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EDUCATION BY DOING
OR

OCCUPATIONS AND IHJSY WOltK, FOR
PJtDfAEY CLASSES
BY ANNA JOH~tlOX
Tcadw· in tli.e Ohildren'8 Aid Eocict:1 Scll oo /8, _Yew YiJrk City

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'VITU A PRri:fl'ATOnv NOTfC nv EIJWAJW

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8JTAW. PHJ~ClP.\ L OF

THt'.; Yo~J\.J!:ns (N. Y. ) llIOll i:KDOO L

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"JI is not the intc11tion of SJJOrti1H• i11.'lfn1ctiiJn thut flu~ child
Rhould be spa.red ~JjtJ1·t, frr dr:li t :ered f1·om. it: Ind thrrt fhn-r! 111 u
1ui.;;,->11m Rh<rid 1 l lw "'·nl•rnrd tn hirn, which :shull bath nu.:c::;sit~ilt'
antl faA;ilihlle tlie :!frungrst r:rertion."-JE...A~ I'AUJ..

NEW YORK
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L. 1\.ELLOGG & CO,

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' COPYRJGHT, 1884, BY

E. L. KELLOGG & CO., NEw YonK.

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In observing the results achieved by the Kindergarten, educators
have felt that Froobel's great
discovery of education by occupations must have
something for the public school-that a further application of '' the putting of experien ce and action in
the place of hooks and abstract thinking," could be
made beyond the fifth or sixth year of the child's
life. This book is an outgrowth of this idea,, conceived in the spirit of the New Education.
It will be widely welcomed, we believe, as it gives
concrete methods of work-the very aids primary
teachers are in search of. There has beou a wido
discussion of the subject of education, and there exists no little confusion in the mind of many a teacher
as to how he should improve upon methods that have
been condemned. Thero is a general dc;;ire and demand for better methods. Tho principle;; enunciated
by Spencer "that science is ovo1vcil 0 11t (Jf its corresponding art,'' and "that the ahst ract is to be
reached by way of the concrete, " arc as true in their
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applic..'ttions!with reference to teachers ·as to pupiJs.
And theref8r e, whoever gives concrete m ethods,
based upon ~·ight principles, iB doing the most to aid
the great bd,dy of t&'tChers, and is laying the surest
foundation :(or a recognition of the principles of the
science of education.
It is not : to be supposed that all primary schools
can use the ·entire range of occupations here given
and suggested. Each can, however, find a great deal
to weave into its plan of work, to give variety, interest, and spirit, and to counteract that tendency
toward dull drill-the pitfall of so many schools.
Many of the exercises will, perhaps, have to be
divided, as children should be can-ied no faster than
they can fully comprehend; being careful always to
remomber the t,'l·eat principle that the object of concrete work is to aid the child in abstracting, and that
only after many r epetitions is he able to do this.
When he haJ: abstracted~ he is at that moment ready
to pass to n+ t
· on,k. Tfe \iyear'S stated at the head·
of most of t}.:le hapte~ ha.ve in view the average
school. No ~o ' t manYJ scp.ools will find that much

that subject especially valuable ; and not only so in
direction bu<; also in t;uggesti':<.;w_·::;.~.
Throui;hout tho entire ]Jook the eviclL•nt i:;kill ul
the author as rt te:1chcr dea.rly m:mifr:;ts itt::cH, nw1
the spirit and enthusiasm which Jirurnpk<l the:·" '
pnges cannot fa il to he i1npartecl tliernhy to ot hers.
EDWAIW

Yonk01'll, N. Y.

can be used, '~+~~. w14e ?thers will use the same
matter later,J,;:i,c r.fung 1::0 the grading of their work.
"Busy-.Jr~k"
:no'~ iecome a necessity in all
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primary tea~1: • ' · h; Teachers who have not had opportunity
to:;
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those·! · schools whence busy-work
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took its forfoo~. a1td .;iamei n()r ~ attend the few n ormal school~ t~at make it an _adjunct of their method::;
in primary ' ,v:ork, w ill find the chapters devoted to

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.PREFATORY.

BY DOING.

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CONTENTS.

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WEIGHTS AND MEASURES.
Exercises with Clock Di11lfl,
E.x:erci::;es with H.ules to teach Long Measure,
Exercises with Weights to teach .Avoirdupois
Weight,
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Exercises with Measures to Leach Liquid Meas ure ,

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4.6

FOmI AND GEOGR\PIIY.

<.ton tents.
L"''TRODUCTION,
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A.RITIIMETIO.
Exercises- mtJi. DI ks to. teach Xnm ber
Exercises'."~EtrBoai:i·s to.teac h ~un.ll.ler,'
Exercises with Cards to teach Eomrm Numhor,
};xorcio;es with Sticks to teach l~omau :N uml.Jer,
Exercises with Pius to teach Number,
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Exercises with Shoe Pcg-s to teach :Number,
Exercises with 'Flags to teach ::\urnlicr, .
Exercises with ::)ticks to tc:ich X u:ucrntion , .
Exercises,,with l'oy llfonev to teilch Subtrnction
Exercise.s;, with. Toyc.L'\fOJle¥ ..tG t t,; t('h Di vioion, . '
Exerci.5e,s~"With Toy 1f'oney to k:tch the Valuo
! of ne::tl .\Janey, •. •
.
Exerciiie.s with Cards to tc:i,ch .fllc11t4l A1·itlunetie,

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Excrcisc8 with Block;; to tc:tt:h Position,
Exercises with Shoo Pegs to teach Fu nn,
Exercisl's with Pius to teac:h Form, .
Exercises \ \' iLh Stic:k!i to t.;;._~.(' li Pu::;1t~uu uf L.in~::i,
Exer('ist.:::i \V i t h Sticks tu t,1._·aeh .:\..ug\c.-.;,
Exerei:>e:> with \Vire to teach Curn•:l Line~.
ExercisC's with Objcet:; to ll'a•_·lt :--:tirLu·l's ,
Exercises with Cby to teach Form, .
E .xerci;;e:; with Stic:k:c1 j,n L(·.;1.ch Plan" Figlu·co,
Exerciset:l v.ith Paper to teEteh F vn i:,
Exercises wi th Shoo I'c;;s in te[lcliiu.c; Funn ;1 nd
X umber ,
Exerciso.4 \vi th Bloclu1 in tu; t<"liiug S( >li1l Figu.re:-:;,
.E..xcrc1ses \\·iU1 the ~fouldin,;-l.11Jarcl tu L·.·;i•ch
G-cography,

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Exercincs \vith Flagt-; in teacJ1iog ( ;eugrn11hy,

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with
with
with
with
wi th

Gelatine Papers to tc:11:h Color,
\\T orskcl to teach Cnlor,
FlagR to teac h Color,
Shoo Pegs to teach Colt>r,
Flags to teach Funu and ('ulu:·,

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ExPrciscs wilh l'idur"~ to k:wlt Lwguagt',

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LANCUAUE.
Es( ·1T1 ~C'S \Yi th< 'an1::; to t.e0.cl1 L:1n ~_~nag(~, ..

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COLOR AXD FOlDL
Exercises
Ex<"rcise:;
Exercises
Exercises
Exer cises

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EDUCATION BY DOING.

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BUSY WORK.
Busy-work to aid ·in Reatliu"' ·mr·t'•:nC"I' . ~nd
Spelling,
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Busy-work in L <n1gua:;e to tea~h C~rrec~
of Verb,
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Busy-work in L'.'-uguage b tea~h C~rrec~
of Article, .
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Busy-work, Omitted ·word"
Busy-work, Opposites,
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Busy-work, Comparisons,
Busy-work, Definitions,
Busy-work, Preferences,
Busy-work in DrawinoBusy-work in Drawin;• and. Col~rinoBusy-work, Quflstions,
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1Jn trobuction.

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It is the purpose of this little book to show some
of the many ways, and suggest others, in which
young children may be kept plensrmtly and profitably employed in schools and families.
How to keep little ones happy, busy and orderly,
has been a pr oblem hard to solve. Happy, because
childhood should be the embodiment of happiness;
busy, because little fingers and bodies were made to
be busy; and orderly, because order is essential to
progress.
It is the part of wisdom to direct, not to suppress,
the activities of nature. Children, if well and strong,
are full of animal life. How shall we use this life to
advance education 1 When left to themselves they
are continually seeking occupation; their vivid imaginations give life to everything .
People have como to a<,knowloJ.ge that the methods nature adopts must be the best . A Being uf Infinite wi~om and Juve c:rnn ot 1·1T i11 fli ~ J•bu:,;.

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111ISCELLANEOUS.
Occupation~-Exercises with Card-board Paper etc !J5
Slat-\Veaving,
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Exerc~'fl .~i th Scr:i p-I3ooks

fu Sewin O: l ' . . .
Exercis~ * ith Pap~r i4 M:~kin~ Flo~vers:
Exerc~r,s
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SL.\TE WORK.

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Slate W.ork,
r. }· 1ilfir·;·scellanc<;>us
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Exercis w'jth: Objects to teach the Kiw·dom~
Exercis~ ' ¢?-tli: Objedts to t each the term~, Na;~
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Exercisl "(I., tli'. Occup~tfou Cards to Teach Lan., g)fage a nctNumber, .
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!N'l'RODtJd'tION.

EJJUOA'11ION BJ! D01NG.

The Kindergarten acknowledges this principle,
and very beautifully provides for it. It is an elaborate system, r equires speci::tl training, is expensive,
and demands an increased force of teachers; and is
therefore imp1'.acticable in ungraded schools, or in
large classes. But cannot an approximation to the
Kindergarten be attained in our schools ~
Children must 1.Je taught, not only to see, but to
use all their senses;, to bring in a store of knowledge
through all the outer channels. They need to make,
select, and combine for and by themselves; really to
learn and retain the knowledge gained.
Constant r epetition is also necessary in primary
teaching, but this often leads to monotony. In order
to keep up the interest and have the old story fresh
and attractive,, it is necessary to chari.ge its clothing
often.
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For these r t 'l,Som;, it is; nqt only expedient to introduce as gre:at a ,varie~y of objects in primary
teaching as po~sible, but also to use as great a variety as possible in tea~hing :one truth. Stickfi, blocks,
beans, papers, ~vires;· shoe~pegs, pictures, sand, and
many other in~xpe~ive objects arc easily obtained
in large quantities, and m ay be put to good use in
teaching by u sµ1g them in a ~ystematic, instructive
and orderly wd:y.
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It i<> an ackq,mv:ledged fact ' that children who en\
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ter business yoi,ing, become very expert in whatever
department the;y are placed. They are sharp, quick,
and know muqp- 111?_re. 2r~ct~cally than those who

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11A"Ve attended school much longer and m•o better
versed in book' knowledge. Why is this ? Is it not
. because they acquire in1med.iately, practical, instead
of theoretical knowledge 1
Our schools, therefore, will fit the children for
their future life, in the degree that they become
practical.
Let the children handle, do, think, and find out
for themselves in every conceivable way, for tha,t is
the way their knowledge in infancy is gained, so lot
it continue on the same plain as far as possible.
The following lessons show how all the children
may be employed at the same time, both under t he
direction of tho teacher, and by themselves.
It is hoped they may meet with favor and be of
service in primary work.

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111

· EDUCATION

BY

DOING.

EXERCISES WITH BLOCKS TO TEACH NUMBER.
FOR ORILD ltEN JN Frns·r YEAR AT fC JI OOL.

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Give each child a ba.g of small l>locks. Toll C'A'lc h
one to take out one l>lock and place it on the desk.
Ask different ones to tell what t hey have done.
Have them point out one of several objedt!, nam:ing
t_h e object each time. The teacher may then place
the figure 1 upon the board and tell them that is
called one.
Tell them to take out one more block and place
beside the other. Ask how many l>lock s thoy have
now. Ask what make two. Have them repea,t,
"One block and one block make two blocks." Have
them hold up one finger on each hand, then place
them together and repeat, '' Ono finger and one
finger make two fingers ." Have them find two of a
variety" of things. Have them go to the l>oarcl nJHl
ma.Jee two marks, two crosses, two dots; let them
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EDUCATION BY DOING.

: EXEIWISES WITH BEANS.

clap, shake hands, shake or nod the head two times Then place the figme 2 on the board and t ell the~
its meaning.
Proceed with the other numbers in a sirnila,r mann er . The greatest variety is essential in order to
k eep up the ~e~est and to be sure the children are
thorough.
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Have them <!:ohnt forward and backward together ,
and separately.'
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Have them place a certain number of blocks and
then take a w ay one a nd state how many are left, and
how they obtained it. In this w ay let subtraction
go hand in hand with addition.
To test them W3 t o the value of figures, the teacher may make a figure on the board, and call upon
some one to make as many . marks as that figure
means, another. to make as many dots a nother to
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hold up as ma~sltHg~
. :ith.,e class decide who
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The teachef n;taY tell a simple story in which small
numbers are to be continually added and subtracted.
letting the childre~ ,f5f:ve th~ ~esults each time ;
"Johnny had. o~e! ~pPY itl o~e ,pocket and one in
another,- his µ4!(1~~,c:Afp;~.J;~ts~f .ljl,im a nd gave him
one more, -he~w~t k the store a nd spent one,-on
bis way home 1he lost one,-he earned two by doing
an errand, --etC."
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At each pause let the chilcl.ren raise their hands.
Call upon different ones e.ach tinrn for the answe1·.

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EXERCISES WITH BEANS TO TEACH NUMBER.
FOR CHILDltEN IN EIHST YEAR.

Give the children bags of beans. Ask them to
o~e bean on the desk. How many beans must
you place with it to m ake two ? Have them r ecite,
"One a nd one make two." Ask what may ho written on the board. The teach er may write l + 1 = 2.
The signs used should be p reviously cxplainnd , so
the children will be perfectly fan1iliar wi(,Ji tlwm.
Who can gi:ve an exampl e using tlw;;(' n11111l>c11'?
Make it four beans. H ow d id you do it ? \Vhat
. must be written on the board ? 'vVho c,'m i.:,rive an
example?
Recite, " Two and two make four."
, Make it three. What did you do ? Wha t must
be written on the board ? What sign must be used
now 1 Why ? Give an example. R.ecite, - " One
from four k:tves three."
. Make it six. How did you do it ? \V11at must be
written on the board ? Gi vu an exam plo. .He<..:i to, - " 'rhree anrl three luake six."
Make it four. \Vhat (lid Y•Jll d u ? \Vlwt muHt
be written on thu board 1 \Vlw lws a ll cxarn JllO
ready? H c citl'\ - " Two from ~;ix le:l\'l' H f•mr."
Make it eight. \\'hat did .H>ll d1, ? \\'h11 c:m kll

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what to write on tho board ? Who can give an example? Recite,-" J!'our and four make eight. "
Make it five. How <lid yvu do it f 'What mus1, ue
written on tho board? Who has an example 1 R ecite,-" Three from ei_,;ht le:vw·s five."
l\faY,.i~ ten. What did you do 1 What mui:;t be
w rittell:' o:q: the board ? Who has an example. H.ecite,-" Fiv e and five make ten. "
In ~vi~g examples, if the childr en name the same
articles or, objects too often, tho teaclwr mav a-,;k
who can think of something else ? The teachc~ m11~
also suggest objects, or name them, letting tlle chlldren supply the numbers and answers.
Tho board work will be t hus :
1 + 1 = 2.
2 + 2 = ·1 .
'.' '' 1' · . . ' ' ,., 4 ~ 1=3
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' 4 '+ 4 :;= 8.

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5 + :J ~ 10.

For oo,at;"York the teacher m.-'1y erasethesiO'Tla and
let the ahiJ/h.''°'
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'f".:.:i:'<"t-:gl?,.J9PPY.:J,1J!.Oil.•slat es and snpply them ·
then th~\allSWefifmayoe erased and the children re~
quired ~ supply them; then each column of numbers separately.

EXERCISES l VI1'11. CARDS.

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EXERCISES WITH CARDS TO TEAC!l ROMAN
NU!rfBERS.
FOR CllILDHEN IN FlHS'l' Y:E..AR.

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Small boxes containing both Rom ~rn :mcl Arabic
numbers may be distributed to ilic children.
The ntrn1bers may bo painted on tho cards, or
printed numbers pasted on.
Tho t eacher may make I. on the boarri , and have
tho children select one like it from their boxes. If
they do not know its name and value, tdl them, aml
have thorn find the figme 1 and place be::;ide it.
'rheu have thein repent together auJ separately "I,
one."
Then p!"int II. on the board, and have the children fiml that in their boxef:l; ask how many letter:;
'\Yere made, have thorn find the Df.:,'Lll"e 2, aud repeat "TI., two." Proceed with III. in thl' ::;:uue way .
Ask them to select one, two and three artiele!:l, auJ
show the H.oman and Arabic numbers. Give tho
t c;rm Roman numbers ; thL: Arabic may :.;i.Jnply be
called figures, so as not to confuse tho childrl'n with
hard naines. A.sk them if they hav1; ever t:>w11
Homan nwubers used, and when-. Lt' tJ 1 ,~y tlo nut
know, have them find out if possi!Jle ; if 11ot show
them.
Then make V. on the board, tell them what it
means, have them select it, also the fi;,,'ltre 5.
Place I. before the V., :mcl tell thl'm it slww:;; ono

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EDUCATION BY DOING.

has been taken from the five ; ask them how many
ar~ left. If they cannot tell, have them find out by
obJects or marks; then they may select the Roman
number and .figure four. ·

!"lac~ VI: ,~n t,h e b9ar~, point to IV. and ask on
which side "!of,: the V. the I. is, and what it means·
then point ,to ;'v:r. and ask on which side of the
that I. is; full ~hem it means that you have added
one to the fi;ve.1
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Ask how many it makes, and have them select
as before, and so continue with the others.
Review those learned thoroughly before taking
up a new number. F or the sma ller numbers always
have the objects cotmted out, so they will comprehend what the the numbers· mean. F or r eview call
for different .numbers, and have the children hold
them up, or place th~m o.u their desks· or have them
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n any nllllf~:".'.!n '·~~· ~~ Hff ~.i ~n,d when called upon,
stat.ewhatt •eyha ve.... ·1 r
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When the. teacher is engaged with another class
or grade, th~ children 'can ·busy themselves by ar.
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ranging t e 1r_"'.;~ antj. .A.rapic numbers in order
ing the
mg ones to~~~r;··and 1 'bJ:: 1 cop ing them on their
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EXERCISES WITJI STICKS.

EXERCISES WITH STICKS TO TEACH ROMAN
NUMBERS.
FOR CHILDRJ;:N IN FIRST YXAH.

The children may be furnished with two sizes of
sticks, one the size of ma tches, and the other about
one-fourth of that size.
The teacher may dicta,te the munbers to be made,
all working together, or certain numbers may be
placed on the board for them to r epresent with their
sticks. · When they understand the Roman nwnbers, the Arabic may be written ou the boanl instead of the Roman.
After making the Roma n numbers with the sticks,
they may copy them on the slates, and write the
Arabic numbers by their side, thus furnishing seatwork while the teacher gives attention to another
class.

EXERCISES WITH PINS TO TEACH NUMBER.
FOR FH! ST Yl<AR

A copy may be pla ced on tb.e board, using dots to
represent the pin hea.ds. They may be ari:anged in
various positions. Have the children count the dots,
and be careful to place the exact number in each position on their cushions .

The pins may also be used in doing little examples in tho four rules,

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EDUCA'1'10N BY DOING.

}]XERCISES WITH SHOE PEGS.

EXERCISES WITH SHOE .PEGS TO TEACH

NUlYIBER.
ll'OR FIRST YEAR AND l!:XTENDlNG INTO SEOOND YEAR.

Shoe pegs are the most convenient objects to be
used in mqi.P.er lessons. '.)'hey may be bought hy the
quart at tb,B shoemaker's for a few C(mts, a nd may
be kept in little bags hung by the seats, t-0 be used as
often as necessary.
Boards one-half inch in thickness and six and
one-half inches square may be ruled with vertical
and horizontal lines one-half an inch apart. Holes
may be bored where the lines intersect, large enough
to hold shoe pegs.
The children may fill one row with pegr:i and count
them; then t"'.'o rows, an~ so on, a..<t they are able to
count. Th<;iy may arrange :them in colmnns of twos
all over t@iffi()a.r~,:i~~g·~a vacant row between'.
and leam to count them rhpidly; then in threes,
fours, etci They may begin with one peg and arrange all 'the rest in twos, which will give tho odd
numbers; then leaving the one at the top, arrange
in threes; then two at the: top, leaving the threes as
before. Th~y ;may be t};tua taught to make their own
addition ~bles and c.opj'rwith the appropriate signs
plus(+) 4ud equals(=) on their slates. 'J'he te,acher may write it on the board as the children place
their pegs, they stating each time what she is to

21

writo. After each addition tahJ1, tho Rnbtraction
table may be made by taking· tl1n san"' rn1rnheraway
each time. 'l'en ti111cs the number· acllled is sttfficiently far to go in any of the tables. 'When the
children understand tho method, tlwy may make
the tables without the teacher's ai<l, Rho mer<'ly stating what tables they are to make. I'.y gbncin~ over
tho boards and slates tho teacher c:m n'adily sec
whether they are correct.
Little practical examples may b1• givcn, nnd tho
work done on the board with tlH' pr~g:i. ]'or Pxample : "A boy saved throe pcnni1:s C•lln <lay, twn punnies the next, and five pcnni<·s tlw )l(•xt; how rn:my
did ho save altogether 'I" Tlwy may ]'laco tlmx' pq;s
on one row, two pegs on tho n exl, awl five pc·i:;s on
the next; then state "Tlu·ce 1wgs (1)r tlwy may call
thflm pennies) and two pc·nni<B a1Y' five porrnic·;;, nrnl
five pennies aro ton penuic;;." Thr·n it may be continued into a subtraetion C'xnmph;; a.~, ''He spent one
penny, (one peg may be taken up amt placed on tho
other side of the board), then he RJ>C'nt two rnorrpennios, (two pegs may be placC'd on tlw • •ilwr ,,;itlo below the other one) how many pc·n11i(·8 had bo left ?
How many did ho spend?" They can rPadily find
both aDBwers, as they arc rii;ht bdoro them. Anotlwr
kind of an example may ho 1:,rivon: "A man planted five trees in a row, and three rows; liow rn:iny
trees were planted ?" Let them irnagine tho pegs
are trees, and place them :lfl dirc'ck1l, then com1t nnd
tell how many trees. Or, "There werofour soldiers

22

E XERCISES WI'J'II S JIOE

EDUCATION BY DOING.

i~ a row, and there were five rows; hmv m ::my, soldiers were there 1 Five sol<liers were sho~ ; h ow
many were lef-t r
In number lessons, children need the objects constantly before t~~.f fpr at le~~t one or two y ears; and
af~er that ~hey •sh?uld occas10nally be used, especially m ~ching ll:e"I principles. Tho understanding of
all their future work depends upon their correct conception of the ~al\ie of numbers. If they do not see
~ho r esults -,,TI.th objects they cannot form any right
idea of what they are doing. Therefore the constant
use of objects is indispensable, and the greater the
variety the better, as it holds their interest, and consequently their at tention.
Fract ions may be taught to a limited extent by
by the use of pegs and blocks. H ave the children
place t wo pe~I?,~· ~¥~,:~~.~ ;?. .~~~ i;board and two on
the same row t,t l ~M 1o~h;ei; s14e;l a11d ask how many
there are together . Lead them to see that two is
one-.half of i<mr : illustrate . in -rario.llR wav.s ..and
~ ''""=!~~
.

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

~-.--n

~~.._

~

C-v..,~ <.11.U · • '· ~·
'<.I' 1U,.
. >li..--,1]'

' ""

.~

1

-

-. . ;: :

.· ~

........~r r.UJj,y 1'tl<..:1w • "J:"wo
am! two are four,
6f,fo . .
.
t hree
.
r ·:·' M,t · !':"· .}~, ~.• o, three and
are six, one;liaff' .of six . is .thr~e " t;c Th
may I
f .,_,_,_ _ ~. .
'
•' e .
ey
earn o"':'w.i;o ij lll the same way, :and fin<l how
m.a.uyfCJ
.:fu ln ~ ~f
.. -hP't"t :h\~ ~~ . .,~ 11,,.~<"a
-.. . . .
'
,
"'".,.- ... ....,, .. ,,,
_JI~
~-· ,.,~f...w.;,.
_,;.

one:-"alf

*""'· .
_,..,'! /#

1f

,,

,,., ~ ,:9/ft
,.~.1

12= 6+6
12= 7+5
12 = 8 + 4
12= 9+3
12 = 10 + 2
12 = 11 + 1
12 = 4 + 4 + 4
12 = 3 + 3 + 3 t-3
12 = 2 + 2 + 2+2+2+2
12= 1 +1 + I +l+l+l + l + l +l+ l + l + l
.:12= "'+ :t. +..2
~ ---L -r-- l .-10

D?'=
12=
12=
12 =
Wilen>

6+5+1
4+5+3
3 + 5 + 4, etc.
/

//

,,.,

,,

;

23

two more. Ask how many times they placed two
pegs. H ow ma ny t wos h :i.v o they? How m:iny arc
two twos 1 Then place two more anJ question ill
same way , and h ave them r ecite, "One two is t wo,
two twos are four," etc.
The t each er may t ell t he children t o take n. certain nwnber of pegs and find in h ow many different
ways they can arrange them. As the combinations
are given they m ay be written upon the board.
For instance :

1'-

>->·..._,.,.,,,..r

nws.

/
#I

,,,
A,

..

,,

, '

/

f /

,,

'

// ' ~

I

24

; EDUCATION BY DOING.

EXERCISES WITH STICJ\.S.

placing them on the slates or desks, and leaving
'lpace between the numbers.
Whenever tho children are in doubt as to the
~ults of their number lessons, they should be alfowed to consult the pegs.

of numbers, and become familiar with all their combi11ations.
The flags may also ho used ns a review in Roman
_numbers, tho chihlr en stating ·w hat 1-wman number
corresponds to the number on their flag.

EXERCISES WITH FLAGS TO TEACH NUMBER.

EXERCISES WITH STICKS TO TEACH

ron FIRST, SECO ND L'-'D TDIRD YE.Ans, .ADAPTING AND
EXTE!l'DING THE ·EXERCISES ACCORDING '!'()
ADV ANCltll!JCNT OF CHILDREN.

Cut white or colored muslin into fotu·-inch squares
and sew them on to Arnall sticks for flags ; then paste
large numbers on them; the numbers may be printed or cut from old calendars.
Distributo tho flags to, the class, and have each
child in tub tell what number is on his flag and
...
~
~
'
state all h~ can about' t1'e number ; as, " I have
number tew tw? fives nrake ten, five twos rpake
ton, five an~ fiye make i te~, eight and two make ten,
seven and three make ten~ " etc.
The teac~ei; may call upon two of the scholars to
stand, and J;tave them add, subtract, multiply, or divide their i{umb~1"S; or give an example, using tho
' numbers in ~ny way they may think of.
Several ~y stand, and.the teacher may call upon
some one to add tµeir n).lmbers very rapidly.
.
Endeavor to bring as much variety as possible in
the exercise ~ in this way the children learn the value
~:

t

l·1~

'

NUfifERATION.
:iron s:mCOND .A.ND THIRD y

l~A it.

