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. NEW

BOOK~ S

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FOR l"EACI-IERS

Allen's "fvfrnd Sl!tdies for Younrt Teacbf.rs."
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J1·'.1' 11~11-: ALI .EN, Editor o f the Sdt ()o/ J ourna l.
t.h o ns:i nd .
l (Jmo, 128 pp .• pape r cover, 30 cts . :

Hy PIWF.

cl o th binding.

.Jilt

n ea t

50 ct s.

" ' Autobiograjil~v of Fra:bel ."
A cl ea r s.tate m c 11 t in fra~ bel' s o wn wo r ds of th e principles <•f
the K ind e rgarte n , w ith J o seph P ayne 's vdu a ble lecture o n '
Frreb ~ I. etc
i6mo , 128 pp., pape r cover, 30 cts . ; neat:
cloth bindin g, so cts.

Hughes' '' Dvfistah.es i1l Teaching."
, Bv jAME S.!\'L . .lll•1:11Es , In spec to r of Schools, T oro nto, Can .
·Revised 'a nd re written, with new m a tter.
A uthori zed
copy right edition. J6m o , d o th, 128 pp . Pri ce , so els.

I,• !.
'

Hugh.-s' "Securint and , Retaining v1tte11lion."

I'

Revised, re -w rill e n , a nd mu ch en larv,ed. J\.ut h nr izcd co pyright etliti o n. 1.l> m o , clo th, 1 28 pp. Price , so cts.
2 0 prr ant. discount to teachers, f'(lstag e S cents each extra.

. TEACHERS' MANUALS SERIES.

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o~JECT
. 'i,

TEACHING.':.

This is a n ew series of short essays on educati o ncJ subjects ,
by the bes t writers , at a n o mini.i l price.

NOW READY.
No. t. J. G. Fitch's "Art· of Questioningi."
No. 2. J. G . Fitch's "Ar·t of · Securing Attention ."
No. · 3. Arthur Sid gw l ck's "On Stimulus in School."
No. 4. Charlotte M. Yonge's
"Practical Work in
School."
·
No. 5. J. a. Fitch ' s •i Improvement in the Art of
Teach Ing.'' Also" course o/ Study /01- J'eac!te.-s ' Tra i ning Cl assn
No. 6. J. H. Gladstone ' s "Object Teaching."
1
Each is printed in large , clear type , on gooJ paper, with
sidcheads, topic s, a nd ana lyses. From 32 to 64 pp. each, with
paper cover. · Price , IS els. ; to teachers, 12 e ls . ; by m a il, 1 q:nt
ex tra. Remit in s tamps. Liberal discount in quantiti es.

. E. L. KELLOGG

&

CO., Educational Publisbet s,

2G Clinton Plac e, N. Y.,

151 Wabash Ave., Chicago.

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BY

J. H.· GLADSTONE.
'.1.

SEVENTEEN'Tl-f YEA<J(!

THK
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Tfil
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ScitO~Q-~:~. J9uRNAL
is puulishcd we ekl y a l ~~2 . 5 0 a yc:-ir. Amos l\f. Kellog·g and Jerom e All e n. hro teachers n( lifc-!0 11 gexpcricn ce a11d prng rcs:; i1·e id eas , d c\·ote th e ir ll" irnl (~
time to editing ii. .
l•::; f:t hli s h cd 17 ye ~1rs ag(> it is tn ·
day th e b est kuown an d w idest r irc ubt cd educat iona l
lvee ldy in the country. Thi s r epu ta ti o n h as bee n wo u
strictly on its merits, a s it s s ubscribers kn ow, and yott
will too (if not 11 ow <.•. s nb sc ribcr). if you semi for a
free sample co py.

NiNTH

YJ ~AR

Hv J. 11 . C;.t, 1\D STUNE, P1-1.D., F.R.S.
\ 11 ·'.~ lln: I !

I

!>F THE

LON l l tlN !':.C H()UJ. llllARU.

rr.~:1\g_tL£X~~~ I !:JSTI'T~[fE
is publis h e d nwnt!tly a t f 1.25 a y ear; 1 2 l:trgc ·If page
papers const itut e a y<' ::.r (mn s t Pth <~ r cd n ca!:i c• n a l
111 0 11thlic :.; p11l.ili ~;J1 1>11t 'I l •r Jo).
11. is c( liLcd hr the
same c dito : s

;1s

Lh c '...; 1 · 11,1«>1.

jt ) I TJZN,\I.,

an d has, eve r

since it wa s st:irt.ed in t S7S, been th (: m os t p o pula r
m u11t. hl y cd 1 w ~tt i!l 11 ;i\ pu ldis li cd , c irc ulatin g in eve r y
sl:tl c- a 11 :11 i11n :d p:q1\·1.
This w :1s bcc;1:1sc it wn s

W I T ! I t\ N ,:\ PP I: N D I X
JN THt USE OF Tl-It: BOX OF APPAFATUS.

practi c:il - littk theor y :111d mu ch prac tice-cramme d
with it.

S arnpL · f 1c l:.

TENTH Yl".-A"J\ !

----·

-·- - - --~-

TREASLJR~-= TRqVE
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*
E. L.

is a he'1t1tif11l illn st ralcd Y• pngc m o nthly, for th e b oys
aud girls.
l'rin., 8: 1.oo a year.
W e mu s t rc f~ r you
t? our drcuhr f(lr p:1rtic11lars about thi:; c h:i rrni ng
paper. f.,r 1·,·c h :1\' c ll () t mnrn here to te ll yo u the ha lf
of its \'alu e . ;:;a111pic fre e .

Kl~LLOGG

...
((~
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NEW YORK /\NP C HI CAGO:

E. L. KELLOGG &. CO.
1 SS~.

CO., Fducaliong/ P11blidJcrs.

NEW YORK ANIJ CHICAGO.

