MANUAL

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TEACH\RS
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JlANG'S Aill~ FOR ·OBJECT-TEA.ORIN(l

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BY N{J '.A~ CALKINS,
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AUTHOR OF'" PRfMARY 'ciBJEC'l'-LE.SSONS," ETO. .

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Training how to
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TU't'HER'S · WORI<.!· i

CHILD NATURE.

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TA13LE OF CONTENTS.

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EDUCATION,

AND

DESIGN

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PRANG'S AIDS FOR OBJECT-TEACHING .
. LAN OF LESSONS, AND METHODS OF INSTRUCTION.
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PLAN OF GRADED LESSONS
METHODS OF INSTIWCTION FOR EACH GRADE .

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RELATIVE TO TRADES AND OCC U31

CoPvRm"T.

Bv L. PH,ANG & CO.

CARPENTEU

1877.

SHOEMAKER

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BLACKSJllITH

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L£THOGRAPHER

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THE KITCHEN

GARDENING

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Stt'rcotyped tlnd printed by

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Rand, Avery, and Company,
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Fra1tklin Street,
Rnf'fnu

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. PRINCIPLES OF EDUCATION; .
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•.:t ";' DESIGN
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OF PRANG'S AIDS FOn OBJECT-TE1CIIING. ·
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furnishes the objects and phenomena which
, ~ act upon the mind of the child, and which, in turn, the
- · mind acts upon through the senses of the learner, caus,, ·" ing · development of mind-power, · acquisition of ideas, ·
_ -and natural edncation, as the resnl~. . The personal ex.'. ~ periences of the cliihl, in his contact with the objects and
phenomena that surround him, develop his powers, and
· -,:. ~ produce that intellectual growtli which leads to real
.- - ~_knowledge.
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•· --~ The work of educating the child is well begun . by
~ ature. It should ,' be the aim of every teacher to con. "'" ttnue the processes ·of education on the same lines, and
;. .• w!~h equal adaptation to the learner .
..;. ;;..~n .order tliat t~achers may more clearly understand 1 · /
the methods of true education, their attention is here '. ·
-"invited to a careful consideration of important principles '
upon which the science and art of education are based • .. · \ ·
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PRANG 'S AIDS FOR OBJECT-TEACHING.

PRINCIPLES
· ·OF' ·ED_ U(JATION.•
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proper exercise of the child's powers, and then stimulates ' r'to .be ·obtained. The teacher needs, therefore; .. aicls . fot~~
: properly · directing the young learner how to take those·~·-· - ..
the pupil's mind to work upon them.
, important elementary steps ; aids that may be easily
The teacher adjusts the conditions for education be: taken into the class - room, and which are especially ·•
tween the matter, or subject, and the learner's mind.
· adapted to the purpose of the insti.'Uction ; aids th;it will
The learner tcrrches himself by the exercise of the
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- enable the teacher to i_llustrate the proper modes of pro~
several powers of his mind upon the materials and subcedure in the examinations of real objects .
jects arranged for this purpose.
._·.Were children to be sent forth to observe the various ·..
What the chihl does himself, educates him. He gains
trades and occupations, without any preparation or ~Hrec- "
his most valuable knowledge by his own experiences.
tions as to a proper manner of doing it, much valuable
Therefore the teacher's proper work is to guide the obsertime would be wasted in genei·al observations with no ·
vations of the learner so that his experiences, and the
definite purpose ; beside, undue attention would often be
ideas gained thereby, shall h~acl to proper association and
given to unimportant .matters, while the chief points and
systematic grouping of the results of the pupil's ex·most·
valuable characteristics would be overlooked. Habperiences.
.. its of noticing with care ·and accuracy would not -be
' Knowledge consists in ideas and facts gained and
formed ; and even that which was seen would not -be
properly classified by the learner, not in words memor'
sufficiently understood to lead the ob~erver to gain real ·
ized and recited. "\Vords learned without ideas do not
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knowledge.
constitute knowledge. Intellectual as well as material
From
the
foregoing
statements,
teachers
will
underfood · may be provided; but each inclivfrlual rnust himself
stand that Prang' s Pietures of Tntdes ancl Occupations
take ancl cligest it before it will give nourishment, and p~o­
are designed to be used as materials for training children
mote growth and strength. 'fhe passive recipient cannot
in habits of systematic examination of real objects ; ·that
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be a real learner.
they
are
·what
their
title
indicates,
Children may be trninecl to observ~ intelligently and
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., ' Aids -for Object-Teaching/'
with system, by properly directing their attention to the
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These
representations
are
intended
to
be
used
as
a
examination of familiar objects that come under their fre'\ I
, means of awakening a desire to know more about trades
quent notice. Owing to the conditions under which the
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and occupations in which people are daily engaged, ~nd
work of teachers must be performed, the necessary prepa/ ;
of furnishing a ready means of pointing out the various
ration for training their pupils to form good habits of
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kinds of materiflls, tools, 'and acts of labor, required in
observation in matters pertaining to occupations must be
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leading
the
pupils
to
understand
carrying
them
on,
made chiefly in the schoolroom, rrncl without the presence
the relations of these operations to the common welfare
of the actual materials and operations which constitute
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the subject of the instruction from which the knowled<Ye
is
of all.
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It is believed that a proper use of Prang's Aicls for;~
Object -Teaching will enable teachers to insure practica(~,
results in training their pupils to form good habits of '. "~; ,\gaining knowledge, and in imparting practical informa~ ·i• -~ .·
tion concerning the important matters of daily life.
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For the purpose of assisting teachers in makmg a · . ·
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proper use of these Aids, the following lessons lw:rn been :.;, ..-~ ·
prepared. It is not intenclecl that these lessons shall be . ·, "
followed literally by teacher and pupils ; but it is earnestly ~ '. '{,.
hoped, that, from a study of the methods therein given,· : .:. ::
clearer ideas may be obtained of the purpose and utility ~ . ),·{
of these Aids, and that the modes by which they can be . ~"r~
employed to facilitate the \vork of real education shall be ~i ··::) ~
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AND
well understood.
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With the sincere hope that these chromo illustrations )r
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METHODS OF INSTRUCTION.
may lead to the easy attainment of the important ends :~
herein im1icatet1, they are commended to the -careful at- - ~ · , ~
FOR
tention of all true teachers, -those who believe that it is ..
more useful to teach children how to obtain facts, than -:
PRANG'S AIDS FOR OBJECT-TEACHING.
merely to give them facts to be remembered; that it is 11'2.
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better to train them to study intelligently objects . and ·?
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Nature, than to confine them to memorizing the contents ·~
of books.

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PLAN OF . LESSONS,

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GRADED
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METHODS OF ' INSTRUCTION:.'

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~HE' dirns 'of the lessons on the tracles and occu1foti~~s, :·~::3
'J'.ld the orcle1· of presenting them, may
seell i;l the fol~- ~:.~-'--'·1
~wing statements as to what should be accomplished by
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:e··exercises given in each of the four grades of les-·
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i' The divisions into grades are · made for the piirpose 1,of
the different stnges of the' instrnction in a
,d~ftnite manner ; they do not indicate the nnm ber of les~
·.~!)JlS, to be given in each grade, nor do they mean "grades
~(!classes." · The exercise~ of a grade may include one,
~.o~ three, or more lessons for each trade, as the teacher
:'i'IA~· find to be desirable. Read, therefore, what . is said
'"' gder this ~ead, "Plan i of Graded Lessons," for the__
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·rpose of learning the, - ·
$1.Ai,ms of the Lessons, ancl the orcle1· of giving them • .
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First Grade. - The exercises of the first grade
cause the pupils to make a careful obseiTation of

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·. What tlie pe1·sons ~epresehted in t~e pictm~~, wm·Tc ·upon 11.· \;_:,t-\ ·: .

pation is represented by it; to notice what work the
several persons are doing, also what materials and tools
they are using; itnc1, as far as possible, to learn . what
articles they arc making, and what those articles are for.
The exercises shoul<l be accompanied with such corl\'crsation as will cause the pupils to desire to sec and learn
.more about the given occupation.
The teacher, at the close of the lesson, may point out
the most important objects represented in the picture, in
order to inclicatc what the pupils shonlc1 try to sec when .
they visit the place where the work of the trade 01· occupation may be seen in its various stages of progress.
Second Gr~de. -.Having .learned, in the previous · ~
grade, those thmgs wluch pertam to a trade or oceupation . .:.1. ·
that should be particularly noticed, the pupils p,rc now ·
prepared to obserye real objects intelligently; and they
may be requested to try to see persons engaged at the
work of a given trade, and to notz'.ce, The tools and 'lnaterials used;
What work is done with the tools,·
What articles are made.
B.r such obseiTations the pupils becom~ prcpnred for -··
subsequent lessons in the schoolroom, in connection with '~
the pictures. These subsequent lessons should require i
the pupils to describe what has been observed, as above .
indicated ; to point out in the picture, and to name, the . .,·
various objects mentioned, especially those which they
saw in use, and the work which they saw performed.
Third Grade. -The lessons of this grade should lead
the pupils, by means of suitable questions, to consider, -

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· I What they work with;
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· . ·what articles a?·e niade;
· · , What is clone with that which is m.acle .
. , It will readily be seen that the exercises of this .grade
will 'assume tho character of a conversation between
teacher and pupils, with the matter of the · conversation \
-guided by the teacher ; while the answers and remarks of ' 1
the pupils, and the questions and statements of the teach. er should be confined to that which pertains to the trade
· 'ti·~der discussion. Care should be had to treat the dif- ,
.~ferent steps of the lesson in their proper 9rder ·
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•Fourth Grade. -This grade may embrace a complete, ·
"' and connected description of the uicture, names of. tools
· used · the work done, the articles made, materials used,
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· the uses of the articles produced. This descnpt1011 may
)~c oral only, in classes of young children; but it shou.ld
be required in writing, on slates or on paper, of . pupils
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'... For more definite information relath·e to giving lessons \
d~',trucles and occupatibns, see the following illustrative
.texercises under "Methods of Instruction." These exer~ises nrc intencled only to indicate the manner of conducting the l~ssons, and not the extent or comp)ete
mo.tter of each.

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METHODS OF..JNSTRucnoN. FOR EACH .GRADE.

illust1·at~ons · exercis~s:.

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. .pose the picture ,of the·" kitchen". be placed . before. the · · . <~~
children. Request them to try to see .·somethfog in the
picture which . they .can · name. Each pupil· may then be
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' ·-i; allowed to name and point out a single object.

METHODS OF INSTRUCTION

· Ffrst Exercise. - "This is the picture of a range." \·
. · " This is the picture of a pail."
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::,,., '~This is the picture of a clock."\
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} '' ·T his is the picture of a, table," '&c.

FOR EACH GRADE.