A quantity of short siicks (wooJ cn tooth-pick.c:
answer nicely) and snmll rubuor ba nds may be given
to the children. 'l'bey may be toll! to count out t on
sticks and place a rubber Ltmd over them. AHk liow
many sticks they counted. How ma ny bundles
made 1 How many tens in one bundle ? How many
ones in one bundle, or one ton ?
IIave them do up other bundles of tens. Ask
them to hold up two tens. How many ones in t\vo
tens ? How many tens in twenty ones ?
Proceed in the same way with the otlior Lm1illcfl
until the idea is thoroughly impn'fll:le<l. · 'l'l.Jcn lot
them count out eleven sticks and :t1;k bow many tons.
How many loft ? Have them show deven, using
the bundles.
Call for different numbers between t en and twenty; have them state each time how many ones, and
how many tens and ones. 'vVrito difforent numbers
on the board, and see if the children can tell how

26

EDtJCATION BY DOING.

many tens and ones without using the sticks; when
mistakes are made let them refer to the sticks, and
ascertain by actual count. Dwell t horoughly on
different combinations until they are perfect.
Let them do up bti.ndles lmtil they have ten.
Have them count the bundles thus: "One ten or ten
ones twO .£kIIB Or tw"enty ones, three tens Or
'
.i
thirty ones, ":until they have counted ten tens or one
hundred ones. Ravo them place a band around the
ten bundles. I
·
Ask how many ones in one hundred? How many
tens i They may recite, " One hundred is ten tens
or ono hundred ones."
For occupation tho children ID11Y r e-count and rearrange the sticks while the teacher is otherwise engaged.
The ~<:µ:e?-,pi~Y di~d,r , ~~eir slates by lines into three m~~~~1~~]~~li,~J}SlOllS may be made On
the blactO'a!rla: Tell ·tho children that these spaces
may be np.rned ; the first one on the right may be
called onk' the second tens, and the third hund1·eds.
Have '. the)n .name the spaces from right to left,
and from lel;ti \~ right, many times; then irregularly,
pointing ~~~~e:i~ i91:1 JtP:ci.f states as they name them.
To help ,f.em i.ri. rememberi,ng the spaces, the first
1
letter of each may be placed !at tile
top of the column.
I
The teacher m.a.y write a number on the board,
a.s 135, iii the appropriate spaces. Point to each
· figure and ask how many ones, tons, and hundreds.
Have the children rlace the corresponding number

EXERCISES WI1'Il S2'ICE.S.

27

of sticks and bundles instead of figures, on their
slates in the columns.
Point to the 5, ~nd ask them to h old up the same
number of sticks, and then place them on thcirslates
in the right column. Point to the 3, ask them what
it is, and what they must hold up. If some make a
mistake and hold up the sticks instead of bundles,
question them until they see their mistake. Point
to the 1, and ask what lrind of bundles must bo
placed there.
Write 67 on the board un.der the other fii:,"lu-rf!.
Have them place this number, using the sticks upon
their slates as bofore. A line m ay now be drawn
under the numbers on the board ready for addition.
Have them add the sticks in ones' column. Ask
them how many sticks or ones. Ask howmanytens
they can make, ancl have them do them up in bundles. How many ones left 1 Where must the ones
be placed ? What may be written on the board in
ones' place 1 What can be done with the one t en ?
Write one in tens' column on tho board, and have
the children place the one bundle with the tens on
their slates. Have them add the tens' column in the
. same way, and find bow many hundreds. Place a
band around the hundred and placo in hw1drecls'
column. As there are no tens left, ask the children
what · can be placed on the board which means
nothing. Have them r ead the result fro~ their
slates and from the board.
It will not be necewi.ry to use the sticks and

28

EDUCATION BY DOING.

lmndlos on tho slates many ti.mos. 'D1cy may soon
use the figures referring to tho i:;ticlrn only when
puzzled as to the results of the addition.

EXERCISES WITH TOY 1rJONEY TO TEACH
SUBTRACTION.

T'T ,.
,I

'! FOR SECOND AND THIRD YEARS.
Boxes of foy money shoulu be distributed among
the scholars; where this is impracticable the tea.Cher
should have one box for reforenco on her desk, allowing the scholars to t:lko tm·nfl in using it.
Write an example in subtrac tion on the board,
for instance, 342-127. Toll the children they may
call tho figures money. They may :i.mn,srine a pocketbook wit).'J. "three di-visions. In one division they
I~
• , • ' •J" ~.~
i
ti'I! " <; {
,
place p . ·. · ~sf : : !' ... ~'Ii~, .~,llimes, in another dollars.
••/;I ·~~;•·«ii '!» it~''"' ""'
Point i;l:i'J':the mmuend . ai,td tell them that is the
1 >
'< •
amounj/{of money they ,hah in their pocket-book.
They may rule their slhtes into three parts for
'
'
I
the division$. of their pqrs<?. Point to the units and
1 ·•.
,J '
'
'
l
ask ho>y i;n~pY: peru:Mesz , t~~Y must place in tho first
divisiorp:;l, ~-~~i.'~l~~~ i;f!'d h.nm:rods. Have them
place o~.;t;9.¢1:},~tes'~yv-9· py1lillcS m tho first column,
four diiie§''
in"the second\ and three dollars in tho
<I I
third; the remailling money may be left in tho box
for the l "store" or "bank," where change is to be
xnade. 1
'
Point to the subtrahend and tell them that is the
'1

I

•

EXERCISES H·' I1'H TOY ;.11.foVEJ.-.

amount of money to be paid away. B<·t;in with the
pennies and Mk how mauy they have to l'ay away.
Ilow many they have ? vVhat can be done when
they have not enough pennies? Have they any
more money ? Have them take one dime from the
clilne column. .Ask what mu::;t be done with it. Let
them go to the "bank" antl change it for pennies.
Have them place them with the other pmmies and
and see how many they have. Now they may pay
away the seven permies and sec how many they
have loft. Do silnilar work on the board. Ask
what they took from the tens. How many left?
Cross out the 4 tens and place 3 over it. A~k how
many pennies they took for tho dime. How rnnny
pennies they had altogether. Then place 12 over tho
~' and the answer below the lli1e.
Subtract the remaining numbers. When they
understand the dilnes, use the hundreds in the same
way.
Have them make the actual change until they
thoroughly understand how and why they do it.

EXERCISES WITH TOY MONEY TO TEACH
DIVISION.
JrOR THIRD OR JrOURTll YEAU.

Distribute the toy money among the children. A
simple example in division may be written on the
board; (ns, 765 + 3). The teacher may point to tho

30

EDUCA'l'ION BY DOING.

dividend and tell the children they may call it
money; they may &"l.y tltey have seven dollars, six
dimes, and five pennies to divide among three boys.
The scholars may rule their slates in three columns
and place the amount of money in each column as the;
did in subtraction. Tell them to begin with the dollars
and see how many they can give to each boy. L et
them take the dollars and place in three piles, having
an equal number in each. Ask how many dollars
they ca n give to each boy. How many left 1 What
can be done with the dollar left, can it be divided as
it is ? If they do not at once see tha t it must be
changed, question them until they do. Wha t must
you get for the dollar ? How ma ny dimes ? Where
must you place them ?
Have them count the dimes. Let them make
three e µal piles of : the dimes, and see how m any
each wop.ld r~cive/:th~n place them on the dollar
piles. What · h ave,; you left ? What can you do
with it ?~ How many pennies will you get ? Where
will you .place'them i How many pennies have y ou
now ? Make ~hree ~~efi piles of the pennies. How
many will ooch receive 1
Let t~em place the pennies on the other piles,
count e~cp. pile, and .find how much money each boy
will receive. '
'
'
I
· Whe!i they understand the operation let them do
it on their
. slates,
~ ~T usj.ngI the figures only, but stating
what th:e;r do in 0a<fh 11tep, and why they do it. If
they become puzzleq let t~em refer to the money.
!
1! f
1

if1!'
~

1
I

i

~

~

:'

,:

.'i

. .i

~ 1:1 ~
i. '

,If. 'f. J

- ~;

~~

ti

!J,'XElWISES WITH TO Y MONEY

Question the children in as many ways as po~i:;i­
ble about the money. Ask b ow m nny pieces of
money they h ad in the beginning. If they cannot
answer, ask how many dollars thoyhad. vVrito tho
number down. Ask how many climes. 'Nrite that
number under tho other. A;;k h ow m a ny c0uk-i.
P lace that numLor uu<lor tho othen:1 an<l n<ld . In
the same w ay have them count t ho mu nber of pieces
t,riven t o each boy. To buw many did tlwy ~ive thfo
number? H ow may the tot al 111m1l><:r 110 found ?
They will find they have given away ruoro pieccH
than they had in tho beginning. Ask how ilu1t, is.
If they caru10t U'll, ta k o a dimo aml ask how it cuu.ltl
bo given away in two pieces. In ten pieces.

EXERCISES WITH TOY lr10NEY TO TEACH
THE. VALUE OF REAL MONEY.
F Or' TIIUm Y EAR.

Provide &'lch child with a box of toy-money, which
can be obtained from book or toy stores. Have the
children learn the names of the different coins, if
they do not already know them. Show tho r eal
money, and talk about the m aterial of which it is
mado. Their previous lessons will enable them t o
t ell something about it, and where obtained . Speak
of the process of its manufacture into money. Toll
th!;lm t4e :naQ'.J.e Qt the place where thi;i c;:oinfi! 11r 0

l

~

I ,

~

31

....-- ----·-1

32

EXERCISES WITH TOY MONEl~

EDUCATION BY DOING.

stamped. Call their attention to the impressions on
each.
ABk them to lay out two pennies, then one piece
of the same value; also five pennies, and one piece
of the same vamc \ and in this \qy iind the value of
all the coins to one dollar. Bea.us or stones may be
substituted for pennies for the higher denominations.
Then use two-cent pieces in connection with the pC'unies, then threes, fi>es, etc., making all conceivaLle
combinations, m1til the children arc thoroughly acquainted with their value, and can readily substitute
the correct number of small coins for the larger
ones.
Give the children easy practicaJ examples to
solve, using the money ; for· example: "If John goes
to the store and l.l{JP'"y~':'.9; c.~r;t,s; ~vorthof candy, and
gives a five-ce~!l[~~A.~~~cJ?,<~change ought he
to r eceive ?" :q· they 'can;20t ctell hadily, let them
lay out five pcnni.e s and take twu away. \VhLm
they are able to ::io\ve, the simplest ex;1mplcs reauily,
take more difficult ones, co;nbin~ng addition and
subtraction, also n:mltiplication·and ti.ivi::>ion. \Vhenevcr the cbildr~ini,re puzzled, ·Jet them 11sL' the b<:':1 •1s
or hlockr;, awl ',w ork it all out fo.r th· 111,;c1 V<"H.
IL
would ue well
provide each <il.1.ild with a smnll
bag of beans. Thi' children s hm11d :ill work in concert, as they n.r'e all furnished with the matoriahl.
C:-i.ll upon cliJl'ercnt ones t o explain the exmnples . 1f
nny of the children arc able, let them give llllec;tio11s
t() th0 ch1s0,

foo

-~~-

.:ii:.
'
:i?.
~~.

-.-.-

__ i;;-,

-~·

Teach tlH'Dl to Dlake change mpilily and in u lm:'liness 'vay.
"If I give a fifty-o.mt pivCl' for thrl"~ y:Lnb of
ribbon, at ni11c cents a yard, Lnw rnuch d1;lnge
should I n·cl·i \-o !"
Have theu1 say, " TwPnty-sovt'll and thn>e are
thirty, mul ten are forty, :rnd tcu an.• tift.y ;" ha n~
them piek up the money as tl1L'Y rnL·ntion 1·aclt pit·cu.
Th.is w ill iw1u.i.rc a great deal of uriJl to iua kc
thorn CXjJ('l't.
Cardi; may bo JH'<'pared lJy the tc:1clwr, havingfig-ures and signs writtL·n U]>tlll them. Tlt,·s1· rnay b;i
dllitributod to tho scholars, arnl they may t,u t;w;;ht
to m.ako up awnta! uxampk•s front them.
'l'his exorcise will compd tho children 110 think,
affording a,t the same time a t.m1pomry rest for tho
teacher.
The following will explain the plan propoo;cd;

'
--4:=--

tk

i:-!;:_

\'

1E··
-~"

Tho above represents tho card which the child receives. He rnay say, "If l havu four penl'ils, and
m,v brother give::> me two more, I shall then ltaYo six
pencil:;;... ,