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"BJECT .. lessorts, ' as 1 ar · part i o ti'~so~~_Q __
teaching, owe their
.~ ;#~~origin to an ancient Origin of object
-~
book and to a little
les~~?s:
. ~~
boy. The ancient book is · the
-~ :~
Orbis Pictus of that great : ·e duca-~
tional reformer, Comenius.-·: This -- -· ~
book had a wonderful sale through~ut Germany,: __ ~- ~
a nd was translated into many languages. · .. In it -was --~
st(!rted, I believe,· th~ idea of· this kin?· ~f, teachi ~r~===
The little boy was a ·scholar of 'Pestalozzt s·:schO'olf.lrt --H ·= ~
which this book was being · use~.°'! -~·1Wheri·!they. ·.canle.r."':· ,_ to the picture of a :ladder," the1'=1-i ttleii boy ;fsaid~h1ik ---­
there was a real ladder out in the garden, and they
.J
might bring it in.f'' The teacher said · that ~would:_be ;-=-~
very troublesome, so 'he was content with: the · pJ<:t~frc~/;::;.;.._.::;:
But on a,nother day they were : talking • about:·a~ i f[__·_ ..
dow, and the same little !boy, ·who , was~:n0t;a6Zbe ~~
put down so easily, said that there was a window
already in the 1 schoolroom,'· that .. had1, n_o tnto ~~be ~~
brought in ~t al~, and which they' !i:night v~ry~:;!~i,l ,,.,
see; but still the teacher . would no U take , . :,tq~~re~\
window, but _ on~y t~e pictur_e of it. " At a mee!_i_!!g': £2_,___._,.
~'.: .:::::·:.~::;;:~:::':;:;sj
-----~

COPYRIGHT, 1887.

E. L. KELLOGG & CO.

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*This story is told as I first heard it narrated; but various ver7.._n"""". sions of it exist.
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of something w'e cou ld hear/ or' feel,:-:. ... '.;j

ADOPTED

OBJECT TEACHING.

~~i·..: :' the teachers afterward s h e men tion ed the circumstance, and it was agreed that it was better to talk
about the real things themselves; so Pestalozzi was
the first to adopt a plan .which has since been widely
extended. Comenius laid down the principle that
children must be taught, as far as possible, not from
books, but "from heaven and earth, from oaks and
. from beeches"; but his book of course contains only
the pictures of these things. Then again, it is a book
from which Latin could be easily taught; and as it was
useful for that purpose, the higher purpose of teaching from real things was to a great extent lost sight
of. Pestalozzi tried to follow the order of nature,
· · and held that the end of education was the harmonious development of all the natural powers and faculties of the mind. He held that what is to be
known must first be perceived by the senses. But,
after all, the object lessons which Pestalozzi introduced were not very good. He was the beginner
only. He often thought much more .about the memory than about the intelligence, and made his scholars repeat names or sentences many times over without explaining anything about them. However, the
intuitional method of teaching was started. I use the
word "intuitional " because I do not know a better
translation of Anschauungs- Unterricht, which was the
expression that Pestalozzi used.* He meant that
teaching was to be by means of the senses-we were

(~)

ENGLA.ND,

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fi rs t to get hold
or see, or taste, anc;I, having acquired such percep- ·
tions of the thing itself, they were to be the' founda~
tion of our knowledge. That being the method .of
teaching used at home and in the nursery, ' he held
that it ought also to be adopted in the schools. ' . ~

"

*The same word is adopted by M. Buisson, Inspector-General
of Public Instruction in France, to whose admirable Conference su1·
l'Enseignemmt Intuitif I am indebted for many thoughts in this
lecture.

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1E'his intuitional method of teachin g came over in:
-.·.·.~'...•-..,
to ngland. I · need hardly tell you
· t·
that in the old English ·schools there . Adopted in . ./
-England after
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were no ~bJect lessons at all. lffthose
. - , ·
1839
parochial schools that were started
·
~:1
during the past century all -over England, they
·;
thought nothing whatever about science; and indeed,
. ·,
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· at the commencement of the operations of · the Na.~
tional Society, and of the British and Foreign School
_":?J
Society, little was cared about natural knowledge.
.).:1
In the training ~olleges.· i~ was not · taughL i .; The / _ ;_;~'4
Home and Colonial Trammg College paid ' a good /· ~:~(;;
deal of attention, even in fts earlier years, to natural _./·:. ·
history; and in their Model '' School ' they:1 sought_·. ~~/~
"through visible objects and questions' to · cultivate .. : ,,:~
the senses of the children, and to give a practicahend.:·. · .' · :~
ency to all they acquired." 1 This was in :1839. ~: iAfter_.. '· ·::
wards the Home and Colonial Society produced ,va'2;,- . .,:;:~·
rious works on the subject, and obtained a· pr:e-.e~i ~ .;_;,~·'
rience for this 'kind of teaching through the . senses: ~ ~:.:~,,
But although this method of teaching by.~ 1Il·e~ns\;?:'
of the natur;al objects themselves came ., · ·. ·,-, · / ,·>~'.l.tt,_.)
rather rapidly into use in out element- ,,-- It beco~es. ·'~~..,.:<
.
.
. .
. mechanical.
ary schools, two great · m1sfor~i.rnes : · n . ~,-~ !f'~J '.~ t.'
happened. The first was that it became ·very me~ "..
chanical or artificial. Now,· the very object,' the first
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SHOULD : aE' NATURAL.
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atf some ·'of ~t~e, books · in 1.~hi('.~" object 1 > 1 ~~~·~~~~~~~ .. ~~~~­
taught, you will find a whole·sttmg·of! ptopert1es' put
···....,.
down; then on the next page, it may be, . for.:some
· other object, another long string of ' properties, in
very much the same order, and running through ithe
' same set of ideas. · But a child does not think of ' all
the qualities of a thing, and catalogue them in 1his
.,,
own mind. That is not a child's way of beginning.
The human mind certainly never works in that way,
even in grown up people. ·rn a well-known: book, :a
key, a knife, an orange, a buttercup, and a lady-bitd,
are all described • as being opaque, and ' the teacher
is expected, in giving a lesson on any of these ob,1. .
.
. ~l
jects, to write on the blackboard, o·p -a-q-u-e. -That
J
is an instance of the artifi.Ciality \Vhich came 'ih ·to sb
. ,
large an extent, and injured the good cause.·· Les-_,-=:";i:~;:~
sons of this character are of cour~ not educational . : · ,,
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and young teachers are apt to get hold of the faults
· {
of these books instead of their excellencies, and to
:
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harden and petrify the lessons till they give their _
_;_~
children a stone instead of bread; ·
~l.:t ~J Lt.!J.-~ ,1.H..t-~c-:- ~
The other misfortune -was this. · · By· the revised --.:.-: ~
code of 1861 object teaching was to a i
· .·: - • · --;, - - ~1
large extent banished from the schools. Obj~ct teachi~g - ' /~
.
.
discarded
. /- ~
Tl1e b oo k s JUS,t
ment10ned were thrown : for · a time. ·
. · ~j
aside ; the collections ·of · things be-:· · i : ' ,, - ---'--:-~
came dusty and went to pieces; the diagrams became dirty; and all attention was given to ,reading; . ·
writing, and c:i-rithmetic-I do not say whether rightly
or wrongly at that time. There may have been good
reasons for it ; that I have nothing · to do with just
now ; but at any rate that was the fact. Intu itio ri al
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AG AINl .JN; T HE'l SCHOOLS: -1! • •·