. First Grade. - Place a picture representing a trade
or occupation before the pupils. Then request all to
look at it carefully; ancl, after allowing a minute or two
for the class to obsen·e it, let each one who can point
out and name something in the picture raise a hand.
Tli.ese several pupils; in turn, may tell what they see,
also point it out. For leading the pupils to do this
successfully, different grades of exercises should be furnished, some of which ought to he adapted to the capacity of the youngest pupils to whom these lessons · may
be giYen.
The first· exercise may consist in naming and pointing
by the pupils to the tools, materials, objects, &c., seen
in the picture.
In. the second exercise the pupils may be required to
state the principal use of each object named.
In other exerdses they may mention the work done, the
materials upon which the work is performed, the tools
used, the articles made, the persons at work, what each
is doing, what can be seen in any part of the picture,
what the entire picture represents.

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~-.'\ Seconcl Exercise.-. The pupil should point .to each
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• : ' A : " The clock is to tell the time of clay·"
, -' ·~;. .. .'~The . teakettle is for heating water to make tea and
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. · coffee," &c.

.' · ~::~ Tliircl Exe1·cise. - '' This .woman : is rolling ·out some
.,_ dough to make pie. The dough is ' on· a board on ' ~~e
. _., table; and slie is using a rolling-pin to make it thin." ·
' "f ." She will peel the apples, .then cut them in thin slic~s
· to inake the pie."
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. : " .The basket stands on the chair. It is full of eggs;,,
1: "The closet door is open, a~d I can see dishes -a~d
~ ~~ Should the picture of the . " shoemaker .',' ,'be ·. plBced
. · ~efore the p~pils, the following statements :·may indic~~e
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hat the pupils might say in the different exercises : II

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\ '.t'i FirstrExercise.- "This is the picture of a shoemaker.
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/ He .sits on a bench."

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METiiODS OF. INSTRUCTION FOR EACH GRADE.
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" Here are two rolls of leather."
" This pail stands near the shoemaker."
"This is a pair of new boots."
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_ " Herc is a hammer, a pair of pincers, and ·something··
else on the floor."
" There arc two brushes under the window."
" Here is another i)air of pincers."
" On the floor are pieces of leather."
"A pair of gaiters stand on the floor, at the
the bench.''
Seconcl Exercise. - ''These knives are used to cut the
leather, and the strnight awls to make holes in the leather,
for the pegs and nails."
" This shelf is used to put lasts on. Boots and shoes
are made on lasts to girn them the shape of the foot." , ' .
"The shoemaker uses his hammer to pound the leather,1
and to make holes with the awl, and to drive in pegs and _
nails."
"This bench has a drawer. It is partly open.
shoemaker keeps thread, pegs, nails, and tools in
drawer."
" In the back part of this picture are drawers
keeping shoes.''
Tliird Exercise. - " This shoemaker is making a boot. •
He pounds the awl to make holes in the sole-leather, into·~
which he drives pegs."
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" The man in this part of the picture is trying to fit a
lady with a pair of shoes. These persons are- in the shoe-;
store."
"A shoemaker cuts leather with a knife.
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.$hoemakers sew pm·ts of the sho~ together.
_tllc legs of boots."
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or Review Exercises the teacher may place befure the _
ass· two or three of these p}r:"~res, mid then direc~
1fnttention of the pupils to d;
of -the same class,
tools, kinds of work, articles made, allowing them to
mt out, give the name, and tell the use of, or otherwi1se
Mcribe~ that which is indicated. During these exercises
:pupils should point out only objects belonging to the
' e class, as tools, until all the representations in both
0'pictures of objects of that class ha Ye heen named; -~in', at the direction of the teacher, objects of another
1uls., as articles made, may be pointed out in the same
»;finer, and so on. During all of these exercises, care _
ould l>e taken to require the pupils to clo something
blch will show that they know that which is taught, and _
«).to awaken in them a desire to see and clescribe.
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n' gi\-ing lessons with some of these pictures, it might
~11 to omit the thfrcl series of exercises until ~he pupils __
seen the tools used, the work performed~ and the "1C1es made, which pertain to the trade represented.
-·• -'f omission would ibe best in all cases where the chil- ~: had not previously seen 'and learned something
. lit the subject of the less,on.
·hvin<T <Tiven it sufficient number of exercises with the
turc of~ trade, which number will vary with the differ~s in age and progress of the pupils, the teacher may
'.\the i)npils that another lesson will be given about the
-,. ·' ake1· (or other _trade; as the case inay be) next week i
(i,·nt the same time request them to visit a shoe-store
ti~;.shop before the next lesson, and learn the names
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and uses of the tools nnd materials used, especially o
thos9 which they see used; and also to try to learn othe
facts, pel'taining to what the shoemaker does, which the ·
may tell the class.
· The obscrrntions ·which the different pupils would mak
in ncconbnce with the preceding request would p1·epa1
the class fol' the exercises of the Seconcl Grade; especiall
if the teacher conducted the lesson so as to cause th
several facts, or items of knowledge, gathel'ed by enc
in<livi<lual, to become the. common stock of informatic;>'
shared equally by all the membel's of the class.

Second Grade. -\Vhen the time for the Second Graq
lesson al'ri,·cs, the pictme representing the subject of tb
lesson shou Id be placed before the class, aml the seYer..,
pupils called upon to point out those objects represent.
in it which they lrnYc seen before, and at the same thn
to name them, and tell what they are used for. The pup'
should also mention different kinds of work which a ·
done hy those working at the trade, a11d tell what top
they use for each kind of work thus mentioned.
These exercises should be conducted in such a manr~
that the pupils will become eager to see, leam, and tel
ns much as possible about the trade or occupation whic
forms the subject of tho lesson.
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The general character of the lessons of the Seco
Gracle mn.r be seen in the following statements whi,;
represent what the pupils might say, in the school-less,
with the pictnre of a blacksniitlt befol'e them, after the
had personally observed the operations of this artisan . . ·'
To commence the lesson, the teacher may say, '
"Point out, in the picture before you, some tool whi.

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. i:l1ave seen a .. blacksmith. use,, _a1;1d tell qs.\w~ia~)1e, d~,e~,-~'. ·.
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Pupils. - "These are . tongs [pointing at the several
' h's., .on the floor, wall, &c.]; the blacksmith holds
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iron with them.''
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'~!This · is an anvil: the hot iron is 1 ,1aced on it while it ·
~enten into the desire~l shnpe." , . ·
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"It\ the left-hand corner of the shop are the belloivs: : .
h.,_ tliesc air is forced into the .fil'c t() make it yery hot.
d•person who works the bellows is called a bloi~er~
,. en he takes the sledge-haninie1', and strikes the hot iron
.the anvil, he is called a sl1'ike1'."
~ 'The tub by the side ~f the anvil is filled with water:
te~blacksmith cools the iron in it."
- ~:':The il'on instr\nnent on the side of the bench, back
~j,hc anYil, is a vise. It is used to hold firmly the piece
·iron on which the blacksmith is working, so that he can
' e it smooth with a coarse .file, Ol' rasp. Herc arc two
and a pair
pincers on this bench, leaning against

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,~· Here, at the right hand of ihe picture, is a. man 1 shoeg.(fliorse.''
-" irhe man at the mwil is making ho1·se-shoes.''
'The instrument with a wheel, fastened against the
t ·near the horse, is a clrill: it is used to bore holes in
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· Should the picture shown chance to represent some
· u]>ation which the pupils had neyer seen, as Printing
Lithography, the picture might be placed before the·
~s, and the pupils requested to tell what they can .see
·!it• · In lookinO' at the picture representing some of the

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operations of printing which are not understood by the~
the pupils might sn,r, " I can sec fonr men aml a boy in this picture."
" The man on the right stands by something that look
like thin (lra,vers."
" I can sec many little boxes in front of him.
reaching up with his right hand to take something fro
one of these little boxes."
" He liolds something, of an oblong
hancl."
" The boy starnls on a box or bench behind a machin
There are wheels and ropes near him, also somethin
that looks like many sheets of white paper."
" The man in the centre of the picture stamls by
tal>le, and has a mallet arnl a stick in his hand. He ·
pounding the end of the stick."
" There is somethin g on the table, that look s like :~
frame for holding small pieces together. Other frnm
stand by the side of the ialJle. ''
"Tllcre is a la 1 g<~ wheel, "ilh :i ball(l
this man by the table."
" The man on the left, in the front of the pictur'
stan<ls by a nm.chine with wheels. Ile holds a piece
paper in his hands . I think he is printing."
'\Vhen the pupils have thus obsen·ed uml poinlell o
the principal ohjects represented in the pictnre, the teach,,
may proccccl to tell what caeh ol;jcct is, and its use; al
what each person is represented as doing. Inasmuch ··'
this picture represents various stages of the work of pri~
ing, the description given by the teacher should
mence with the first operation, and p~·ocecd in the
of the work, somewhat as follows: -

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~·7'he man who stands at the right ·emfb[ the picture is(:'-· _t c '):~;
co_mposlto1·. In front of him are several' cases of type ~ .l
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like shallow drawers, arranged with small
"mpartments or boxes for holding the type. Each box
·· ~tains but one kind or le1· · All the a's arc placed
. ether in one box ; all the , 'in another box ; all the
&{in another, and so on. The case with small boxes
'ids the capital letters; and the one with tlie larger boxes,
a!small ' or
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. lower-case letters. The letters that are most
are placed in the largest boxes.
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£,:'*'r.·T.he oblo110'o piece of iron which the compositor holds
his left, hand is a composing-sti'.ck. The type, or letters,
at1 form the words to be printed, are placed ia this stick,
<ti~by side. When the compositor has set his stick full,
•places the type, or niatter, on ·a galley, which he puts
&a'case or table near him. Two galleys stand at one
a-()f the cases ; a nd one galley stands lJy t he iron frame.,
.: cha.<Je , whieh leans against the table .
" "When the compositor has set enough matter to make
\'eni.l pw:;es, or a fonn, it is a.ll pb·ce<1 on the imposing·--~~, which forms the top of the table ; here the fore1nan
fi, oo-es the 1·maes
, or the matter, into a form for print0
. ;'.i·To keep the type m place, an iron fr a me called a
.. · ~e is p1ace<l arounrl the for m . Al on g the sides of the
. - .,,_or form, are placed s traight strips of wood ; ancl.,
~en these and the iron frame, wedges of woocl are
' en, to make the type fast in the chase.
This work is
1
led' locking 1tp the form. The man who locks up the
.,nses a shooting-stick made of hard woo<l. He places
(f~nd of this stick against a wedge, and pounds on the
ei' end with his mallet, to drive the wedges in firm.
~!: 'ro make the type level or even on the face of the
OF INS'fRUCTION FOR EACII .GR_ADE.

J

~· f''•

ed

• !;_

•

•

METHODS · OF INSTRUCTION FOR

20

PRANG'S AIDS . FOR OBJECT-TEACHING.