~ --

~~~r'"T~'l~. .r"r
. r•. ~·-'ir!""'~,..~.'!!l/l,•~,~.~-~~-~·~,+~·-~""~c·~·~~l"r'!'f!l~~-,!.."l.~~--~.!"'·-ii~i"""".r~~. .-""lll~·,d!f:f •IP'::.,··

,

I

EDUCATION BY DOING.

EXERCISES WITH TOY JfONEY .

U5

.10
5+3

8-2+ 6

"If I spend five cents for candy, a nd three cents
·for nuts, I ·shall spend eight cants ; if I give a tencent piece for them, I ought to receive two cents in
change."

"If Clara had eight p:tper dolls and Jost two of
them, she would have Rix dolls remai ning ; if situ
bought six more dolls sLo.woulu then havu twelvo
dolls. "

7-3

8

three ot

x

3

"If one banana cost eight cents, three bananas
would cost twenty-four cents."

.50
.

·1>\,

,, ,. ,bl

7 + LL-5

'··'1 ~

t

4

x

6

~l( ·fff~rv:·~r:"'1~kB'tt
:~f( ·.I
~.
~, ._ .. :11, • 1
~~Y·
.

"If Jam.es earned seven cents one day, and four
cents ab.other day, he w~uld earn in all eleven
cents; if ho spent five cents for ribbon, h e would
have six cents left."

•

"If I pay six cents for one slate, for four slates I
must pay twenty-four cen ts ; if I give a fifty-cent
piece for them, I shall receivo twenty-six cents
change."

•

;J.. •. --.. • • •

--~--

EDUCATION BY DOING.

-

-~r:.~

-- -

- .-~::...:t;~

EXEfWISES WITH TOY 1l!ONEY.

I!

14 -+- 7

a; r.oo
6/t-+- 8

x

6

I
'~-------'

"If seven tops cost fourteen cents, one top ·wili
cost t wo cents.,,

"If eight l'iCtlires cost Rixty-f, <U 1· el'nts," etc.

.25
-i7+7+ 1i

••

~ 11

" If ·four: ' 1ltjteSJ .cos~ sixteen cents, one kite will

cost fotil? oe$ ; 'i lr-b\i.y pn e a nd give a twenty-fivccent p:l.ece, I ~hall r eceive twenty-one cents change."

--b.

I

:~:; ~.~ ;:;, ,1 ,~

"If I liad seventeen cents, and my father gave
ine seven Lnore centB, I 8hould have twi"uty -four
cents; I coulJ get as m:wy lemons at four ce1 1ts a
piece ns four cents is c1•ntainc(l tinws into twenty-

four cents, which is six tirues-"

.. ~ 72+;9X3

i r , ; _·_____,~_.·------"I~ nine pounds of starch cost seventy-two cents,
one pound will cost eight cents; if one pound cotit
eight 'cents, three pounds will cost twenty-four
cents."

18- 8 -+- 3

•
•

88

.

~

'

EDUCATION BY J)QING.

BXEROISES WITH TOY MONEY.

in which he was born would be the difference between 1768 and 59, which is 1709."

.50

6x2
5x3

89

1656 +75
' If I pay six cents for one paper of needles, for
\two papers I must pay twelve cents; if 1 pay five
\cen for one paper of pins, for three papers I must
~ay
teen cents; and the two together will cost
(twe y-seven cents. If I give a fifty-cent piece for

\

~he

, I shall receive," etc.

11
If a man were born in 1656 and lived 75 years,
the year that he died would be the sum of 1656 and
75, which is 1731."

6

4

- - -- - - 1772-1706

"'

7

~

'

I·
I
I

I
I

•i
,,
ii

I

lI

" If two men start from the same place and travel
in opposite directi0ns, one at the rate of six miles a
day and the other at the rate of four miles a day,
at the end of one day they would be ten miles apart,
and at the end of seven days they would be seventy
miles apart."

" f a man were born
e oulQ. be the differe
hie is ~ixty-six years.

l.

.
' '• t '
;r

I,

1768i-59
1' .• '

Ii

I :i,· ' . ·

( ~· ,:l

I

I

6
9

~------'='

3

'

fa man died in 1768rt .. he age of 59, the year

!

.

-·

~

..
'

.... _ .,,/

.

I

I

EDUCATION BY DOING.

40

:SXE1WISltS W1'11I CLQGK-D!ALS.

'' If two men start from the same place, and go
in the same direction-one at the rate of. six miles a
day, and the other at the rate of nine miles a day\ at the end of one day t.hey would be three miles

apart," et.c.
-~·n ·
:~

_...,....

:::~­

EXEJJ£1SES WIT!I CLOCK-DIALS TO TEACH
TiivJE.
FOR SECOXD YEAR.

'l'he children may each be provided with a clockdial, which may lie m <vl•; in the following manner:
Take pastB-board or bnxeci and cut intu piece,; alJout
eight incheB i:;qua.re. '\Vi th a strin~ and very uark
pencil make two large circles about one inch apart
on each; between these circles make the Roman
nUDlbers as found on the clock; making- the minute
marks'..bf!t-\Ye_e n. C\1t out paste-board hands, fasten
two~~~Hillih.£4:·ariO:uhom, in the centre of each,
justb~o~' en'.ough fobeipioved with ease.
- .
$:le;teacher may haye a clock for her own use, or
malie the dial on the bdard or on card-board similar
to the <:J;\ildren's. .
I'
•.
,' I ;
l
.
'l;',l;t,e ~ WJ,<;:her, may ~k what the cards repreRent
1
and · ·
· • · ,fn~ters found on them._
~. b .,,... l~n ;piar ~oint to the Roman numbers,
na _ii'
eayh.
· trI
t'he teacher may then ask the children to name
so~e length of time, a~d then ask how that is repre1

~

i

J

I

T- i

f

41

sented on the clock ; or ask the shortest period of
time and refor to the second hand of her watch;
then the next longer period and how that is represented. Ask what number they must count to take
a inillut.-.i of time. ABk how loug a &'cornl is; what
they coukl do in a sec011J. Udcr tv pendulum;
show by vibrating somethiug-, so they will comprelwncl the lcnt,>th of timo. .:\sk how many ei('Cumls
make a nl.in11t8. \Vhat part of the clock points tu
the time ; wh:Lt differcncL~ tli('y notice in the l1:mds;
which hand points to tl1l~ nu1rntP. Ai,;k: for the next
lunger period of timL'; how many minutes the Jonµ;
hand lrns to point tu Lefore it is an h"ur; how for
arounu the cloek it goes; how far fur a half ltuu r,
for a quarter, for thrce-quartcr:-i; let thi'm count tile
minutes in each. If an even hour, ask where the
minute hand would be; if a half-hour, quarter, etc.
'\Vhich is the hour hand ? Have them point to ead1
and tell their names.
Ask where the hour hand would he at each successive hour. If twelve o'clock where each hand
would be; if one, two, three, etc. Have them tell
how far the hour hand goes on the clock in one hour;
how far the minute hand travels in same time. Ask
how many hours in one day; how many times tho
hour hand goes round in the day; the minute hand?
Which hand goes fast ? '\Vhich slow ? What does
the fast hand show 1 the slow hand 1
Thon have them set the hands at twelve; what
time 1 at one, etc. Ask different one:s what time it

'

l l~
i

I •

42

R l JU ('. l TIO N

l~'XEJWISE::J

1n· J;OfNO.

i:-i an<l w l H·r'"' 1.111· ]i;md,.; ;1n•.

thein pln.cu thc.:i1· rule.:,,; ()ll it tu as1.xrL1i11 liuw m;rny

Jn ~t·Uing- PY<·n h 1m1-;.;,

f.,.-,t n1akc a y ard .

wh ielt i,.; thn n11l y h:1nrl t,,, rn"v"? T lH•n drill <m i1alf
h"u1·,.;, •1u:1rt<'I"l-', f iv<· 1n irnit c,.;, •·1<'.

J.J ·L tl11 •1n find f It•: i1wli -111 ;u-k,.; <'II il w ruks :twl • Ht
the ym-.l -,.;tick, an1l c u1111L tliu 111un1":1· u[ i lH 'h\·::J iu a

l'ur n"·i,•w li:l,·e :111 :«:t •·•·rl;cin t ill1P, :in•l rn-<k
-,.vJu_·n'. han(~~ nn~ . Tl1 ,_·t1 Ji ·t 1 !1r · ~r1~: 1·L LJ11 ·ir t_n\·n time,
and st:;tP 1.jinl' ~~t1d pii<...;j1 ;(Jn ( ~ f l1~n1tl~.

yaril .

1

H:W•' 11wm f,,1,J th•·i r· ind1 ~lips in li:tlf, :rnil fiJlll
t.he 11alf-i1wh on 1.l ":ir ru les. "i. s!~ h\!w man)' hall ·
inclw,.; in ;111 in, ·lt.
Let them fold their slips again and tell the numl KT of parts, also fu1<l t li u ], ·n'-'.·11 1 «Il tl "·tr 1·11 lt ·;.;.
TLtlvc nrnl qu:irkr a 1rnnil 1c•r ,,(" diffrn·nt <>l>j•·c:ts
in Lil<.: lJ l"<.:>icllCL' uf thc chihlr·~ ll . °''-' ll t<')" li1:1y tli•·rc>ughly c:ornprehewl tli :\t tw\< li::l\· ,·;.;, u:· f .. ur (pt:1r-

J'l iis 1_11ay lH;.' t:.~ugllt t 1_1 quite young- chilclrc.!n. Thn
li 1111• \ ;1J.J,. 'r)1:1y !11· l'.Tit. 11 <JJ 1 il ll.' h<•:11·d aml l1•:1nwd

by tho chil~riqn.
Slvnv tlwm ltuw r:tilroad time ii,; given a11d writ~-

-

----'-·

--

0~~~1~~f~~:; ~:~

ten, and (It-ill (m it !Joth or:: ll y nml wri tten.
...'.\_sk.: u[ \-,·hat 111at{ 'rj:tls ·v:;1 1.c]v_;s a111.l ch.1cks are

1natle; lww tlll',\" :ire rn: 1il u 1." ::;<.l ; 1Yh at ha;,; tu bo
Jone to make them r;;o. Give them somo idea of
thu ,.;pring- and wlwd,.;.
Sta.to 1.ho diJforence between docks and wakhes.
Show a :f!1til \l.ia;l ,if. P,<?SBible, and tell them how
time is toltatf&~p~~~~.orrcct time is known.

IVJTH l!ULI.S.

tc·r::;, nmk" a

w)u,],• thi11g.
Let 01w d1ild firnl <>n 1'-]1 a lf ,,f tl11• :--:inl, nn rl "''''
how inany inches. lkt ;tnot11er flwl one-quarter of
the yard, and see how many inches. If they have
J.i.illculty in finding the half or quarter of the yarrl,
let tltcu1 take a string or slip nf pnp0r on•• y:ird in
length , antl fold it-onC:c' for t]i., half, :1ml t1,;ice fur

:-.-.-.-_;

.E'XERCIS!JS
WITH JWLHS: TO TEACH LONG
,
lifEASURE.

the quarter.
L et thorn also find the number of inches in oneh::tlf and one-qmn·tAr of fl foot.
In what storct> arc tltesc measuretl u;;e<.l ? GiY<.'
the term Long Measure. What goods are sold by
it 1 Vlhat other pPrsrn1s use i t. 7 :I>fpr L•' '"il"f>f·n

:~ .I rou .Trrrnn
, >"EAn.

-' r - '· I.:'>'.dlli:'.ru.ut rule, and a slin of
paper one
. .. , ,,..· . .;,,;t~~{rru~ teacher may ha~e a
v:ml stid; . • TClHhi.• chilcfre1i fh0 length of thl' rules
and the pflyfors. L 0t tlwm by their . slips of pn,per
on their
and find for themselves how many
inches in n -fnot. Lriy tho yrmi-stick down, nnd let

nycs

krs, rnasC>ns, 1Juihkrs, tai lun.;, :md <ln·,.;,.;-1H:1kc•r,.;.
']'be por(.ir •n uf tlw t:1Llu tl:at t!"'.v l1a1·,: f,,urul
may now be written upon the b oarJ. and lenrnecl by

t-:--_

;.~

-

--

~

---:-----·

-~

'!'

the children.

\
I

EXERCISES WITH WEIGBTS.

EDOC.ATION BY DOING,

· Teach them to be trusted, and let one or more go

IlLACKilOA..l<D Lli:SSON.

with rules to different parts of the room, buik'ling or
yard, and measure certai.u thingi:i anu set it down;
with the names of the objects attached. Let others
uwasurc the s:mrn things nnrl cc•mpnr<'. In mPm;uring long distances, let them take a piece uf 1.:h.ulk
anri rn:irk off.
'l'lill; u.x.en;li;e IU;1y be grauteu a::; a favor fur fo.itJ1-

12 inches make 1 foot.
G '~
"
t "
8"

"t"

R foei;

1 yard.

:JG inches
1R
'.-1

"

1
"

"

Long :Measure is used in dry-goods and funcv-

fu1nffif.l.

Htores; i L is~1ISu u.:-.it:d l'y c3qit·ntt'J'~ 1 liuilJ.cTl':i, ItlLLl::ion~~,

tailun•, an<i <ip"RR-nrn k:ers;
It is Ul:l~d j~o measure cloth, mui-ilin, flannel, calico, Rilk, ve~vet, :dbbon, braid, lace, wood, etc.
Teach tho 't hil rlr(·n to test kngth hy U1•.: eye, bcg-i rming with tlH· i1lt'h.
Foe o~c11pation ·without the teacher's aid, tho
children may be supplied with slips of paper (narrow
l:l1ips that come frum ribl>ons do nicely, and may Le
procured from fam'.y-stores) , which t hey may mcasurc off iu haH-inc·!a·s,
indws, O''a.r+cr and lrnJf fret
~ ,i:j
.
. "
_]
'
and quart
· · · · ' -1m-ki.ng the length of
each with _.
:. ding and creasing the
paper it ll.);.'lY he t'c!.sily a nd nic;dy torn.
This e:iercise will. help to fix the IengthR in tJwfr
nlindR, ane;l :tRl:list them greatly iu te::iiiug them.
Havc th<'m. 1n0n.Anre mnny t.hinp;R in thCi RC'hnol rouin aud uut of it., a11<1 f:l(>f, tl1" tlinwn;;iom-1 down on
a :-;ht·~ 01· 'Piece of pa.per, thus : "The i>bte iH Rix
inches lnng.:i.ml four inclu_·s wil1<•;" or, "Tltu i:;late j13
6 x J i11el1c:s. ''
't"';" •

EXERCISES WITH lt'EJGHTS TO TEACH
,_,_

AVOIRDUPOIS WEIGHT.

~

The teacher ruay lw;vo sen ks aitd nll thn different
sizei:; of weii;ltl.i:; tu a pouw.1.
Let tlie chilurc•n uame some 'n·ightt<. l lavu snmo
one finu the pounu-wuighi and l'lacu il on the tir:ak::;;
lut !:lOlllC one find two wc·ighk'i that will e:;actly bala111.:e il; then four, and eight. lfavu tl1•·111 kll what
names to i:,-ivo to the wcight<i wlv•n two nro <''l_UA.1 to
a pounrl, "\Yhcn four, and when ci;;ht. TlwiI" pn:vious
lessons will help them to anBwer these questions.
llavc them find the smallest weight, pmi t'-'11 them
its name if they do not know. Have tlwm find how

L

u1nku a quai·kr u[ a puuutl, ;uul havu
tlwu1 tell fron1 tlwt huw rnauy ll>:tk1· a hull", tl1l\ '\' -

11tnuy UUHCl'tl

quarturn, and a pounll.
GinJ tlwm tl11_i uamn Avninlup11is \V1·i 0 l1t.

,. T'

,\sk

46

EXElWISES lrITIJ TOY "llU.\'J; }.".

EDUCATION JIY DOING.

in what stores it iR usc<l. Nnmc the mticlcs weighed
l>y it.
BLACKDOAHD LESSON.

16 omwes m:-ilrn 1 ponnd.
8
~
J.
4
4
12
"

t !"' "ll

Avoirdupois Wr·i.t.;lit if.: ll~E'<l in groc0ry, butclwr,
bakery, a.rJ<~ candy RT<)rf•><.
It i:3 used to weigh ten. coffee, sug·ar, crnck<er'fl,
cheese, lmttcr,:' meat, raiRinR, }WUlles, figs, cherries,

spices, etc.
The dtilurnu l4hm1ld lm nllnweil. to w eigh different
quantities of beans, sand, or any other ccmvuiient
article. They: should ho taught to be pnrticular
about the exact babnce. They rna.y put the articles
weighed in paper-Lngs, mark t.hP111 any arti cle they
choose,

setsl/.~~!:j~~?;~:~~ ~~~;;e the arnoun t.
~r.:~~;~·l,!~r~t!~~w~fi'''U't. ~fit111

ij

.

.

quart is first sC"kctecl, let m10Uwr cl1 ild f1 llll annther
measure, and kl!, if ho krwwn, what it in. Tli e u lot
him find out for ill11i.-;elf, by measuring tho sari' l or
>. ,~
Learn;, how rnany of u11e niakte the Pt !,, ·r. lf a µ;:dlun
is next selected, kt nurnu orw 14<.'e l io w rna:iy 1i11lt'S Ju.·
can fill the quart aml pour into tl11' g:il l«n, t!1<' cliildren wn.tchinµ; and curn1tinµ;.
Procer·d iit the name way w[tlt tl1" .. t ;lf·1· rn •·a,;ures. They will thw; h·;1rn Ly actu;:tl (·x11cTi11 w nt
how many gills make a pint., qua1·t, ;ulll i.:;:dlu11; aud
how nmny pints make a qu:1rt :twl rsa11nn.
The teacher may supply thu namo of t!iu m0a,.,ure
··--~-----when tho chilJn.:u tlu llOt know. The pint, quart,
·~· :nml gallon measuru may Le marked to i!ldi(_'al,(' tho
.ci_.':_____ __ kill and quarter.
'l'hC'n thu childr• 'll in;1y f1n cl by
• measuring how many uf eaf'h lowur il1·m1rnination it
takes to make the half Jllld 'Jll<ll'[,.r· ,.f tl11 ' J1i;..;lH·r.
.• '~ c'
Ask '\';hat artich:s rtrc lllt'Jlf;UJ'C<l with thc,;c nwa,;_--'.~'-~.~
,..."_-__
=
ures. :_v110 UHe them ? ·vvhat itl this measure c~111cd 1

.

BLACKllOAHD LESSON.-LlQUID :\f.ti..:..._.\._SUH.E.

EXEBC.JSES WITH lr!EASURES TO TEACH
LIQUID MEASURE.

-·r·
.. -

Jl'Olt THIRP YEAR.

The t<Vtyher.'should bC' fur11iRhed '\\>ith n gill, pint,
quart, and'fgalrofi'~~i"es';' tt1Ho a. box of beans or
sand.
f'~~·'·~·:·th
·· -::- · ii

2

,......'!!!!!!!!!!!!!!~""""""""'"

"

n "

., ;i,._

1 ]_1iut

The children may be asked

to name some measure they know, and point it out ; ·with that for a
starting-point, proceed to the other m easures. If a

4 gilts make 1 pint.
2 pints
1 quart.
•1 lJUarts
1 gallun.
1 gill
]Ji11t.
"

-

]

::t· ~
~: __ _

2
3

"

"

"

quart

"

"

"

quart.
gallon.

"

4

..

I

•

FXL'iiC'lSES

Liq11icl )fcnRm·e is lbcd by 1;ruc: er:-< •1iilkme11 , li11unr-

EXERCISES WIT!! JJLOCKS TO TEACH
PUSJTJUN.
•r--·F

FOR ~'TIU;T Y t :AR .

77

1

i

,.

!

/,

;A

'seJ'

J

l /l.,Q('J\S.

49

\\'lnt woulll lwppen if we lta<l no wat"r 1 Jt ·w "uld
Lu \V1·ll fur t ho lA'aclH•r to haYP f'PYeral dr:w:i11t:;!-1 ou
tlw l;oanl, illufJtrati11 1': tlw ,)jff,·n·1tt wny::i in wliid1

de::i.lcr>', arnl house-ker·p01·"· It is use cl to mcasnro
1llilk. vinegar, cider, oil, molas"('f', syrup, liquors, etc.

FurniSh en.ch child with a stout bag containing
eight cu~es1, and one square priBm three times the
length ofa cube.
Cubes one and a half or two im.:h e::i ::;quare are a
very good size. These blocks may b e obtained, with
slight expense, from the carpenter. The bags can
be made by t he older child n in.
H ave the children stand up their long blocks and
point to the front, back, right, and left hand sides,
top and bottom of them.
Wh ' ·· ·, AW.~l/W'l-d!lrstood, have them place
.IU'iW "'.'f 'l'h•"ll~' l'~:rihtft~.~....
two blo. ... ·11:in·
·' 'tilrin"!f, ·v"'e' :Pack,
a nd two on right
~ ! ;,., . .... ~vfTl T I ·'
'r
and left!!f fui,nd. sides!
of
,
thaj
long
blocks;
then h a ve
r
I.
them take out the long ~ blocks, and ask what
they Mve ' made. If no'. idea is suggested to
them u;:n tbem to call it a l.w ell, which they will be
1
pleas~d '·1• i · gl,p.e.:,. ;cbnversation may follow
conce
_ i!i~l).fb f.:.fi'.o~L ~ny have seen wells 1
Where . f; J?o ~e'
t hem ~ cities 1 What is found
in them 1 H ow is the w a t or obtained 1 From where
does th ~ater come ? "What are the u ses of water 1

WITJT

-f
~':F

:;:;~

""#

~-

wat('r is tlrawn .
\\' ht.:n thin subject is C'xl1 aust-c·J, havo thL'lll C<>VlT
the \-.; ull::i ·with th e lull!; Llock,.., and take nway t11()
two front Llodrn, whC'n a firci-pl:we will be form('d.
Tell them about the oliJ-fm;JLioncd fin·-plaef'f! . Show
a picture of one. :Mak0 a clrnwi111; <lf and-irons 1mpporti11g lmrning logs. Let them flml the mantel
over the fire-place, and talk abuu t that.
Then luwe th<..:m r emcivc the two back blocks,
and a bridge will be found. Auotber conversation
may now follow concerning the mat€rials used in
building bridges, t1rnir UAPA, what i,., found uuder
them, wha t is found. in the waler, how fish a r e
caught, kind!:! of foih, etc. IB , ,·ater nl way1:1 fo11 ud
under briclges ? Refer to roads :tml railroad:-;.
Two blocks may be placed under t he bridge, and
a wall is suggested. Let the cliildnin tell of what
materials w alls are made ; when of stone, how the
h eavy stones are carried; when o f bricks, what is
placed between them to k eep them finnly t ogether;
of wha t tha t is made, and of wha t bricks a r e made.
Ask of wha t use walls are.
'l'he long blocks n1a.y be taken off arn1 placed in
front at the base of the wall, when a settee will appear. Question concerning the materiul, use, and
where used.
The long blocks' may b e r emoved, the middle ones

I

Ii
I +•

. RlJU('ATIO.V J:Y

!)()

l~~~~:r:

jgl'~'ttl%~,~~- ~;~=

1;~I~~r~~~c~~ ,1

1!011\'0.

EXERCMXS WITH 1'J_\S.

separated arn l placed l1c'L<11·e tl 11.- n·m:tu1i1.1 t; <!lll'H,
when two chairs will be f<>1rnd. L "t tlrn d iildren
na1no thorn, as fathl'r's aud 1nuU1,-r'r<, ur lJrullwr't-<
and si'lter's.
Place OllC block on tlt•· ]_1;;<·k ,,f c·aeh, nnrl srr:rndfatlw1"s arnl gr:i.nd -rnot!tc·r's ch air" ;in; 11m<h-.

'l.110 teacher nia 0• at 1irst draw tho outlill es uf the
objects on th e bortrd, rn;ing- shiwt m:wks to n'J H"CR<'nt
the pcgi-J. \\'lien tho icka ie1 ga in1.'d they !Jla_;' wo r k
by themselves, and when called upon l 1<• able to tdl
Eo methiug alJuut LJrn u:1j"ct, it.s J1 ;:11.<'1i:: l, u:it'. e11>.;
ur, it may be. reJat;i a li tt le io;to ry in t'<1ll!Wctim1
\\' i tl1 it.
Children are interested in what they forlll for
themselves. Their inw;.::inati0ns are Jl,-dy, and they
will rcrtdi1y picture in tlieir min<l tho "hjl;di-;, HO
matt0r how rough or crw1e thn rq1rosL·ntatio11.
Dyein.r; tho pegs will add greatly k> the chihlren'i-;
pltiatmro.

Thi· J)h)(·ks ln:l~V lie ;1rr;111_i..'.:1·d tP f1>nn hlt'ps, :t ntl

;·1'."."'.'.•,

i f,fi:

,.

f •~·"'

!,k

!

G1

tho ordinals may 1Je tau;;ht. Tlte teaehe r may point
to one step, and a;,;k which ,,;tep i:o toucht·1.l; then
point to arli>ther, awl so continue until all have been
touched. 'Th~n have tltu cliiltlrcn point and rec:ite,
"fin<t, second, third. ,. et<.' ., lmtil all ha ,.e boon n:unod

forward :1ml back\\·ard.
\\Then tho t•·:tc11<'1· j,, JJot ,,·itlt tho clar-;s, theylllo.y
],,, alk1 wed t<• h11i 1<l ::nytl1i11g t heir fancict:l diclak.

EXERCISES WJTJ! PINS TO TRACI! FORM.
Jf'OH Fl ltf'T ANH

EXERCISES WITH SllUE PFGS TO THACH
FORM.
: .~l'~.!~l i /.LJ

:,; . :J-'('.!!.·1~n{~?'

y r:AH .

.

.

Shoe pegsmay'tJl:fclistribhted among the children.
They n1ayiarrangc thorn in straight lines in every
position~1~ed, . crooked, ,broken, waved, spiral,
circles, ates, an.E!les, triangles, and all the plain fii;-

ures.

1

T -1

., . . •

--- - - -

They :tnay form letters, numbers, and lfoman
numbers. i~! 1,:; .:w:·
Dcsigdi!,·a s '; in dinwiiig, n::iay he made, windows,
picture-fr~mes, chairs, trees, flowers, birds, hon1ws,
and nnirrlalR,
c'.

',.

-

~{t<--:CO'.\I

0

YEAH~.

Tho childr<'n may he fnrm sh <· tl wi th HJJl llll, pl:iin
pin ·cl"' liinu,i , rnatl<_' of :-;t rn11,L'., tlarl' ni:1t• ·rial, a nnrrO\'; Rtrip of the s<unc 1nat<'rial, e1• 'n·ral inehvi-; lung,
f11leu with pint<, may bf~ gecurely fa.;;t-ened L.<J one c•;J._

)

·~·

uer of each cushion.
The teacher may speak of the materials of pins,
and have the children find their parts. Ask what
part of tho pin they put in tl1e cushion first, with
what part they push it, and what part i:-; l1et.we1·n
the head and point. Ask about the sl1apo of the
he.ad , and what can he said of tlw point. Cornpnru
the point with a blunt pencil or stick ; if the term
sharp is not given, prick the hands lightly . B0nd a

l

It

!l
t

52

EDUCATION BY DOING.

pin and then compare it with a good one to get the
term straight.
They may recite, " The pin has a head, shank,
and point; the head is round, the shank is straight,
and the point is sharp."
Speak of some of the processes of manufacture,
and of the 'n umber of differ ent persons employed in
malting so ~· an a tj;icle.
Let them' s I' te the various uses of pins. The pins
may be arranged on the cushions in the fol'Irul of
letters, n~be!rs, .Roman numbers, all the positions
of lines and arigles, and all the different forms.
Copies of things may be made on the board, dots
being used to represent the heads of the pins. If tile
childr en find difficulty in placing the pins in right
positions, the teacher may mark the pattern with
chalk u pon the cushions and let them follow the
lines. It ;r-e,uld J:>e w ell to ~ach them to make their
own initi~/mJf~'BPt~~~~~.~re capable.
When~e cb.:p.Clr~ ~~ .ab\e to anange the fo~ms,
they maijjb.e t-old to trnak.e ce~in figures, as a circle
with a p~ or cross in the center; a square with a
circle in it· ' etc.
Various
designs
will suggest them. :
.
l
selves.
1
,
•it;.·•
·1 . ' ·.• ~.
1 • • ·r•J l.
~
·w
Thi'! ekerc~W:iJlr'~k~); .leasant and useful oc. cupation Tji
lt>if.tii~1!~i'.Y:~Iiey
~hiltl
, .. , '"• 'I ; I
.
J'ren, while the teacher
is busy ~t~the ~lder ones, ~

;,_J,.

·I

"

"

·~

.

.

,

EXb'RC:lS.ES l'VI'l'H STICKS.

1i3 ,

EXERCISES WITH STICKS TO TEACH
POSITION OF LINES.
l'OR SECOND Yl<An.

Provide each child wit.h sev(•ral short sticks (about
the size of matches*); these mny be kept either in
small boxes, giving one to each child, or in one largo
box, from which they may be distributed.
The teacher may tn.ke a stick and hold it in avertical position, ask the children each to take a stick
and do the same. Ask some one to draw a line to
look like the stick us he is holding it. Let them find
several things in the room in the same position. Tell
them this position is called vertical
Ask some one to stand in a vertical position, or
hold slate or book in samo position. Ifa.vo the class
r epeat , "I hold my stick in a vertical position. I
hold my slate, " etc. "
When this is learned, the teacher may hold tho
stick in a horizontal position, asking the childr en to
do the same. Place the slaws horizontal. Have
them draw this line on the board, and find objects
in the room in same position. Give the term horizontal .
In what position are the walls 1 The ceiling 1
The floor 1 The legs of the table 1 The top of the
table 1
•Wooden tooth-picks may be bought by the box (500 or
more) for nbout ten ce 11 ts.

II
I

1

Ask lrO'.I' far open the· knife· i,'i, a11 1l h\I\\' tl1•' Y h:c\'t)