OBJECT TEACHING.

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teaching was not paid for, and it was almost dis. <catded from the schools. It remained in many of
> -the
· infant schools ' but there was very little of this
'
.
sympathetic knowledge of nature in the teaclungthat was then given in our boys' or girls' schools._ It
is true that there was always a great outcry agamst
its cessation. The utilitarians said it was much more
important to teach children things that they co~ld
actually make use of in after life, knowledge which
would be serviceable to them in their business ; that,
in fact, it was better that they should know the different parts and functions of their body, than how ma.ny
mountains there might be in Tartary, or the precise
· length of the Mississippi or the Danube. Then again
there were the advocates of science. They claimed
that as science was rising to be such an important
power in the country, it was a~ absurdity and a
shame to shut it out of our public schools ; that to
keep children from the study of science, and to limit
them to books and to words embodying simply
human ideas was ridiculous, and was doing a wrong
to the whol~ rising generation. Then again, the
educational reformers joined in the same cry, arguing that this kind of teaching dev~loped certain. of
the faculties, for instance, the faculties of observat10n
and perception, which could not be devel?ped half
so well in any other way. They also claimed that
the judgment ought to be cultivated, and that it could
be better educated upon things than upon words.
This controversy went on for some considerable. time;
but so far as the code was concerned object lessons
did not appear at all, and if they were given in the
(8)

schools -they ·we~~ : Ignored·. by .'{te~-.~ M~J~Sf~~s_,,:.c:eo·-·
_
spector, and not': rewarded by any\ grant;..,..< S~me_-~ of --,:--:"e-.··~
the more developed sciences, however, came in re- · /~~
·cently under the name of "specific s,ubjects." <: ·· . / . -.;
It was, I believe, the code of 1880 which ackn_ow!:. / ··- ,~
edged, for the first time, the existence · ·A . . . h '· -. _ - =-~
m.t;:'~!~:_{:
~ . '·
.
1essons ; an d t h en on 1Y w1'th. ' : ' gain
o f o bJect
schools'
~
reference to infant ·schools; ·but -there ' ···,":• ~_,,~~}:f;~\2_~
was no grant given for them. · ·This code also ~1 ar• ·-~-: "··ranged that there might be a continuation from these , .,-~.,.:a
object lessons through all standards a?ove th~_Ji~st, -_,_ ~:.·..,,~
and that such · subjects as Natural · History or ,Nat- · .· "-:
ural Philosophy might be taken · as class. subj.ects~=-.- ~----~
So far so good ; it was a sign of better things com~'.
ing. But now, in the present' code of 1882, we have
a different state of affairs. I dare say you are ~.war:e...-]:·ffi"""~·ii1j
that under the heading of "Infant schools !!1not ion! /"- '·
is object ' teaching .mentioned; ·but ··it,. is: putlJ-i~;~th.;;
right place, not in a : note, but in ·the body 'o f the cod~·;,;,j;.
It provides ·also that in the . caseof- i~fanLs~ho~ls J:he~:'-~
merit grant is contingent, amo~g other· th_ing~{~-~~ {
there being "simple -lessons . on'· objects and'·of!_t;tpf.'.,·,.-,;.
phenomena ·of ri·a ture and· · of ' common , lif~ 1 ~~;K~q,q~
al though this applies only· to the infant schools,' stiff ·
the code makes provision · that · in ·the first standard". ·.
and upwards there may be taken i as ' 7lass 1 supj,c;~t, ..-_
geography, physi~al as well as political, or elemenXa f
science. ' · You· are aware that oµr 1 Lonqon Bo~r:c!~h~.
~
- ~··
;r~·
laid it down from ·the· commencement,· that r bbJeC
I
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.<.·'!"«I
lessons should be taught not only in the infant s~!;iqols
but in the boys' and ; girls ~ : d,epartments; ~,and.!.tlt~
they should lead · up to moi:e s~ientific ··.ieach_i_n -~ ,
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' ." detailed scheme of object teaching, and instructions
· for carrying it out, were drawn up some years ago
and printed as a circular. Of course, what with the
encouragement which the School Board gives, and
the remuneration which the Government gives, an<l
the increasing knowledge of these subjects, and the
efforts of educational reformers, I have no doubt
that this intuitional method of teaching will find its
way much more fully into our schools.
Now, what ought object lessons to be? First,
in r~gard to the time-table - When
When should ough t they to be taken up? Shou ld
object lessons
be given?
it be near the end of the day ? 1
think not. I think that they require
the full strength of our senses, and of our minds, and
of our reasoning powers ; so th ey ought to be taken
up at some time when our faculties are fresh. There
are other subjects, you know, which do not make
such a strain upon the mind, drawing, singing, needlework, and other things of that sort, which may form
a kind of rest after the more strenuous work.
I would say to all teachers - Choose your object
carefully beforehand. It should be
Whatsubjects?
. wit
'h'm t h e compresomet h'mg t h at is
hension of a child, but which the child does not
fully understand already. If it is something familiar
to them, so much the better. Or you may choose,
if you like, several objects, having some property in
common ; for instance, you may take a sponge, a
piece of sugar, a piece of flannel, and a brick, all of
which things, though they differ greatly from one
another, agree in being porous, that is to say, they
(10)

