crocodile-why? A thick, h aiiles8.- skin for an elephant-why?
Scales for a mackerel-why? .¥ h'y jointed? Go over the list,
1eading the children to see th~-~ti~l~plation in eaQh case. One can•
· not do this without refer ence~ i~_t'; ifofin it e wisdom and goodness
.of God manifested in this ad~iS~~~tio~.
.
A series of lessons correspq!}dirig to the last should be give11,
thus:
"•,:<.. . .
..

~;

·.,

l. Limbs of animals, and th ei; /i1ovements.
2. Localities (gen eral) i~ ~;l; ich; animals are found.
'3. Breathing, and circulati(m of-blood.
4. Form in which the young first app-~ ar.
5. Finally, the cliildren ~Jloul q be l~ d to distinguish verte·
brated animals from others, a~i:l to put them into the four great
..'?:;
divisions:
·,..

Birds, ..

Mammals.

~

'

'\::':·

Fishes.

,·: Uepi1les.

The teacher can proceecl: >"~ the sarrUi way with invertebrated
animals. It is evident., ho,yever, that tile later courses must be·
come less full, and more gen'jr~l , than tl~.~ earlier ones.
In conclusion, the schol,ur eiihould be led to recognize all the
groups' as component part~.the one great system of animated
· ,"natw-f\. See Mrs. Redfield\, ' 1 Chart of ,the Animal Kingdom."
'\"·
..: '

df

LESSONS ON PLANTS.

DESIGNED AS THIRD STEP LES SONS .
On the Nature of Plants.
THE teacher should be prepared with an object fo r the lesson
selected from each grand division of the natural kingrlom; as, a
plant, an animal, and a sto ne. Call upon the children to obse rve
that the three are very ddfercnt.. T ell them to find out somethinowhich may be said of all of thein, but which could not be said of
a hat, a kniff', or a watch. 'l'hc plant, the animal, and the stone
were made ns th ey are by God; man did not make them. vV;
~all them natural.* To which of the three objects are you mos t
like? In what respect do you and th e plant di!fer from the
stone? What will some day happen both to yoLt and to the
plant, which nev er can happen t~ the stone ? We and the plant
shall die. (See t_hat the chiluren understand, that when we speak
of death, as apphed to plants, we mean that they cease to live,
and then decay. ) In what, then, does th e stone differ from animals and plants? The stone has not life. What can you say of
a vegetable_? _That it has life, vVhat do living things need fo
support th eir life? Food. Where do animals take in their food?
By_what organ? By the mouth. Where do vegetables take in
their food? By what organ? By their roots. In what, then,
~ It is not expected thnt the children will so immedintely arrive nt this conclue1 on, bu t. th e q uestion is suggested In order to show thnt the idea is to be
drnwn from th em, their minds being stim11latcd nnd directed by the questioning
of the teacher. The answers are inserted in order to indicate the point to which
they are to be bro11ght.

··.•

....:

· i... ·.

'. ,":....'

'
.....r

.

..

PEOGRAMME OF sTUDms.

2 : 10 to 2 : 25.-Sub. 4, N Uilfber, with Objects.
2: 25 " 2: 35.-Singiijg1 : R~l·call, and Dismissal of Young•
est Children.
2: 35 " 3: 00.-Reading,~roill Books.
Children not engaged in Cla~s exercises, ure occupied with
their slates in printing, or drM~ing~·.
::--·

B

Class/~~

Second Year.

A. M.

9: 00 to 9: 15.-0pening Exercises.
9 : 15 " 9: 40.- Sub. 1, Rel\-di ng. Sub, 2, Mttk\ng Tables
on Slate&.
9 : 40 " 9: 45.-Physic; l E~ercise~.
9: 45 " 10: 5.-Sub. z, -~ Re;i ding. Sub. 1, Making Tables
onJ;llate~.
10: 5 " 10: 20.-Pho~ 13pefling, both Divisions.
10: 20 " 10: 35.-Receu,..; : ·
·
10: 35 " 10: 55.-Exard!w Work on Slates. ·
10 : 55 " 11: 20.-Gene{~t Lesson. :·
11: 20 " 11: 35.-Recess.
11: 35 " 12: 00.-Sub. 2,' N iimbe;
Sqb. 1, Print Phonic
Spei!ing::
.
12 : 00 " 12 : 5.-Singini,' and Dismissal of Sub. 2.
12: 5 " 12: 30.-Sub.J,' Phonic Spelling from Slates. .
12 : 30 to l.i 30.-Ihtenmssion'. .