made tl wi r allglcs tu look. 'f, ·ll t I"'1 n that, " , \ 11 a· 1glc tl1: 1t louks liko a k11ilu l1alf-v:ay L•J<L'll j,; l':11!.·il :\

Thu hla1iti11i( posiLiun 11 1ay next Le taken, arnl
term given.
\Vliat l'art uf the 1le;;k is sl1•nti11g? "\Vhat ]>al't
(Jf tlw Louse 1 In wl1at position am tliu l'asl'l arn~

riulit ({.)1u!··· .,
:111 ~'.l" in
Lt-;1d them t•\ sr-.' tli:1t it is s1 ill a
whatever position it m::i:i- be h rlcl or m:1dl'.
Ask su111e one tu come to ti 1e lJua nl and n1akc! a

tlackhuanl?

Place two or more RtickR parnJlel, nnd have thorn
do the same. Lead tbem to Ree that the lines ,.,,i.11
never nwet. Ld. thein flnll ah rnany J1aralld li m:s :1,;
poi;sible ip-,~(ic , room. f-'hen J.-:t tltom placc the sticlrn
forming 'vehical, horiwnbl, and slanting parallel
lines, and firnl olJjects in ench position.
After the oral lesson, the childr(·n may arrange
the sticks by thcmselYes, and copy tho po;:itions on

~

-

I

right an.L:;h.·, tl1 ·n b\Jtlll' (>ut:· t·b1 · l J 1i :1k1~ 1i1h_· in a difforent position, and eoutinuv until nll th: l'nsition"
k1vo 1ocn iruvk. If tlu·y foil tu Ji1Hl a 1ww J><>c<iti1lJ1,
show th1.•m with tlw knife and ld 1}11'11 1 c<>py; wlwn
1wt quite suro whu1hcr it is :m cx:ll:L right angle, let
them L1ke the lrnife auJ. 111e:i:ourc it.
Be careful to teach uccw·ac71 in observation and
work..
Now lot tho chi lclr('n tinri all the rig-ht angks in
tli0 ro"m. Ll't them pbct.· tlJ, ·ir s1:1ks at rigl1t :111gks w[t.h tliu lkbk, .l ltuir, or wall; al::;u place llruir
n.rnis n.t right a::gll'H wit.Ii t.lll'ir ],.l!lit·s, tl111::> ksting
1

their slates. ;

EXERCISES WITH STICKS TO TEACH ANGLES.
Review quickly the preceding- leswm; on liries;
have th~~t,~X!~l~t1~~~~; .cor.cert and see that all
thorow:dilY,:,
'l.l. uue~-st.atifl• :thei•li,.ection.8.
If any of thu
! t'. 1•_-i•1 11· '· ll • 'l'""I \
•.,j\
childrerf are dull ' or inatUintive call upon them the
HI' ~~
most fr~uently.
[:
The teaqp.er may now 't ake a pocket-knife and
opon tho bfo.do half-way, then ask the children to
place twk of; \~eil'. sticks in ~he same position. Hold
the knif "~.!!Mibp~e,9.,lli ~v~ry conceivable position,
asking ~ei'Children.. to ch~nge their sticks in like
positioruj'.' Have the childi·en find the opening between t~e sticks, and givo the term, angle.
.I

.!r~~

~
. J£~
__ l

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--1---

_t_
1

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- -

1)

in evei·y po:-:sil>fo way to fix it in their rncmoricf'.
' \vlien th.is is nmi;turc1l, dosu thu kllifo a littlu unu
ask the children to form the R:uHe with their sticks.
Call attention to the size. Is it larger or sm::i.ller
than the right angle 1 Give thu term acute or
l!hu:ry1.

Let them r epeat, "An angle srnalkr than a right
anglo is ca1lecl an acute angle."
Lead thPm to see that acute angles may bo of different sizei; so long a;; they are less than a right angle.

};J>UUA1'10N JJ Y DOING.

EXERCISES WIT'H PINS.

Let them make these in all positions and sizes, ·aud
find similar ones in the room.
Then open the knife further than half-way, again
r efer t o size, and give the term obtuse or blunt.
Have them r epeat, "An angle larger than a right
angle is called an obtuse angle." H ave them make
the obtuse angle in all positions a nd sizes, and find
any thrf~u~Y be tn ijhc r Jom.
Now. l)~ve the children place their sticks, so as

Ask them to bend their wires in different positiOJlS.
Have them make aimilar lines on tho board. Try
to have them make all the positions themselves-us
curved, crooked, broken, waved, spiral, circle, and
, half or semi-circle. If they do not get them readily,
direct their attention to object;; which contain them.
Show a ring, arch, spring, draw a spider's web,
wa-ves, etc. Refer to straight parallel lines, and.
then ask for curved parallel lincl:!.

·1'·

to form .t"\VO
:Vight
ang'les ,
l"'f
•
:·11i ·
I
,i:

l ; on~!obtuse

-

I ·four right angles
'

and oneacuteangle,

obtuse B:D~! two acute angles,

X;

_L;

'

two

and if possible

find the same positions in ;bjects in the room. This
will teach.them tO observe closely.
For a review in angles, have the children use the
sticks . form all the large letters of the alphabet
" 1W'JJl .~.~lli i '
compo
. : ..; :r.rJ~~~ ,; Have the children find
all the .. g es m eacTu. letterf. t ell what kind, and how
many
·e~h.
:1 ·'

of
~

!

i,

EXERCISES WITH WIRE TO TEACH CURVED

i ·.,

·m:ii~~~IJlN
' ., ~ff · ' · r ~s.
n

' ;: ' . I,,.' .... l!'OR
.'¥:co~n
YEAR.
'.,
/,
t
Pro'iP-e: the children ' with short pieces of stiff,
yet pliable wire. Ask them what they can do with
their wires that they could not do with their sticks.
~ .

~-

'I

67

EXERCISES WITH OBJECTS TO TEACH
SURFACES.
FOn SECOND YEAR.

The teacher may be provided with a box of forms ,
and each child with a bag, contH.ining Llocks, balls,
marbles, tops, and beans.
First, develop the idea of outside. Open the box
of forms and ask where the blocks are. ·when the
term inside has been given, close the box, and ask
what part of the box they now see ; or place the
hands over the box, touching all parts of it, and ask
what part is touched. When the term outside bas
been given, give the statement : '' The outside of
anything is called the surface."
Have the children touch· the surface of their
blocks, marbles, tops, books, slates, and desks.
Ask the children to roll their balls or marbles;
then ask them to roll their blocks. Why ca:'Jllot
the blocks be rolled like the balls or ma.rbles 1 If they

53

EDUCA7'ION lJY DOINO.

EXER.C'ISES WITH STIOKS.

fail to give the term, ask some one to draw the ball
on the board; another the block.
What lines were used in drawing the block ? In
drawing the ball 1 If the ball has a curved line,
what shall we say of its surface ? What could we
do with the balls that we could not do with the
blocks 1 State-'' A surface that will roll is called a
curved surface."
Have the children find all the curved surfaces
among theif own objects, then select them from the
box of forms. ' .
Ask the children to touch one part of the surface
of their blocks, another, and another; see how many
parts they can find. State-" A part of the surface
is called a. face."
How many faces have the blocks 1-the books 1the slau's ?-the balls ?-the marbles 1
Compare the faces of the cube with the ball, marble and co!
,
. "
~)l fact-s are curved and
some are p ,.
-~
1
What . ~'. .. ·o:flru'a : face ~ti.s1 the slate ?- the doorknob ?-th~,. cup ?-the globe ?f-the egg 7- the desk ?
Ask th¢~ to touch the place where the faces
meet. R efer tP phe edgo ; 9f , the desk, table, an~
chair.
The plaCE!! Wfere the faces meet lB
called the#i
. ~e.'i~j;;QJ:>mp~ ' .t)¥i straight and curved
1
edges. S ' Mft_.~rii.~ ~dg:J31\re straight and some
are curved ,l~i;'i;::
~
Have tllem
find
the
two
kinds
of edges among
I
I
the forms ra nd objects in the room. Ask them t.o

s9te-Jl;

r

, '

I

l

fiml the place where the edges m eet on theit· blocks
and other objects. State-" Tho placo where the
edges meet is called the corner."
Have them find all the corners they can.

EXERCISE WITH CLAY TO TEACH FORM.
If practicable, provide each child with a small
piece of board containing wet clay. Where tho
class is too large, liavo a lurge tray or box containing the clay, and allow two or three childr en to work
at one time, while tho class look on, and criticise the
work. When necessary, different ones may be npvointed to rectify mistakes; thus all may be k ept
interested.
As in previous lessons, begin with a talk about
clay. What kind of a substance? ·where obtained 7
Of what use 1 Speal{ of bricks; have one to show.
If convenient, prC'.sent other objects made of clay;
speak of their manufacture, or w l 1at is better, lot tl 1e
children find out as much as po,,~iJ,Jo for themi;olves,
and relate at the next lesson .
Have the children first make a ball or sphere of
clay. What kind of a surface has it ? How many
hemispheres can be made of it ? Let them cut it
with a knife. What part of the sphere is the hmnisphere ? What does hemi mean 1 How many halves
in a sphere ? in an apple 1 in anything 1 How many
faces has it 1 What kind 1 "What edges 1 Let them
place the two halves together, then press it1 and

60

EDUCATION BY DOING.

EXERCISES WI'l'H STICKS.

make an oblate-spheroid; then make it round again,
and taper one end for an ovate-spheroid or eggshape. Return again to the sphere, and cut off each
side for a cube. Review the shape as to faces, edges
and corners. Roll it out for a cylinder, cut off sidet:i
for square prism ; if possible cut it in two for triangular prism. Then form pyramids, cones, etc.
L et them make the shapes of different kinds of
fruit, using little sticks for stems; for strawberries
they couldijniii.ke little mdentures with pins for the
seeds. Haye i,a talk about each kind of fruit, and
when practicable, present the na tural.
Have a ~eJson on the bird's nest, and let them
mould it inJ clay, and make the eggs and place in it.
Let them give,a list of the names of little birds. A
great va riety of objects can be made, as well as
cakes, pies and bread, and a little lesson on each be
given. The children will exercise their own ingenuity and devise many new forms.

J.Wi

.

,~i:

EXERCI~ Si VflTH:::sP!d'i(cs
lr-- •

'·!1 j

11< ,,

'I:

:, !

.i

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,

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TO TEACH PLANE

" '. FIGURE,'S.
FOR SECOND YEAR.

Ask th~:; c~d,ren ~?~~ea right angle and en·
close it with ~ tli4id, sti"lr ··. · '.\1·
How ~~~;. ~fil!clm di~
. ri;~~· hse 1
l ' l r 11'
,,
How Dlf}ny angles have yqu made 1
Ilow ~y sides has the figure.
I

'.f

l

l:;;--:;T~--­

~4';:;;.
;i-.

Gl

State-" A figure having three si<.lm and thrcu
angles :is called a triangle; tri: meami three."
J'uways bo cn.reful tu develol' thu i,lea lwforo giving the term, and in giving the udl11itiun, t.0 placn
the term at the encl.
In forming th:iR tri:mgl•', ask t l1 cm what angle
thoy m;tdo first. Define, "A trL111gle th:tt ha,s a
right angle is called a rigltl-analed l1·1<luglc."
Have the children turn it around in various positions to see that it still remains n rigltt-nngled triangle. Ask whnt tho other nni;los are.
Have them make an obtuse angle and form into
a triangle. Define, "An angle that has an obtuse
angle is called an obtuse-angled triangle."
What other angles hn.s this triangle 'I H ave them
make an acute angle and convert into a triangle.
What kind of angles has this triangle ? Df'fine, ' 'A
triangle that has three acute angles is called an acuteangled triangle.,,

Have them select from the box of forms all the
triangles, tell what kind they are, and how thoy
know.
If practicable, give them pieces of paper and smull
blunt scissors, and let them cut out all the different
triangles. If this cannot be done in school, let them
do it at home and bring to school.
Next proceed to the square. Point to one in tho
room or draw one on the board, and let them copy
with their sticks. How many nnglcs has this ?
What kind ? Ilow many sides ? ·what can you

62

EDUCATION BY DOING.

say of the sides 1 If they do not give the right tonn,
have them measure tho sides. Define, "A figure
that has ·four equal sides and four right angles is
called a square."
Have them divide the square obliquely and t ell
what they find. Then let them divide it across, and
question as to the angles, sides, and length of sides.
Giy ·~efinition, ' f A figure that has four right
angles ana four sides, two of which are longer than
'
~
the other
..;~wo, is called an oblong."
In what are the square and oblong alike? In
what are the~ different?
Refer to
objects in the room, such as slates, books,
1,.
desks, windows, doors, t ables, paper and envelopes.
Then proceed in a similar manner to form the
rhomb, rhomboid, trapezoid, trapezium, pentagon,
hexagon, h eptagon, octagon, etc.

,

EXERCISES WITH SHOE-PEGS.

63

leam.ed. The teacher may have thci:;c, previomlly
drawn upon the board for the children io <.:opy.
As it will take many days for them to fmbh their
;iets, they may have small rubber b[lnds to ::;lip ovur
their cards; the top cards may havo their namc•s
written upon them, that they may have their own
package another tinle. . ·when a set is completed it
may be laid aside for review, and at the close of the
term given to the child.
vVhen the children become expert in this work,
they ·may be furnished with muslin scrap-books,
which when filled may bo laid aside for exhibition.

EXERCISES WITH SHOE-I'EGS IN TEACHING
FORM AND NUMBER.
FOli SICCOND YEAR.

·;f 'l•j

1,,,

FOR SECOND YEAll.

FurlliBh the children with short, narrow pieces
of colo1!edJ paper and cards, or small pieces of pasteboard or box-covers, the size of cards. Dissolve five
cents' i.:,Q_ ·'. 'Jii!l_e;f:~U:. 1m· ; :muahauth in a bowl of water,
• . ' i\l"' ·• ,f'IJ ifl• ~1S'P ._ j

1

;:rdt:~tt~~:.y t:~~~~~=: placing one plate

The ~hildren m ay paste ,tM papers on their card:;,
using ail the positions of straight lines, angles, and
figures enclosed with straight lines which they have

The children may nrrange the pegs on the boards*
in all tho forms of pla.in fi;;ures, and when called
upon, be able to tell the forms 11nd the number of
pegs used in each.
The plain figures may be drawn upon the board,
the children may make them ·w ith the pegs on their
boards, then copy them upon their slates, writing by
each form the number of pegs used in making it.
They may also make the same designs and forms
that they make with the pegs withou t the boards.
They may imagine the board to be a garden,
• Mentioned in tho previous chapter on Number.

EXERCJSES W17'II BLOCRS.

EDUCATION BY DOING.

64

ily tell the difference, call attention to the oblong
faces. Have .t hem count tho oblong faces aud the
square faces. State-" A square prism has four
plain oblong faces, two plain square faces, twelve
straight edges, and eight corners."
Present the triangular prism, and have them
count all the faces. Have them notice the shapes of
the faces, and tell the number of each. Place the
square and triangular prisms together and cull tho
attention of the scholars to the ends of each. Point
to the square prism and ask what shopo the end is;
then ask its name. Point to tho triangular prism
and ask its shape,. and what name could be given to
it. State-" A triangular prism has three plain oblong faces, t\vo plain triangular faces, nine straight
edges, and six corners."
The h exagonal prism may be treated in a similar
manner. -when it has been thoroughly examined,
state-" A hexagonal prism has six plain oblong
faces, two plain hexagonal faces, eighteen straight
edges, and twelve corners."
The cylinder may now be examined. Let the
children soe how many and what kinds of faces aud
edges it has, and stn.tr:J, '' The cylinder has ono curved
face, two plain faces, and two curved edge1::1."
The pyramids may be shown. Let some one find
the point where the faces touch, and give the term
apex; some one else touch the part on which it
stands, and give the term base. Speak of the Pyrar
mids of Egypt. Have them count and describe the

which they may fence with the pegs, by placing a
row all a round the outside; they may make gateways and paths. They may plant flowers by placing two or three pegs in one hole, or by placing small
pieces of colored papers on the pegs. 'Vhen called
upon they may tell how many pegs ar e in their
fence, and name the different kinds of flowers they
have plaiif3\ ·'!'he teacher may suggest a particular
season an:d a~e them plant flowers appropriate
to it.
:, d
For varie'ty, they may have vegetables or trees
instead of flowers. They may be left to amuse
themselves in this w ay when the teacher is otherwise employed.

EXERCISES WITH BLOCKS IN TEACHING
. .'a~
1- il/?. rfcf!G URES.
FOR LA:

~"' 1~i .. ·,,.-,ff :~~r•H

~ .'.

ART OF SECOND OR FIRST PART OF THIRD YEAR.
:

Revier" the previous lessons on surfaces (page 57).
Have e<0h one take a cube and count the faces.
Compare the faces of the cube with the marble or
ball, an~ Q,Bl~;W,J;iat kpd 1)9f. faces it has. What shape
are its f ~
' ~:vyi
· ~11:.e~gcs hos it 1 What kind
... ,c .:f , ... -.~1J :."\• i•'
of edges
.· ~a~y £9tn<
ers? State-" The cube
has six .: in/squar~ · faees; twelve straight edges,
and eigh:~;. corners."
'
)·
Presept a square prism and have them count the
faces, edges, and corners. What is the difference
between,the prism and cube 1 If they do not read-

'

.

-~

EXERCISES WITH :MOULDING-BOARD.

EDUCATION BY DOING.
faces and edges -of the sriuare and triangular pyrar
mids. State-" The square pyramid haB one :square
plain face called the base, four triangnlar plain faces
meeting in a point called the apex, and eight straight
ud;.:;cs." "Th1_· 1.I"iant,'lihr prism haR nne trianl!:ular
p1:~in fac0 ra1J rrl th(' b~H'''. t.hrf'P trirrng·ular pfain
faces whid1 meet in a :point called the aµex, ;;.ml sU.
o-<tl':~?h't edges."
NoTP:. These forms may be :ma.de of pm;teboard
:1nd co....-c•r<·•l with c<>ln:·u1l 1•:1pcr.

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

·--·?_:

_ \_

TEACII C'EOCRAI'I!Y.
FOU. SKCO.ND AND THlRD

Y~...A.Jl~.

Have a boa1-d .U:5 feut made, with a rim around
th~i·~<),g.e..;w..,m<;Ji,,.l1igh . L·pon this Loard, which
sfio"U:Ttr:oe·-1rdjtrntect· to a table or dt>Bk, put half a
b ushel of moulding .sand, such as may bu kcd from
ti found r y; or, if thi,; i:s impracticable, a hill-busbd
of rnoist loam, F>iftcd, "\vill ans"\n~r tho purvuse ·well.
\Vitli the use of blocks, toy-hom;(•s, treci:i, animall:l,
large:and smalLpit'.Cefl ,_,( luuking-µ;lab.':', green tic;suc
Ni}ief~'':narrow'blue! ribbon or tapP, small twigl:l for
~vergreen trees, shells, :md c;to1wi:;, the J>ri11cipal
clefinitions in geography rnay be prnctically and im·
pressibly taught.
When the class is small, it is best to have all the
scholars gather arotmd tho moulding-board; but

where the class is large, a part m11y gather ftround
tho bo;,.t.r<l, while the othuri:i ob:;.,_Tvo aml i:iuggel::it.
The t(>acher should bo careful t o givP. RVA1-y pnpil hiR
proport10n of time at the moulding-board.
SEA-sHoRK -Place a lari:;n picc0 nf !nnkin.u: -gla~ s
on one side of the mo11lding-hn::11·d , awl fill the rest
with s:rnd.

-,--

EXERCISES WITH MOUJ,DINC-BOARD TO

67

- -! - ·

i·.·

T.~11 th<' children you will rm-ve n t:i1k with thc·m
auout the C~lJ't-lJ or ·world in which tlwy live.
Ou wlint (] 1J the ship,.; sail / Un wl1nt are how.;1·,,;
li!liJt 'I \VJ.wt two thinl(s :nT fot111d "" tlte em·th?
\\'hat l1:iwi "\\'1.' to rcprl'Serit tlw \\':tll'I' ()JJ t!tis h<>anl?
\Vhat the land I \Vlto will Ji nd tllC' pl:tct> whcru the
watl'r :\Jt(l larnl cmne togdlll'r i .Dol''' :1r1y nnc k!lnw
what we call tlw plaee when• 1l1l· land tuuclivs tlw
watf'r? G in• the t('J'll1 ('11;1,.:t nr c;h<•rc'. \\.hen ,.;;iil ors go far-off on the water, wlwn · d<> \\'(' s :1y tlt<'\'
hav0 gurn1? \Vhnt ni:1y W(' c :1 11 thi ;-; \Y:1t•·r '. . \ \.h:.1t
may we c:cll tliiR shon: or co:< Rt. : JT, I\\' rna11v ha vu
ever b0Pn to the sea-slwrc? JI11w clnes tlw "-:itl'l' of
the sea t<isto? If they du not kllow, ]>l: 1 c 1 ~ some salt
in water· nncl h:wn them l:1i-;t.. · it. Of wlu1t USl• is the
Hna ? 8pl'ak of tho wakr ri,.;inK, f'orr t 1i n;; in to clouds,
and n•t11rning in rain. O nt!tl \\'<']iv« \\·itbout watf>r? '\Vhat i,,; the watPr alwnyR (l11ing? 8how a
picturf' whcru waves aru l'l']'l'l'S('i 1l('tl. H y ou wore
dose by the &•a-Hhore, nn what would vou be standing? Sho·w pietures of botl1 i:;aml y a1,Hl rocky seashores. '\Vhat name do w0 givt• to a sandy sea-shorn?
\Vhat am found on the beach '! Let souw one place

EDUCATION BY DOING.

68

JJXERCISES WJT.Il MOULDIEG-BOARD.

shells on the beach. Some one else make part of it
r ocky by placing rough stones on it. What is found
on the l·oclrn 1 Show sea.weed, if possible. "\Vhat
are found on some rocks deep in the water ? Pre&mt sponges. Tell them how they are obtained.
\Vnuld Y"ll lik<· j (1 c;;1i] ill'"llll<1111i,.; •·":1,.;t u11 a <hrk,
:stvnuy 1lighL l Shvw a. pidure v.L a. :;L.ipwreck.
"'Nhrttrmig-ht h ~pprn tn th0 ship ·1 \Vh~t flo peciplc
build~on the coast to help the sailors? Show a pict11ro
a lighthOUR('. Let Rnmc onn lmilr! a lihhthou:-;c w jth lJloeks. \Vhat do rwnpl" p1tt. "lit 011 the
water that floatR. to cliroct Railorn ? Speak of buoys.
S1xiak o~ the lifo-:savin;; tiervi(.)e. Name some thiugs
found ill the water. H ow do people get shell-fish ·1
vVhat time of year uo people like to visit the i;eashorc ·1 \\Thy? \\That du rna11y pco11le ;;o for in the
warm w eather ? vVha.t kind of a co:1st is best for

of

;-~= =

bat~~"""~~~"'~· "''•·

T~~Y~~~~~-~'1.i°-1 ndes several ksRons. It is
giveq iri foll t o 'slibW hci~\- the kssons may be giYen.
It m~y ,b,e ,improyed upJ n aceon1ing to tho alJility of
the teacher.
t,
J'viutiNTAINR AND VALJ.J•:YR.- T.Rt nnA of thA chi~­
dren'. pi)~ ;'1'up the sand at one end of the mouluingb oar ' .. , ,~i:i~3:Jil-~i~Y-~ a name for what has been
mad
d '1
it a verv hi i;?:h hill ? Ca n
any ~ne -~ve this -,-a napie 1 Show m e from what
part f>i it you could see th e farthe.5t. Give tho term
summit. If you were going up the mountain, show
where you wouJd begin to climb. Give the te rm

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1 1i)l.malre1

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base. In going from the base to the summit, show
mo OYer what part you would j11w·nc•y. Give the
term si,de,s. What would you be likely to find on
the sides of the mountu..in ·1 Show picture vf u mouu
tain with trc·(·S. Ld the ··l1ildr1 ·11 l'l:t11 L tl11· " l 'ri_,~,., uf
c\'crgrwn in a portion •A the lliJe:s. Vv-hat do wo
call a p la!'.A'I wht're Lbere an~ n ;.;rP:-it m:-iny t rc·eR 7
Very large woods have another name. Give term
furest. Nmne some forest £, ..,,,H. If you wt•re going
to cl imL a 1110untain , wh<tt wu11ld y1111 take iu yuur
hauJ to lwlp you? \V hy 'I lf yo11 wen.. tlii r"HLy,
what would you huut fu r 1 \\'hen.: uu"" the waLer
of a 1:1priug come from ? H ow does it taste ? What
woulu yuu fi.ml runuing fro rrL tlw Hpring ? vVhnt
namn wot1ld we t,riV<.' it'? \\Thal wuu!d y•.1t1 fillll in
Urn bvt tom of tlw brouk ? ll·iw c1111l,l } "'ll r:ro"'" tlw
brook? \Vhat docs the lH·ouk d11 that d1ildrcn do !
\Vliat part of the m0untain is tlu ; c,,]cJ,·st ? Du you

kno w what is found ou the tops of v ery h igh 1nouutains? Lot some one plo.ce cotton C•ll t1w to11 for
snow. Are the sides of the mountains always covered with t rees ·1 Show picturr of a rc"_:ky 1n1 11 rn ,
tain. Place stones ou tho :;ides whern tliu kees were
1~ot placed.
How many evAr found largo h oles
among the rocks ? Let them form a c·~•V•' with t.he
stone:;. Speak of wild n11inials rnHl tlwir huu::;es.
Speuk of some of the womlerful citvl'H . H<·lnte
stories-historical ur otlH'r. If "\YO we r" goiH;; tu
climb the mountain, show me tho direction we would
take. How many think we would go straight up 7

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EDUO.ATI6N BY l>OlNG.

Why not 1 Sh ow a winding-path in the mountain.