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OBJECT TEACHING.
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· will ·soak(up ;water:i! ;' Or ·~ou . may.~take -.. hi_n'g .s, ~ t
have several·· qualities · in common; ·and·lgef :thd chi
dren to observe the differences. You might as}<_yqui- --~
children, for instance, to brin-g you leaves from as ~":::~-::::::?
many kinds of trees as they can - · the fir tree, apple
....
t(ee, maple, poplar, oak, and various others, and
note · in what · they1differ; - If you . have. to ~dealff,wi th
very young children your lessons may. be ·very-.'"mis: ___....._.,,.
cellaneous; ·but,·.as the childrer;i. become old~rfl.,~~t:~~:.
order and sequence may be expected in the subjects
chosen ; and indeed the object le_?sons will gradu_aJ!Y~-- . : ·.
merge into · the systematic 'scheme of "elementary
,
science" contemplated in t~e , new ~ code. : ."1 ~·· ;;.. · .:_... 1 .
Having chosen your object~ or ' objects, you ' mu!?;.tt~"'i!i
study them well · beforehand .. · Now- , : · '' ~,:;. ~~~~--::=.
·
' Object must be
what are you gorng to study them · ·- s t u a·ie d •..:....-~~---c-_
for? Are you going to study them-:in:, . .;K.ik '· 'r, · -:--:-:::.~'
order to·see how much you ,can ;say abo_ut '1th~m';?,; {
so, you are not doing the be~.£_t_hing:i1·; Wh°&t:: Itfw~t'l
you to do is, to study your object wi'th: this purpose ~-~~~-~-..~·---~.= .i;;
that you may see how much you can m_a ke' the "ob- ·
ject itself tell: '· .:You · ~ant :tne ;object ao.<spea}cJj/~their.=.'=="""
than yourself. 1f-i You ,tough t ·' t6 put r~~;qbfe,cf~Ji<;i.i:>r~: ·
the children r in '• such a ·way tha·t itheyt-mayAtin.de~
stand and lear? lessons from tit, not >thaf.iyou , should~ ..
talk ·about it 1and ' ihtrodu~e· fjnfor?1~ti_on Jg~_!µere~;tl.
from I ~n_ow not ~here. ;i. It ·1 ·q;, .,,~ J HJ Ll Vi..Jx.:-\·:'I~
Before you begrn, ·get a good supply ,of -=the:Job1ec,V
or objects. You ' may have ' these · al-'.'; '" i':l.,/ i,;,•r,.i" _:.:
ready in the school, or you may 'have : <;let .t~e -~bjec1t:, -~~s.
If .
,
. or pictures. ,
.
t o ge t a quantity.
it be the leaves · · · ·~~ --.;: L...
of different trees, ask your; scholars" to bring . such·('.·
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OBJECT TEACHING.

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leaves .as they can. It may be that you cannot get
the objects themselves, because of course it is evident
~hat there are some things which you cannot bring
mto the school, such as a lion or a volcano. In that
case the best thing you can do is to get a good picture of. them - a picture properly colored. Perhaps
sometimes _rou may make an explanatory diagram,
or a drawmg on the blackboard, which I should
advise you always to have beside you when giving
object lessons.
Having the objects, you must not only make your
How to use
scholars look at them, but you must
the object.
make them see. That is quite another
thing , is it no t? It is possible to show
a great many things to children without making them
see, and feel, and understand them.
Make them
observe and remember what they perceive with their
fingers, or eyes, or nose, or tongue. I do not care
which of their senses may be appealed to. Drop
your object on the floor ; do various thi9gs with it.
Try to make your scholars find out all they can
about the objects; help them to think about them
and talk about them ; find out what they know in the
first instance, and then of course you may help them
slowly to discover a great many other things. Do
not of course dwell upon points which they know
very well, but take care that they understand everything as you proceed. Sometimes I have seen almost
the exactly opposite thing done. I recollect, for instance, seeing an object lesson given upon glass.
The term "brittle" had been used, the teacher having stated that glass was brittle, and the word
(12)

UNDERSTAND THE WORD&
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OBJECT TEACHING.

'•
was gone through in a very satisfactory way; and
they gave pat answers to the questions of the teacher.
The visitor then offered to put a few questions. He
began by asking, "What is an orbit? " None of
them knew. They had used the word orbit, but
they did not know what an orbit was.' "But," he
continued, "cannot you give me something near it?
Give us an idea of what an orbit is. Is it a coalscuttle, or a flower-pot?" One little boy said, "A
coal-scuttle, sir." As that was not right, of course
the rest of the class joined in saying that it was a
flower-pot. Mind you do not use words that the
children do not understand, and because they repeat
them to you, think that therefore you have got the
idea itself into their heads.
As to definitions, some teachers are content with
giving definitions of their own.
Pupils make
R ather get your sc h o Iars to ma k e t I1e
definitions.
definitions for themselves, working
them out so that they shall understand them. Do
not begin by giving a definition-even grown-up
people do not like that. vVe do not think of what is
abstract first of all, we think of what is concrete, and
then we build up our more general ideas; and with
children this is still more the case. Let them form
an idea of what porosity is by examining a number
of things, all of which are porous, instead of your
giving a definition and expecting the class to repeat
it two or three times. In the latter case, when you
ask, What is porosity? your class gives it out, of
course, in exactly the words which you have used.
You may" think it all very nice because they give the
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MAKE DRAWINGS;-.