f. M.
1 : 30
1
1 : 50
2: 5
2: 10

to
"
"
"

2: 25 "

2: 45 "

•

1 : 50.-General Lesson. .
2: 5.-Inventive Drawing.
2: 10.-Phys!~a,l Exercises.
1
2 : 25.-SubS~, Phonic Spelling. Sub. 1, Drawing,
<,if Printing.
2: 4.5.-Su~:...J., . NumbeP. Sub ~ 2, Drawing, or
·
Printing;
.'
3: 00.-Examination of Workon Slates.
--:
1;;· ~
I

}

.

.... .

.. .......
. ..···

··· ~

,.-.. . •···.
·.;·,:

467

A Class, or Third Yea.r.
A. M.

9: 00 to 9: 15.-0pening Exercises.
9: 15 " 9 : 40.-Sub. 1, Reading. Sub. 2, Preparing Read·
ing Lesson.
9: 40 " 9: 45.-Physical Exercises.
9 : 45 " 10 : 5.-Sub. 2, Reading. Sub. 1, Preparing Tables
on Slates.
10: 5 " 10: 20.-Sub. 1, Phonic Spelling. Sub. 2, Prepar·
ing Tables on Slates.
10: 20 " 10: 35.-Recess..
10: 35 " 10 : 55.-Sub. I, Number. Sub. 2, Drawing on
Slates
10: 55 " 11 : 20.-General Lesson.
11 : 20 " 11 : 35.-Recess.
11: 35 " 11: 55.-Sub. 2, Number. Sub. I, Drawing or
Slates.
11: 55 " 12: 00.-Singing.
12: 00 " 12: 30.-Examinat.ion of Work on Slates.
12: 30 to 1: 30.-Intermission.
P. M.

1: 30 to 1 : 55.-General Lesson.
1: 55 " 2: 10.-Tuesday and Thursday, Inventive Drawing.
Monday, vVednesday, and Friday, Read·
ing Stories to the Children.
2: 10 " 2: 15.-Physical Exercis.es.
2: 15 " 2 : 35.-Sub. 2, Phonic Spelling. Sub. 1, Occupied
with Slates.
2: 35 " 3: 00.-Examination of Slates.

-;:;

-· );(( . '

PROGRAJ.mE OF stODms~

The following Programme will sh.~'w more minut~ly the u;.or~. in .i
Obfect Lessons. · It is taken fr_t;m .the books , in lefodel School, 1
being a Programme for tlie S{<:J>nri~·Month of the First Term, ;I
from May 20th to June 9th.
0:-

C

Ola~s . .

l} ~\~ '

469

3. Idea of wide and narrow.
4.
" thick and thin.
5.
" deep and shallow.
6.
" deep and high.
7 and 8. Various objects described with reference to all their
qualities.

B Class.

-Bm:pf! .
.':

RJl;DBREAST.-Parts that dis~iuguish . General conversation;
cultivate humane feelings.
PEACOCK.-I-Iow distinguish-eel, · Morai lesson.
LARK.-How distinguished. ···:;Number of parts-Two eyes,
·
t wo wing~, one body, one tail, &Q; · · '
P ARROT.-How distiuguishecC N am es ~f parts.
STORK.-How distinguishe0.:~~ ;Position of parts.
· F .ALCON.-How distinguislH~~ .. ~~Pri!icip:il. and secondary parts,
or parts of parts.
~ '!".."
·.'
'
·
· . DovE.-Number and positiqg Rf parts.
·~NIGHTINGALE.-Names of · p~~ ts which are distinguished as
J>rincipal and secondary.