Show picture where mules are used. What animal
is in the picture ? Why is the mule or donkey used
instead of a horse. l\fake a narrow ' windinn-r)ath
un
0
}
the mountain. What do peoplo find by rliggini;
clown into the mountain ? 1£ possible have ore to
show. Goar·at least can be presented. Show picture
of a mine, ~nd bave a talk about it. Loosen part of
the &tnd, and show what sornctirnes happens on the
mountains i have a few houses in the way of the
avalanche . . If lJeople wanted to go by cars from one
side of the , mountain to_another, whier e wunld the
ra..i.lroau bo lmilt ? Why around instiead of over ?
If they wanted to go the n earest way, or if there
were many mountains and no low valleys, how
could they manage ? Show pictur e of a tunnel. If
possible, make one. Let some one form another
mountaR~f:~V,~.ffi9.'.0X~;:~,p,e find the place between.
Ask wh~t i:i't •is '. can~d}lr!'r;:Wniere would the greater
numberzof houses be, on the mountain or in the valley ? \Yb.Y ?; What birds like to build their nests
among ~he ,;rock s of mountains ? Show the eagle and
nest. WhM ;.animals like to climb the mountains ?
Show p~~~-~~.of _th.e ,i~er~. ?ha~ois, goats and she;p.
Relate O:r,'~flSf?f; ~heJ;i!11Yel rfl m the Alps.
Vo~o.i;:..Hl:tv~~hlrdr nmakea mount'.1i•1. The
t eacher / m ay make a hole in it, and .Place a burning
candle. .; What shall w e call this kind of a mountain ? How many would . like ·to live on such a

EXERCISES WITH MOULDING-BOARD.

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.:t.
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mountain 1 ~hy not 1 Speak of Vesuvius and the
lmried cities. · Show pwnice-stone.
DESERT.- Have the sand leveled off, with notl1ing upon ii;. Tell the cl1ildrcn Llu:n; a1·" placl's un
the earth wliere, as far :l.'> they could HL;L:, there
would be nothing hut sancl. Du(',,; any one know
the name of :mch a place? If no one Jo••s, giv(' th<·
t.erm de;;at. \Vould people bu ild ltous1·s iu :rnch a
place ·1 \Vhy not 1 \Vhat is one of tho things that
we cannot live without 1 Tell them of tl1c necessit.v
of traveling sonwtinws iu l'rn eh cutmtriv'1, of tJt,. killd
of an.inmls used, and why. Show a l'ieture of a
camel. Speak of his fed., hi,; bag for carr·ying- wat.,r,
and his hump for storing away hi,-; fat. Speak ',f
the kind of food people carry in tb (, dc:'lert, and tl1e
leather l>ottles they US<) for ,,·atl·1·. Speak of tho
oases, and make them by pl::inting a fow trees and
placing a small glass for the Rprin!;. Show picturo
of palm trees, and speak of their multiplicity of uses.
:VIention the wind storms, [lud pile up little mounds
of sand. Tell them what the camels and people do
at such times. Tr>U tlwm where the largest desert
is. Speak of the ostrich, and show picture.
SPRING, RIVEH, LAKE. -Slope the sand town.nhi
one end; make a large dopres,;ion in one part of it.
In the highest part place a cup or bowl of ·w ater at
a distance from the depression; place a fuw i;mall
stones h1 the path bet.ween the bowl and deprP-ssion.
'l'ip the bowl, allowing tho water to run out 1:;\owly,
but fast enou gh to make for itself a channel; let the

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72

EDUC.:J.TION BY DOING.

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chik1ren notice how it rUllS, changing its course
when any obstruction is in the way, and filling up
the <lepressiun, which will answer for the lake. Tell
them the bowl is the spring; if convenient have two
springs, and arrange so tllu ::;Lrcarns will flow together. Speak about a real i<pring; Mk where the
water comes from, and what it mak0s. \Vhcn suveral streams ilow together, what do they make?
Let them t ell how the lake was made. Give the
namti'~~:th~ stream that flows into the lake, also the
name given to one that flows out of the lake. ~pea.k
of the r~ver, its banks, bed, uses, etc.
ISLANDS, PENINSULAS, CAPEs.-Place a large piece
of looking-glass on the moulding-board; let tho Rand
run down on it for ponint>ulas; make several points
for capes; place little piles of sand on th e glass for
islands. Question to bring out the right answers.
Speak of coral islands; ha Ye a piece of corn.I to
show.
~i~•!iBA~i--Arrango the peninsulas so
the gl~s: ffi.ll'~xtefi.di~}:i;!to the land. Lead the childre~ to see tha_
t the water of srn.is, gulfs and b::tys is
always salt, as it is really 1)art of the ocean .
ISTHMUSES, 8'J.'RAITS.-?lfnkA thA pt'ninsulas S<J ns
to f\)1in'1stlunuses, 'a.rtcl arrango the islands to form
strcitt~.• ~;§,129.l,I:~ ()f,. ~p.n~ls, and make them through
the Jstli.Ili.uses::~:
~

-

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~~en all the definitions haxo Leon given, lot tho
children a rrange wha:t tho teacher calls for, tho
class decidingwhetherit is rii;ht; or lot tho children

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EXERCISES WlTli }J.OULDlNU-EO..:UW.

73

make anything they choose, and tho class t oll what
they have made, and give definitions.
VU.LAG.Ii:, CuY.-U1:1e toy houses and troes to re.
present !1 village; ribbon or tape may be used for n
river; a Lridge uf Llud:!:i may l;t_, lJU.ilt uvor it. JI.
pleasant conversation may folkiw al>t•ut a villag-e.
IPt them tell th•• <liff1•r·1•nc1• lie t w,.011 i t village aml
city, and convert tht' village inlu a ciLy hy i1laci1 1g
the houses close together, makiJJg sidewu llrn, railroads, etc.
M£ADOWA. -Grocn tii:;snc paper may rq)resent
grass; horses, cattle and sheep n1ay Lo placed on it;
a tree here and there; a wooden or stone fonce built
around it--i;ticks tituck in, crost1inµ; l'ach other, will
do nicely. Let the children tdl and du all they can,
the teacher 1:1imply filling up and roundin g out.
Particular parta of tho earth may 1.Jo repnJsen wd .
COLD REOIONfl.-Cotton may he laid down for
snow, aml piled up for iceberg~. Enquimanx hut>-'
may bo built of liloclni, and coven'd with cotton
for :·m ow, or, in wint<"r, u,.;e snow . l'i 1· t11n·R of tl1e
people und unimals may be shown n.nd t:tlkcd a bout.
Encourage the children to make inquiri1~B and fl11d
out all they can for themselves.

EDtJCAT10N !JY DOING.

JlXJER(JlSES WlTlI FLAGS.

EXERCISES WITH FLAGS IN TEACHING
GEOGRAPHY.
'.!.'he children may be furuished with small flags
of all nations. These may Le purchased in paper
sheet,,; at/?thB stationer's for a :-;mall sum. They may
be cut out: a nd to make them more durable, rn ny
be pasted on muslin and newed to small sticks, whic:h
come in bu'ndles.
}first speak of flags generally, the si1:,'l1iflcance of
plain colors, their Leing u:md as signs; the w hi to
fiag as tho token of peace or safety ; red, war or
dan ger ; yellow, sickness. etc. Ask if any have e ver
seen these colors used, and where.
Let the children tind tho flag of their own country; ha_;;,,~ 0~!:.S:.r?: " £~~~i9~,.it: ask what colors they
see ; Hp&"tk 1of .the· meaningnf t!1n colo113: r ed loYc·
white, ptirlty~ blue, i:rntl1~ Ask how many ~tripe;
it has; ~w l 1y thirteen; how mauy arc ·white, h ow
many arc red. HaYc them cuuut tho nlunLer uf
star1:>; ask how lllany the large flags have; if convenient. h ;1ve a hr,~e one to show. A><k what U1n
1:>tari; repn.Jse11t, mul how i:i1auy the :tlrnt flagi-; J1ad;
why w ~,):u:iiv~ more now. ; Give a short history of
the flCJ.gJ to· arouse patriotism .
Speak of the t;ignific:mcn of the flags of differf'nt
cum1Lrie1:>; Luw tl 1ey should tc trea t ed; ·wJi('n they
are raised; when at lwlf-m ast : why u sed on veAAdF<.
H a ve a map of the world before the clrtss; h a ve

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the countries pointed out; speak of the people, climate, productions , a nimals, etc. Name some of the
mo:;t prmu:i.nent nwuntai 1w, rivnr><, e.itiet-i, etc.
Taking one country fo r n l<"sson, the p r ineipal
points may be written on the bonrd, then copied and
learned by the child..ren, and rqmJ<lueed. on their
slate1:> tb11 following day.
Finit take the countri1•!:! the children know th e
mm;t a\Juut, alld will ]Ju likely to ],.. mo1:>t i11h·re!:ltetl
ill . Gi\·e a country, or kt tlwm ('] 100s1' 011e to find
out about for the succeetling lt»;;-;011.
For review, ask for a certaiu ibg, ai1tl lwse all
hold. it up, one or more poin t t.>nt the country , and
each one tell some fact cuncern iu g it : alsu haYe each
one pret;en t a clifien~ nt Jb:;, a n<l td 1 all lw ('an about
thL" countrv . Geogr:11,Jiy will thu:-; ]Jc made a most
enjoyable study, while tho child r en will gather and
retain 1nuch n1ore kn<n\·l1·dg€' th:1n fr n111 Ji,,,,ks.
Tho children may pn·tornl th"y livn i11 certain
cotmtries, and tell why they like t>r t.1i,.;l iJu.. it ; how
tlwy uood t u tlrcss; if thL·y arc farmer~, ·what they
arc cultiva ting ; i[ merchant><, wliat tltl'Y arc liuyini;
]"'< ' lllia1·iti,·~ 11!' th< ·
c1 •u ntric:-1 ]ll"un1i1w11(. Th1•y 11t:1y :tl,.;u ]'l'<'l.<·r 1•l tlH·y
am on bun.rd of a ship u11d1 ·r a ,.,· rtain Jbg: ; t lwy

a111l sdliug-; alwnys 1naking tho

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may tell of what tlwir 1·ari;o l">Ji:-;ists, wl11T'' tlJ<·y
:'in-' going, in what dirnct.ion an <l 1.lmJ11gh w l 1;it wa-

tter,;, wh~tt t h C'ir n· tu n1 c:i.rgo \\'ill 1"', de .
Great va ri ety iH thus att~\ in1 ·cl, w h ilc• i11kreHt a nd
dt'light must lll'CT:-J~.arily foll<1w.
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EXERCISES WITH GELA'l.'lNE PAPERS.

76

EDUCATION BY DOING.

Have the children hunt up as much as possible
for themselves; ways may be suggested, books consulted and fritmus a,.iked. The eJfor-t made to get the
informatiou '"ill mc:.ke it lasting. If the desire for
knowledge be implanted, the teacher is doing a
succe8sful work.
Fu.q· ~ill further, variety, the teacher may give
the pec~arities, and the children guess the country
and rai.;6 the flag-. 'J'lm t~·achcr m::ty tell a story,
taking a~ imaginary trip around the world; as the
country i's mentioned or sug-p;ested, the children may
raise thc-fl.ag- of the country.
vVhen bei;:inning to learn, so rts not to confuse tho
children, only a few flags may be used, and others
added as the lessons i1ro<:eed.

M~I ELATINE PAPERS TO

EX. .

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COLOR.

t

~ 1 ;.': ~.Q~ FIDST, BE~ON~ AND Tlllll.D YE.A.RS.
P1'?:1cle the childy0n ·with eu velope::; eonlaining
••

small p1~e.s of blue, yellow, red, and, if procurable,
•. , ,_ ·I
. : ,
.
gelatme papers. The
teach .. -O~d'l}1P1,l~ed with a great variety uf
color .i • cts; !fu"ch. as 1vorst eds, strings of beads,
paper ; '·cambrics; gla:ss, :. ribbons, crayons, flowers,
colm·-fharts, etc. Numerical frames containing the
prim~1-y and secondary colors, may now be obtained, which will be of great assistance.

green.j.. ~~~ge _, a.J?-dy purplo

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The teacher may select a blue object and hold it
up before the children; ask them t o find the same
color among their papen:i; call upon some to name
it.

1favte th•olll ,...,Jed, all j It" l1lue nl1jc·d.t-i f1·rn11 t.lte
cullet:liun, aud n cu1H:." O!t.~ d !JTert·nt P1~J~ ;_.;!':l
th·~.Y kuow that aro hluo.
Tc;i,ch the ydl<>w arnl
red in the same way. Have tile children uu.me Lhe
three colors, pointing to each, and 1-,rivo th1,, krrn
primary colors. luik the culur uf Lhe sky, uuLLercupfl, fire, et c .
Have the children place their IJioces of Llue and
yellow papers to;.;ctlier; J1•lld tlwrn 111• bO !lie light
will shine tlirough tlll'rn, n:;k \\·Jut co1ur i:i mrtile,
and wha t colors produced it. Han· them s"11 ·ct all
the greens, and name things of that color. Iu the
same way, have tl1t•1 n 11lace their blues an<l rods together, also their reds aml yellows. Let tlwm give
the three new eolorn mafh>, m1d give the t erm secondary colors. Drill thoroughly on Llw i;omliiuatioill3.
Placing the colors together aml i:;eei11g for tllcmsd vcs
will fix the combinations in their minus.
The tertiary colors may be tmight in the sn.me
way. If the secondary colors in gelatine papers
tc:.u:her~s

cannot be obtained, glass maybe uscrl inst.earl. Now
test the children in all the colors learned; liavo thmn
select an object, state tho color, and whether it i~
primary, secondary or tertiary; if uot primary, of
what colors it is composed. When they cannot
answer readily, allow them to refer to their papers.
The shades may be taught from the color chart.

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78

EXERCISES

IWUCATION RY DOING.

Encourage the children to bring a1:1 many !:!hades as
they can find.
The colors of the rainbow rnay be nicely shown
by means of a triangular glaRs prism. Tlto colon;
may be thrown on the wall or on a piece of white
muslin fastened up for the purpose. Explain to
them the formation of the rainbow.
Teach: t:p.e colors that harmonize by arranging
worsteds or flowers together, and leading the children to decide what colors look w ell together.
vVhen the children arc left to themselves, they
can write on their slates the colors learned and how
formed . They may first copy them from the board,
and' afterward r eproduce them from memory.
The blackboard work may be arranged thus:
Primary Colors.

~~ti ·~.'· t~a.-blue

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Tert0-, ry Colors.
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and yellow.
('.)r4nge-yellow and red.
Plt:ple-blue and red.

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Citrille-green and orange.
Russet-orange a nd purple.
Olive-green and purple.

'

{Red and green-blue a nd yellow.
··''' i ~ ... ,1 . .Blue .~nd orange-yellow and reel.
-~ 1 X ellow and purplP.--bl ue and reJ.

that ha

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· T., · arrnine,
n~o~,t ~I · 11I'
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Reds.J
.

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Scarlet,
Vermilion,
Pink.

{ Citrine '
Yellow,
~ Yellows.
Lemon,
•
Canary,

Straw.

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Blues.

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ffJTH WORSTED.

Dark AmbAr,
Oraug(',

lndigo,
Ultramarine blui',
Pru::1si:rn lilue,
OrmUJC.
Light blue,
~k y lilue,

:---;al rnon,

Buff,

Cn·am .
Royal purpl(',
Purpll',

g~;e~;,
Greens.

E1J1erald green,

gre0n,
{Pea
Light green.

70

Violet,

Pllrplcs.

Lilac,
L:wentler.

'.
I

Tj(>lOt,

Browns.

Maroon,
Brown,
Ruoset,
{ Snuff,
Drab.

Cu/ors of
Ilic

rninbov'.

Indigo,
Dlue,

~

(ireen,
Y('.]Jow,
()range,

IL Red.

EXERCISES WITH WORSTED TO TEACH COLOR.
A few short pieces of worsted, of all colors, rnay
be securely stitched by the machine between two
narrow pieces of dark muslin, allowing the ends to
be free for several inches. These may be distributed
to the children.
They may select the colors the teacher calls for,
or each one may select a color and tell what it is,
and to what class it belongs; or one or all may select the primary colors, secondary, etc.

EXERCISES WITH FLAGS TO TEACH COLOR.
Muslin of different colors, cut in squares, and

EDUCATION BY DOING.

EXERCISES lVITJI I'ICTUR!:S.

Each scholar may sta1:u in turn and stato what
form and color on his flag; as, " lvly flag has a blue
square,'' or "My flag has a cube; the sides are blue
n11d the top is red.~'
The chi lclren may also st:1to whetlH'r their color is

\Vhcn for enough udvanccu, they v ;ay make up
little stories from the pictures, and write them upon
their slates. This will exercise their ima~;i11 ations .

pi·irn;_t ry, ~ 1._· cun1-1~1ry, ._, r tc-r!iar.'{, an<l Jc·scrib~ the
fonn: ns, "l have a g n,. ·11 tri:rnsl( •; green is a tH'Comla1:r:r~olor; it i,.; nw.ck uf Lhw aml yellow; a triangle has t h ree sides and three angll's."

EXFRCJSES Wlfl! C/1RDS TO TE11(Jl
LANCUAr:E

To vary the exurcisei:;, the kuchur nw.y ask for
all those who hn.Ye Lhw on their ffogs to stnml, und
(;all fur the other colors in tho sn.me way; also Uioc;,,
who ha~ e CPrtain form::; , or all who llaYe angle::;, or
any particular kind of angles or faces.

The following list of canb may Le prl'parcd nnd
clistrilmte1l to th e• He'll< ilars:
Cards with sentences haYin.c: one or more wonb
omittecl, to Le tmppliecl by the d1ilJ.ren.
Cards conta.i.Htug s[1i;;ul:i r awl ril tiral Y<'rl.iti, t1J ht'
ui:;ed corructly ill tScnte11cct-1.

1'

-~~~~-=~"'- -

- .-'-·-

~

~-

EXERCISES WITH PICTURES TO TEACH
·;

-- ~

:.~LANGUAGE.

for R'l"ITate :-;c•nt"ll<:cs.
Cards containing names of

2;1:,,••~!.~~

Have a quantity of small loose pictures, cut from
old ~boks .a nd papers, ~p.d picture advertising cards.
Distribute these among the children. Have each
one ~teJ.1: what he sees in the picture and make a
state~~p~ 11bou~ each object; m; in what position it
is; f~~~j~~Wi~·. :W~~~' t,f~! are doing.
:qft!he children see itnd tell too much, thus monop<flizing the time tlley may be limited in their
oral ~ recitation to a certain number of sentences.
Upoh their slates they may write U$ much as the
time ,.,·iH allvw.

Can1i-; ._.t•ntaining a ' "'rt.'1 i11 lllllllh-•r ( •f w o n1,.; np -

propr.iaLo Cur Bl 1ort i-;tori<:8; the kad ing wunlH i 11
stories with which the childn·n a rc JH>t Ltilliliar rnay
lw chosl'n . ThPse worLh:i rn:ty nb1• l"· 11"'" ! si111J>1y
qu:llitie~, <\}i

hrittlt\

plia1le, etc., for the children io de.fin e anu give examples. The qualities are supposed to have been
previously lea.rued.
Cards conta.ining names of objcct,R which l1ave been
studied by the children, as coal, spon g0, slate, etc.
These cnrds n1ay bo used for oral :md written !~x­
- ~·
orcises.
They will be a saving of the teacher'!:;
~ --- ·
--time in t.lio ch ss, be a great h elp in language, and
prevP.nt copying, as each one has clifferent works.

-,It ·

84

BUSY-WORK IN LAJ1'GUAGJC.

EDUCATION BY DOING.

BUSY-WORK TO AID IN READING, WRITING
AND SPELLING.

Small cards containing separate words, which
may be combined in sentences, may be done up in
packages and distributed to the children, to be arra1F1Jd .by them, and then copied on their slates.
Extr~ nouns and verbs may be placed in each packal?e, ~o several different sentences may be made.
W:here script is taught in the beginning, it is
best t,o have the words written or printed in script
upon !the cards.

l';

BUSY-WORK IN LANGUAGE.
TO TEACII CORRECT USE OF VEHD.

l

- ~k.
------r.,,
j

~~, ~oUp~v:i?~,

questions may be written upon
thi~90!tfi:l,:~ijffii'h ; M1.ei children may copy, and be
taug hth.to ans~~~·
tlie affirmative, lU3ing tho correCt v erb.
:rn a ehort time they will bo able to make their
own questions, the teacher simply placing the verbs
upon ·:th~ board. ,
\Pidr~P.l,l ogQ Q!l~ W-qay ?
M,r,is;',~. ·Yes; I iwent put to-day.
fuia
see tlie giri 1
A.ns.-Yes, I 8aw the girl
Did you buy a pencil 1

'iii

~-t

fou

-----=---:f~

- 1
{

-

-~~

Did Jolm light tho lamp 1
Did Mary find hor lmnclkorchicf?
Did Albert give his brother a penny ·~
Did Samuel leave the room ?
Did Charles run to school?
Diel you study your lesson ?
Did Helen fan the baby 1
Did Mrs. Stevens make the dress ?
Did the cat dr£nk the milk 1
Did Mr. Smith ring the bell ?
Did Sus:m wring the t•)wel ?
Dill tho baby cry for tho orange ?
Did P eter hang up his hat?
Did Nellie sing tho s011g 1
Did you think of m o ?
Did Johnny fall clown stairs ?
Diu Anllrew throw the Lall ?
Dill Margaret write a let.tel" '!
Did you forgive your brotlwr?
Did Sarah for get h(•r book ?
Did Amanda s1cecp the room ?
Did Kate dry the clothes ?
Dill the dog catch the r[lbhit?
Did you hem the ruffle ?
Did Daniel draw the picture ?
Did Mark take tho slate ?
Did Annie blow tho light?
Did George shoot the bird ?
Did tho heavy weiglit sink the ship?
Did you seek the little chilJ 1

.l
-_

-'- .. _--

'

_ __i _

l:
l

1

81

BTJBY- WORK.

JWt!CAT10N BY JJOING.

a.po,

Did \ValLcr rise early?
Did the sheep lie down?
Did you choose that book?
Did your rnuLher sltjep well 1
Did Jack swim across the river1
DiJ. l~_ustiu tea:· hi::i cu~!.·:
Did the mouse bite the cake ?
':---u-id tlw bl:-i.cksmith strike thl· iron?
' Did the soldiers fight in the war1

owl,
ark,

echo,
organ,
agent,

overseer,
oil-can,
ink-well,
airy room,
open door,

agate,
artist,
appfo,
idle boy,
errand-boy,
api:n:-tmAnt:,
elephant,
ad ~·ertis cm cnt,

anewoue,
emerald,arscnnl .

Ainerican,
Englishman,
1\ ni::traliRn ,
Irishman,
African.

BUSY-WORK.
BUSY-WORK JN LANGUAGE.
TO TEACH CORilECT USE OF ARTICLE.

ist. The scholRrR. may write the following words,
placing an licforn each.

2u. The teacher may write a certain number of
these words upon the board, which the chiluren may
<j.i<.U~.f# · •us\1JKP'.' ,~'u1cl tbey may supply the :-;;1me uum cOOl''f!Ediffurent,,w·ords where a ::>hould JJo u::.ed.
'.· . "3Q. Thev maV
write
sentence:;;, URing th ese words
"
..,
.
with an before them.
4th. \.Vhcn learned, they may write them from
memory.
oyt1ter,
eagle,
aero,
ox,
a11::>,ver,
a11glc,
olive,
_·;~'C, _ -- · "
anchor,
angel,
oven,
·
~ant,
_
l:.:_
icicle,
altar,
oval,
urn,
arn:..ory,
honor,
iron,
iun,
orange,
arbor,
axle,
eye,
os trich,
anvil,
hou r,
awl,

--+

~=1>:~-;~
-·~

--==::.

-+

~

I

+

IJ
I

l

l

--+

!

O>IITTJ<;J) WO!lDK.

Tho scholars may copy upon their slates the following sentences, applying the omitted words:
Iron is heavy.
J<'oathers arc light.
The sea - - deep - - sctlt.
- - mountain - - high.
--- dcpl1ant - - Ltrgc.
Cla.r;::> - - smooth.
A grater - - rough.
Cake - - soft.
Iron - - h eavy.
The 1-lUn - - bright.
Snails - - slow.
Sugar - - sweet.
Vinegar - - sour.
A knife - - sharp.
Horse·~~ - - useful.
A valley - - low.

88

liJDUUATlON BY JU.!LYG,

BlJ:JY- WORK.

Flowers - - beautiful.
;\focilage - - fiLiek.y.
\'l oul ~u1'l .f or - - warm.

-

Ice - - cold.

--

{

.;;;::-,,, ,;:

~.~-,- ·

_

Thread - - spun.
Cloth - - wov('n.

_i_

Grass - - green.
Sni:rw1'- - white.
The s)ty - - blue.
Sponges -· - porous.
Coal - - black.
Lemons - - orang-cs - - yellow.

•

·' '~"" ' °! '"' "'

....

- -. - - - - .......

Br! SY - W 0 R K.
:j

OPPOSITES.

T,b.e following list may be copied by the children,
and by t~1e side .of each ,c olumn they may supply tho
opposite '. mcap.ing Q~. the' words.

utl~rJ~~Jt;i~' .·. ~~~~t!i

hqt; ; cold.
left, · etc.

top,

clear, ·;
light,

weak,

ol~,

just,

wrong,
cloudy.
etc.

bother,
screw,
button,
coming,

poor,
gooa,
kind,
l1anl,
thick,

tall,
even,
boy,
d:iy,
in,

ru n,
stand,
obey,
hill,
loud,
open,
deep,

SlaXM·1 - . - Ikncils
- - brittle.
'

Bark - - lJI"own.
Blood - - red.
Violets - - purple.
Hu!Jber - - whale-Lone - - elastic.

wet,
big,

-4
1

- -- ~--

~,;c.
:~i-

•

.J__
_:~c=-

.~ - -

-

: c:lu,Y,
true,
Lanw,
fre::;h, salt,
fresh, stale,
furwa rd .
ltuslx1nd,
generous,
be;;iuni ng,
country,
locked,
coarse,
civilized,
asleep,
perfect,

solid,

;voll,
licaJ ,
front,
floor,
first,
1nan,
spring,

8!)
white.
\\"'l'OJlf.;,

forger,
frigid,
g1·n.nt,
I.wave,

empty,
Lruu.ll,
bitter,
ronnfl,

polite,
lrnn;~ry,

"~inte r,

it>la ml,
i irnitlc',

unde,

n1or11lng,

lliPCC,

faU1er ,
brittle,
crooked,
orrlerl '.',
he:tlt11 ,Y,
grateful,
pulili,..: ,
sharp,
fa.~tencd,

foolish,
nortlw~1st,

horizontal,
stupill,

north,
C ~t st.,

su nriso,
t>j•:l<JUC,

1!~'1.)"" ,

t i1·ed,