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' defirtition~ in ' ·precisely!· ~'t\yh formu~inFwhichfit.=wa~~
taught· to them. · Now, I: always suspect 'such'. 'c ases'.' ~
If your children repeat ' your definitions' in ·the same

words that you have given them, suspect at once that ·
there is something wrong in your teaching.' i,I f you
have made them understand· the subject; their words
will almost certainly be somewhat different ;, from
your own, perhaps less exact and more· colloquial; : ·
but showing that they '· have ' a real idea · in · their .·
minds
··
·
· .· · · .. '.- · .. :- 'i ,:!
In c.arryin? o~t this line of instructi~~ you ~h~hfd
use all the appltances you . can. You .
. ; ~ ·t~-r: ~
must use the blackboard, as ·I have Mahke drawdindg~ <
_
w en nee e .
·
said before, and ·make any drawings · / ,, ;;; ,.. ·1 · t,
that ·will illustrate ·the subject. • Such ··. imprompt~ l
s'ketches would be very valuable,"for instance, .if;you . ·
were talking about leaves . .·: There are various things -J
about the room which you may press · into Y<?~F, ~ C}rv,·~ ;
. ice. The fire will come in useful if you wan.t _tp'.'sliow (
whether a thing will burn .or not. ;,. r I(. you are giving/
lessons upon mechanical · forces, you - do nott want
-any elaborate apparatus; you· may take: any ordinary,
stick or 1 wooden lath,· and · make a "great · many ·use- ·
ful ·and valuable experiments with it. '".: !·
, .. ·: ;~ · 1 •
· I listened the other day · to a teacher 'giving a 1 les ~
son upon the inclined plane.' He be- :: · ·, " " ~: - ~:· .: .:,.
h' . l
" f 'th . h d Lesson on an.•
.
gan b Y as k mg ts · c ass 1 · . ey a inclined· piane.: • •
seen ·a · sugar hogshead being · taken ·. " 1• '_ • , .. ;:;_,~ti :·
into - ~ ·grocer's shop, and had noticed'} what was .
done 'when it ·came to the ·step. They began to think'-.
about it, and some 6f them remembered :that 1planks ,
w'e re put up upon the steps, and that · if the :pla.r:iks

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LESSON ON WATER.

OBJECT TEACHING.

. _w.e re ·too- steep they had to be put out at greater
~~- -)eng th,so as t o m a k e th e slope easier. T hen he asked
·. . ,·\ what was the meaning of that, and so he led them
'/
on to know something of the inclined plane; and
he had his own model of the inclined plane, made
b y his ow n h a n ds, a nd h e gave a lesson from that.
It happened to be a rather advanced class, so he could
go a li ttle into the m a t he m a t ics of the q uesti on .
Of course, so far as the arithmetic was concerned it
'
was extremely simple, but it was really scientific.
\ Th e School B oard has a r ranged th at ever y teache r
who requisitions it, should have a little box of apparatus like this which I have here. It contains test. tubes and various other thing s of which you may
advantageously make use. I will now show you one
or two simple experiments by means of them.
Supposing you were to take that very common
'
substance, water, and talk about it·,
Lesson on
water.
you could do so to almost any extent,
I suppose. You might show how water wets some bodies and does not wet others. You
could show too that you cannot pick up a quantity
of water, but only a drop or two at a time; that you
c~n pour out water, and so on.
Possibly your class
will tell you that water will dissolve things. Well,
ask them what they mean by dissolving. Possibly
you may find that they have no very clear notion of
what becomes of a thing when it is dissolved; and
you may ~how the~ that. In order to use the apparatus I will first dissolve a little salt in water and
show ~ow the salt may be brought back again. 'You
may hke to spend a little time over it, and see the
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189

sa lt · g rad ually rdisappear, or - yo. u ~ may do ~ it:mor.e ;,""'.:: ·~~,'rl~.
q u ickly b y . warm ing the wat er . 'over the ' l_amp;; o·If · ".. --~i--:, .:
you want to d issolve it in a · test-tube, you "; must
·
warm the gl ass as I a m doing, below the surface of
t h e liquid, or yo u will run a good chance of -cracking it. You see that the salt is very rapidly ,disap-'
pearing; it is now almost all gone. When it is all dissolved, you can show your class that the water is
perfectly clear, they can see no salt whatever. ·· Well,
what h as become of it? I d o no t know that i~ would
be a bad way of carrying out this intuitional method ,
of ins truction by making them taste it, so that they will·,.,,,,._. _ '"·
get the information by one ~ense· if not by. an~ther~ ·~- ~
W e ca n g et back the : salt by; boiling .off the i water,
·· ·
If _y ou take a· little basin a11:d~u t ; . the Jamp. l;lnder:,. _ i t~'=:.)Jq·
you will .soon boil away the -water, and, as yo~: .;.wm_:·'ll:·
see, the salt will ·cryst;:illize : oµt ~l and::remaim ~behi?ld ·
That will be .an: interesting expe.rimerit~ to ·y<;>U'.. -Jittle~
people: While the water is being eva porated away, ·',.._,.,,,
you may - draw your cl ass's a t ten ti on to th e • s team · ... ,,,•·c,,,_
..,,......,.....
going up into the a: mosphere j~-an cl if YOU hay,e; al,1y .- ,
.I
cold substance,· y,ou1may condense some· o~)ther .steanr
upon it. A piece· of glass· or .a slate.',wiU ails~e'tf:ili~
purpose. You niay then carry ,thedllustration ·,~ li t.~
1 f
h
I
·
... · . ,_
t e urt er, and : show . 'that -youi; r bteath .--. freq rt.ently '~
cond.~ns~s ' u~o? the windows.-1•.In thei morp.ing -~h~IJ..:
you rise up, if i~/ has ,been cold. duringi the ~night~,you.'
find that ~he ~m?ows , are ,covei:~.d :withHc.on.d~~~ q,
water, ~hich 1s , simply the steam from~· your.tlu~gs "··
· If there has been a .frost outside ..this steam \instead·
j
f b .
'
'
,_ ,
. o emg water, will be· fr~zen.:into ice. , .And: ~Ri.Y0..1:1"
may lead on from .these ~~~~le exper~rie~t~~!ha£~~~1!
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SYMPATHY' WITH NA TU RE.

OBJECT TEACHING.