EACH ~ GRADE. 21
:,
'

" ~·~~

;rJ·''·The frame of narrow bars, -fly, -wh\ch ·m ay be seen ·-;.~
form, the man uses a smooth block of hard wood, whicli ~ back of the large wheel, turns over the printed sheets, one
he calls a plane1·. The. smooth side of the planer is placed .!,at a time, upon the board that may be seen below it.
on the face of the type, while the other side is gently . ~ .. "The man at the back of the picture, on the left hand,
pounclecl with the mallet.
.
. ·ii' ~dips the white paper in.a t)·ongh, or box, of water, and then
. '.' "rhen the f ~rrn is made ready, the face of the ·tn;i - tmts it in a pile, that it may become evenly clamp through·
l•S Inked uy pnssmg OYCr it a roller CO\·eretl with printing•
· out: ·
~nk. Clean paper, that has been macle damp with watet
man in front, , '" the left, stands by a small
is placed npon the type, antl cyenly pressed down on it
on which . ls, circulars, tickets, &c., are
· ·.printincr-press
0
The i1~pression thus taken is called the proof. ·Th·.
.· printed.
proof I~ compared carefully with the copy used by tM
;· "A form of type, lockecl np in a chase, stands between
compositor when the types were set up. One person ;·. ~he small printing-press and the imposing-table. The man
reads t~1e copy, while another looks carefully nt the proo~
, behind the table is locking iip a form to make it ready for
to. see if all the wonls are like those in the copy. If an'
press."
mistakes arc found in the proof, they arc plainly marke . , :the
~,. After the teacher_ has described the objects ancl the
by the proof-reader on the margin of the pnge. Whe
~work represen:ted in a picture of a trade, which cannot be
the readin(J is finishecl, the proof is given to the composi
j'een personally by the pupils, they may be called upon
tor, who wilocks the form, by loosening the wcclges, ari
.singly to point out these objects, nncl describe their use,
then takes letters from his case, and corrects the mistake
' ·~ml the work represented, &c., us si1itable exercises for
which he macl<:~ while setting up the copy.
.
. "subsequent lessons upon the same trade, " vVhcn the form has been correctecl hy the compositor
: Older pupils may be required to describe the picture,
and revisecl or looked over hr the forenian, it is sent to
the tools, the work, &c., in writing.
the press, where as many copies us are wantecl nre printed
,~ "The boy who stancls back of the machinery is feedif
' ··i Third Grade. -In previous grades the pupils have
tlie press. The pile of white pnper before him has bee
· Jeamed the names and uses of tools and materials, what
wet-down, or dampened, so as to receive the ink i~eadily~
'. articles ~re made, their uses, what each kind of work is
The form has been placed on the press, which is inove
i called.
During the lessons of this grade, it is intended
by steam-power. One sheet of paper is ll10YC<1 down
· .that the pupils shu.11 be led by questions to consider Elata time ; this is immeclintel.r carried hy the machinery ove
, .~ers pertaining to trades and occupations, in a war that
the form, ancl the types are pressed against it. Then th~
· : .. l
c use them to gain new ideas of the relations of the
~rintetl sheet is carried forward ; and the type is ngaid
-. ~~orK done, tools used, anCl articles made, to the affo,irs
mked by rollers, 1vhen another sheet is moved o\'er tM
,. .of a1 y i e. Th.ese lessons should be so conducted as to
form, and printed as before.
'

at

22

PRANG'S AIDS FOR OBJECT-TEACHING.

draw from the children their .own thoughts about the sti ·
ject under consWerntioo ; also so as to correct their mU
taken notions in relation thereto, and to lead them
understand that work is a means by which the necessarie
~nd comforts of life are supplie(l. These lessons will
mcreasc the <lcsire for seeking knowledge, will add to th ·
power .of gai1~i11g it, and develop the pupils' abilitf ofi
self-guHlance m subsequent duties of life.
,:1
.The following suggestions and questions will indica .
the mode of conducting the lessons in the Third Grade,
The teacher might place the picture of " The Carpenter"
before the class, and write on the blackboard a statement
thus:.
CARPENTERS

.y-

Tww, bo1·e, mortise, saw, plane, join, Ttammei·, btti

He mn.r then proceed to ask the pupils snecessivel..
~nesti~ns similar to the following, and follow each ques
tion with snch others as the answers gi \'en b.r the pupil
seem to indicate as necessary in onler to obtain i1itelli
gent nnswcrs to each of the se,·cral interroO'ations
com·
0
mencing wiLh, lVhat? lV!iy? TV/ten?
i
1Vlwf. cln c•a1·1wn I.er~ lt cw 1
Jllh.y llo they hew 'l
1Vlwt tool.s al'e tt.Sell in hewing?
lVltal do carpenters bore'!
1Vlty do they bol'e '!

"What tool.'/ are ttsecl in b01'in"'?
:::.
JJ711tt clo carpenters mortise 1
lVlty do they 11101·tisc '!
'Vhat tools are used in 111ortisin"'?
ti
JV!wt do carpenters saw'!
Why do they saw 'I
JV/tat do carpenters plane 1
Why do they plane 'I

<, METHODS OF INSTRUCTION FOR EACH GRADE.

·2a.:

What tools are used in planing?
\
What do carpenters join 1
Why tlo they join 1
• What tools are used in joining?
What, why, and where .do carpenters hammer1
, What tlo carpenters build 'I
Why do they build 1
When and where do they build 1
1at do you call the men who build with wood'! those who
lld with brick and stone 'I
What parts o; '· - house does the carpenter build? . .
.
Can you uamL /other classes of workmeu 1 that aid 111 bmld, houses? What part of the work does each class tlo?

:suppose the picture of Ure kitchen is placed before. the
s for a lesson of the Third Grade : the teacher might
.te on the blackboard the following : " cl Food is boiled, broiled, fried, roasted, slewed, baked, seasoned,

d; kneaded, chopped," &c.

~' Work clone ill the kitchen

is called boiling, broiling, stewing,
Una, basting,fryinrt, baking, sleeping, kneading, ~ollin{J, ~nix~ng,
ing, chopping, beating, seasoning, washing, starching, sprinkling,
n~, scrubbing," &c.

' ie teacher may th~n proceed to ask questions, similar
these: -

·-:::::::
-1

.· H~ns, i>lasterers, painters, glaziers, tin-roofers, plumbers,_bell-ban~ra,

24

PRANG'S AIDS FOR OBJECT-TEACHING.

What is frying 'l broiling 'l stewing'!
Wltat is fried? brniled? stewed?
How is it fried? broiled? stewed?
Why is it fried? broiled? stewed?
Wlten is broiling better than frying?
1Vlten is titewing better than roastiurr?
What is steeping 'I bastiny 'l beatiny
Wltat is steeped? basted? beaten?
How is it steeped? basted? beaten?
Why is it steeped? basted? beaten?
Wlw docs this work?
What is washing 'l starching 1 sprinkling '! ironing 1
How is each done?
tt71y
done? starching? sprinkling? ironing?
What is seasonmg ? yratin[!? chopping 1
JVhy is food seasoned? grated ? chopped ?
What is sweeping '! scru/Juing 1 mopping 1
How is it done?
Wlty is it done?
What is dough? yeast'! sponge 1
IIow is dough made? yeast? sponge?
What is meant by "setting the sponge " 'I
What is batter '! sauce '! pudding '/
!low is it made?
Wlty is it made?

ME'fiIOiJfJ \ 'oF "-i!tSTil't!CTION ' Fb.!l'ci:ACit·' GRADE.

1

i~ washiu~

"Tliey should "'be. e~couraged to ' niak'~, their descri1>t~6ns
1
t iginal, by each one telling what·11e ·or.she has seen' .ai;i~
earnetl nbont the given occupation. .
· · :1 ,,.; -'
~.Jn no case shoulcl the teache1· ptepm·e· a des01·i1Jtii:Jn to be
' ttrnecl ancl recitecl ,.., the pupils; nor should the outline
fa "Manual," as matters of ·infor.:.
atements given
.ati on for the teacher'. be fttrnislu~d the JJUJJils to· be n;,em~
izecl. Such a cours.e would defeat · the great aini of
"ese lessons, viz,, the individual training of ·each pupil
'• ·hnbits of ficcurate obsetvation and · clescriptio1i.:•.: Since
'eobject of using these illustrations of ti'ades is to teach
'ndren how to see and describe intelligentlj·, and Since
this end can be attained only by actual exercise of ·their
~ 11 powers of seeing and telling, these lessons should be
10 .conducted throughout each mid all of the grade.s as •
to require the 1mpils to ~ake the ob~ervations, cm~:. ~.ive
'lginaZ- clescriptions.
· .
·
1
r!'he following descriptive lessons of the tailo1•;and of
e:tinsmith will serve to illustrnte- e·x ercises npf>topi'iate
r the Fourth Grade' or tlie athancecl lessons 1: ., ,. '"· ·-'
1
.(,· This picture represents two rooms
of . a .mdcliantilm·, - the st01·e nnd the ivotlcroom. · In . the back par.t
fi the picture may be seen the store, where ·the · ta.Uo1' is
taking a man's measure for a new coat. · On the counter,
;back · of these two men, are pieces of cloth. On the
llt.elves beyond, are box~s of buttons and other trirnrnings
·hr coats, vests, and pantaloons.
~..,,The ·front portion of the ' picture represents the ·. S.lwp~
t :workroom. At the left sitle o~ this room may be · seerl ·
''tJ cutter, with a pafr of sheats, a squm·e, a Stick, a tapemeasttre, and a piece of cloth, on the table, or countet.
With a piece of chalk, or talc, he has marked lines on the
1

fluti~;p,
·

.Tbe teacher might write on the blackbonrd
of utensils used in the kitchen, and question
concerning them somewhat as follows: "Range, scuttle, kettle, saucepan, spider, dipper, pail spoon
rolling-pin, sink, boiler, table, coffee-pot, canister, dustpa1;, brus
pitcher," &c.
·
When is a range used? scuttle? kettle, &c.?
Why is a range used? scuttle? kettle? pail, &c. ?

Fourth Grade. - The description of the trade "o
occupation, which is giYcn by the pupils of the four '
grade, mn.y be mndc more or less complete, according "

26

PRANG'S AIDS FOR OBJECT---TEACHING.

" At the right end of the picture is n low table or
taUor's board, on which two tailors sit and sew. On~ or.('
tliese men is sewing, the other is threading his ne,eclle. :.
In fro11t of this table is a woman using a sewing-m,achine.·.
At the left of this woman is a young man pressing the, ,'',
seams of a garment witli a goose. Before pressing, he .
makes the seams darnp with a sponge dipped in water. 1'
Back of him, in the centre of the room, is a stove for ··
heating the' goose. On the right side of the stove is a
cove1· to put on the storn over the irons. while heatin<J' ·
~ ·
them. On the left side of the stove sta1Hls a coal-scuttle .
filled with coal. Back of the tailors hang some of the''·i
finished garments, - a coat, vests, and pantaloous.
,, ,'
"Besides the articles already mentioned, tailors also use ,
thimbles, scissors, needles, press-board, holder, sponge, ~
· beeswax, thread, silk, twist, buttons, patterns, &c.'
('
"Formerly all sewing was done by ha11d. Now
' ing-machines are chiefly usetl for this purpose. By tliis j',
means much time and expense are saved in makiiw
doth- ~-r.,,
b

ing."