swcc:t,

1nncl,
rough,
liuHcd,
i g-n o rnn t,
no rt 1nV{'.'it,
living,

nothing,

large1

........,

;

.... '

·t

!

l

l

11

l
I

90

EDUCATION BY lJOING.

BUSY- 'WORK.
· -- -- -

-;.~p~

~~

:.-:-~""

,.-

,>:_:;;.:.:
-~-

;fu'.

BUSY-WORK.
cm!PARISO~S.

As shy as a fox.
As strong as a lion.
As mischievous as a 1nonkcy.
As cunning as a kitten.
As busy.as a bee.
As black as a crow.
As swift as a.n C<'1gle.
As stubporn as a mule.
As blind as a bat.
As slow as a ::mail.
As light as a feaU1er.
As quick as a fl.ash.
As lively as a cricket..
As heavy as lead.
As high as a mountain.

... "c~ ·:

As sour as vinegar.
As bitLe1· as gall.
As li~ht as day.
As d ark as night.
A:s timid as a hare.
A.s LuLq;h as a1 1 ox.
As p;oorl as gold.
As innocent as a lamb.
Tho teacher may pl;we a few of these senteneeB
on the board at a time, a nd talk with the children
about them. \Vhcn they arc familiar with them,
the quality or object may be erased, ancl the children, copying the sentences u pon their slates, may
supply t he omitted words.

BUSY-WORK.
DEFINITIONS .

As l~~-P.ef.l,~~~l1• ~
As sl1jl:ooth·as gl;;iss;"

As

ro'.°tigb as ag1;ater.

One who teaches is called a teacher.
preaches "
"
"
· etc.
talks
"

"

A s green as grass.
As white a::i snow.
As bfuck as ink.
As red as blood.
As blue as the ::;ky.

paintR

writes
plays
r ends
buikls
works
thinks

---+----f'

------'---

As b<&r;.a;,a;~. u·on . .,,... ,
As s()ft'fili 'silk~ -~·. .. •
~'03 sliarp as a razor.
As clear as crystal.
As sweet as honey.

- --,- -

SC\\·g

"

"

' '

~

'l.
I

I
I

l

I
I

t

• I

I;

.I
\

sows

farms

"

EDUCATION BY DOING.

Ono who idles is called an
laugh::; "
a
dig::;
learlls
;

IO'.'('>;

tattks
fi a·li ~.'-)

f;I\'eS

inS<:l't
inincral
kind of pie
kind of cake
kincl of llU LH
k ind of fish

,,

"
"

"
"
"
"

"

spill,-;

"

study

f

~!-

sinµ,>;

\Vh:ct month
animal
bird
work

;:

- _l_
I
;

runs
lrnn ts
swims
prints

u : _~

71/JSY- WO!UC.

"

wea..ves

-,'

BUSY-WORK.
llRAW!NO .

BUSY - WORK.
f:;;t~'~.· 1_~'.·;:;~~~p~~R~~krcE~ .

""¢Il1!Pc"&)8ffi1:;,l'il't"d~ ~you like besti
if· " frtij.t 1'''
' '
tt
" vegetable
"
meat
''t play

"

tfL;j.'::>~ower , , \: ; _j

i>}..t.·,;,.~n:y .,.. :n:.c;:,1, 1.\•

""f ' ' j'!:i~~··-

!~·:}'~~ I"

. . S!3MOn . · .;

J~

;,i·',?'' holiday ·
.) ;;,, drink

:i

"

r
1"

·"

"
"

"

"
"
"
"

story-book
"
"
day of the week do you like best ?

Cards of differ0nt shapes, small box covcrR,
blocks, wooden forms, and similar objects may be
given to the children. They may place them on
their slates, hold them firmly, and draw lineR
around them with a sharp p cllcil, a s smoothly as
possible. This may be uifficul t at fi rnt, fur small
children, ll.!ld probably may r equire much practice.
They may fill their slates full. Each time tl 1ey may
ltaYe a difforeut form.
After n. while they may combine the forms to
niake crude designs. Tlto teaclw r 1nay gino tliern
the idea on tho board, after which they may u;;e
the.ir own i.ugcnuity.
When they can usc1 these sirn1•le forms nicely,
shap0s of leaves, flowers, fruit, simple objects, and
portions of simple ucsignR, ;;11d1 as are UR•.od in

EDUCATION BY DOING.

91

wall paper and carpets, may be cut out and used in
the same way. Care must be taken to cut the edges
very smoothly.
The children may be allowed paper and pencils
when their work warrants it. This is a step towards
designing, and makes a very pleasant occupation.

BUisY - WORK.
DR.A.WING AND COLORING.

~i
Desigil:s may be drawn on the board by the
teacher, +nd colored with crayons. These may be
copied by the children, at first upon their slates,
and when done sufficiently well, they may be furnished with paper and colored crayons.
The children may be taught to make designs
themselves; a great variety of pretty ones may be
made with the square and circle. In coloring, they
may · ·-..1· ·· · own ,1taste, but should be taught to
I

rl t;, ~'~ll\tt

.

selec .
,SJtvhmrtroruze.
1
~. ves, fl.owera~ :tree~, fences, and a great variety
of o1Wects ma'.y be drawn and colored-the coloring
adding greatly to the cili.ldren's pleasure, and ·keeping ;the4 i busily; and 'happily employed a long
• :;; 'r 1@;~1;;. • J I L\ :, '
tune' '· ,, .. ~., . ',:,·i·.1
·'·,
Bt9~~~~h~)>~~~ ·Ifor coloring may be given
to t~eiv,~ry: best, .an;d .hen very expert, a box of
. pain~s ~~y be added. This will stimulate them in
their' work.

BUSY-WORK.

BUSY-WORK.
QUESTIONS,

Let the pupils write the answers to these aues·
tions upon their slates.
What is your name 1
How old are you 1
Where do you live?
Where were you born ?
How many brothers have you ?
How many sisters have you 1
What is your father's first name 1
What is your mother's first name ?
What school do you attend ?
What is your teacher's name ?
What do you study ?
What study do you like best 1
What do you do at home ?
In what country do you live ?
In what State do you live 1
In what cit y or town do you live 9
In what county do you live 1

. '.'

1

OCCUPATIONS.
EXERCISES WITH OARD-BOARD, PAPER, ETO •

With pieces of card or perforated board, cut in
·strips, and wooden tooth-picks, many objects m..."1.y

I
I

t

'

OCCUPATIONS.

EDUCATION BY DOING.

-Tho shapes of ouvelopo:>, of Jifforont
be drawn upon canl-lioarcl ancl cut out .
Tlt0R<\ wit,h light brown papPr, may Ji,, p:iven t~) tlrn
ul1h- 1· cl1iJ,J1·, •1 1. T!wy 1n:1.y rnark t!1" f,11·111:; of tbo
cnvdopes, ('lit tlwm 0•11 ., fold, an1l, wil !1 mucilage
ur .i ;mn tr:1r,:<.c anth, pas te t11e11i. Th""' ' 1·11 v1 •lu1,n;
rn:iy hi' lls\'cl to practicl' addn· s::i11;; i<'lkrn.
ENVli:LOl'li:S.

be fonnt:Ju. The card-boaru may be pricked with
pins to admit the ends of the sticks.
.lJ'enceA and gatei; rnay be very caf:lil y mrido. and
tho dlilclrc!l 11iay Lo allowod to usu tltdr 0 ,~n ingen\lity.
::luukl:.l
p••a:-; !llay be
.

U;,<•'<:l

sizct-i,

with the sticks) ·with

w h rch <t still g-re;1t<' 1· v:11·i"ty uf oli_i, ·d,.; rnny 1-H·

u1aclc; us air ca:;iJc:;, furuii,m·e houses

Iu

kindtfi'g~rten

material::;

ma~

fo iwt'S. etc
be fot;nd c; 1 ~~s ~

cork a1H-1 \v irct-1 for thjt; pur~Jose.

BOXES.-Pieces of ca.rd-bn:trrl mn,y he convertc(l
into boxes by pasting tlwrn tn;;cthcr with slips of
paper. \Vh1m tl11_~y arc nin•l y m:tcle, fancy picturc:-i
may Le past0d on tlwm, :ind they may br• rctain\'tl
in i:;ciioo! or the children 111ay Lo allowed to give
the1n away.

PAHCJ(LK.-Pieccs of paper and smaJI :uticles,
such w; lJlncks, shoo-p•'l-'.S, f'bt.s. ti ,u U1-11il·k ,;, an d
)Jultu11 -rnould>1, 111aybc ;j ,· cn t<1th!'1·l1i!iln·1i. \\'ith
tlH' SO Uwy may be taught, tu .Jo up rn;at little pared;; an1l ti•' tlu_•m with corcL

. PA.PE!l-FoLnr Nn.-Smrtll srp1ar0R of p:i.per may be
furm;ihetl to thn children , with which they may bo
taught ~e ;~~tsr.~oldfor-crips, pin-wheels, cor·nucopia, ~and riiiny:-otller obj•·cts. \\Tith slips of
paper they may be faugbt to make lmllp-lighters.
:Ncwspupers n~ay be used to i•ractice upon, and
afterward c;olorod paper may be given.
·

Boxc::r?m-.y be ornamcnt1;d ·with some of tt 10 Jc-

signs, anq flags may be made with them also.

~nay

PUZZLJ·:s.--Stani, cr·o:;ses, :-;cp1:u" ·,.;, ('i rd•'"• ol>lonµ:s, leaves, ck., rnay Lo drawn on 1·:1r'<l-1"ianl antl
cut in variuus ways to fonn puzzl»s. '!'h1·se may 1Jc
pbccd in littlo boxes, brig:s, or C'llYl'l• lJ" '", wi!h t he
names of ilte design,; n:1un 1.J_icm. Tho d1illlrcn ·w ill
enjoy pnzzli ng them ont.
PicLrn·c:; may uo pa:>tud 011 card-b•>n.nl, and cut
awl u,;1-'<l in tlw same way.

0

The ucst,,w ork should be retainl'd for a while, at
ieast, an~ pl,aced where it cau lie seon r1nily by tho
class.
·~"·;'c~:'.:;}'. - c:,• c

D7

I

l

·r

STtn~<:[:'>/(/ STnAWS, ETC.-- Squan·s or colnr()(l papur arnl :olt,n·t )Jicct~H of colon·<l :-;kaw 111ay he
st rung- tngc•ther; the chil<i.rcn slwu l.J h1· tau;..; ht to
place tlw needle in the midtlJ,, of t'aclt 1':1P<'l'.
nutton-rnoulclt; may h8 colored anll ,;t1·11nc;, alRo
bcad::i. The teach('r rn:ty sch-ct tlw o rd1 '!' in which
the colors arc to ho us<•fl.

PMlTINo .- A

chain of ring-s may h e made Ly
These

p;u;tin;..; t •.1g0Lhcr..;;ll(lrt :-;lij>s uf c<•lotT<i pap<'r.

I:DUC,:l110N

Dl~

BXERC'IS.L'S IN SEW JI\'G .

DOI.VG

ch: tins m<ike very pretty decorations when fel:ltooncd
from the chandeliers or hung on the walls. At
Christmas time they r:1ay !Je used, with pretty
efl'.•ct, npon Christmas tr0i:·s.

j
I

·-r!

J

t

I

SLAT-WEAVING.
Bu~s

::;cholan;.

of tibt;; may be distriLutt,,d among tlw
'Jlrn chilclrt>ll lll:1,\" Le tnugllt to Wl':1V('

t 1H·at i!1 Ju;:ny \\':1ys.

..::\_~_

first, dl·sic,ri1s 1a:1y 1Y '

drawn llj:iOJt tlH' Ll<>::rcl fur 111<· c:l1iJdrcu to copy.

Pidure-fra1ne:,; and fancy baskcLl:l may also lie
made.
Th ,~ slab rnny ln' dyct.l,' and then woYcn in rlif ferent ]Jatterns ::;iw.ilar to the paper weaving-. Jt
wuul J be: \vell t u 11"'i;in wiU1 t lw ~· l:ct weaving i? :·:;t.

-:,;.1i_':f/J.R_Q§~l§;_.jv_J 111

S CR A 11 -B 0 0 ]( S.

Olg' copy'l)ook'.· f'fu[,y 'b e s;wecl and given t o the
c hilil1:en fnr :-wrnp-hool:s to p:i.sto pic-t11r0s in . Th' '
pictures may be furnish ed by both the chilclrcn and
t 1_•:1c hcr . . \Vhere the pictures are sufficiently light
tbcy
bo colored with crayons OJ' paints.
Narru"\v~, nieces of c-Olorerl pa.nPr rnav he pasted
arou~~tlf~{~f{ii~fQ'~ - ~rame;i .. The r.;tTOw strips
~ '.· :. ..
··'·•. "
.!!'>·
;

m.ay

* Tl\e diamond dyes. med for co!orin;r eggs, mny be used with
little t_i;oub!e nnu oxpcnso.
l

-I

of paper may be pasted in various forms-as fences,
clw.irn, houses, windows, benches and l:>oxl·s.
llluslin scntp-books lllay he m:ul1: 11y the children, the c·<lge,; 111:.iy be workc1l in hutt<>n-liolt.~ Htitd1,
with colored yarn "r wursk1l to ke1•p tlll'rn fn:nn
fray inr;. SnnH·tinw:'I cover>i nf sampl1• li•>nks from
clry-;.cjuod:o stures 1nay ]Jo obta i.i.1<.·d, wl1id1 answer
nicely for binding.

EXEHUSES IN SEWING.
\Vril.in,i:;- paper <> l' ,.;titT l>niwn F'l'"r 1\ta)' ]i,,
ful11f'd :md nm througl1 the st.•win,t:;-rn:w11irw ( ,1.-•1
s •J W(·d) in m:1 :1y t.liff1 •rent ways. H rn:1y th· :n he unfolded. and sewed, back:-;titch, with c"lun·d. cn"x1.+.
or worsted, by the cl1ihfrcn. Hq.~ubr ck:-;i;;Hs 111<.1y
also ho n1:tde with tltrJ !nachin<.
Outlines of a variety of ol)jecL;;, aH chairs, H1.onlP,
t:11Jl cs, to( J1~:1, lt~ :tver:, t1u'.VL~rs) insects, l 1irc1 ~, nniriu1l~,

letters and nu1nbo1"H, may b0 1.lrawn on cards nr
card-board. These mny be prickl·1.l l1y tlw children,
·,•:i t h ln.ri;c ].>in:-;, at short <lista111;1·i:; np:1rt for e;('wiu.LC.
C;nils a1rc:1cl y drawn, with tlw pbc1·s rnark1"l f,w
priGki n ~:;, J.l1<'1,y bo pnrclwsccl where kindnrp;art011
ll.Ulleri.a.hi uro l:ltllcl.
As the can1s are fin.ished they ma:y bo bid asi<k,
and occa::iiorictlly bu JistrilmtcJ to th•:- das:-1, tn he
used us language or object lessons.
Coarse c~rd-IJoarcl may lJn m;C'cl an<l :-;cn·rd in un

100

EDUCA TION BY DOING.

SLA'l'E W ORK.

endless variety of w ays aud d esign s . These exer·
cisos will help little children v0ry much in bccomi ng
accurate in their observation and work.
They m::i,y at fi rst begin wilh simple m::lrks, then
crosses, and very gracluully Lake more diilicult
figures.
It is well to Leach the chil<lreu to make the alpha.bet in crosR-Rtitch, ai:1 the knowl edge may be utilize<l
in marking t owels and clothing.
Where the clrt8S is very lar;:::< · :i, portion m:1y worlz
at a tim-e; a monitor may be appointed to thread
neetUe~~ if nece~:::5ar.r~ :...u1d a LLr: tnl tr1 iJ1e \\'Ork,,

.A little wnx m::i,y Le plilcc:tl at the Laso of t ho
outer leaves to fasten them ::;ocurely tu the wire.
These paper flowers luok prdty lmncl1utl together
and placou over pictw·u:ci in the :;d10ul-room, or
arranged in little b asket s and hung up.
\"{illte, reJ, pink, anJ y ellow tb;;uu p;.1.1,ur uru Lhu
prettiest colors to use.
<,-t11it"' smal l ehildren may be tau ght to make the
flo11·1·rs. It iR VC'ry prc·t' y work in t]"-, f:-1 n1ily.

SLA I'E \VOH!<.

EXERCISES WITII P.-l?ER IN !tlAKING
FLO WEBS.
The children m;1y hu tau;.;i1t t" foltl ::;JijJ::i of !is,.;1w
Cll t iu thu ::;li;i;iu uf 1luw<er-lt•a\-l'f<.
l11
111aki11g r0::;1,:::, Un·c·u sizL:3 "f lc:;1.vc·::; :-;liuuld lm U>'«• L
Tlw lu~n-cs rnay h1· uIJfi.•l1k1l ;u1cl U1u larg•·r 1Jll 1";
1110uli;lti'1lli·~tlli'ffih~11~~nl"{rii" thu i1;md , ·with the tln:n11J;
the edgeSmay be slightly r11 lled with a :-;bawl pin .
A small eommon porcelain uuttn111nay lH· fn :~ t­
c n cd_ .to th0 end. of a sn1:Xll s"!J,_,rt ~sirt_'. . . ~ liult_· ru . .t y
be prickud in tho 11-Lidclk of caeh lea( with tlw Jiin.
Put the win: thrungh tlll' hulcs uf t he :-;mi1 llec<t
loaves first1 urn1 ioklarouwl the lJUHon. Tllte "uter
lt!av~!' _pe_e(l not beJoldf~d llow n, but alloweu to lie
lou>wi y , likf: mt n_rwn flu11·c·r.

-+

Nanw,.; of wcb-foofr'J lJi 1·i1s.
scratcl :1.·rs.
bird:ci uf pruy.
" ru11nc1·s.
'\\. r\lkl'>'.

pap,,:· arnl

cud-eh<ewers.
hoof1 ·tl anirn:ik

fur-lH_·n.ring

"

:11t ii1t a L··L

nocturnal a11i1n;1b.
horrn•1l :111i11w ],;_
Jk,.;lt cate r;;.
~t' : 1i11 t',' l~lT~.

cun 11111•n «u1i111als .
'\\·ilcl ;111;1nab.
insc·cts.
yuun;.; (1f n.11i1n:lJR.
houses uf aniw;:ls.

"

rl'lali• •JL-;.

'lfl''~

·1
I

101

•• r

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::02

SLA'i.'E WORK.

EDUCATION BY DOING.
Names of fall flowers.
" berries.
" nuts.
" meats.
" grains.
" groceries.
" fall(;:y articles.
~
" dry-goods.
" spring vegetables.
" summer vegetables.
" fall vegetables.
" seeds used for food.
" roots used for food.
" stems used for food.
"· leaves used for food.

Names of thing made of straw.
"
"
" paste-board.
A. lesson may bo made of each of these subJect.s.

S LATE

WORK.

MISCELLANEOUS.

Name S things the door has.
Name 3 things the chair has.
Name 5 things the room has.
Name 4 things the book has.
Name 3 things the table has.
Name 4 things the cat can do.
Na.me 4 things the horse can do.
Name 4 things the dog cnn do.
Name 3 qualities of glass.
Name 3 qualities of writing paper.
Name 3 qualities of slate.
Name the parts of a coat.
Name the parts ~ shoes.
Name the parts of a hat.
Name the p::i.rts of a clock.
Name the objects in the room made of mineral
~ubstances.

"

"

103

Of vegetable substances.
Of animal substances.
Name 3 things on which you can write.
Name 3 thint,'8 with which you can write.
Name 3 things in which you can ride.
Name 3 things on which you can ride.
Name things without life that have 4 legs.

t04

EDUCATION 13Y DOING.

EXERCISES W1TlI 0BJEC1'/J.

something with ti logs.
things without life that have mouths.
things without Jilc that lt;lVu huaJ;,;.
things wi thout lifo that Jw, \· c :ir m,.,.
things ·witlwut l ifr tl1:•.t lt:rn.' f;;d.
5 thi11gs that yn 1t c:tn "' ''';3 thin~,; tl 1at yna c:1n lwar.
3 thin~s that y":t e:tn frd.
3 thing-" t h<tt Y<.llt •·an taste.
Write:5 things that you can do.
\Vrite t h e days ot: the week.
\ Vrit.; tlio months of the year.
\\~rite foe colurs.
vVrilc buys' na1i11•s.
\\T r it1: gl r-ts, n~u1H · ~.
\Vritc name" .,f ,;tr1•cts.
Write your full nn.mc.
\Vrite yuur initiak
\Vrit.e your father':,; initiFtls.
\V rite your mother's initia.ls.
W r~~~~cAff,.yQUr ::itatc.
D raw the outlines of an tenvdopo and wri te yuur
'1.cltll'L·ss upo.ii it.
Xm:Ue something v; run;._;.
Name something right.
Nrune
Name
Name
Nainc
Name
\Yri tc
\Vritc
Wri te
\V ri to

- +
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EaCh
child may have a. box or uag containing
!
several things from uach kinguom-as stones, nuts,
wire, wood, marbles, f ur, i:;ponge, wool, cotton,

I

'

~

t

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t

- Nuxt, h n.ve them t:cke o ut s»mcthing that gc·e,v,
whether vep;r>taLlu 01· ;mirnaL Lca'-l t.lll'm tu s1·e
that, things t hat grow hn.vt• life. "Things that <lo
not grow ar<' call'-' <l iuinerah;, onn.inei·al ::;ub::;Lt ucc·:.;;
that of which a thing is rnade is called its sulJstanee." Question tlil'm as t•) the thin1;:> they haYe
fwl e', ·te rl that grow, whctl1c·r thr_·y- cam(• from ph11Ls
or animals. "Things th :tt C( •JnO from plants aru
c·1lled ve·•0taLl e c1ul>.'-> L:m•_: ·s.
Tllin:;s that come
f 1~ 0 1;1 auin:'tls arn c:t.l l<«l ::.ni 111:1l C\11l 1,;L:t1H'l'S. " \Vlrnt
can thn animal cl1; -which thc· n·gc·LalJlo cannot?
V/hen t.hP aHim:Ll \\'1111ts 01i 11 g,;, wliat can ho <lo?
Can tho veget able or pb11t mu"" of it.~df?
\V1rnn they lm<lerst:rn'-l tliu tl 1rc·<' kini;dnrns, the
teacher may ask for objects Lelong·ing to any one,
and h a ve them Rt•lcct; or h:iYc tbem select any
article an1l tell where it l1dongs.
1

EXERCISES 'WITH - OBJECTS TO TEA CH THE
KINGDOMS.

~r ""

hori:;c-hnir, seeds, etc. 'l'hcse articles n1ay bo larr,dy,
if not cnti.rely, supplied by the l'hild rcn. Thuy mny
bo al! owecl to h avo tlw i1· na11ies written upou tltc·i 1.·
boxes o t· ]Jags, which will ;;ivo Uie1n a ,.;c11sc uf u\\'Ilcrship, :md will encourage them to get a n i1:c arnl
vari1·J cullectiuu.
The teacher may tell tlll'm to OJ>«n their boxes nr
bngs :ind take ou t somethin;; that di· l n r>t grow. H
they make nJ.i,,;bke,.;, <1n1:stiun them clusl'l,r until
they fiud tlrny nr · ~ wi·ong. This will lead t11crn tu
th ink. Let each one lu>l tl llJ> ;rnd. ri<unc Yery quickly
what he has t'.lkcn out, stati ng tlwt it d.ill not
~1'0\\~.

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106

EXItRC!ISES WITH OCCUP:I '!'!ON 0.4 !WS. 10'~

.EDUCATION BY DOING.

\Vhon .loft to amuse thvLl.LSdvcs, they may arthc:iT 011,ir·ct:<in 1.::rn1q>~. pl:icinr; all t!10 1ni11c·r·:d
suLstanees li>t;dh1T, U1c· ''' 'S'' 'tali le, c·t<.:.
ran;.:::c~

EXERCISES WITH OCCUPATION CARDS¥' TO
TEACH LANGUAGX AND 1\'UNfiU?.

1"
.,.- ·. I
:

!.

EXERCISES WITH OBJECTS TO TEACH THE

i
1

TERMS, RATURAL AND 11fANUFACTURED.
The objeds may llOW be clas.c;iftl'<l in a difitereHt
way. Let them slww you somcthiLtt; that God
made. Th en something that man mark. LParl
thc1u to see that God uses ruan to help umku
things. "Things that God made are called nat-

ural. Things that man mn,de are said to be manufactured." They may nnango their ol.Jj ecto
aCCOJiR*-1.!ili1~j?l.~!.t~l1·ffJi:W~es.
Tl'i:y~[P;iliyd::(0;w··ili,tj;k:e ·their selections, telling to

whai kingdo~ 'they belong, and whether they are
natural or manufactured.
They .may be continually adding to their collections, .' a~d
.,.have ,. daily
(
. lessons upon particular obj ectf!!, µri:ti,l;'they gain a knowledge of all the co=on
th. ::,,. ;;~!.::.;;>!'· '·•;r·~tli . 1. ··''~:'.·ii

.

mp,~;i;:p,~:'i"~~

, El?.'Bf k~~

~e8s?n~,,: upon qU:alit,ies may follow, the teacher

supplying any needed articles.

-~,l
~--~~

Tlwsn cards ('Onl.ain on ono si!lo t.hc parts of
speecl1, in print a n(l Hcript; on tl11• other, sirnplu
oxmnples in i\tfl f"ur n1l!'s. E:1ch ]'!lJ't, ,_,f spc<"ch lS
printc<l on a1liffvrcnt culonxl c:1rJ. Tl1ero is aL>;o a
set of alphabet cards.
These canb 111ay l ie 1li,c;tributed to the cl:iss nm1
useJ iu a i;ricnt v:u·iety ur w:1ys. 'l'hc ;;w:uh-,.;t
children n1lly HiH![.Jy writo ti1• > >1·ord that is 011
their card npnll t1wir slat.1,s; tho ulc.lc·r o m'c> may
writ(~ a sontom:o co ut ainiug tho word; if tho wurll
hei:-;i.n with a capital 11'\J.t•r, t11")' 111w,t J>l:1ce it at tl w
bf'~nnin12; of thn ""11t. ·J1('<'; 111uy m ay :ili:;o copy tlio
examples printed on the uppm1ito oiJu, and supply

the an,;wers.
They may writo a certain number of statements
containing the word, and the same number of questions; or questions a nd answers alternately.
When the words are names of animals, they may
tell what they can do, what they eat, where they
live, whether good for food, name of the food, name
of their young, kind of covering, kind of feet, kind
of teeth, uses to man, etc.
When names of objects, they may tell all they
•Pub. by F. F. Whittier, Farmington, Maino. Price, $1.00,

rr, .

f

EXERCISES WITH OCCUPATI01\T CARDS. 10:)

108

EDUCATION BY DOING.

know about them; of what materials m:::,de, of what
use, when and where used, their parts or shapes of
parts.
If capable they may write a little story about the
animal or object.
When the cards contain v erbs, they may write
the different forms of the verb, or sentences using
the different forms. They may nam e the different
p e ople'!~ animals that perform the action.
When the words are adjectives, they may name
all the t~ngs to which they may be applied.
The 6ards
may be distributed miscellaneously;
I.
several may be given to each child.
NOUNS. -The t eacher may ask those to ra:\se their
hands, or stand, who ha:ve names of persons, animals, birds, parts of body, things to eat, things to
use, things that grow out of the earth, animals with
two legs, with four legs, relations, things to wear, to
live in and articles used in the house.
V ·r,,•.
' •
' people do, that animals do,
tha t .· eop e atr
· ::t>oth do.
A~JE.CTI:7ES.:-;-Names; that show size, color, quan. tity, guality or kind, le~gth, number.
PRONOUNs.-Words tha t stand for people, for obj ects, foF boys a nd men, for girls and women, for
both, ~~~~,?-~ :?.:.'.1;3kin~~qu~stions, in speaking of oneself, Ojt"~'Otf'?f;"ofone;i more than one.
~~ RBs.-=-Words tliat t ell time, ask questions,
answer questions, show quantity.
OoNJUNCTIONs.-Words tha t connect other words,

qf

PREPOSITJONS.-Wor us tl 1nt Hlww rdation.
NUMBER SIDE OF CA1ws. - The d1ihlru11 lll<tY stand
and read the examples with the imswt·rs, or form
tltum i n Lu p r :tctical l'sarn; •lc:s .
AL1'HABl1"1' CARDS may be U8C<l to sp ell out wurJ s.
or to print upon their tslate:;. S1Jace~J may Lu nil ecl
on t he ir slates for the h eight oC tho letters. They

may be encouraged to ta k e great pains 1.o malrn
them accurately. They will enjoy printing t heir
own names in large leti;ers.
Where it is not convenient t o buy tho cards, th ey
may be made, or the words may be wri~ten upon the
board and numbered, the children tn.kmg the numbers according to their seats, a nd placing theh 0wn
word on the top of the slate, underlining it.

·;,i,::;?,;8~~~[~). ·-~.;,.;,r··'.":.-...,,-:';"'~:, · -· ·:· ·~t~!.¥;

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S K'.'<D AL L O HD Y.118 T O

TWE N TY-FIRST Y EAR!

T. H·- C
! _. SCHOOL JOURNAL

E . L . KELL OGG cl: CO., NEW l ' OflK

CLA S S JF'IIED LIS T u r-tD/:;u s r: IJ,TF:CTS.
To ntcl 1111rchn..... o r R to procu~·e hnu l-. s l h~ ... t s1 1i t " d t.11 th :~r .rnr:-~<!s.0 .. w ~

R'·l vt~ b elow a. list or onr p11b l 1ca tto m~ nn d1 ·r ~u\1 } ·!'! . ....
! l ~1 :-1 l '. ! '.1~ 1 :) .i L"i
~n mt-itin11..~t1 u d iOic ult fJil C tn m i t kl~ , .s u .t h ct t w • ~ li :<Vt ' ~1 1 m.1~. ; 1 ,\ (::1 ~ l'.'i ,i.i.: 1i·\· d

t, h e

~am e

Jt lS ectn.ed hy tho ti.aiu o edi tors

;_ttl L1 1e
\ V LL8 :..; tarf.L·d iu l KJ' tj

MET H ODS

c !.
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-- d.

- ('l.
- p a per

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PRrtrlct ge'• l ~ ulo c v Met.ho<1 •, ~
Sha w aucl l)ou uell's :S0bov1 Oe vwcs ,-

.:':O.llo.'1...

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T,,;w.! 11 -rR Extn~

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Grube Met hod of ·r1·}_1ch in K A ritl ir!1 ct k,