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·' ::make in · your school-room, right up to the great
phenomena of nature, clouds, rain, hail, and snow.
Here is the salt which has been reproduced by the
boiling off of the water-back again just as it was
before, with all its properties unchanged.
.· I should like to show you the whole process of
boiling water. Few of the children
Lesson on boil- have ever seen it; they have seen
ing water.
what is called" the kettle boiling," but
the water was inside, a~d at most they could see the
bubbles on the top of it, and the steam coming out
of the spout. You do not see what is going on unless you use a transparent vessel. I will pou~ some
water into this large glass test-tube and heat it over
the lamp. You will see, first of all, th~t d~rectly I
warm it there is a certain amount of air given off.
These fi;st small bubbles are not steam, but air. As
the water begins to boil at the bottom, you will see
bubbles of steam form, and as they are condensed by
the colder water above, they make the gurgling sort
of sound which you hear. That is the cause of the
singing noise which is heard in t?e kettle. Now the
bubbles rise higher and higher, till at last they burst
oh the surface, and the liquid is boiling throughout,
and the steam is going off into the air. I have no
time now to show you the uses of the other pieces
of apparatus, or of the magnifying glass; but I will
explain them to any of you who may come to me
after the lecture.
· . But I want to show you a more excellent way .of
teaching. If I were a school-master .or .school -~is­
tress, and could have my own way quite irrespective
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Of au . tegulat~on,s, ,1 '.d o ·not k~ow;that'tilfsh(>illd~liave~ -~~
any set· -time , for object lessdns at all.;; ·:;;:.of~~;~':.:r;f~;'xi~.::C:-:'~
I should have· regular ·time fo~ science . 8bj~c~, ~ea~bi~g '
to form the ··
lessons .no doubt, · but I am not sure • 1basis of ~u _..r;
whether I should have even that in ·; . teaching."it~, _
case of young ·children up to nine ·, i/; :;n; ';;,: . ·:}
or ten years of age, '. I would rather have this object _ ·;
teaching to form the basis of all the instruction that · ;,,·;
is given throughout the school. I would haver: it-a~ ~' . . ·:i
a sort of leaven, which is to raise the whole body'. of
.~
studies, and make it light and wholesome~' · I should _ l
like to give it for the purpose ·of bringing ~he minds
.:
of the children into contact with nature in ,every
]
direction, a sort of net i.york between their '.thoughts
·1
and · the univer_se arqutid, whether it be '. in ·w hat
called object "lessons or science lessons; because ' the
:,
on~ passes· insensibly into the other. And, in order
·.~
. that there may be this kind of intuitional teaching - , ,;
running through the whole of our work, <certain l <:
things are requisite. · •; . . . . . :~
··
· ~; · ·: ~"" ,:
,«;
First of all the teacher must have a general know!- , "'
edge of and ' sympathy · with 1 nature. 1 ,, ~,-r,,,, "')1 1 'r. ·'. ~ j
It is by no means necessary that the: i $ymp~P1 .Y ~i.t,h
~.
teachers should be sci en ti fie ; men or / ~~~u~s~t:?~~i,,- /'l
scientific ',' women; but they should · ,,<'.,Pf» <vr·,i· _;r ;1
have their eyes open to the beauties of 'the' universe ,.\
around, and ·:they should know something about it.
I want that there should be · more oLthis knowledge
among .tpe teachers. connected w.ith our- sc~q,9~s. ,Can·c1 ":.:
hence in these pupil teachers' centers we want -that ·- ,~1
the : teathin·g : shall' be not so much i :oLhigh , sCi- ;''>;:~
ences,, as of those fundamental principles whicfr,un- ._: 'j

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. •cr:.• SUG_GESTIQNS .' "~)

OBJECT TEACltlNG.

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!'derlie -the whole of science, so that you shall be able
to recognize what is going on in nature round about
you; and shall have that sort of knowledge which
will fit you for taking up chemistry, or physiology,
or botany, or anything else afterwards. I know Mr.
Cox and Mr. Gordon could explain to you a great
many advanced sciences, if they chose to do so; but,
I repeat, what we want to be taught here, is not so
much these advanced matters as those principles
which will lead you easily to take up the special sciences, if you choose to do so eventually. And so
.we wish you to acquire some knowledge of the animal world, of the vegetable world, of the mineral
world, of the forces of nature, the mechanical powers,
and so on; and that you may get this knowledge
thoroughly into your minds, so that you may use it
afterwards in teaching, or for your own further studies, we propose to teach here physiography, so that
you may take a South Kensington certificate in that
science, if you like, and with a little more preparation you may take chemistry, geology, and many
other subjects. What we most want is this general
· sympathy with nature, and knowledge of it. You
must not only have this in your minds, but you must
have also an assortment of objects to work with.
· You should have something like a school museum.
As you are aware, the School Board
A school
will supply you with a number of
museum
objects,
but it is much better if you
needed.
can get your children to bring you
·objects, and thus get together a nice little collection.
The school museum is useful in two ways,- the
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ga.thering of~ the~~ribus thing.~;~~eate~~ap~i~teres~ ..
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the little people : themselves,1'. and'; is H tself.2.veryj ~;.._
· --"~=
structive ; and when you have got· a ;fair collectioni .~ ,~· ~
then, of course, it is ready for use at any time. I
~
have seen splendid collections in. some oL oti~. _ch2Qls: - .~
- one collection illustrating the whole of. the g~oJogy .
~
of the neighborhood, another.. containingithe__
of many different :animals,·and · the various -s·p'ie~s,.,..atta ~==-~-=·~=­
products from distant lands. :'. YouI'. ' childrerl·~wr 1:0-~
. ..
- .\! --·~~~
have a gr.eat many. different•. tastes, and ; will !j b_r.frgJ~~.-A :· ~ great vanety of things. Well, take these: things -?nd· put them into your museum, if they are worth . it ·;
and you will find · it a great .incentive if you ··' purupon a label the name of the ·little person who-brings ·
anything good.
,
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But, you will say, where is this museum ,to be
kept? The School Board will supply a cabinet to
every teacher who shows that he has a: sufficiently
fair collection, and that he is desirous of keeping the
things in proper order.' Henceforth I hope· to find
these cabinets not only in the schools of the Chelsea
division, but in .the schools all over London. " ; ...
Now, an object lesson may be introduced in the ·
course of the re~ding lesson,·or what- ' · >._-. ·c'~· if; (
ever it may be, ·and need not occupy ~ Suggesti~ns '. .a~ ~·.·
more than two minutes. .you can go . t~ Jes.sons -~~ --··
t o th e ca b.met, an d ta k e out something
objects.
· ·, · · . .
which illustra~es .the passage which is being .read. :
In this way. t.h e ~cfipture lesson, or history;- may 'be .,
rendered more vivid and truthful ; and the illustra.,
tions by real objects will give an interest to the les·
sons in the · eyes of the children. · And there may be
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OBJECT TEACHING .