.

" 'I'his picture rcprcsc11Ls Unsmiths at \York in a shop, .°;C
also a stove-store, where stoves and tinware are sold.
t· · "Along one side of the shop is a work-ben<;h with the·tools used in working with tin ancl sheet-iron. At one;
end of the work-bench is n vise . At the corner, near the vise, a pair of shears, usetl for cntting tin arnl sheet-iron, -·
lean ngainst the bench.
. ..
. . "On the bench stands n small, stoYe-like furnace, for"heating the soldering-iron. The man holds a small tin.
pipe in his left hand, and a hot soi<lering-iron in his right.'*
hand. He is soldering the edges of the tin together. In ·
.r......... -4..

~Lt

.Ll _ ! _

JNSTRUC~ION

METHODS OF

FOR EACH GRADE• .

•,"

27

...
\
d ,. d
Irons on which the tin is placed to bend it, into the es1re
other workman has made some joints of stovepipe, and now if nuking a square pan of sheet-iron. His
,hammer has t,
ved face on each encl. The machine
his right hand is for bending the edges of the pan so
to make them stiff and smooth. To make the e<lges
~f tin pans antl tin pails stronger, a wire is put around
1
·:~ der the bent eclges.
"On the floor back of these workmen, nre several
thinas which they .have ma<le of tin and sheet-iron.
"Am;ng them may'be seen a tin pan, a wash-boiler, a
.dipper, a watering-pot, two sheet-iron pans, and stove, .
pipe.
.
,.~: " In the back part of the right encl of the p1c~ur~, may
·0 seen the salesroom, with stoves, tinware, bml-cages,
_anterns; &c. A man is showing a cooking-stove tu a
lady. Parlor-stoves may be seen back of the la.cly. .
· ,., Tin is a whitish metal, somewhat resemblmg s1her.
tis h:urler than lcacl , and softer than sih·er. It is ob' l'<;tBine<l from tin-ore, whieh is founcl in the earth. l\Iost
the tin usecl is procuretl from the tin-mines in England.
['hat whieh is commonly callecl tin, from \Yhieh tin cups,
pails, urnl puns nre made, i.s manu~actured fro1.n very thin
heet-iron, by di pping the sheets m melted tm three or
om times. Tinware will not rust while the iron is cov-

'at

as
1

.•

'

-of

ed with a coat of tin."

· ~Other successful mocles of using these pictures for
giving instrnction relative to trades and occupations may
be <)e,'ised by skilful teachers, which will prove interest,

,

•

" --

! ___ ·- ........ . l. .... -4-

~ · .....

28

.'\.

PRANG ' S AIDS FOR OBJECT-TEACHING. ·

er.
.1•
\Vhcnever the pupils are able to represent, even by the··
most simple drawings, the tools and other objects which
they see while examining the operations of any trade, anq
will make snch illnstrations to accompany their <lescripT'.°
tions in the ex ercises of the Fomth Grade, it will mnte~ ,
rially increase the value of these lessons.

\

.

'

USEFUL INFORMATION
PERTAINING TO TUE

-

•

AND

..

--··

:r

-

----~

OCCUP ATIO .N- S -~c:~

.r

REPRESENTED IN

PRANG'S AIDS FOR

OBJE~T

~

l

TEACHING.

. ·:t.
~
r .,

-

--::

·~·

..

j

FOR TEACHERS .

1.

YI~

29

"'

.

.

--- ·-~

~

·~

..

~

--~~
,

-:!!

- . "q

- --:i

~

·.-. ~

. .

.,

\

!

iniormation given in the following pages, relative .
. ~ ·· Trades an,d Occupations, is intended to save teachers
e.time that would be spent, and the trouble that might
~e experienced, were each one left to make personal in- .
·,estigations, to gather the facts needed at the commence" ent of these lessons, in order to · con~luct them so as to
·make · the exercises iqteresting and practical. It · is not
·.~signed, however,
supply all ·the information that .
· ight be useful in giving the lessons; but to furnisll such
111atter as will serve to guide the teacher at the outset, and
)so to add other facts not easily obtained.
Jln previous pages,' cl irections have bee1~ given for conj1cting lessons on ' Trades and · Occupations
; but the
.
ethocls should not: be limited to those there described.
· tber profitable exercises could be introclucetl, especially
tor the. Second Grade of lessons, by writing on the black6pard the names only of the tools, !'ncl other objects repreentecl in the picture of a trade, and requiring the pupils
· point them out in that picture. For other exercises,

·to

~

. ,~

82

.' '

PRANG 'S AIDS FOR OBJECT-TEACHING.

of work performed, and proceed in a manner similar
that with the tools.
To require the pupils to spell the principal 1words rei.
lating to a trade will make a valuable exercise ; becaus'
it intimately associates the form of tlie word with ~he
objects represented.
The success of teachers, in givmg
to produce the best results in education, depends so much
upon the rnanner of conducting the lessons, that it seems
desirable to reiterate the importance of careful attention
· to this matter, and to entreat teachers to remember that
the aims of these lessons cannot be attained by commu
nicating to the pupils the information re la ti ve to the trades
as so many facts to be learned by them. Valuable as
this information might proYe to be to many pnpils, the
discipline of their powers of observation, and the impor•
tant hauits which may be formed by conducting the lea··
sons as they are designed to be given, will be tenfold
more valuable to them.
Aim to present each lesson so as to train the pupils
how to see, to do, ancl to tell, that which you awaken
them a, desire to see, to do, ancl to tell.
The statements made here of the materials
usecl, of the kimls of work p crformc(l, anll the articles
macle hy a given trade, will not be limited to the object
represen tecl in the respective pictures. It is believed;
howeYer, that all the facts given herein will be found'
useful in some of the grades of the instruction.

in

·.

CARPJf:· ~E~.
) '· '
• ! .

principal designs of this p1cture are to represent
·different kinds of labor performed, and materials ·and
common carpenter in building fram~THE

·~

-.· The rnaterials usecl for building frame houses and bll'~s
plates, rafters, gi~:are ' _timber for beams, sills, po$ts,
1
-":ders, joists, braces, studs, scaffold, _pl~.~1k, ·boards, s1
~or clapboards, shingles, lath, · &c.
·

,erlDp

.

I

'

\

l

"i Tools usecl for cutting: axe, adze, saw, chisels, go~1s,
shaving-knife, broad,- axe, hatchet, spoke-shave.
. '
~

:

r Tools ttsecl for bo~ing: augers, gimlets, bits and brace,
brad-awl.

,:f,

.''. Tools used fo1· pounding ancl splitting~· hammer, .~alK let beetle slecl<Ye-hammer, wedge, crowbar.
·
' :

'

'

0

~ ~ · Tools u.secl for meas1iring and mcirking: rule, square,
,b evel, scratch-awl, gauge; compasses, chalk-line, level, .
I

,...lnmh-linn.

34

PRANG'S AIDS FOR OBJECT-TEACHING.

CARPENTER. ,
.

Tools used for smootlting: planes, scraper, rasp,
sand-paper.
T ools use cl .for Twlrlin.(J: y i sc, iii ncc1·s, ti 11ers,
•
bolts, screws, bench-l.10oks, clamps.
of work: hewing, sawin()',
SJ)littin()'
mortism'
t .Iit.'ncls
.
:0
t:>l
enourng,
boring, notching, pinnincr,
})laiiina
wedgin.l>
•
::i
ol
e
g·

groonng.' .matc'1i1Jg, Levelli11g, mitering, joining, scarfing ,
do.'·e -.tarlrng, furring, Lrnl:keting, sheathing, sidin
shrnglmg, framiug, scribing.
1.•

. Parts nf a frmne-bw'.lcling: sills, posts, beams, brae~
gmlers, studs,. plates, rafters, tri-heams, brackets, jois~
door-frame, \YHH.low-frume, scaffold, foundation,

&c. '.

"
. Parts of a .finished building: sides, ends, walls, p~r·
tt?ns, ro~f, ea,·es, doors, windows, shutters, cJo.or-si"
w1n<1ow-sdl, balcon.r, floors, steps, stairs railiiw .c eilin1r
.
f .
'
t:>'
.,
corn1ce, nezc, moulding, panel, column, base, cap.
;·
'

.

'

.

Roonis of a house: cellnr, kitchen, pantry, storc-roo
laund.ry, dining-room, reception-room, sitting-room, p
lor, ltbrary, hall, vestibule, closets, bedroom, bath-roo
chamber, attic, garret, wooclhouse, &c.
Parts of a barn: floor, stable, granary, baJ·, loft, do.o'_
stalls, bins.

The work represented in the picture of th~

.

"\

35

,.The tools nnd materials represented . are : a broacl~axe,
for hewing ; an augel'-niachine, for boring ; a chisel and
mallet, for mortising; saws, for s:.n ring; a bench or sawhorse, for holding tile boan1s while sa\Ying them; a hum-· er, for driving nails; a sCCJ·p·,,1cl , to stand upon while
11.t work on the higher parts o, 1e building; shingles, for
t e roof; and lumber, of various kinds and dimensions,
or posts, sills, beams, plates, braces, joists, studs, rafters,
. &c., all of which are parts of the frame of a house . In
,fue nnfinishell houses represented in the picture, there
fuay also be ; seen the frames and casings for the doors
.ind windows; the rough boards which are nailed to the
'tudding, and the clapboards with which wooden houses
.are finished on the outside.
("

. ·WJiat <lo carpenters produce?
How do they procure food?
· .How do they obtain clothing?
1

What is meant by hewing? mortising? scarfing? mit,cring?
matching? bevelling? sheathing? fathing.? framing? furring?
aove-tailing? scribing, &c . .?
I

,,'

'

,l'he
forerroinO'
ana similar questions may
be asked to
. ..
~
t:>
.
.. duce the pupils to seek information from carpenters, or
i~~w i1ere, re luti ,-e to the Yarious operations of this trade . .
' f. course teachers shoukl use judgment in this matter,
d not require the pupils to give minute details in their
!'
swcrs.
"-..Teachers should not p1'epare the answers to the questions,
~~·a , teach them to their mmils. The chief yalue of these

SHOE.lfAKER.

",

\

37

of hammer for pounc.Hng sole-leather \ to make . it
olid, also for driving in)he pegging-awl, and pegs and
)th stone or iron on which the
nails·' · Zap-stone ' a flat, ·
cather is placed while ha.hmering it; sewing-clarnp, i$
secl to ho1d pieces of leather toget.her while sewing or
stitching them ; strap, used to hold the shoe or boot
rmls on the knee while making it; float, a tool hosing
serrate<l, or rasp-like face, and a long handle, used for
c~tting off the ends of pegs inside the shoe or boot ;
·boot-tree, used to gi re a proper shape to tho log an cl
:,· instep of' tlie boot afLcr the last is rcmoyctl; crim]J, or
rimrn'n(/ - mnr!iin c, an i nstrn men t made of li a rd - wood
· ,boan1, on which the upper leather for a boot is strctclled
' to giYc it s\i[qic at lhc ankle am1 instep.
'

SHOEMAKER.