\Voo11hull,s E n,sy Experi n w 11 ti;

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TE/'.CH!NG.

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cl.

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. 40
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Glfl<lstone's Objec t. Te>tehin g , ··
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.l ;'.i . l~ .Ol
Mc Murrs.y's How to Cond uct the ltet:itution, MANUAL TRAINING.
- cl. 1.50 1.20 ,12
Love's Industrial Education, -

Lela nd's Practical Education,
Butler's A rg ume nt tor Manual Traini ng,

T H E ·~r~AC'HE RS ' PROFESS I ON

¥ ISIJELLANEOUS.

Dla ikies on Self Cuture.
Gitrclner's Town ..ad (;oun try School Bulldlugs,
Wilhelm's Stud ent 's Calen da r, P ooler's N. Y . School La w, R!ssehart's Syste m o f Ed uco.t!on, Lu t)b nc1''s Best 100 n ooks, Alle n's Te mperament tu 1Mucut!on,
}'itch's I mproveme nt In Ed ucntiou, .Augsburg's Easy Thmgs to Dm w, -

is pu bUsh ed m onthly, 15() cents a y ea.r . Its purpose is to
g ive assistance in systematic st u dy by teachers who wish to
advance. Doubled in size this year and is entirnly differ ent

from t h e I NSTITUTE an d J OUR NAL. Sample 5 cents.
~ B9µ.ud volume o,f 1889-90 in paper cover , 30 cent s postpaid. p·~i~, 1,, .. jl.i~ ~..;;.1,"4,·;~~ i~.:-.
Jt

. -,i ~

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cl.

- paper

~. 00

.15

1. 6 0
. 12

.10
.01

. 2 0 .03
- cl ·
.2.~
- cl.
2.W 2 .00 .12
Pclll:>e
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puper
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pa per
pape r

30

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.20
.50
.15
.30

. 2 4 .03
. 20 .oa
. 1 0 .02
. 4 0 .05
. 12 .OJ
. 24 .03

PRINCIPLES AND PR ACTICE OF EDUCATION.

wu.s r ecent y start ed t o give a resm ne ot im por tant news of th e
month · not t he m u raers, the sca ndals, etc., but the news

Par ker·s TalkS on 'l'ea chlng ,
"
P ractical Teache r,
F itc h's L eot11 res on Teaching,
Currie's Early Education , H uahes' Mistakes in Teaching, "'
S<>cunng a nd Hc tttlnln g Atten tion,
soutbwic k's 9 u1z m a nua l of Tcanh in:r F itch's A rt or Questioni ng,
H
••
Se c uring Attent ion Quick's H ow to Train th e l\!emor y, - ·
1onge·s P ractical Work i n Sch oo 1, -

t hat bear;:i on t.he pr og ress of· th e.wor ld. Specially fit ted for
t h o u se m t h e s~hool-ro om , it is pu re, brig ht, su ggesti ve.
Mont hly , 8 pp. iJO cents a yea1·. Sample cop y 3 cen ts.

*•* Saf!J ple s of eac h pape r for on ly 2 0 cen ts.

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

!

-

c .tlkt n.s' l~ar u rnl Voice T 1·a!11 l11.•; ,
D c•we y' s 1lnw t o T 1 ~ n c h )f l 11 ~n t · r:::i ,
.1 olJHsuu'tJ E,1\u c u. t ion by Uo1ug ,

!M.1d '.; ,,l '1·111- ~ /.i t~

.!

RNn. !1 ,

- Dil pu r

Au t nbio;.r. r uphv of F r·np\J .. \,
H o!l' rnan'8 KillU c r g urten Gi ft 8 -

FOURTEENTH YE AR!

.;kt1-·~-~:~,:1~J. ;·tJ ..:.~-~"::~~)1

1 1 1 T1 1~ ~ Li1 r

KI NDERGAR TEN' EDUCATION .

it

O U R f'T IYtM:E :S l ·

1

n 11 r

011 ie k'rj l·~d11c at hH~ :-t.1 !{1 ~ f o n u e 1·... ,
JJrov"-·ni n ,•.( o EduuuU1)1! al T l 1 u : 1 l'i l·~,

c n1n t i ng in e v ery Sta te- a u atlu nu1 paper. ~l1his v:a.'-' !_1L"cau.se
w as. pracikul_- Uttlo i.h («l r .v ." u•_l i.u u ~!J. prndi cc nrH1 Ku ggcst wu-m fact i t is cr ammed w1tll it. 8ample 1 O cents.

j

J11...; r a 111.,_· 1.'. ,

Kollogg,s L ife o f Pe ~t· n l 0zzi,
H.1H.Se har t ' 8 H istory o f Edu eat.lon ,

::>cu oor... Joun.:--: ..\ L, ant.1 ha:;, ever ::;iHee it
b een the rno st p op u l a r mont11.iu cd tica t i on•il 'flubNsh ccl, cir~

it-~

to t

H I STORY OF EDUC ATION .

T HE .11:;,EAC H ERS' I NST IT U T E

~'\.~·

~e v en d tillf'. ~ ;

P H DI Al t Y EDL'CAT L U ~ .

is publishecl ;\Don t.h ly at $ L:.!5 li _11ea1· ; 1 2 lar ge 44-pn ge
J>u\iers constit u te a year tmos_t ot her edu cat1on1tl rn 011t:h Ji ,. ~

is a b eautiful illustrated 36 p age mont h ly, for y oung people nud
the f1;1-mUy. _$ l .00 a. y ear_. vVe must r efer y ou to our
descnpt1 ve crrcular for par ticular s ab out t his cha rming
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Allen's Mind S tnrl!c~ f o r You nil" '!'en.<'h e r"

l'erez.'s Ii'ir:::;I; Tl11:ee Ycar'8 o f ()h 1l<it1ood - '

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SCHOOL APPARATUS.
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.. :\11v \." \'ilond~J·f"ul" 2\Io.nikin.
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how it. n1av l>econ1e the inusL i11tl'rest1 11 g o l all sl 1ldH·s. Ji. :llsu
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1'

IT S CONTENTS.
CHAP .

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knu\V liu:e abuL:t p~ycLc..ilvgy
nI111 wlio t1i. •:--; irc f · ) lit '. 1w!tt_T i11fnnned ('fl!1f'l'r!1in;: ih ; 1 ri 1 w~­
plcs. cspccitilly its reh.t tion. to t!.t~
·w ()rk uf !t' :tcl: t l! ;.!" . 1 u~· 1.11c alq
0f i-; 1H'. h, !his ho() !;: hn~r.; hr.en prPpnred. llut it. is not. n. r sychr>I .
o!..!·v- vulv uu inaudut·tiun t~-· i~.
aiJlliu !.! {,) _l.!ivi_i j':\1_1 1ne f 1.i 11 dal ll l.' Il t:{l pri 1 1riplc~. rn.~·cth('r ·w it1i
s0w e Lliiu 12: c0 u ccn1i 11 g tlie pl1il0svp.11y c.~f edncuti1)ll . lts nu:tb. od i.'-' :-;11 1!.i !'( ' !i YC rat lier 1l1a 11 1il 1jt·ctiv1" k a· !in ,:.; tli+·. ."Ulilcnl. 1n
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QUESTION BOOJ{S FOR TEA.CHER.S.
t;t.~tLe

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teachers, 40 cents;' by m ail, 5 cents c x t m .

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R hft W '~

N. Y.

Uy JElWME ALLEN, Ph .D. , Assoc irHe .Edit-or ,('.f Lhc

Scn ooL J oun.NAL, Prof. of P cdngogy, l'n iv. _of Ci ty of

1

PE!r.!:ARY EDUC ATION.

;

JfJ. L . K E LLOGG & GO., N l!JW YUHK d) Gill GAOO.

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1. ll! •\V t.n St n rly" Mind .
lf. ~·11111' l •'ad~ 111 '.H ind Growth .
JI !. ! >1 • \"t • ],,p l!lt'lll.
l\'. :\ ! i1HI 11H:1 · 11l.iVl'R.
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b'END AI,T, OftDlll18 TO

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E. L. KELLOGG & CO., NEW YOBK .1: CflICAGO.

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Allen's Teniperament zn Education.

9

Rrowninr/s Educat/ona! Tbcoril's .
b

With directions concerning How TO BEC0.\1E A SuccE~SFUL
TEACHER.
By JEROME ALLJ>X, Ph.D., Author of "Mind
Studie~ fo r Young Teach ers," etc.
C lot h, lflrno. Price, 50
cents, to teachers, -1-0 ccnl~; uy mail, 5 ccuLs extra.
There is no book in th o English language accessible to
students on this important subject, yet it is a topic of so m uch
importance to all who wish to beco me better acquainted with
themselves that its suggestion8 will 1111<1 11 warm w elcome
everywhere, especially by teachNs. Th e value of the book will
be readi),<>'~f'R"eu by noticing the subjects <l.iscut1sed.
CONTENTS :--Uow we can know M10d-Natlvo Characteristics of
Children-How to Study Ourseh·cs-Thc Sanguine Tcmpernmcnt-Tbe

Biliou s Te1n_pcrfnnent-The Lymphutic Temperarucnt-~l1IH.1 Nervo us
'"l em.pcran1\mt-Ph ysical Cha.I'tte t.c• nt!l ics of each 'Te1nverameu t : Tubuln.ted-T he bi!.Kt T emrer n.m ent-How to C-0nduct Relf St.ucly- Many Personal que<1tions ior;;tu<.le nt.s ot Themselves- How to lmvrovc.- c> t>eciLlc
Dfrf•ctwn~ - Row to Stt:dy C ~Jilrlrv n -liow Childr(·n :trc .Alt]<f·, How
Different-Facts ln Chi ld Growth : 'l'abulated and 1':xplalned-How to
Pron1ot,B ne~ilthy ChlltJ Growth. }'ull llir ed. l•)IJ~ CtllH_'. 1-~l'Dillg how to
1

t reat tomporamentn.l di!!cre nce8. How to effect change in ternpem-

----L

JJy (JscAJt lluow:-;1:-;u, _\LA ., uf Kin;{.'\ Cullt',t,; C, Cnmlll'idp:<;,
1'~11g.
No . 8 of R1·ar/ifl(f Circle Li!ir11 r 11 ,':V;rio. Clutlt, lG 1rn>,
~37 pp.
Price, GU .,;en ts; to tcu1'/wrs, <10 crnts; by ma il , ;;

~:j
_--~

cents exlrn.

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Tliis work lrns been before the public some time. 1t11d for H.
gcucml sketch <Jf the llbtory of :Eclncntion it lms l!O supcri<Jr.
U•ir edition cuntair:s several new foaturcs, nrn':i11s- it specially
v11lunblt! 11.H t1 text-book for Nurmnl :-cicl1ooi,, Tea chers' Clnssc.s, .
lkodi IJg- Circles, Tcnciil'rs' lustit11lL'>', L:l1 '., a s well as t.hc stu1knt
of education . 'fllcsc new feature:..; nic : ( l l :-)ide-llL'tlll:-1 giving tlir~
sulij<·ct of each parngr:t11h; 1:2 ) cacl1 cli::ptcr j,, JullmYl'll l>y an
analysis; (3) t1 very fnl l new i 11d ex; (·I J ai m Hll n1•1wnd ix on
"l 'roelJe1," uutl tho "1\.u1t'rican Cuui1nun t)c11uol."
1

ment.

lJn<ler "How 'l:O HECO~!F. A S UCCESS FUL TEACHER," tbe
followiuf? topics nre dlscusc;cd: "\\' hut books nnd papers t o
read."- What schools to visit."-" What associates to select."
- " \Vlrnt sul)jects to i;tudy. " - "How to Jlnd helpful criLics. " " How to get the greatest good from institutes."--" Shall I
1ttteud n. Normal Hch ool ? " "H.ow t.o get a good nnd perman ent position ? " "How to get good pay r " " How to !{row a
better!.'.~e_r ; year.. 1;11'.t.er. '.. y ear."
"Professional honcsty and
clisho![est:,)r: ~': :'.J -'rh~ep !tn!l most enduring reward."
~ -·:-_:: :·fr;::~~~

s

:·::;rJ· · ·:·;..

~~:i

Bta¥/e' Self Culture,
Bv .J oH)! :::iTUAY.T HLA1tu;:. i1;1110 , C1 pp., limp cloth. Price, 25
cents; lu teachers, 2U cents; by mnil, 3 cents extra.
Three irHnluablc µrnctical c·i;,;nys 011 tbe Culture of tbe Intoll ect, on Physical Culture, on Mon1! Culture. In its 64 pages this
little volnme contains a vast amou n t of excell<mt ndviC'o. It will
help hundreds of ~ young tetichers to make n right 8ttut, or set
them right if they a r e on the wrong track. Although publrnhed
expr es:>ly for teach ers, it will ]Jl'Ove proliLnble xeading for all, uo
mt1tter. what t heir calling, who wish t o irnµrove - rmd who Joeg
not? As a part of ti.course of re<tding , some such book is invalu able, and should be r on<l over and ovor again. Mr. Bhdkio' s book,
in it8 presen t form , is so nt:at yut chetip, that it ought to l>ti rnml
by eve1·y young te:tchcr in the countr y, awl tu be on every rondin;:'.-Circle liRt. It is to lJe a promiueut book on tho n ew profes·
Rionnl conrsB o f r eai: i ~i t ' fnr ti ·11 ~'.11 t ~r~ .

OUTLINE OF CONTENTS.

I. Education amu11g

t.lic G rel'ks-..:\1usic1111<.l Uyrnn:tstic Tl1l'O·
ri es of Plato 11.rnl A r ist11t.le.; U . Homan J<: d 111·a1 io11 - 0rn t.11rv ; lll.
lluma11i,;ti c };ducntion; lV . The Heal isls -H 1L l ic \111n.! ('1n;l/·11in",
V. The Na1.11rn \ istK- !{alie!ais lllld .\lunlai t.:11 e; \' l. E1Jglish
Humorists :rnd Hc:dists -Hoge r A sc11a1Jt J1111.l .Ju!i1 1 7• lil~o11 ; Vll.
Lucke ; Vlll. J eouits and .J1wseni.,ts ; lX. Ho 11'Sl'lL//; X . l' t·s1.nlozzi ; XI. Kant, Fichl1', nnd Jlerli:1rl; XI I. Tl1e 1':11 glish Pub lk: tichool
XIII. Froebe!; XIV. The American Common
-_~cLnul.

PRESS NOTICES .
:EU . Courant. -" 'fhi s editio n s urpassl ·:-1
1·ral

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lwn-> in i t~ ndnptu.liility to gen·

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Col. School Journal.-" Ca.1 1 be used n.s a. t.t ·xt·buok ln tlit• J!bt"r.r 0t
!1:!\lh':ll i t otL"
Pa.Ed.News.-"Avvlu111ethatcuu lJt~t1sPd osa tl'Xt · l)0t 1k o n tho lli ~­

~01y

nf l:: d11 c a!io1 1. "

S;,;hool Education . ])Hun.-" Begi nning-. with tJw c;n' f'k .... th·· .nntlior pro

'lf~nt:-: a i,rwr' l)l1f. e!e1tr
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down t,o

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[•_; l:i 111 i!1 i1h \ \1., r !f ."
-.

Ed . Review, Can.--·":\ t,,·.,,k !!kt·

Nicely 1wiutrn1. wiU.+ . i';it1(~-11e1Hl s nn1l h9nn1\ in lbnp ,...~~1)1.,

. . . ...,. . .,. . .___ ---.. . . . . .- . ,. . _. . ,. . . .v.-.. .....--~-

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IO E. L. KELLOGG d'.: CO., NEW YORK

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BE:O-:D ALT. tiHl1Ell8

CIIIC.AGO.

Calkins' Ear and Voice Tra£ni1w bv
By ~- A.
0A.LlGNS, AssiRt,ant Superintend ent N . Y . City ·sc1100\";
author of "Primnry Objcc:t Lessons. " ")f>11111al of Olij<·rt
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·
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"Thu <...:ulll UHHt ~x is lcncu of a1J1wr~1Htl :-:;cn:-;0 }H..·rception a.11.i1.rng sehool
i;;Lilllri..!H i.::> a. £cqo~ ul.J:;La.di...: iu ll'<H:hi11g. Tl.ii~ c1Judit1u11 j~ ruu.:;t
~
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expeneitce 1ead t.o t110 couL:lu~JolJ

that t.be most common defects in

; ,_ .

see. n in the fanlty ar_tk111at.ior1' in
s.pcn!-:ing n.nrl rt·nding; in th~ in.rt-

~

t~k <'S

f;/~JJi ti,\\,
~'{, 1,,~1

u 1ade

in

hearing wl1ar. ls

lack or p roper training in childhood

to deY('~<~ip this pOWC1' c-1f the rni1t11
into u~tivity tlauugh the s1.:118t: vf
hearing. It lJcconH..:s, tllf'l'Cfore, a

.i~v

P1~=tto· vf l-{tca.t inipvrtan~;v iu
..~~~!:4!.:~- Lh at jn the t.ruining of

1.x lu-

cJiil. ilrc.o, (lJ1•.' attou tioll "lmll lie gi vcn to
tti<'" dcyelopment of r eady anrl accurate p1~rceptions of sounds.
n J-lt)\v t ( 1 g-i\'C this tr~1 i 11 tn .c; so as
to !':ilTtlrc the lksircd r1 :0t ll l l:' i:-; :L
su bicct tbat deserves tlH; card11 \
..
,
.
.
a tte'nt.ion of parents a n d tenclw 1·s .
:SoPT. N. A. C~LKINS.
::\'fuch depends upon the n1nnr:.cr o~
prC'sC'ntlng the 8ounrl~ of nnr lan.~u:-tgC' to pnpil ~ 1 ,\-hr•t} :1·r c1r n •it tl1•:
rcsuJLs sli:Lll be Lue developmem m suuud-purcc11Liun" Llmt will tn.<in
tlu ~ar a1td voice to)1abi~ ot Q..istinc..:Ll).es8. t1:hll accnra.cy in i;peaking flllll
reading.
-1·
:"T ,;'' . ' ·: ,
i!
"TJ1e methods
teaching given In this book are thfl rf'snltR nf nn

6/

extended experience under such varied conditions as nmy be fonnJ
with pupiJs reprc~cnt!ng a!l nationalities! both of natin.: auJ for ei;; n
born children. T he pluns tleserilie<l wiil e11al1lc Leacluers to lead tliuir

di:-;Linct. p1··n:epLin11:" t hruu_gh t-:PnHo tniin~
iug, und cau:;e them to know tho ::;onuds or ult!' lau.:...:-uagt in a J/IH.11 rti~l'
that 'vill give practical aid in 1t~arninL( hot,h thf'. i:.:pnkm1 anrl t.he wi·it.t0.n
]H !1 ;;uu~e. TJ:e ::::irnµ1ieii.y ~Lnd u.-;t·:"t:Jw.::s:s vf tl1G lt::~::iup::; ncc<t uuly t,<.> .lJ1..1
}5.uuwu Lt) t t: :i1)prcdi1.t1:d and 1.:~_:t,·ll-i:

yupils to a.equire ready

1

a .11<1

tbe

8cno01.-Hoo)L Dy Mrs ..JULIA _\[. D1rn·1.;.,-, l' ri 11 C' ipal of 111('
..Nonn al ~choo! :tt Lowell, _\la::;~ .. fonncrly ~u11t. uf ~ciiou ls
n.t Jloo"ick Falh, ~- Y. ("\,.il1, ll\111<>, Jil-l pp. l'ricc, 00
(;C JH8; to teac/11.:r.s, ,1 0 cent~; l>y 1nail, [j <·t·nt:--1 t·xt rn.
Many teachers consider ll1e urnuncrs of a pH pi\ of little i1nportann.: :-->o long as l it: is inJ~1!-'trious . Hut tht• lioy.1.:, and girl~ nrc to
lie l':ttl"'r·' and 111n!l1crs; s o1111' (•f t]1(· l•(•_ls will ;;tn11d i11 pl11c-"" of
i1npnrla11ce a~ prof{·:..;:-.iu11al nH•n, Hlld till'\.' ,\·ill 1·:uT\' 1he lnnrk of
i\1 -br•''-"·liu:..; all their liH·'· :\l1tlll.ll-r:; Cal; lJ•'. tau~11ti111lie s<:!tnn L
ruon1: t.Lie); r ender tlw sf'11onl.roon1 J\l(1r 1_· at 1ra1~1 iv(~; tlH·y l11u1i~il
tcnd.-11cieH to misliehavior. ]11 tbi ~ vol11 11H· \Ir.-.:. ]li'w1·v l11 Ls sl1uw11

OUTLINE OF CONTENTS.
Introduction.

Tali le

Gc11eral Diri•ctions.

f-' (Jlln~ l i •P!'teptiPJ1~ f'X i~t, lwc a11'."c of

~\.,,\iy~·1

111

ljO\\.-' lULLlJllCrs C.Hll lie Ulllg"ht. 'l'lle lllt ·l}HJjJ i~ 10 pn:~t·J~t. ,...:.,1111\1..' f:t('t
of dcportnu:• nt, and theu lead the cliildn:11 10 t!i:-it ' \J:-, .'i its l)('aring~ ;
t.l111s 1.la·y kar1t \\'hy .!.!"ood i1wu111ersart• lo l1c lvar1H·d n11d l1r1wtised .
Tl1e p rin tiu g and iJi 11dir1g are e.\Cct.!dirig·Jy llt'at. and attractive . "

bilit)· tu llbtinguish musical sonnds
readily ; also iu the common mis-

".::'~

De'i..oev's Hcru.,1 to Teach Jvlanncrs
./

21'1EAX~ oF ELic~mXTAHY Souxns oF LAXGUAGE.

'(.~

'f' (f

E . .!,. J{]J,'f,LOGO J'.: CO., NJCW YUHh ,(; (:Jf!CAUO.

~IJecial

,.

..
'

Dirl.!cLiu11s to Teachers.

LJJ:ssoxs or-;

LKBSONH ON MA};'Kltns Fon You:-ui.:sT
l'l!f>JJ.H.

L es...c;ons on Mat1llE'f:'i - S~cond Two
YPars.
MtuwerH in School - Fin:~t Two Y~ur~ .
:--.;PCOIL1l

:Manners at Home- Fin·;t.
St•cond
.l\Itl!1IJ1--r~ in P11hlic- Firs t
;:.ieefJniJ
i

-,

I\ln1111 ers~

Fir!:'t Two Yen.n5.
:S-t·co1iti

MAN~H:H!j
P1T11..<;.

von

AJJY.ANCRD

~f1u1nPrs

in Sc!Jl) CJl.
l'Pn·.:ona.1 Hal.its
:\ lanrH·rs in J '\J \J! ic.

'\' nlil1.>. liJ Hl l 11"1'~ .

)IHllll•·rs in S11ciPtV .

~li~ct·lln1wnt1~ lter.ll!':L

Pr1Lctictd Tn 1i n111g in MtrnnerA.
S11g~cstiv11
~!.orit~:-<, .Fubles, Anecdi•t,·~.

u11d p,_,,·n1s.

'.\lt• !t iCiry l ;t·Jl 1::>.

Central School Journal.-" It f un1 islws i!luR.trfltiv11 !e~sons.' 1
Texas School Journal.-'· They ti he pupi isl w ill c·u.rry the rnnrk o! ill·

br~· ... dn1!: n l! tlwir liYl'~ \ ll1il1·s~ r.: 111glit idli1·1·wis1:· I.''

PaC;ii~c

Ed, Journal.- ·' .Pri11ciples are enfurccd hr n.uecdote nntl convtff·

Si.LI 11111

Teacher's Exponent.-" \\'p lwli•_~,·c f.;ll1~ll A. b nr •.k w i !\
National :t.<lu ca t or.-•· c;,_.n1111nn-st• n sP s11gg-e:--t1•'11~ .· 1

bt_,

very '"1:'lco1no."

Ohio .Ed . :Monthly,--.. TPaC'lwrs won!d dn \\·,·!! t 1• ;.:• ·t it .''
NclirR..:Jka. Toa.ch'er,--" Mn.riv 1.t·adwrs corisid1·r· 111111 111 •·r ..,;; nf little im-

portnr1e1A. ~111t -'"H•!n ~ o f tJH~ hoy~- will f'-tnnd in plnt::= eR (If' i r1q .. 1r IH1H~ "-"

School Educrrtor.-'''J'he spirit

f,chool He r ald .-·" 'rllf·sr:
Vo...

0f

1\lliss. Teacher ,-- "

tilt·

1111tl11>1'

i.-.;

··•11 1111w11dalilt! . "

le~sons lll"l' f1!l! <1f s11;rg1·-... 1 inns."

School Jour:!lal. - " L essons

f 11nris'. 1t·d in :1

t

1

•·h:-hr ful style."

'l'ln-'I hf'sr Jir 1~s •'11 !11t inn\\"(~ haY 1· ~1 ···n. ''

Ed . Courant. - " ft i:-1 si 1n1de. i-.rr11.igl11f p1·\1·11rd. :u1d 1•iflor 1. "

l owa. No i·nud Monthly.-"

l-'rn.cticul and ,..,.·eJl-nnai1ged l essons on man-

11t;:' 1·s .. ,

Progr_cssive Educator.-" ,\.ill

Jirnw~

u

1

ht~

who dt.~~1rti!j h er i.JLI!Jil3 to bei well-1nu.unereU."

most helvful to the teuchGT

SltNb ALL OR0 1ms Tei

',

.E L. KELLOG G & 00 , NP:TV ·.Y ORK

SEND .ALL OltD XR8 TO

14 E. L. KELLOGG & r:o., NEW YORK & CHIC.AGO.

Frnehfl. Autobio!!rapby of

Fitch's Lectures on Teaching.

\l-1..TEIUAT.t; 1'0 A ID A C():'\ fl ' HE!l F;\~·'lP); /)F 'f!IE \\'"Olll~ ::I ()J_·' TH E
i•\111NnEH. ol" TUE Kt~DEHG.\.l:TJ-'.N.
\!.Hno, !ar l-!1~, ( ' k·itr ~~'] 1t'~:
i:~s Pl i. Cloth , 1!'1Jno, ;·;o cent:-; ; tu f1't1r/l('J'.~, -10 ce nt.:-::.; by ru, t,\, d

~

Lectures on Teaching. By J. G. FITCH , M.A., one of Her
Majesty's Inspectors of Sc!took E n gland . Cloth, Hlrno,
:J%pp. P r ice, $1.25; toteachers, $1.00; by mail, postpaid.
Mr. FiLch takes as his topic the ap1;lica t10n of primoipleR to
the art of tr~:ich1ng in schools. J-tc ro n.ro nn· Yag-uc· and gl~n­
eral propositions, but on every page we iinu tlw- problem~ of
the school-room disc1'.sscd with d l'11ni tPnce;s of nw11 t;,l grip.
)/u one who has read a singll• lc<:turo by thi:; e1uin•:ut w:;,11
but will do;;ire to read another. The book G full of sug;.;estlons tha.t,lca<l to mcreas"d lHJ \H'r.
1. These lectures arc high':.\. p ri zed in Enµ;b.nd.
2. Thero is a valuable preface by Thos. Hunter, Pre8ident
of N. Y. City Normal College.
3. The volume has been
once :i,dopwd by SC\' Cral State

1 11

i

Jn tlii.~ ynlun1c the stude nt nf cdnPU.tio n v•.·rn ri111l nia.11-ria\....i. for l'unstru cti ra.c. in an irndti~e11t. 111:u11l('r,

a..n c~t.i 1 1lat1:. ru1d cuwprchensiou ul'
t.ho k\11der~arte. n.
Tlw
lifo n(
Vr(1ubd. nwinly by }ti~ own l11rnd. 1.~,
Ycry l1elv f11L
In this wu 61 '\' 1!1•_:
wo:·l\\1tµ- i-ir hi~ n1ind wl .w11 n. yu11tli,

111 ;

Virginia. Educational Journal.-" He tel lo whnt he tblnks so as to

onl\' to overy kindut'i.fU:'tll<..'l', liut l •• all
p hiiO::i(Jplly of Il\~. ntul d e rc\u l ilt\l~ lit ·

Educational Record, Can.-" Ought to be In tlw
Western School Journa1.- -"Tt"acl1r:rs will

011 even·~

:!I

~

I

I

.

.

c1rculat.h)ll

!Ind in

hru1dl": or ever y p1

o·

thi~ IL dear 1.1ccou11t ut

Sc'.:lool Education.-"Froeb!-"l tell~ lib own stn r y lJett<'r tlin.11 uny com ·

n1t·n t nt•

.r-.··

Michigan ModerR.tor .- " \Vi!l h~ i•f i: ri- ~n1 \~Jue tu
st.unli lbe tJlii!1JSOphy ut' rne11tai 1..kvclop111c1 1L

~~

'

"1 Jt

Fr o1 ·tJel 's l if t.•."

tu

~

i

'
,

1

Wb !l t u l l t 1d tT:--.Uu1d t.1u

fes~iuuu.l Lt~ n cl 1e1·, ' '

Toledo · Blade: "It is safe t-0 say, n0 teacher oo.n lay claim to being
well informed wbo has not read this ad mimble w ork. If,. llfJJ're~itttion
ls shown bv i•s adopbon by severnl ~ti.to Tmwhers' l""'ill.ti;; Ciroloa,""
a work to &e thoroughly read !Jy 11:;> illuwbor•."

~

• ,"

o.rnollg tile l.A.!!li..:ll(' nl ut tl1e C<lUJH r .\ .

Brooklyn ~gle: ~~.Au invaluable aid for allllost every kind of in~
structlon nnd'.~school' organiza,tion. It combines tho theoreti cal nnd tho

!I

\\'~ \', J

La. Journal of Education.->! :\11 t-Xc1·ll1~11t littlL1 work: ."
w. Vn.. School Journal.-" \\"ill ht ~ 1• f ~r !' at Ya. lu e. "
.
Educational Courn.pt, Ky.- " e_~ 1 ~~ ht, t o l1an1 a very exten~1ve

1

it

FuErn1t1c:n F11r•El.JEL .

~twlvi ng out f1plnu l1y w lit i·l11 h~1 .1_1~u;tll:·: \\ .t:-; \'.: d >l·LI ~ o .l ,;\ ~ '.1; ~ , .
rJ.l'L'U.CcJUld }JClllH.d<..\l1!'(Jdl1t'l~\·1~ .
Jll ••'.'•• l tll!l\'\\:l l .h•~<d !..(lt.11.\,(1 . 1

imagine a moro u seful vol·

Wilmington }:very Evening .- " Tho teacher will find !n lt a wealth
1
of lletf) o.-nd suggestion."
Brooklyn Journal.- " Hls conception or the teacher ls a worthy idea,
tor lill~ to Ueur iu rniud.''
New England Journal of Education:" Thi" JR eminently tho work oi
a ma.u ·or w 1scl o1n nnil experience. Ho takes n brrnul and e:nmprchr~ nsivc
view of the work of the t.cucher, and hl~ suggestions ou ull wpies uro
worthy of the most careful cons1clemtton."

t

huw }\(" tcl t a!

th~J,;, ,:LI'~~','.' '.:~:,l: ,~'\1::.i~ ' 'i ', ~ ,':';',,: : •1:/' i', ,''' 11 "~ :I!,', ,\·:; ; ;I, ,~: ' ::~ " "'.~ ;

Ly?- ~{-: ¥-~~~~~-~-~#~P>:~~'.~ .lj:e~gi \"CS admirab!1~ ad vice.' '

thing connected w:lth t eaching, from the fu m!8hmg of a school-room

Jet...;, us ;..iee

111i::;u11•_k r:-;tuod, <lt. bei ng 4':tlkd_ a l
.
.
'
, .. i . 1l . \','l
t)<J\'
an d hi~ p ka.' ll!!'c wlwll l :l•"l' t •) fat'e W!1 l i "'.\alnn_ . (dd (,11.i',. ~
:-;e~ llit·r·· \\"iL~ 1 Ty ~r. n1::ziJ 1 ~ !ll hi1 11 a <'1 1111pr ... · ~w11 s.1<Hl 1d tlw ll!l'illl'.i l lui. t
\V(1lll•t !1r in!.( iia.r.m on y 1:11.1.l 1wa• :.'' l_() 11.w 1111 1. ~ ds ot ~-:~u1;.~,
\V1 · :--t·• '

bo heLv f ul t o all whonresl1'idng toirtipru\"l'."

I

an(l his Cl.lw:ati(i nal

.+. FnBhe-l's c;Juen.tional view .-; (a.

Chicago. Inte11.igence.-" All of lts .•liseus,ionB nr e b>L~Cd on sound
psycholu;..,ri eal pnneiplcs and g-1ve ndmn1tblc 1tdv1cc. 11

•t

Fro~IJd

8UJnlll1Lr\') .

tiliu:.r cuuoectctl with U-:ad1i11~-frm11 1 h<~ furni ....;liiiq.r of a :-;d1t1nl -rooin
C:XiUlJ ina.1.iou. J !.':'! Mtylo i:i t-1iugul11...rlY

11

g(;orl

l;!l\'IW.

to Lile preptt.ration of que~ti(JD~ f<ir
clOFtl', , -tgO-n)uB awl liiinuouiou~ ...

it ~e ba.ge(f on psych_ology; it giveti 1~U11~irublu ft<l\·ke

to get a

w urk .