not ··.only lessons upon particular subjects, but you
·· may take advantage also of the bright sunshine such
as is coming into this room to-day. You may have
a prism and show, as you can easily do, how the
light may be split up into different colored rays upon
the white walls of the room. You are required by
the code to give lessons on the different phenomena
of nature, such as rain, hail, frost, etc. Just take an
opportunity of speaking about them when they oc' cur, not when they do not occur, so that the children
. may actually see them ; and interrupt their ordinary
lessons - at least I should like to do so - for the
purpose of talking about these things. There are
phenomena which do not frequently occur ; take
advantage of them when they do come- a thunder" storm, for instance. Then you may make your children see the grandeur of the heavens; call attention
to the flashing lightning and the pealing thunder.
I do not know exactly what you might care to teach
about them to very young children, but if they are
more advanced, and know anything of science, you
can teach them much. At any rate, you can make
them feel what you are feeling, that it is grand and
sublime, and draw them on to higher and better
thoughts. If you speak in the right tone, they will
remember what you say for a long time afterwards,
and perhaps they will think all the more of you
because they will know you as something far better
than .a ·mere· teacher of arithmetic or grammar. In
the sain·e way you may take advantage of any public
events; or anything happening 10 the locality, and
draw lessons from them.

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EXPERIMEN~S:

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. •There rare· also· permanent· eiperimentsrthat.im·~~~~':.-t~
be carried on in the schools; Jot in ~ . ; ·::' ·, . :~ . \ ,
.
Experiments m
stance, plants, such as hyacmths, may school.:room . .
be grown, and horse-chestnuts, and ·
...; · .. '·
others, which you can see putting out .theird ittle
roots and leaves. Such things, you will find,·wilt be
watched with great interest. In one of our_, school?
there is an aquarium. It · is interesting to : observe
the little creatures · that are there: such a thing as
the development of a tadpole into a frog would : be
very interesting. , , Then there is the keeping .of sJlk•"
worms, and many other things,. all of which .are._:very
attractive, and will quicken :the .perceptions r of; the.
little observers. They :wil\ .:bring :.you and ;w our.
scholars into closer sympathy with one another too. ·
Of course, working under the code: we must hav~ ·J,."·:object lessons upon:· the time table in the , i~fant,,·~::·
schools-there is no doubt p.bout that; and Jn ,tthe''f;'
upper departments scien~e will make its appearance . ;:-~
under some other form . . 1 Bp.t-beyond. JhS!r ~ft)e.sc:ms:~~·
I would bring before the children, ' fr<;>m qu:peiA!~>'
time, informal o~es ·as occasiqn. may arise, _Gr-I~I!~~e:;;a
strong belief that. yoµ will find ,it wel_l ~o;: jnfµ~y,/t~i,s;
kind of teaching in to the whole of your "' instructiQ.Q- ~
and to weld .tJHJ' whole tog~ther .as1m.uo.h · ·a s ~PJ>-~~,i.\>_~,.
by that meanS; f. S~ ·• thati· th1s,f. educ~t~on ~ · may g.P. o,
grad ua-Yy; exteri.ding more .and. mqre~ intp :r,i:s9i.~hti.~
manner i .o f 1 w.orking· ~u;1d 1 thiq.king;y· In .lea,rnjng~ s.p~
cific subjects, ·/.and1JA t ~.OY '.'.t~chnipalJ pursJ;t( s..;\Y.b.i.<;'.
your children may1turn· io rin\aft.er; Uf~11this i1grio1>~tq
workiwill be of'inimense value, · and d,t ~ill · also~,P.eJ9,
serv.ice. as~far.- as . home life.is con,c.er.p~.9,..-.~1,t,~~;jl« · ·• ·
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'them in 'thefr domestic affairs, and even in the lighting of fires, and cooking, better than any amount of
abstract knowledge could do ; and in the different
trades and ind us tries to which they may turn they
will succeed much better for having some knowledge
of the first principles of nature. Thus also you will
give them an interest in all that is around them
they will have opportunities and source~ of enjoy-'
ment opened to them, which will keep them from
many of the Jow and debasing pleasures to which
they might otherwise become addicted ; and they
will acquire a taste for studies of an elevating ch aracter, which will become a· beauty and a source of
strength to them all through life.

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glasses, or test-tubes. Liquids also ma {-be~Oile d{""'or;--::0---.-....,
solutions may be made, in any of these. ;~.-.,.'- .,.:-;:1, ,,1 • ~
In order to heat anything in the tin ·basin it . ~ is ,
..
merely necessary to support it on the wire tripod, and
·:
place the spirit lamp underneath . . 'fhe suqstanc~ to; .. ~
be heated should be placed in the basin , _b_efQr_e~jh~_,.-=:~~~- ~
lamp is a pp lied.
. . i .-. . . : . ,'.-f:-i>-'f~ -- .-~
In order to heat anything in a test-tube, it is neces-<·
sary to hold a tu be .near the open end, by :rpeans ·of
_,,
-~j
the wooden tongs, as shown in tI:ie diagram, or between . -:
the forefinger and thumb in the same position.:!< > The ..,, ,:.J
flame should play only on the lower part of the . tube; . · ~
or the tube should be he1d above it, according to the
. .,
heat required .· After the . test-tubs-- has been . used , it.
should be well rinsed with _water. A test-tube ;Wit_li; · ::;:J
liquid in it may_ be 'safe.ly stoo_d in _ a_~wo.o g~n~b/otk~
with holes.
· ' . · .. ,
· .. " . , ._ :,; ·p :i·~f ;: .,
With this apparatus it will be easy to show.Jhat a - _.,··h J
variety of bodies, as, for in-stance,· str:aw, orange peel,,. ,.
or iron filings, will burri, and to call :attention to the
phenomena of their combustion; : or, on >the other: >;
hand, to sh?w that others will not burn, . as·,· for in.:; - " '
stance, salt~ flint, or silver. ·· Again, that oth~rsolids, ./<·f ,i·
as ice, rosin, or sugar, will melt; and most liquids,
as water, spirits of wine, or turpenti11e, will boil ., ~nd
go off in .vapor. .
" ::_··.·: ·. ,'. ,,,1r 1 ·:, ,,_'., ·h·
On heating water irt a test-tube, tl~ere wiU. be ob-..
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APPENDIX.