Tm~ design of this picture is to re presen t the trade
the Sl10c1naker. It sltows lite interior of his shop, and :

of the sales-room , or slloc-store.

J,fotcrio!s usccl U.IJ the Shoemaker: va rious kinds of '"
leather, as solc-leaL!1er, upper-leather, calf'..s kin, goat,. ,~
sk~n, 1~1~rocco, pate11t-leatltcr, kip -skin, cow-hir1c , sheep/"
skm, lrn111g, pegs, llails, tacks, sltoc-t!trcad, liog"s-liristles,
wax, paste, tallow, sand-paper, blacking, eyelets, wliet- :·
stone , soaps tone.
T ools 11scrl: S lwe-lm ivcs, for cutti1w leather · strniaht "
0
'
0
.
or pegginu-awls, fo r pu11ehi11g holes for pegs and naile ·_
curn~d, or seuJinu wuls, for pu11clti11g holes for the "·axed '
shoe-thread wltcn se wing; lusting-awl, a se1ri11g a\\'l with ·"
an eye near the point for canying a thread tit.rough the .
leather as the hole is made; last, a foot-shnpc(l b lock of- '~ood plnce<l ins id e or a shoe or boot to gi,·c tlte desired ~
s1~e aml sit ape to the foot of the shoe or boot ; lasting· ~
pincers, a tool nsecl for stretching the leather tight!! .
around the last. &e. : lad:. !l l<inl'l "" nn11 f'rw h~lrl: .. ~ 4.1...

. ~. ](inds nf wnrk clone by the sl1.oe1naker: measming, cut·
',ting , crirni)ing, so~1ki11g, se\Yin g, pasLing, 1Yc!Li11g, stitch: ing , f11tiw.i:, 1:1slinr.r, pcg·g·ing , nailing, treeing, trimming,
~oli s hing, blacking , sc1·[1pi11g , footing, tapping, capping,
·half-so li ng, {'o;.;,ing, mcrnli11g .
·.._ Parts o( a Shoe: uppers (vamp an<l q1wrtcrs), soles,
· shnnk , he~l. lifts of the heel, toe, ball of the sole, insole,
"tongue, li t1it1g, sltoc-stri11g, stilclii11g, pt·gging.
\. Parts of a Boot: leg, front or vamp, straps, counter,
::welt, side -scam, li11i11g, stitching, shank, instep, insole,
) eel, to e, lifts of heel.
J{incls of leather, from what mac1e: Calf-skin, from the
~ ..1r;., "" ,.~1"''"' n"t. n1At' n i'h'ln fh:(\ rn· <::iY mn nt.hs old: ldn·
+:

88

"

PRANG'S AIDS FOR OBJECT-TEACHING.
',

,,

sole-leatlim·, from the thick parts of the skin of the ox mi'
the cow; cow-hide, is a thick leather for coarse boots an·
s hoes, m atle from t hin skins of yonng cows; genuine mo
rocco is m:ulc from the skins of goats ; the skins of kids
kille(l when too you11g to cut grass, urc tunned or dressed
for kid-gloYcs ; sheepskin is sometimes dressed to imitat.6
moroeco, but it makes a soft, spong.r, and weak leathe~."·
patent-leather, a fine leather covcrecl witli a kind of japan,
which gives it a permanent polisli.
.. ,·

... ' "•

,• '

.

r '.

TAILOR.

•r, ...

·. Tms picture ·of the tailo,. is intended to represent. the
lands of shoes, boots, &c.: Heavy boots; patcnt-lenthe
boots; Congress boots; laced boots; gaiters;
ties ; shoes ; slippers, &c.

;·, merchant tailor" in his store, nnd the · kinds of work
performed in his shop.
~ For a description of this picture sec PP:' 25, 2G •.

Slweniakers cut, fit, sew, stitch, last,
foot, mend, &c.

· ~ Materials used by tailors: cloth of different kinds, ' ~ . .
b·eaver cussimere doeskin, broadcloth, satinet, melton, .
'
tweed, ' flannel, velvet,
corduroy, duqk, marse1·ues, s,arm,
!!ilk, serge, silesia, hair-cloth, waddink_padding, can:as i .
thread, silk, twist, buttons, braid, cord, wax, 1"alk,
emery, &c.

lVhat do shoemakers cut? sew? peg, &c.?
Why do they stitch? peg ? last? welt?
JV/wt lools a.re 1l8Cd to cut? sew? peg? last? stitch? &c. '

lVhcn do shoemakers sew, a11d when do they peg'!
they mend, a11d wh en do they make ?
Where are welts used ? W11y?
JVhen, where, a11d why, are uails u sed?
"Vhy does the shoenrn.ker use wax ?
Why does he hammer the leather?
What do shoemakers produce?
How do they procure food and clothing?
Where <lo they get leather?
How is leather made ?
. Point out and name the parts of a shoe; of a boot.
What kind of shoe, or boot, do you wear? ·
What kinds of leather are your shoes made of?
Are your shoes pegged, or sewed?
Why are nails put in the heels?

·wlien d

,, Tools used by tailors: tape-measure, yard-stick, square,
shears, scissors, needles, thimble, sewing-machine, pressbo~ud, goose, bolder, sponge, patterns.
·" J{inds of worlc done by tailors: measming, marking,
~uttin(J'o l sr)onaing,
basting, sewing,, stitcl,ing,
work~pg
"" I;
0
I
·
hutton-holes, binding, C<?r<ling, pressmg.
·, ·
. Garments made: coats, -\rests, waistcoats, pantaloons,
trousers, breeches, overcoats, sacks, jackets, cloaks, ·
frn<'lr-<'nnt.!'L imrtouts. dress-coat~, &c.

.' ...

·

40

PRANG'S AIDS FOR OBJECT-TEACHING.

. I

. Tailo1·s measure, cut, sponge, bnste sew stitch b' .
press.
'
'
' in ,
Iiinds
of. Stitch.
- ·when sewinO'
on di w . t
•
.
o
uCl en parts O
ga1ments, the
tailor
makes
his st.itdlf'S in r l:fY' • t r
-·
.
,1111c1cn 1orms ·
1
as iack-sfii<'IJ, sidc-stilcli crnss- st ' L·l J
.
•
' ~. ,
! . .·
.
'
. , , , I c i, >asf!llg-st1tch :
ieu rng -sL!tch , lmtto11 -l10lc stitch ! ovcrcas
'L 1"110'
& C.
' "
·
ol

BLACKSMITH.

What do tailors measure? cut? sponrre?
0
press?

Why do tliey measure ? sponge? pre~~, &c. ?
H ow do tllry mc:-is urc ? cnL? ~po11~c?
Wh en d o they I.ms te? uiuu?
"" .
Tail ors prnclncc or lll[lkc clo thin~: J10 w do they obtain fo od? Who makes the cloth whicli tailors use?

'fms picture is designed to represent the interior of a
)acksm ith ' s shop, and to show the different stnges of
,. orse-shocing.
-.. ·Materials used by the blaclcsniith : iron nnd steel in the

rm of bars, rods, &c. ; charcoal, bituminous coal,
anthracite coal, coke, santl, borax, salt, water.

· Tools used : bellows, anvil, tongs, hammers, sledge~ mers, chisels, swage, punches, rasp, file, vise, pin!~, drill, roller, bench, box, knife, butteris, clincher.
Kincls of ivorlc done: blowing, striking, forging, beatwelding, swaging or cutting, punching, drilling, rollfiling, tempering, annealing, shoeing, setting tires,
ning wagons, &c.

g,
g,

'Articles made: horse-shoes, nails, braces, bolts, nuts,
f~ws, tires, hoes, shovels, hammers, hooks, chains, and
ther tools and utensils which are made of iron or steel.
.Lt... -

p _____ _ - - -

- -- _,

-

1

42

BLACKSMITH.

PRANG 'S AIDS FOR OBJECT-TEACHING.

.

works. It has a small, open fireplace, or hearth, a "'
three feet above the floor.
The fuel used may consist of charcoal, coke, bitwnino ·
coal, or anthracite coal.
The bellows is an instrnment for forcing air into the '
to make it Yery hot. The bellows is made of two simfi
lar plates of wood or wid.e board, tapering toward ~·
end. These arc conuceted at the edges by sheets o
lcathe1; so as to form a chamber for air. As these ti
boards arc made to approach each other, the lcathet·
the si(lcs folds; and the air is force<..l out tlirough a tube
pipe fixed in the small end, and leading to the fire . . '.(,
be!lo,ys is usually worked 'rith one h:111d by pulling do\J
the arm of the lc\·er, white the smitl.l attends to the .
and the heated iron with the other.
.·~
Sometimes
the
smith
dips
a
broom
into
the
troucrh
=
•
0
.
wa~er wlueh usually stanlls by the si<le of the hem'th,··afi
spnnkl es the fire, to check the combustion of the coal 0
the surface.
"'"
\~
The anvil is an iron block, with a smooth, hard faceio
the top. Tliis is usually phced on the end of a block.
wood, " ·hich is fastened to the floor or to the groupd
At one end of .tlic anvil is a horn, or cone-shaped · 11r ·
Near one edge is a square hole, in which are set chi
shapell tools for cutting the hot iron.
. .:~ ·
The sn:ith !wills the hot iron on the nnvil, with a· ~
of tongs m lus left hand, while he pounds it with a ha"
mer held -in his right hand. If the iron needs ' mu
pounding, an nssist.ant, who is mm[llly th e one thnt wor
the bcllrnYs , hkr s a slrr7w -Tu 1m mer , arid sl r ikos the iro ~.
alternately \YiLl1 tl1e smi th, wlio mo\·es nnd turns it on th .
anvil so that tlir. hlnw." 111 C1 ' '
1t fj, A ,1~~: . .,.. l
'.
1

(Y]\"{\

"' \

.

.43 ·
.

.

hen the smith desires the· strike1· to commence using the
~dcre-hammer, or to stop striking,. he taps the anvil with
is l~mmner. The striker understands the signal, and acts ·
cordingly.
'The person who blows and st1·ilces is frequently called
e "blower and striker," because he do,es both kinds of
~.

-

: Punches are used for making holes .through the iron
hen it is softened by heat.
· Chisels (wedge-like ii1 shape) are used for cutting the.
on;
}Tongs, for holding, turning; and carrying the hot iron;
1Vise, for holding the iron firmly while shaping or filing it.
~; Rasp, a coarse file for finishing articles mnd e of iron .
:1 Bench, the table-like ·shelf at one side of the shop;
··here the blacksmith keeps his small tools, and on which
·
,,L,;
'e iron ·vise is fastened.
LDrill, an instrument for boring or drilling holes in hard
·or cohl iron.
: Roller, n machine used for the purpose of bending iron
'r tires, &c.
; Shoeing a horse: nailing nn iron ·shoe 011 the hoof of
Uie horse, to prevent . the hoof from wearing nway or
Sec pp. 16, 17.