tion n.nd school org-nnizat.ion . It c<in1l1 lnc.~ tlw tll('nrct:kal and the p1·acti<:al; i t i.'j lJa.scrJ on psycbolnJ:.!S; it giv1._·.s nt.inJiralll1..~ ad\·ko 011 e\'•Jn·-

tho prepH.ru.tion of questions for e:i:aruiuntiou .

·who want

tbe k111•leq.~ a:t1.: n .
'2-. Fr1J'' l )d an<l thu kindcr~ar·t1·n
f<v:-;tern ol educa t ion \ J_Y ,J, ,:-;t ·pli

EXTR ACT FROM AMERICAN PREFACI<; .

pra.ctiµ'.~;

h~· all

autvlJiogTaJil1yl. 1mportant elate~ cnnnC'c;tP11 ·w ith

"Teachers everywhere nmnng Fnglish-spt~aklng people hnve lirt!1c(1
}fr. Fitch's 'vork ns an invaluat.le nid for tlhnost c verv kind 0f inst-J'ue-

u;',~~ff:}~F,ttt~]~~~~·r'.~i! 7 not eo.sy to

1

Tl~\ ~ ~~,\~ ~:~\iurne w\1l lie w1·l1·nrnl·d
1d(·H. uf 1:roclw1 a u d tlu; killd \ TJ,;ar 1 ~·1i.
'\'hj:::i. vnlu1J11· cuntain:i. besid1_·~ llll~

at

Reading Circles.

i3

& CIIiCAGO.

f'1'

"fl

'i ..

·~

.

a.ll who wish

t-0

unJ er -

:'.;R:--:n ALL 0n:iv:n1' 'l'O

lH E. L

Slt?--:D ALL ( .: · · ,· :,,.:.; ·: ·1 ·,

KliJLL._'lGG d'.: CO., J.Yli W JOWi. cC Cll/l:AOO.

t-l11.2bes
· Uv!/slLikcs
_ _ •

7·-,{,fr( .

Lil

1

·/

· I/!,.
JII

0

ceuLs extra.

P ric e,

This is one of the six books .recommended by the N. Y. Stille
J?epartmeut to teachers prepanug for exn111inrttion for Rtnte 1·cr-

t1ficates

•

j'..

ne~

-

~!~· ·J ~.t. 1 ~·

;)U

cents ; to [l'u clu; rs .

.J:!)

ccn 1":-; ; liy

Tc)nll 1'.n ,

( 'lotl-1. 1 i fi i1p.

l!lal~ ..~1 c·t·11 1s c .\L!"a.

U11r Jll'\V eil iti ~_1!l _l1: L'-' l11 ' u1 :1 l111u:-;t 1' ,1 1f1 .,"cf,1;
( '1111 /1.0 11 . -

It is

Huy

Jl 1 )

littJ
O l l1t· r

'l'nacht~r

iu Sec11r i11;~ nnd H1•tai11inh .1\f! l'111i nn, \'1. Jf'I'.\" t •) (',in!
n
YJl. Methods o f Stimulating- and L'nnLr,ilJ in g t l ]l 1·:-.;ir·1• f , •r 1(n.iwl1· · !g- 1•:
! 1.
I l ow to Gratify n. 11 d J)Pvelnp t Ji...~ D1•sir e for ;.I1·11tal ;\di vii y : IX. I li..:.t racl in~
Anmnfon; X. Tnllnlng tho l'uwt.:t· uf .AtteHtiun; X J . Gen e ra: ~ugg- f-::, ! i uris

reg-nrdiJJg- Atltrntif)u,

TESTIMONIALS.
i

I

I

__ j

---1
. --~:
-- ·· l

Robbins , Pros. J\k(;ill :\ormnl

~ e h on l. :l\luntrenl , Can .. wrir ps. t·1 :i: 1 ~­
lt itS quite supl' l'll 11 0 11M f o r me to ~my t\1at .r<• n i· !it!l1-~ h·•u li s
adm1rablo. l wu.s ye::::t. . ·nrny authorized r. o put tl1 0 · Attt·11t!o11' 1_,11 r.li · ~
of hooks to be lI SNl in the Nnrrnal St'h ool ll•·Xf \'t'ltr . rrisJ' and ll l lrnt'I
in style, a n d lllighty by n ... a,nn of its good, s 0 L111d co 111m o1H;eu s l\ iL is n

S, P.

Hug ! ie~: - "

l)~)Ok

i..hi.\.l ev t"!')' j.f-'.at"}H-'W "J1c11dd kt11HV. 11

Popular Educator (Bosto n): - " Mr. Hughes 11n:-1

Jn~

vi'

l~ ::;

Ut\_· tu tt.H_.se p<"tges."

e111h o tlit->.J tl1t:ii lJt·~t tlli11k·

Central School Journal (!" ).-" 'fhn11i::h p11l.ti'h'"l fo11r or flvo y1·urs
Gince, this \JO olz Jia.s sl t.! H.tlily advaucnl in puptila:· i Ly ."
Educational Courant (Kr.). - " It is inten sel y prac t ical, Th e r e isn't fl
my~Lieal, muddy expn•i-;s il1 ll in the hook."
Educational Times (England) .-" On n.n irn p ortant snhje....:t.,

Fll< ct

a d mir·

t'Xl'CIH1: d."

School Guardian (Englan...1).-" 'Ve 1inlu•sirati11g-ly n·commcnrl it.
New England Journal of Educa!.ion.-" Tho b1)(lk is n. guide n.nd a
11

,.
I

I~

7 :;'ifistakes in Aim. i
CHAP. II: 21 Mi~tukes in Scho9l Management.
CHAP. III~: ?4 :M~stak~a in Discirliue.
CHAP. IV.] 2.7 Mistakes, in Method.

i

I

nmn LH.Ll (If 8Pt~cial value."

New York School Journal.-" l•'.very teacher would dcrl•e ben e fit from

readi ng- tL.i:;; volunw.,,

Chicago Educational Weekly.-" The t eacher wh o aims at lwst suo.

{;po.;~ ~ linuld ~twly

1t."

Phil. Teacher.-" Many who bave spe nt month s in the sch o ol-n11J111 would

he bc11etitec1 Uy it."

Mar;ll'land School Journal.-" Alwnyg c lear, nnvcr

tnrlio11'-"

Va.. Ed. Journa.1. - " 1i:xi'P.!lent hints"ns tn i:: ec11ri11g- nt 1t~nt io n.,,
Ohio Education al Monthly.-" " ' '' u.dvi~e rc aderH t.o ~end fnr

IL

copy."

Pacific Home and School Journal.-" An ex.-.. ell cnt. lit,tl~ 111u.n11ttl."
Prest. James H. Hoose, f;r.nte i\'ormn.J Sc:honl. ('nr·flrtnd,
N . Y ., says:1

13 Mistakes in Monil Training.

'" The book mui;:t prove

~ Ohaps; I. a1id' V. are entirely new.

or great. berH-•fH

to th e pr0(P8~io11. •

Supt. A. W. Edson, .Jer•~Y City, N. J .. ""Y"-- " A g-ood treatise bas long
been needed, and Mr. Hugbeo bns supplied tbe want."
-

jI

~r

I

II

1

I

1

~(' 1 !(1,)\.-.;,

l n.-..:pc(·t()r

WHAT IT CONTAINS .
I. Oenf'rn.l 1-'r!nciplPs: ] I. l\ i n1 k. of At r1'11ti n1 1: ·r I ( ' h !1 rn ,~, t •ri ~ 1 i, ·~ 11f (: ,,, .(j
At,tt~11tio11; IV. ( ; 01.1diti1JII~ of ;\i.Lt-'ll Li•111; \' . E'.'-St'!I!
l'har:ldf·r 1s1
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co~~ib~~

V

U1~ulf 1·: ~ ,

AUTHOH-IZl•;D (' O l'YH !t:fl ' I' 1-:D!Tlr>~- .

Only

Ubiy

CO; NTENTS OF OUR NEW EDITION.

CHAP.

J__, .

J .\ .\IES

i\.1n1:ric an tc:1<:1Jers.

-Allr;n 1 0N.

Our
Tl:fOlUZEl)?..
EDITION, entirely rewritt.en O.'IJ
tlw riut/101. \ · the only .()ne w buy.. it i.s bea..11,tij'ully pr-intcd and
hand.'IOm.ely O/{und. Get no otl1er.

Cru.P.

l "flf( '.\f;O.

rc-wnttcn, aull seve ral ucw important cl1aptcrs ad,kd.

:t rid illipnrrant. Cliapl.c' r."l

hav(~ been ;uf1!t:d uu ' 1 .l\Iista.k1'.~ iu
Aims," nnrl " J\f istnk,•s in Moral
'l'ra!u!ng." ]Ir. 1-Iuirhc.s .say8 ju Lis
preface: "Iu h;.;uiug a revised edi.
Lion of this book, it secrns fitting to
nclrnowkrlge grntefol!y tltc 1Jrnr1v
. ._ :1pprt~c ~ nt!u:1 Llrnt lws h~e11 nccordc~l
IL uy AmeriCJtll teflr•l1f"""·
Hcnliziag as I do Llmt its verv lnr!!·e sale
indic111f·~ thrtt it bas hcei1 of s cnicc
to DlfLuy of my fellow-teuclicrs, I
'i ~tave rccoguiwcl the duty of enlura.
ing nncl revising it so ns to lllf.tke."lt
still more helpfnl iu pre1•cntin"'
J .ums L . lluomi:s. fospector of the common mistake~ in teach in'.;
0
Sc~o~ls: Toronto, Cu.nada.
uud !.raining.,,

Nh' W J'(JJ,'f,· J,

TL is Y;tlualile little l>ook has :ll l'cady bccullw widl"!y L11011" t"

U1e 111aLerinl l1u.':) lH.;<.;u iucruused:
!·~stn.tcd, · a11d greatly in1proved.
I ll ''.\'

C'!J,,

C:u11.uia. aulllur of'' J\l istake:-i in 'l\·ac11i1ig."

Tho11-sH 1 Ht~ of eopil·~ of t}1c n!cl
euiLiuu Jmve 1.Jecu oold. Tlrn new
el}i~ion j:j ~~vortL dutililt• tl1e old·

',\'I)

By

Tio:\.

'

I

JC/r;!J,OGG d':

1-fugbcs' Securing and RciDinin.Q· Allen·"

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'- w.11,. I G~uo, U .J ]Jp. J'rice, GU cents; to teac!t.crs, ,tu cciHs:

t;y mm! ,

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S.k.1'lD ALL Oli.D KJ!.S 'fl)

22

.E. L. J{ELLOGCi & CO., .iVJ!JtV 1"~0RK & C'lllCAGO.

HEN J• ALL

nnr1u:~ 'J'()

E. L. KELLOGG d'.: C'O., 1\'X W Y OHE cl'.· CJJIC.MJO. ~:i
- - - - - - - - - - -- - ----- - ---- - - - - -- -

Kellogg's School Jivfi111agement:

7Javne's Lectures on the Science and

"A Practical Guide for tho Teacher in the School-Room. M
By A~IOs l\L Kn.LOGO , A .:J. :-:>ix.th cJition.

Uevbed :rnd
P r ice, 73 c eub ; tu leuchus, CO

AnT 01'' EDCCAT!O:'I.

enbrgf'd. Cloth, 1:.!::J l'P·
cents ; hy maii, 5 cC'nts cxtr:i.

l 'A Y:-rn, tlu:

Thi;; Look takes u p tho moc;t cliJli<.:ul t of all sch ool work,
viz.: the Governmeut of a ~c]11)ol, arnJ i~ filled wi th origi11al
and practical id=s uu the suLjtcct. l t. i:-1 iu val u aL.Jo tu the
teaclier who dc:-ltres to wake h 's "cli<1ol a ·· wdl- 0" O\'l't'IH:cl "

1•f

Xclitiu11.

llv

TeaclH'r~

\.Yho ar0 Sl·(~ldn.~ t1;

know till) nrinc ipl l's uf "ducat ion
wil! Jl11d t h em clearlY ;:l't furtlt i >1
this \'nl11111e. It nrnst bo remcrnuerc·d t h a t printi p li-s arc· tltc k:.si .;

upon wl1icl 1 a!I llldiH>tL,,£ t1,achi1 1 .~

nH1i-:t. ho frrqnclod.

,/

' •, A~ - .. .,
J OSF:PIT PAYNE.

\Vere to d••cidf.1 to n wn hut three
\vor k ~ ort t·d nc:1t.io n , t l ii~ \\· ould
Le 0110 uf tlil'rn. This ediiiol\
contai11H :ill <_if \tr. Payne\.; 'vritin ~::; th : Lt are in :1,,uy 0t1 u:r 1\ 1J_1 e r~~
can ai•rid.l:..·"-•d t•dit iu u. alld is t/ii.~
ollly "lie tcith hi:; po 1·t rn.it. It ii•
far super ior to :.my otlwr editiou
pu b! isl 1eJ .

WHY TH IS EDITION IS THE BEST.

(1.) The side-talcs. These give the contents of ti :e page.
(2.) The analysi~ of each lecture, with r efe:·ence. to. t he educa·
tional points in it. (3.) The general analysis pomtmg out the
three great principles found at the beginning. ('1.) The index,

where under such h eads n.s Teaching, Ed u<cation, The Child,
the ir:iportn.nt utterances of l\Ir. Payne a rc set forth. (5.)
Its ha.ndy shape, large type , fine paper, and prl'.ss-work and
tasteful binding. All of t hese features make tlus a most valuable book. To obta in a ll these featu r es in one edition, it
was found necessary to get ou t this new edition.
Ohio Educational Monthly.-"Itcl0es n ot deal with shadowy cncories;
It ls Intensely pmctlcnl."
i>hiladelphia. Educational News.-" Ought to be in library or every
progressive teach e r.''

· Educational Coura.nt.-" To know 11ow to teac:,,, more I> n eeded than
a. !rnowledge of the bmncbes mu g.ht. Thi• is especially VtUU (Lble. "
Penns:irlvania Journal o! Educj!t ion.-:-" Wlll boot praeticul vo.Jue w
Normal Schools a.nu lnstitut&- · ... - · ·

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!-:'o valu-

able i8 llti s l.nok tln t if a tl'iLc her

Home and S
-"
t the book for every teache r who wishes
to be a better
( [i,
Educational
1¥1any valuable hinta."
Boston Jour ' ·r
.. , ti·i~\· the most humane, lnstruct!vo,
' original educat).011 wor · ,we have reaq in many a day."
Wis. Journall ofEducation.-" Com~eads itself at once by the number of ingenious devices fo r securing order, Industry, and interest.
I owa. Central School Journal.-" Teacher!! will find it a helpful and
suggestive book~ "
'
t!g~~i+d a Educa~i?nal Monthly.-" Valuable advice and useful suggesNormal Teacher.-... The author believes tho way to m!lllilgo is to clvl · illze, cultivate,, and r.i~fine."
, ·
School Modera.tor.4 " Co n~ a ' large amount o! valuable reading·
school goverm:~ent ls admirably presented."
.
'
Progressive ,:reacher.-" Should occrlpy an honored place !n every
teacher'slibracy."
·
Ed . Coura.nt) --" It will help the teacher greatly. •
Va. Ed. Journal.-" The autho1· CL:.. w~ from o. lar1re experlen<l«I."

I'

JO <l·'.1'11

tlt1 ' :-lcil'11co an 1I Arc pf Ed 11·

cation in the Colleg-e 1)f P r cc\ ·pt ors , l_,.c: 1111_l 1)n, Eii;~L111i! .
\\Tit h nortrait. 1:;1uo, :;.)Q pp . • l ·~n g-1 i .-.; h 1· !()1l1. \\·i t h g1 d1l
back stawp. l'ric<'. ~1.110; II! tcu"li"rs, ~(I cc·nts; 1>.v rna i!.
7 cents extra. L'tcuaut 11e-u• 1•t/ iti u n f1 ·un 1. ·11cu 1 J 1!nt es.

\,

school.
1. It s11ggests m ethods of awakm1 in g an interest in the
studies, and !µ ..school w ork. "'l'b e pro hlem for the teaclwr,"
sa:ys JosephP'n.yne, "is to get the pupil to study." If he can do
this ho will be educated.
2. It suggests m ethods of making the school attractfre.
Nine~:y-nine hundred ths of the teachers think yo1111f( people
tllw\Uu come tu 8<.:tioof anyhow ; the wise ones kn0w that a
pupil who wants to come to school will do something when
ue gets there, and so make the school a ttractiv e.
3. Above all it shows that the pupil!; will be self-governed
wb~n w ell governed. It shows how to develop the process of
self-governrnent.
4. It shows how r egular attention and courteous behaviour
may be secured .
5. It has an admirable preface by that remarkable man and
teacher, Dr. Thomas Hunter, Pres. N. Y. City Normal College.

T~cudi1"/ Ciri'lc

iirst Professor

I

II

.,.

B~!'<D

.'.lo

ot:nr.ns 'TO

.AL!.

REND A T.I. 0nn rr:n R TO

E . L. llEL !,0(,'0 <0 CO., 1Y J.:IY

11:. L. KELLOGG &: CO., .1.'VE'W YOBK &: C.EIIC.4cGO.

----------- - - ---- ----- -- - - ·- ·
rr:
.,., •
/ ·'atrtu.f!e
s "Qpi;1qy (]vfetbods."
'-'
'.Ihe · · Quiucy )fothoJ~," iilUt;trated; Pen photogrnphR from

<,)uincy ::ichools. By LELIA E. PATRIDGE •. Illustrated
with a number of engravings, and two colored platPs.
Blue cloth, gil_t, l~mo, 686 pp. Price, $1. 75 ; to teachers,
$ I. 40 ; by mail, rn cents extra.
W hen tlrn schools of Quincy, Mass., became so famoua
under th~ ··ij\nperintendence of Col. Francis W. Parker, thousands of t eachers .visited them. Quincy became a sort of
"educational Mecca," to the disgust of the routinists, whose
schools were passed by. Those who went to stady th~
methods pursued there were called on to tell what they had
seen. Miss ·Patridge was one of those who visited the school&
of Quincy; in the Pennsylvania Instituws (many of which
she conducted), she found the teachers were never tired of
being told how things were done in Quincy . She revisited
the schools several times, and wrote down what she saw; then
t!J.e book was made.
1. This book presents the actual practice in the schools of
Quincy. It is composed of" pen photographs."
2. It gives abundant reasons for the great stir produced by
the two words" Quincy Methods." Ther e are r easons for the
discussion that has been g oing on among the t eachern of late
years.
3. It
· ' · ~ 11P.fnciples. underlying real education as
- ~dpk Jearnrng.
•
4. Its o $,the
er not;only what to do, but gives the
way in ' hicl:i to do it. '
f
.'i. It .impresses one with ~he spirit of the Quincy schools.
fl. It shows the t each er how to create an atmosphere of hap·
piness, of busy work, and of progress.
7. It eho"-•s the teacher ho\y not to waste her time in worry'
i n g- ova~ c4sorder.
S. It tells)~ow to treat pupils with courtesy, and get courtesy ba6k' iagain;: ; 'i ';'it , i i·
9. It ~
.. resents four years of work, considering Number,
Color, : ir e<;:tjon, ~imensio?, Bota;:iy, Mineral_s, For~, J:;auguage, :.' Writing, Pictures, · Modelling, Drawmg, Smgmg,
Geography, Zoology, etc., etc,
10. Tliere are 6::!6 pages; a large book devoted to the realities
of school life, in realistic descriptive language. It is plain,
real, not abstruse an d uninter esting.
11 . It gives an insight into r eal education, the educntiop
µrged by Pestalo7..zi, Fr~~ ~Ia.im. . Page, Parker, etc.

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..:\ cu l lc c tlo n of fr1· ~h n. nt1 nr i . ~i 11 a l d i i 1 l< 1~\ll' ~, rc c i111tions, d~ c l :t ­
m !ltio11s, tl!ld sho rt piec<:s for p r:; c l i<.;a \ u se i11 l' u lJ lic: "" ' 1
Privn.tc S0hool;;. Bo1111rl in lmnd so nw n e w paper cover. Ju li
p~\~c.·:-; ea('h, print e d on !:t1d p: q: r: r.
Pr ice, :JU cent s ea('! 1; f,;
(l'r.t ch crs, 24 e e 11!s; l,y 111:ul, 0 (' t~ !tl~ cx1r:t.
The exe rcises iu these books bc11r u po u education; Lave 11 r<;h

the

··:'

,-:

Raup!ion Da_y .

}'!!](/{ , (,

tion to t.he school-room.
1. The dialogues, recitations, an<l d cclaurnti_ous ~1ithered i11
·
thh volume bcwg fresli , short,
i ,\",:; : '.2t'E'R::ltJ'"?.'~~~ and easy to be c:oruprelieudeLl, nn
average scl10lun.

~

· .;·:~~J{(:JJ7 ~ij~~J ~vfc~~~-t~~~;~g 11~~lic

f~~;~

,. ·

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O;\ .( l•·fi

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2. They have mainly been userl
schooJ

· - :;:'_e<··• ''·'! 1.Jy tea c hers for llCLlrnl
: :0

r-;

·~re

~·:

_

cxcr~ i scs.

:3. T l1ey covcrntli1,forc11tgru11ntl
t lt espcccliei; o t Dt!rn ostlll'll<'S
Cicero-whi ch a rc lll.il it !c< l

• iJ,vF from
~j

Hill!

== _·-,/. . ~ for

.

uuys of LWdVc to s1xlc C11
l~( } :-; ycar!J o f nge.
·~.,,/
'1. Thc v llllvc ~ome pnwtic1'1 in,~~; tc rc s t for. ! liuse wi<u u s e .t l1c•in.
;; 5 . T he re I S lJPt a \'tCJill1.--1 se n1 j '
; ft. ~ ten cu u Ue r_ed... l.11 su 1ue d ialo .~ ~ie
'

.,. . ~

h. uooks 1•rulan1ty '"fo und,,,,. il l'-

01Jcd~t·11cc to parent s c11l'c11ira .~c d ,
-_,,,., ·~ o r ly rn g laugl1cd nt. l I I k:iclicrc'
~' "' s;:. ,1:.,E ·KE~t9cc&g, · H ?..r•>;A lon k ~; i t fo r _t ll is.
.
1~&.m«:c.•.,, !=···""'"~"s...,,..,,,1"'·"' 6. l h e r e 1s soructLm g for the
t:1

--

Ni;:w Co vE><.

youn g est p upil s.

7. "Memorial 1>11y Exercises'' for Brynut, G1trfield, l-incoln,
etc., will lie found.
8. Severn! Tree Plnnting ex ercises ure i nc luded.
9. The ex ereiscB Jrnve relation to the sch ool-room, nud lJ(;ar
upon education.
.
10. Au important poiut i$ the frcshiH·ss of 1hese pieces. J'\fo,t
of tli em were written cxprcl;l;l.)' fur tl titi collt;etiou, aull Cll n bu
fou n d nowhere else.
Iloston Journal of Education.-" It i• of pnu:tklll value."
Detroit Free Press.- '' S u ita bltj for 11ub!k tu 1cl i 11·i\'H.le schools."
Western ;Eel,. Journal.-" 4 sortes or very t;ooi\ "dectiOPG.''

SE!'iD .A.LL OHDEnH TO

~1

8P'.~P

E. L. KELLOUU d: CO., NEW TORE & ClITCAGO .
WHAT EACH NUMB E R CONTAINS.

No . I
Is a 1..q:·i:!.c!u.lls fi111-~ ~111 1 !1b"."r·
Jt i g'tll~ I ll

1t , c alJ ..- t_l ' ' \\

.
One di;~:

i

t >l' K r o ll' \ !W_l' :-' ,

1

11

,'~ · l ' .

\

,,

L~~:.~'i ::r~~~'~ .~.~. ~'.',~.~:11i. ~~.'.::·,":' ,~ :.',',::: ~: '' Y:'.'~'. ,:\'. /~.e" · ··

'J' !J ... !l t h ':' !'f' ~ ( ~ :~ ~\\ :~,~~II.:~ Xt"l'ei~~.
: A rL1 ·~ ·r Ufl •,·
•·
;.:"' w I'l.u.1;Li11g
1

t.h 1>i priN• of lh"' h •'0 k.

R~R~~i~.~ ~~~· 1 :~i-at ,-,gul\.....

14 D eclamations.
17 Pieces for the Primary Class. ,

24 PiA<.!c~~ fo1· thA l'rim Rrv < ~IA.-~R.
A.n ct rnr· ('J nss Ex e rci se rli:5 f o !JOIYS :
rrhn Hird·~ ]la..rt.y.
Nawt~.

V:.lcd ictor;·.

••

( ~on t..'PTt· ]f~x e reis'7!.

11; Dt:t..:! :.u11atious 1 and

..

:JG l~e;e il a.ti•J th:1.

Whi t tier

No . 6 Contains

S-jeourn ey

N o. 3

SprinJ:"; a flower exercise for very
yo Lrng pupi l!:s.

Con ta in s

Fewer of t he Jo t1 g1-' r pieces n11d more
or the shorter. as follows :
iH

J-..\ 1·y1111 t, Me m1J ria! Dtl:V.
?\1 •w P\;111 t irrg- E x t'rci:-:e .
C l1rist1ru.tti EXercise.

:! J Ot.li e 1· Dialogues.

Memorial l>"·Y·

lrl'(.lllt

No . 5 Contains
Brow11ing- Me1norial Day.
~:\u ~u 11111 E x t rciso.

1\

vv·u~hiui;tt;ll'S Birthtlt\.y.
Garr1~1d

"

: Vu!u e of Knowledge Exercise.

za Th:·c ltt1n11 l iu11~.

Recitations.

12 DeclamationR.
l'i. 1.liulugucs.
•

lutiiuu

l

I TbankRgivi11g

'.'\ b e) M o l l1•·r J J i ak1 gt 1 C ~.
!! ! lt er ~ i! ..'l l!nn ;.;..

No. · ·2 ·.Contain s
~'IJ

1

JJ,_.. t.• l1 1.tnH..1 ·iOll!'.'1 .

21 n ~d1 a 1i 9 us.
~..! D ialog- u ~$1:f~·M r~~~1!l!:f:f, ~~~;lfr; ~ ' 1 ;;~r- \\''· t

24 Pi ece s f<pi·th•r Prlmo.ryClO.!Ul, '"'I· ·
A Chri~ t m ,.;s Exercise. Ope1iing- P!kce. and
A.u Hbto rit u.1 Cch:!.Jrn.tion.

·

r

r (: 111 e l'f;O l1 Me m orial Day.
~e w Yeu l' 'S Da y Exe r c ise.

H n l mro~~ M P mnri ~I Dny.
Y.(Jur tl i o f .Ju!,r Exc rc it;e .
~hnk~ :'·qwnrc ?rlemor·~a\ IJn:-(.

\V ft !O}ii1q. ~l.1!11'H Bi r tlulay Ext->rciso.
Al ~ o o other Dialogues.
ti DPClttmo. t ions.
4 l H ecitatiorn:1.
J!i l\ eci ~a L i 0 11::s ivr t.11 6 I'rhtiu.ry Class.
And 4 St1JJg~.

Our ftlf CEP'l'ION DAY ticries is not sold largely by uooks•! llers,
who. if th ey do n o t k {'Cfl it, t ry to liaY C you l1u1· "''rnc:thin '-'. cl"c
s imilur, Ullt UQt SO gOOd. 'l'l1ercforP scntl rlirPCt. to 1.he pnh!isJi(•rs,
by mnil, t bc price fcq n.bove, iu >l: 11 n ps or pos tnl note;;, :1111 ] yo n r
orde r w i l\ be fllle<l: aC-once. J)j ~cu1111l fur L[Utrntities.

i
j

:

S P ECI AL OFFER.

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

6 NO!I. for $1.40, Note t h.e mluctiop,,

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,VJ;;IV
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_ _ 1·1JJUC
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Tcacbers' Manuals Series.

No . . "'." '20~.t~lns
f~ ::~ r,h.;' l 1J\~h n. n.~i.tl l :~3 ·
, '. .

ALT. () H!> t'.H ."' T•t

' n ,t< CIJ.,
E. L. KELL0(1-'

.{;°)

SE.:s'.D ALL Oll-OROfi TO

t6 1:'. L. JCBLLOGG U; CO., 1-{X IV YOR!C cf; Cl!!C'AGO.

No. 6.

Glads/one's Object Teacbi11![.

No. 7.

H1mli11glo11' s U11co11scio11s T11ilio11.

No . 8 .

Hit/!,bes· HoT.c to Ket/J Order.

By .J. lf. GLALlsTo;.;1r., of tht_~ LunJon (l•:ilJ. ~.) :::lclt,.iol Hon.rel. ~~pp.
J.\.. short nHL11wd full of practiL'ul suggestiolls on UlJjucL 'feaebi1ig-.

Hi~d1up J.Iuuti11gluJJ lms placed Ldl r,·acl1en·• u11d,•r Jll '1J f<>11 1Jd oUllg'n.f.! Qn s to
hi1n by wr·it ing t.his ·\YOrk . ThA earnest lt·acln-•r hhs felt I L:-; e1tr111·~ t ~if•it"il,
duo ~o it.s in te rc:-.ting- (li::;cus~ion lif tlit- futrndar.ion µri11eip k s ot'. t.:ducut i0 1J.
It i"' wonderfu li y s11;...:-i;l':-:t'."'"e.
lh- JA~n::-1 L. Jf1 •11111·:s, Htill :,_11· 1_.r ....\li _'-'t ak e s in T~·aclt!ng."

)fr.

Huglie::i is

u1 1t ~ uf tilt~

l't•w 111en

\ '" 11•. 1

ki!t.t\\' wlia.l t.o sn!- t0

li~Jp a yonng

t.Gucber. Tbous[LlJtlti ure t u-(!ay 1ts~d1 1 h , ·· J/,1\\' :-..hai! Wt~ kt'!'P 0 rd,_.r ~,,
Thou sa. nd~ ni·t· s11.\· i11;..:-, " T
l,...1l\· li wt· !] en111r .: .:li, IHll l (' rt11not keep urc! er. '\

Tor SUl.:11

\\'1_• n ·1· 11f:11 1H·1 1d

111::0 li<> •_J;,: ,

'\

No . 9. -<J_11ic/;.'s How_, lo Tr<1i11 !be M1'n1or1•.

J~r J{ ev . It. 1!. l.il ' !r·1~. a:n li "r of .. LdllL'H1!1.•1~uJ !(cf1iri11(Tt'i ...
lif1(lk COflll'S fr0111 :->Ch(iu!- ru i !n l'X]writ_111c'l', lttlt! is not ft ninttf'r or
tli•,·ory. 1\11:cli ntk11ti"n J1as lit'l'!l la tely pa.id to ir1cn'af"' i11...:- ti. ,~ j• U\\' t.'r of

'l'Li~

1

Tlit; tP !!\..')11· r !Jlll'-'t
11l1'n1iwy, li1· 11n1 lit: Iltust, klllJW
In \\ 'S or i Ji!~ n l i 11ol.

It. 11art

1J11·• JJ 1·i1 ·y .

l./o. 10.

nt' J·1 is

ht1si11t• ....;i-.; I•• s1un..: tho

tu du I! pr,.1pe1 !y a11d aceonli11g tu the

Ho(fma11's Ki11de1:1.;11rle11 Gifts.

J~y TI1·'.!I\1~1c ; 1 i f1.11··1·'.\JA;\ , a p1q1il nf J· -rn l'I J,__.! .

'l'he n.tllho r SPt~ I'<Jt'tl! Vl'IT t•]parh- liit--> !H'M!.

t.rniriir1g tli' .• ,·!1lld's ~..,,n~,·s ;1:~ d

Jl<l'St•i·

nf

l11L'tl1nd8 Of 11i-;ing ! !Jeni

ol1S• ' l'\-111

i .. 11.

for

No.

! 1.
'/)11!!<1' s A1/!,lf!Jli'11! for kl,1111111/ Tmi11in.:;.
l~y !\' 1C•L<JLA::i _\!.L'Ll~.A:.- I!L!TJ.1::H, l 'r~'"'· ;,_If N . Y. (._\t!h-·go for Tra:n ing- of

'f\· ai ·i11·r.-4

. \ t: h·a.i· Sl.'1t1·J!1•::llL

1\'o. 12.

uf the

fUlllH_];uj,,ll

priuLip:cs

or lndu~trial

Education.

Gro;f's Sc/iiJo/ fl•:::io:e.

!\y l'r t·s. G . Li . (; J, <•!'1•' 1 L•:' }.5?:.._.:uw :1 L- !Ji\·er:--i 1,\·, Pa.

No. 13~.;,.:\Mi;;M1f.rrcfi/S .. How to Conduct the Recitation.
By C1L\S~ :\lc)1 un.n. \.·, .Pruf.. in S ;.. ~1, t c

~c l11 •~d.

~a~·!1~'\.)'/\,~~/~i~~Jl~i~;~~~c! '~)i\~~~ 1 ~-~~:: t.~~\',' :L;_.\.~ ~ ::'.~::~, ·d~t -d

lii~

,"\!int i.

he
rnetllod . Grub6"s µi:Lu for tea.ciiin.:; prin1ary arithrn1:Lic :s i u tlw :-;a11i1·
t' •

!

No. 14. Carter's Artificial Prod11clion of Stupid1f_J1
1
·~~i ~c/'.'. ;~:; ;~;lt !.~{ l~ ·~_'! ,~~1 ·ul·1 1/~~~~·~; 1.~1c:~(:~·t·~ 1:~~1J~,-ci·~:r;~,l to tlHt.t we r1..·11ri n t it,

1n

fW:lL

fur111, wd h sid1:-lw:uli1 1.:;s .

N(l. 15.
Hr~

l'.l pp.

Kel!ogr(s Peslalo;;_,~/:

ED 1JCAT10:-u1... \\.OHK AND P1u.sc1!•LES.

By A:.ws

:'IL KE1.LOn(1, editor

oft h" ,'-..'r l1ool Jonrnul. ~0 pp.
A dear idea i~ given il1 this hook o f wha t t lii ~ gn·a.t reformer and di:-;covercr in~ cduc~tl o n thou .: ;ht a.1Hl Lild. Hiti foun rl:.Lt ion principl1:~i aro

made ~Pf'Tlall_y rr0m11ir•rit.

No . 16.
:i:.: pp..

No

La11g·s Bascdm.u.

:::; :-uni'. ;ir1( ·1· :ts : d>o \·~.

7.

LaJ1g's

I
u.~· Q;,!'>1AN H. L Az.; r;.

Com~nii!s.
:J'.! 1•11 • S1tr1:C' 1 :· r..·, · :1 :; :itx•\''J.

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