.>' ·

PI,ACE.-.Fi'rst
. ...Step
.. .

l. Objects placed in different posi.\ions by the teacher; chil·
dren to imitate with minute accul'.acy. ·
· - 2. As I.
: i .. ' " .
,_ .
3. Objects placed in differenr· ~g~itions; teaching the meaning
of the term to expres3 the po~it!~il; as, beside, between, under;
~!I the children imitate and apply tf\e te:ms; then place the
oj:ije9ts as directed, without a patft:rµ. '
·:. ( and 5. As 3.
.{ ~
n. Objects placed ; their posiliQ
n described, and represented
,.....-: •.. ·.
Qn the blackboard.
::::
- 7 and 8. As 4 and 5.

SIZl!:.-.1'.Y;st ,Step•.
" ·.

1. Idea of large a~.d small. - .·
2.
"
long and slivrt.

·. ·?.· ·
s-:·

J

COLOR.
I. Yellow, Red, Blue, Orange, Green, Purple, Citrine, Olive,

Russet, distinguished , named, and matched.
2. Children form patterns with colored cards. First, like
those made by the teacher, and then as they will. They are,
however, limited as to the colors they pnt together, in order to
accustom the eye to harmonious combination of colors merely.
Yellow and Purple.
Red and Green.
Orange and Blue.
3. Orange and Purple.
Green and Purple.
Orange, Green, and Purple.
4. Citrine and Red.
Citrine and Blue.
Citrine, Red, and Blue.
5. Russet with Blue.
Russet with Yellow.
Russet with Blue and Yellow.
6. Olive with Red.
Olive with Y ellow.
Olive with R e<l and Yellow.
7. Black .w ith Red.
.Black with Y ellow.
Black with Red and Yellow.
8. Black with Orange.
Black with Green.
Black with Orange and Green.

·r
~

.

T~i

·!t·.··.'I:

'"

·.1

~
'u

fi

~

470_.

PROGRAMME OF STUDIES.

T hough the exercises in ColqrJ >a.tterrung n.re riot exliausted,
and must be referred to again, i(~\11
be~ter now, for the sake
Qf ~rariety, to proceed to the Thitd ~tep in Color.

be

Re-calling Color.-Lesson ~i}· RJ,i.
2.
" ' ':::;_Y ellow.
3.
"
J3lue.
4.
" '
Gr~ en.
5.
"
: :Or~nge and P urple.
6.
" _.;. Ciirine, R usset, and Olive.
J· General Term.-Beauty of Colo;1· &c.. Colvr of Inanimate
,' ·
· ..
Nin b.re.
"• ..8.) General Term.--Color of A p.im;i.ted N ature.

- . Forming sentences with a word expressing Quality.
Forming sentences with some part of the verb "to be."
ExAMPU~ . -The

, 'i

..

,.,

PL.ACE.- Carai~dl . Po in~.
.. ~ '

.

1. Idea of East and ·west. .
2. I dea of North and .';i_outfi .
... ,·
3. Idea of Cardinal P;ine;'.
4 . Idea of term, Car~-(~al ·Point:1·
5. Exercises on the term,...W.dmal P pints..
6. Exercises on all the Po~ts. -~·
·
7 and 8. Necessity for ha:,ing F?ur P oints.

P encil is Sharp.

Forming sentences in which different qualities are ascribed to
the same object; as,
Sugar is sweet.
"
white.
"
bri ttle, &c.
The different sentences afterward contracted into one.
Forming sentences in which the same quality is ascribed t<>
different objects; as,
Glass is brittle.
Chalk is brittle.
Coal is brittle, &c.
The different sentences contracted into one.

A Class ..
,.~.

Brnns.·,"::

..,

1 and 2. Eagle.
3. Condor.
4. Falcon.

THE El'ID,

P x;4i:;li:.

Practice in drawin{~~·· Scale.
Schoolroom, adjoinh1g rooms, school building.
Schoolro9m with furniture, &c. ' ·
..,.:_

. L.A.NOU.A.GE.-Begin the Course.

ll'orming sentence.s with. the name pf a~ Obiect.

\

. . .,

4:71

i

I·

I