· 13lac7J;srniths heat, forge, weld, blow, strike, temper.
, (t·

"

- :::: ;:: I • ~

· ~· 'lfliat do they heat? forge? wclcl?
· -' lt7ty do they heat? forge? wehl ?•
"

WhftL docs th e Llacksmith produce?
How does he procure food a11d clotlling ?

~·•

LITHOGRAPHER. '
,

.

tl .[The '."formation conc_crning lithography is inserted.;il
ns place, because the picture re1Jresentin<T a l'tl
. h.
at
·l fi II
·
o
1 10g1ap er
w~1 c o ows the blacksniith in the order of tl
hers rnacl\'ert
.
<
en t1y giYen
to the pictures. It will beieb num•
tt
however to defer ti 1
.
e er,
u Jil ' ,
.
ie es~~ns on lithography until tM
p I s ha.' e become familiar ,.vith tlw pri11ter. Th:
teacher
. an opportumty
. for comparing thee
.ffi . will. then lrn•e
dhl eient. krncls
· of IJri n f rng · 'l'l ic comparison will hel
t e pupils to a better understanding of this subject. J . =
All printing which is clone on printing-presses may
1
c assecl under three heads, Yiz., ,.
First. Printing fro.m lines raisecl above the smf:ace. ••
p .· f
' ••
STl.econd
.. l .
.·1 m. rng from lines sunk below the surface. :.' ,
m. G.. . Puntmg from pcrfecth·
fiat sm1aces.
.r ,
J.
All
1
J
)
ore
mary·
b
w d.
oo {, newspaper, or impression from .'. a
may
be
used
t o i·11 ustrnte the first kind of l)rint!
.
oo
-cut
i
A
ny steel-plate or
.
ng.
bank-bill) furn' I
coppe1-p 1ate engra\'ing (as a
r' f
IS ies an exnmple of the secon<l kind ot.
d'
p m mg. The plates representin<Y these " Ti·acl
" .
.
"'
• es an . .
O ccnpar
. '. ions :11 e specimens of the third kind of .· t' .
or of lithographic printin<T.
pun mg,.
44

:::>

~

1

easy to understand the method
the first~ki~di
, he lines, or . faces, of the types being raised above the surface, they alone can receive ink as the 1·oller passes
over them. When the paper is pressed do,~n upon. the
raised lines, or types, after they have been inked, the
nk adheres to the paper, a~d thus ~nakes the impression
hich is called print, as seen in books, ·1iewspapers, &c. ·
In copper-plate or steel-plate printing, the ink is\1
:worked or pressed into the incise4 lines ; the smooth
surface is then cleaned, care being taken not to wipe. the
ink out of the lines. The sheet of paper, which is then
tlalcl on the metal plate, is pressed into the lines where it
comes in contact with the ink, which adheres to the paper,
~and thus produces an impression on the paper.
· In lithography, however, the printing is done from a
perfectly smooth surface. It is evident, th.ercforc, that
this kind of printing cannot be a purely mechanical
'process, as with the other two kinds. . It is in fact, to
some extent, a chemical process.
t· Lithography literally means stone-writing. All lithographs are made on stones of a particular kind, the . main
constituent of which is a carbonate of lime. ' This stone ,
Js obtained chiefly from quarries in Bavaria, Europe. In
..our country it is sold by the pound ; and the price increases rapiclly with the size of the stone, varying from
five to twenty-five cents per pound.
· · The first operation to be performed is the grinding of
the stone, so as to give it an even surface. This is done
)y rubbing two stones against each other, with fine sand
:and water between them. The man at the left of the
·picture is represented as grinding stones. He is called a
stone-grinder. The table or bench on which he works is

;;r

LITHOGRAPHER.

....

46·

PRANG'S AIDS FOR OBJECT-TEACil!NG.

47

LITHOGRAPHER. ·

called n gtinding-trough. It hns n receptacle forJ ·
whater used. The pail placed below this trough is for'"
t e purpose of receiving the water when it is drawn off. · ···
When the stone is properly ground, it is gi Yen to the:
lithographic draughtsman, who makes a c1rawiug, or designf·.
on it, n11d ''"ho i'l seen siLLi 11g at one of the wimlon-s in the ~· .
picture . The drauglits1w111 J.rns before him the original of ·.
the design, which he is to rcpro(luce on the stone. In
~aking his copy, ilic designer must rei·erse the original (
i.e., what is at the riglit in the pictmc rnust !Je at the
left on the stone, and ·vice verscc: otherwise the printe pictmc would be reversed.

\

' 'th water, the water will stand evenly on that part of the
~stone which contains ho drawing; while the drawing itself,
cbein g fatty, will shed the water. Now, if this wet stone
,is rolled ?IJ> with inlc, the ink will adhere to the drawing,
·while the wet part of the stone will refuse to take it.
The stone is now ready for printing.
In this picture, two kinds of lithograpldc presses n,re
~ represented.
The press in the miclclle-ground is a Utho: graphic hand-press). while that in the back-ground is a
lithogruphic power-press, or steam-press. The printer at
the hand-press is represented in the net of" rolling up"
·his stone. Every time before he rolls up the stone, he
The litlwgrapldc artist execute" his c1nrn·i11g.s on the ·· goes oycr it with a '"et sponge before he inks it.
stone with lit11ogm1)1t ic crayons or litlinui'(lplu'c ink. Both · .• ,.- At the left of the printer is seen the color-slab, - a
of tuesc materials co11(:ii11 fut, lcunz)black, v.:ax, :llld soap, :.. . piece of mn,rble or other stone on which the printer
When this crayon or ink is used, tile fat is absorbed h.t · ~spreads the ink with which to ink the stone. The bottles,
the stone. And when the drawing is finished, the stone : '. cups, &c., on an<.l under the table contain turpentine,
is passccl tl1rough sen:ral chemical processes, for the pur~ ..;·
acids, water, &c., 'vhich arc nccdet1 to clean ancl wash
pose o~· fixing the jut in it. Tl1e principal of these pr()I. .~ : the stone. At the left of the printer, on the press, is the
cesses is callecl etching. Towanl the right of tltc picture
paper on which the impressions arc to .be printccl. Litho7
the stone is seen lying on the etching-trou gh. Near ·it ; :· graphic presses are different · from orclinary printing, presses. The stone moves on a bed, which runs on rollers
stands a pot con(aini11g n. solution of nitric acid in ,rnter; .:
turnc(l by a crunlc. T he stone on foe becl, afte r a sheet
which is usctl for etc Iii ng. On the pot Ii es t IH' etching- ·
brush, which is used f'or sprending the ncid oYer the stone. :.._ of pnper has been placecl on it, passes umlcr the scrnpcr,
:- a thin, sharp piece of hard '\mod, - ·which presses the
After the stone has been properly prepared for printing . .
.
'
f
parts o its flat snrfoce ditier from the other parts in thelt
paper do~n upon the stone, and thus produces the imnature, namely: that p art of the stone which shows th ·
pression. The scraper is secured in an iron frame, which ·
drawing, nnd contains the fat (now fixed in it by mr.anl
11ean be moved up and down by means of the screw shown
of the etching process), and that part which shows no
in the picture of the press; and thus it can be adjusted to
drawing, and contains no fat. These bYo parts act dif-·
the varying thickness of the stone used.
fer~nt.ly towards water; and in this Ucs the possibility of. · ~ · A stone from which a sufficient number of impressions
printing from a flat stone. If the prepared stone is wot
has been taken can be ground off; that is to say, the
0

0

48

PRANG'S AIDS FOR OBJECT TEACHING.

drawing upon it can be ground away, and the stone ca
. '
then be used. again, like a new stone. The stone which
is leaning against the etching-trough in the picture is.
placed there because it is destined to be ground off.
Lithography comprises all kinds of writing or drawing
on, and printing from stone. Chromo-lithography means,
THE KITCHEN.
color stone-writing). and the word is therefore restricted to
the designation of lithographs executed in color. To do
\
this, the various colors must be printed from separate
I
.
stones. In the production of ~ne chromo-lithographs, ot
. Tms picture is intended to represent a mo~ern kitchen1
chromos as they are called by an abbredation, forty and
' with utensils .for cooking, &c.
even more impressions are sometimes necessary for a"
single picture.
l\UTERIALS AND UTENSILS USED. -For fuel: wood,
The artist in our illustration is represented as being at'
.charcoal, coke, soft or bituminous coal, hard or anthracite
.. ·~
woi·k upon a chromo. Before him, immediately above1,
·coal. Fo·r food: beef, veal, pork, ham, lamb, mutton,
the stone on which he is making his drawing, is place~
tongue, tripe, sausage, liver, venison, turkey, chicken,
the original. AboYe the original is hung np a copy of
fish, eggs, potatoes, peas, Leans, carrots, turnips, onion,
the unfinished cliromo. This unfinished i11iprcssion the )- squash, pumpkin, calloagc, cauliJ101yer, spi nach , tomaartist must also have Lefore him, to guic1e him iu the .
toes, asparagus, egg-plant, corn, flour, meal, &c. \
furtl'-e_r prosecution of his task.
I

\

Materials and tools ttsed. - Lithographic stone, lith~ .
graphic crayon, lithographic pen, lithographic ink, lithO""
graphic inking-roller, paper, varnish, etching-brush, etch•
ing-trough, sponge, acid, wax, fat, lampblack, soap,,
turpentine, water, color-slab, sand, grinding-trough, &c.
The principal parts of the lithographic hand-press ar~
the bed, the rollers, the crank, the scraper.
'f_
"When is each used? Why is it used? What is the
person called who grinds the stones, who makes the lith~
graphic drawings, who works at the press?

.~

J

Utensils: shovel, tongs, poker, grate, stove, griddle,
oven, range, boiler, pot, tea-kettle, teapot, saucepan?
' spider, gridiron, ladle, pail, coal-scuttle, dipper, bucket,
pan, bowl, broiler, coffee-mill, cup, mug, plate, broom,
bellows, &c.
.

Work done. - Kindling fire, boiling, broiling, stewing,
frying, roasting, toasting, steaming, baking, pickling, ~re­
serving, canning, paring, peeling, swee~ing, scrubbmg,
' scouring, mopping, &c.

1

()ther obfects seen in kitchen: clock, hot-water-boiler-' '

50

PRANG'B AIDS FOR OBJECT-TEACHING.

'

faucet, range-lids, lid-lifter, dustpan, brush, knife, fork.,·
tray, table, chair, bench, basket, apples, rolling-pin, cup,_'' ·
board, towel, &c.
R equire the pupils to tell as much as possible about the ·
work done in the kitchen, the materials and utensils used. '
See pp. 13, 23, 24.

.GARDENING.

.

I

I

~

Tms pictureJs ·i ntended to•.r epresent a flower · and . fruit ··
I

garden.

,.,-

·

I

· · ·:

·

·

1.

,... ·.Objects ;represented: :-·wheelbarrow, r spade, ~ rake ,'wa_ter- .. ",
ing-pot, a line; a man .cutttng •the edge of .the~ grass-plati; : : .: _~
one man is planting flowers ; another is cutting the grass . ~i1 ·:'.;;,
with a lawn-mower; one is hoeing ampng the flowers; the . ..
· man on tlie ladder is picking fruit; in - the tub stands .an · ·'
; orange-tree; in the back part of the picture. on th~ ngh~ ·, : -~
..·is a greenhouse.
I
.
\I ' J -... ;....,. . : _...,.,..'.
I
' . \ .
Tools used in garderiing: spade, . shovel,1 hoe, rake,'· , "·
trowel, weeder, wheelbarrow, ladder, roller, sickle, lawn- .· ·
mower, sh~ars, knife, sieve, watering-pot, syringe, pin·
)
I
.,
, / cers, roller.
i
(

.

1·

. ,., :'-•.; ;'•

·'';A

Pm·ts of a garden: walks, grass-plat, beds, bord~;s, ''
.

I

.,_

~ "'""

;:)

~·

·"

h•:::~ :::;:~:::: ~:~:.:u::~::::l~ughin~,rolling~
grad~·.·.,:.·..t}l~

ing, raking, planting, sowing, weeding, watering,
·. train!nrr vines. &c ~
:·

· .·,

1

52

PRANG'S AI.DS FOR OBJECT-TEACHING.

Vegetable gm·dens contain: beets, carrots, radishes ·
turnips, cabbage, cauliflower beans, peas, cucumbers;'·
.
'
melons, squashes, tomatoes,
potatoes, parsnip, corn, ,.
asparagus, lettuce, onions, &c.

"-,

\

Fruit gardens and orchards contain: apples, peaches
pears, plums, quinces, apricots strawberries ras b .
:
p&ernes,~
blackberries, gooseberries cur/ants, g
'
, rape-vmes, c.,
~
Nu'rsery: the place where yoHng trees arc rnised.
O~cliard: the place where fruit-trees grow.
Vzneyanl: the place where grapes are raised.
. Hot-liouse or g1·een11011sr: th e p b cc "·Iicrc plants flowe1s, &c., are kept in wintrr, or nre started in tlie S~)ring
before the season for making the gar<len.

,

THE FARM-YARD.

Tms picture is intended to represent a !arm-yard, with
a barn for stabling horses and cows. In the front of the
· barn the farmer is fe eding his poultry, which consists of
turkeys, hens, chickens, ducks, and (loves. By the side
of t he bnm, on the ri ght, is a pen for hogs. At the other
side of the bnrn, on the left , is a field, or pasture, for the
cows.
A horse anu two co ws may be seen i.n the barn. A loatl
·· of hay has been drawn into the barn , itncl. a man is pitch"'
: ing it into the hayloft . The farmer' s watch-clog lies inJhe
• door of the barn , and will not allow the hens, d ucks , or
·. turkeys to go into the barn. In the distance, on the left,
~ may be seen a church. The nuie above the cupola on
· the barn is so macle that it will keep the head of the horse
~~ toward the wind, ·and thus show which way the wind
( blows.
I

WJ1at is the shape of this vane?
•You may count the <lucks, and tell me how many there are. - -How many hens are there in this yard?
How many turkey~?
How many doves can you see?
Can you tell how many cows are represented in this picture,
and pbint them out?

5!

PRASG"S AIDS FOR OBJECT-TE.J.CHING.

How many hr.>g'> are there in the pen?
HQw many per;0m can you ~ in thi s picture?
y,,u may t.r:ll what .,a,:b p<:!r<;.<m i~ •l•Jing.

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Where a.re cowi; kept in F.ummer?
Where are cr>ws an cl l1<Jr><e'l kept in winter?
'Vl1at do c<>ws eat i11 summer?

'\Vhat do cows and horses eat in winter?
Why is hay put in the barn in summer?

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HAYMAKING.
.,
·• .·You may tell what you have seen in a farm-yard, aiso
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what you have seen in a barn.
THIS picture is intended to represent the tools used and
the work of haymaking.
Near the right-h~d side of the picture is a mower,a machine for cutting grass, which . is drawn lJy horses.
:One of the men in the foreground has a scythe, with which
.grass is mown by hand. Grass can be cut much faster
,with a mowing-machine than by the scythe. As the grass
is cut, it falls in rows called swaths. In order that the
grass may dry readily, so as to make good hay, the swaths .
· are spread over the ground.
· When the grass is dry , the hay is raked into long heaps
or rows called windrows (win ' rows). The windrows are
rolled up and made into piles of . a conical shape, called
'
haycoclcs, and allowccl to stand a day or two in order that
~ the hay may become thoroughly cured, so that it will not
. mould or become mnsty after it is put into the barn.
">·_
At the left-:- hand side of the picture is a horse hay-:rake.
/This is drawn by one horse, and is used for raking hay
~ into windrows. One of the men in the front of the picture
"· has a p.and hay-rake and a pitchfork on his shoulder.
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PR.ANG'S .AIDS FOR OBJECT-TEACHING.

HAY MAKING.

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Men mow, spread, rake, pitch, draw, stack , &o.
In the back part of the picture, on the left, may ' be
seen the operation of gathering a load of hay, to be draw
What do they mow? spread? rake? pitch, &c. ?
into the barn. One man pi tches the lrny, from the hay• lVhy do they mow? spread? rake, &c. ?
cocks, upon the wago n . T he man on th e 'ragun places>
- lVhen do they mow? spread? rake, &c. ?
u11 the ' '
each forkful of hay in a gooll positiou for lrnild i110What do men mow wilh '! what pitch with'!
::::>
load , a ud also d rives t he horses when the "·agon is to be - What do they use when loading and drawing hay?
moved near other b11nchcs of hay; awl, "hen tl1c load is • Why do they stack hay?

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finished, he clriYes to th e barn wh ere the hay is to be un- ·.
load eel.

·•

\Vhcn the 'rimlro\rs arc piled up into lrnycocks, nlso '_
when the hay is loaded tu lie clraffn into tile bnrn, a mun ,
or a boy rakes up :1ll tl1c louse lin.r \Y li icli is c:ca1.tered. ,
T wo of t.he me n , at wor k l1c.,·onrl 1hr grnss ·IYhi cli h as not
been mu1ni, :ire 11 si w;· rnkcs, and Olle l1as a pitchfork.

'Vhat do we call men who work in the hay-flclu?
lVhen is hay macle?
Why is hay made?
What do haymakers prod nee?
How do they obtain clothing? food?

Ou tllrcc of Lhc haycocks may be seen blan ke ts , ma<le of
cotton cloth, to protcd t!tc !1:1y fro m 1Jccorni 11g soakc(l and
spoiled by rain Lefore iL is s uilicieu Lly eurell Lo Le draw
into the h:trn .
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What is the pl ace called where grass is cut and made into hay!
Wliat is a pasture'!
What is meant by grazing'!

Implements used in haymalcing: mower, scythe,
fork, rake, horse hay-rake, wagon, hay-rack, hay-forkt
hay-loader, hay-spreader, hay-press, horse hay-fork.
I

Iiinds of work done in making hay: mowing, spreading*
turning, raking, pitching , windrowing, cocking, loadingf
drawing, StackinQ'. ill0Wil10' . 01' Rt.owinO' !l.W !HT nnlnoflinl'f' :

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BAKER.

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picture, near the left hand, is· the
· shop, or place for selling bread, rolls, cake, crackers, pie,
·" &c., after tl.iey ha ve been baked.

DAKEit.
•

Utensils usecl by bakers: barrels, kneading-trough,
neading-machine, kneading-board, sieve, trav meas"' cups,
' ures, scales, tables, connter, cans, jugs, pails, pans,
plates, baking-clishes, kni,·es, spoons, egg-beater, grater,
olli ng-pins, shovels , baskets, oven .

Tms picture is i11tc m1cd to represent a bal.:crv, with
some of the operations of making bread and rolls). also the ·
shop, or pln.ce fur sell ing the different articles which are
made hy the bokcr .
. T he m.an in t he right- lwm1 corner of the pictnre is sift·
ing flour rn to the kncacli11g-tro11gli, to mix dough for bread
rolls, &c. A ktrn:l of ilu ur stam1s by t he sillc of the
kneading-trough. The man near the left. end of the pi
ture is putting rolls iuto the oven to bnke them. H~
places them on th e b roa d blrr.rlc of a icoo rl cn slunJcl whic
has a long han rl7(', a1H1 1lie11 pushes them into the oven. In the uppel' tray, on il10 barrel near the oven, are more
rolls ready for baking. Behind the baker at the oven-is
a table on which are severn 1 loa'ue.<1 of bread , some of whic
are in the baking-pans. Under this table are cans jugs
tubs, baldng-plates, tins, &c. Over the table, on th~ wall!
are rolling-pins, knives, spoons, a measure, and a siev~:
Near the right-hand corner, on the wall, is a wooden spoon;
also an egg-beater and a grater. Suspended from the
ceiling are oven-shovels.

usecl: ·whe at fl onr, G rnharn flo ur, rye flon r,
Indian meal, rice, corn-starch, sago, tapioca, yeas.t, water,
milk, cream, butter, Ian1, eggs, snet, salt , cloves, spice,
ci nnamon, 1111tnwg, ginger, sugar , lemon, socla, salerntns,
cream-of-tartar, app les, plums, cranberries, &c .

A rt icTcs mcrde: wheat bread, rye brea(1, Grah am lireacl ,
brown Lrea(i , Indian breiul , bread rolls , rnilk rolls , te a~
biscui t, sponge-cake , frn it-cake , p ouml-cake , jells-cake,
cream-cake, crullers, crackers.
Pies a,rc mnde of apples , peaches , plnms , cherries , blackberries , rn spberries , hu ckleberries, goose b erries, cran berries, lemons, custard, rice, crackers.
Names of Jntdclirigs: rice , sago , tapioca, corn-starch ,
suet, Indian, farina, plum , bread, &c.

J{inds of work done: · sifting, mixing, kneading, setting,,_..
he sponge, moulding, baking, rolling, cutting, beating,
grating, icing, selling, &c.
From what is bread made?

What have these bakers on t.l1P.ir hP.acl!'l?

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60

PRANG'S AIDS FOR OBJECT-TEACHING.

Who produced the wheat?
How does the baker obtain the 1lour?
What do bakers bake?
How do they bake?
Why do they balm?
What is cake? what is pie?
When is bread called twist?
When is it called a loaf?
When is it called rolls?
When is it called biscuit?
Where do bakers live?
Who does ti1e baker's work in the country?
What d.o bakers produce?
How do they obtain meat and clothing?
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TINSMITH.
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Tms picture is intended to represent the worksliop of a
tinsmith, and the room or stm·e where ,tin-ware, stoves,
&c., are sold.
,
The business of the tinsmith is to make utensils, and
various articles of tin, sheet-iron, copper, &c ~ ·One of
.the workmen in this picture is making a tin pipe ; the
other is making n sheet-iron pan.

: Materials usecl by the tinsmith: tin, sheet-iron, wire; · ··
J'. · · .; .i ~ ,~ ..
solder, rosin, charcoal, copper, brass.
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Tools usetl: shears, pincers, pliers, nippers, vise,
mers, soldering-furnace, soldering-iron . .

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. ~ , Articles made by tinsmiths: tin-pail~, tin-pans, tin~·;\·, , . i!'
cups, tin-dippers, tin-measures, boilers, kettles; tea-ket- . ·.. ·. ;... ·
Ues, tea-pots, coffee-pots, dish-pans, slop-pails, can87: .;. ·.:.\ ':'
,canisters, sauce-pans, dripping-pans, baking-pans, coai- .: . ; . ' '
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scuttle, parts of stoves, &c. .
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Tin is a metal obtained from tin-ore.
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This · metal -

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I'RAiVG'S A!TJS FOR OIJ.TECT-TEACflJj\'C.

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rescm1Jl0s silnT in color; iL is sof!cr tkm silYer ,
hankr il1: 111 lea(1 .
Cornmou tin-wurc is 11ialle from tl1i11 shee ts of iron which
haYc been coYerc(1 with tin mct:d liy dipping the sheets of
iron into mrH0(l tin 11iree or f'om times . \Yliil<: 1hc tin
metal remains on the iron, the lin-\Ylrc will 110L rnst.

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PRINTER.

See pp. 26, 27.
How do tinsmiths procure food , clothing, houses, &c. ?

Tms picture represents different kinds of apparatus,
tools, and operations of printing.
See pp. 17-21 for a description of this picture~
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i . MATERIALS,

r

IMPLEMENTS, AND

TOOLS

lJSED _!!Y

•.,,

THE .'·; o'.

Type (le tters , · figm:es , &c.) , made. of lJJP~:·-b;:
metal, which is composed of le~d and .a ntimony.
.,' ' ' , ",.;:
Type-cases: shallow drawers with numerous small C01I1-: ·:<._:_
partments or boxes, for holding the different letters.
. Composing - stick: a narrow, oblong · frn.m~, ·with. one
_
,i side· open, and
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-~one end movable, which may pe .fas~f~ed -'. • · \.. ..
: with a screw so as to su~t the width of any '~qlurnh' of ~,;--(~l;r·· ~
' printing. It is made of metal, usually of iron or steel. :<~ . ~:.,; .
. The compositor holds this instrument in his left hand,- ·
and sets type in it to forrJ. words and lines.
· :- ' ·
~ith a brass1
Galley: an · oblong, sh~llow tray, usually
.
bottom and wooden sides; on which the compolitor place~ .
. the type when his " stick·,, is full.
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Imposing- stone: a smooth stone slab, on which the f . ,
'.', type is placed from the galley, to be made up into forms ~~··
:· ready for printing.
.
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Chase: an iron fra~e, which is place~ around the_}~:..e;./~{;~
· PRINTER. -

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PRANG'S AIDS FOR OBJECT-TEACHING.

PRINTER.

matter'

on the imposing-ston e , and into which the type or
. _is firmly wedged with furn iture (narrow strips of wood), "
and qnoins, or wedges.
Sl10oti11g-stick: tlie piece of wood or iron use(l in driving the quoins, or wedges, when locking up the.faJnn . One -=
end is placed against the wedge, aml the other is struck
with the mallet.
Leads: thin st!·ips of type-metal to place between the
lines of type so that the printing may be more easily read _
than if the matter were solicl .
The essential p:irts of :i common hand-press are named as follows: Beel: the part of the printing-press on which
rests.
Plulen: the part of the printing-press wliich presses
the paper against Llie Ljpe.
,,
'1.'yrnpan: pai;t of the printing-press; a wooden frame~"
coYererl wiLh two fold,:; of cloth 1)ct.\H'en which is stretched .
a woollen ulauket. T he t_rmpan carries the sheet oC paper
to be printe(1, and f'orms a soft surface oYcr the paper to
eqtrnlize the press ure upon the type.
Frisket: a slcmkr frame to liold the sheet of p;iper in
its proper place on the tymp:rn while it is moYcd to be
printed. The frame of the frisk et extends arou nd the form of type, and docs not co,·er any portion of the printing surface.
Krnos OF 1\rorrn:. DONE. - Composi11g, or setting type;
distrilmti11rt , or plncing- the letters in their propn boxes , ·
after they have been used; jnst(fication, - making tho
spaces between the 1rnrds of a line uniform; making up,
-

tllnt"•.lnrr tho rnotto"J" n rhlnh hnci hnnn

cord-

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positor, on the imposing-stone, and making it fast in . a
· chase; locking 11p,- wedging the type firmly in the chase;
taking proof, inking the type, and pressing upon it a
sheet of clamp pap~r; reading proof, -having the copy or
manuscript, which the compositor set his type by, rca(1 so
_ as to compare the words in the proof-sheet with the manuscript to Le printed ; correcting proof, - unlocking the
matter, and changing all the words which were not cor~ rectly set up. This work is done by the compositor.
Re=' vis£ng the funn, ~ comparing the type in the form with
~ the proof after the compositor has conectccl his errors in
setting, to see that all the corrections have been made.
This is done by the fo.reman, the man who supervises the
other workmen.

-Solid matte1·: type set up ·>..
L r;ade rl matter .: type
that has leads placed between the lines . Live matter:
type that has been set, but not yet used for printing that
for which it was set. Dead matter: type th at has been
used in printing, and is ready to Le distributed in the
cases ngain. Ems: this is a term usc'\l Ly printers in
calculating the amount of matter set up . Compositors
are paid for setting type at a fixed sum for ench thousand
ems . As the letter ?n was originally a square type, it
\Yas used as a unit in . measuring arnl comp utiu g . the
am oun t of ma! ter set up . At the prese nt. c1uy th e le tter
m has lost its squnre slrnpe; nncl the sqnnre of the he ight
of any letter in the alphabet is now used as a unit, all
the types of any ginn si?:e being of the same h9ight ;
TERMS USED BY PRINTERS.

without leads Let ween the lin es.

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PRANG'S AIDS FOR OBJECT-TEACIIING.

the impression taken from the type after it is
up.
What is writing?
What is printing?
Why do people write?
Why <lo t.hey print?
When is writing used instead of printing?
Why is printing used instead of writi1.1g?
NAMES OF SIZES AND KINDS OF TYPE.

This is Great Prhner type.
This line is English type.
This line is Pica type.
This line is Small Pica type.
This line is Long Primer type.
This line is Bourgeois type.
This line is Brcricr type.
This line is Mi11io11 type.
This line is No11pareil typo.
This line is ,\gntc type.
Thi~

line is Pearl type.

Th i• line l.J D '. :imond t.n 1e.
T1ib lin• ls Cr llti:i.nt t;po.

What trades fmni sh materials or work for building houses P
What trades supply the tools for building houses, and · for other
occupations?
·what tratl es a.ll<1 occupations furni:;,h materials or work
supplying m with food?
'Vhat trades and occupations furnish materials or
supplying ns with clolhi11g?
w·hy <lo men work?
Why do they strive to become skilful in their work?
Why do they save their earnings?

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ALSO PUBLIBB t'.1,,:,

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·. P~AN.~'S ,t~AT.~~A~ ·,HI.STP~!:: ~-~R~
FOR SCHOOLS . AND- :FAMILIES. · .;;~ -.:i~

. , .

".ANIMA±.s .AND PLANTS

~epresent~d

th~~~Natur~t-"c

in
· a1'ranged for Instructiort(wlth Object Lessons. ~ ".' .. · .1'. !·'·\-kf,f~·

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By N. ·A. CALKINS, Superlntendent-Prlmary.Schbols New Yoi"k 'c1ty1•il
Professor of Methods aud Principles of Teaching in Saturday _No
School; Author of '-' Primary Object Lessons." . Second Edition( llevi11da
'
·
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:~h~,v,.~'
·Improved.
· ,··.
~ · ,. ·
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THIS SERIES }JO MPRISES: " . '· ' 1 'f~').> .
· 14 large plates. · Size of each plate, 11x14 • · , @ 215 o:.$3.llO
18 sets of small pictures ln envelopes. Each set containing .; ·;""
. 12 card~. Size of each card, 2!'X 4t.
• . • @ 40 O•f!H.2
18 sets oJ holders for the small cards · •
.' ' " @ 15.o.\ '.' • •00
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/,.. ,TEACHER'S .MANUAL, J ontalnlng full t~structlons''. f;;r .
Cards, 50 cts. · Parties ordering
the complt3te ". S~nes" are supp
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the "Manual" gratis. ·, · · ' ..

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'., Consisting of 36 large plates, px14 e~oh, @25 iits. ;"t9:~·\,_ ,
These plates will be of great assistance- to teachers who desire to co
instruction ~I Natural ~istory :beyond th~ limit of tli:~'.· regu,iar '.1 ~eri~a'
·~.f/ · though auxiliary to, they are ~ot necessarily a part-:~ff'· ~he. re~ar1/':Se

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tecei ed,
· f.~'·· 1 onlythefollowing:1.
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. From' tlle late PROF-. AGABBIZ.' '·,\ ', •.•!'
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. . Muexu:r.i 011' Co1111'ARAT1VF. ZOllr.OGY,; CAMUllIDQJ!; '.
~e-~:}:·;
I pa~e ~are~ully ex':trrtined ' the :1~~18!1" ~~toll· ~l'~~·~w:~
./,.t. : cal Illustrat!ons In chromos1/and ·the new letterpress which accompaniestlle
.
•,' ':"•.·. There Is not only a materla~ lrnpl'ovement ·ln the whole, but I feel ·nowth11ttttH
.}~' .P.:4corrected text may be...made the basis for substantial inHtmcti911, in c6i1rtectlo11
1~/ ;_" with the plates. Of coul'se such means nevei; can take the place .of~hahlra
.-~ ·" ' specimens; but, where. books roqst be ·used, I · have _no _hesltatlon •.in ' rcoo111
., '. ·; ~ending yours;
·~· .
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,~· '";· .•.:· ,...• L; PRANG,
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...rrl=ULL -DESCRIPTIVE CATALO.GUES ....wlll be. m.~ed ~ree , u>•.a!1
·.·':'-;/-- Th~ attention of teache~ Is also Invited to.our:· · · , .. '· ,, :. ·:t,-:i.
131

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Amertcan Telt-Boqks of Art . Edncation, and ·EXamples for1dvanced ".i
Ai:t:.

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Catalogues of thase ·publlcatlons may likewise be had gratts.-·-<L.,,"'\
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