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THE UsE OF THE

Box

OF APPARATUS.

. The small box of apparatus used by the London
School Board consists of thirty-four different articles:1
· '_The knife, saw, and file are tools so well known that
it is uhriecessary to explain their various uses.
·- The spirit lamp is intended for showing the action
of heat 'upon objects. When the wick is ignited the
flame can be regulated by pulling the wick further
out, or pushing it in, by means of a w£re.
In order to burn or heat solid bodies in this flame
they may be supported on a bent wire, or the wire

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tr.lp~d,<@t: an ··..~~(~Hnary.i~h?v~~.9 ·~q.~"g~~ . _ e · · · - ·
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·- · .APPENDIX . •

OBJECT TEACHING.

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*The open end should always be held away from the person,' in
case t~e content~ ~4~rnlc:l ~lJddenly shoot out of the t1:1be.
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OBJECT TEACHING .

'• ' s~r\red, : 1first,· the separation of minute bubbles of
- atmospheric air; · then cu rrents produced by the diffe t ently-heated strata of liquid; afterwards the formation of large bubbles of steam against the hot glass,
condensing with a peculiar noise as they rise into
the cooler water, followed hy the gradual ebullition
of the whole liquid, the bubbles breaking on the
surface and the steam rising into the tube. The
steam condenses at first in the upper part of the tube,
but afterwards passes into the air and may be condensed in another tube or on any cold surface. In
boiling combustible liquids, such as spirits of wine
and turpentine, care must be taken that they do not
boil over and so catch fire. Some solid volatile
· bodies, such as camphor, may be melted in a test\ tube, and the vapors will condense in the upper part
of 'the tube as bright littl~ crystals: these may be
examihed with advantage with a magnifying glass.
With this apparatus also many substances, such as
salt, sugar, or gum, may be dissolved in water; others
such as lard, shellac, or camphor, will dissolve in
spirits. · This process of solution will be expedited
.by 'stirring, for which purpose a slate pencil can be
used. The actual presence of colorless substances
in the liquid may often be recognized by the taste
or smell, though not by the sig ht: but colored bodies, such as sulphate of copper, cochineal, or laundresses' blue, reveal their presence in the sohition by
t he'ir--eoibr. The substance dissolved may be recov~red by evaporating off the water or spirit; this may
be best .done in one of the basi11sJ· the liquid may be
boiled freely atfirst, but when the solid substance be(26)

· · '• APPENDlX·,-·t)l \ }
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gins to separate: it .should ibe- heated..:mo re~gently - · · i:J.-;,~r~
such cases as ·sulphate of copper,: alum,- 1niter,, etc.,\ if1
when · the solution is nearly evaporated · down·,·}' the~ - _"~_:]
liquid be allowed i to cool; crystals of ~the~previo-usly ~-- -=-si
di_ssol~ed substanc~ Will make .theirappea~a~Ce; ·th-;.("
will disappear agam on warmmg the ltqmd: !Ii·:i, -.- . -:--- . ;
· Permanent cha nges ma y also be prod uced by hea t; --~ 0;:3
thus crystals of soda ·will lose·the wat.er they ~~~!lta!_t:ii - · :- -:~
and fall into powder;.; JStarch iwill not1 :bei;disso1ve"
by cold water, :but· on heating· the li ~uid :it winfidi~ -_::_:::=-appear, and on cooling it will not.separate i nto . gra ins ~-~,--~~·
as before, ·but will form a jelly; > The , hardening .b'y; __ ·::;.c:.,,,
heat (coagulation) of white of •egg;ior of :;ra'\\'. ~ m ea: -·-_--~­
may be rendered cwisible, with ' or.. without.;the faid' d ,
!y_,.,r ;> · i ;r j•, .1.-v··i,, ·... ;.·'.+,.,1
·\-f,;..:r.- "·
Water
iJ •• •
Many · substances such as coffee, _9r ' peruvian~'j;> al'k
are made i up of1both : soluble~-and Jrisolublei b8die These 1 may: be " separateddbyJ lettingti them>~~o~!~i:
water, and filtering -them. ' [To form · ~ jilt~c·t~kru 'it
of the round tpapers, !fold itl i!1Hhalf ~nd:' h~ . f 't_
quarters: then, open it .with~the . finger. so;; that·tt4re .
·thicknesses of .the paper. -shall •be· On-'. one ' sider and,~,~:'.~~···.,
one on the· other. ;. !This •will 1 fo t m ·ta -'\hollo~L 01:ie!;,,.~-==- ·
which ·w m . fi~ . exactly1into' . th,~. <glass·1:fµnrlel l'Vfe.
the paper filt~r. I with \vater1_,; anc:Lithenspouf the~~iu l~~
ure _into · it; the ihsoluble·ipatt . wil h q~main"to . l h"
paper, while ,t he-. soluble portion wilb faU intb: a'. rtes
tube, or. any ;other y,e~sel : piaced .1 below.:Jta.1 rec;:eiv~~i
The ,differen9e·bet w.e en s.<l>lutioq~aµdrthere~sp~JIS!o~
in_'. Water may. ·be ·Sh@wn·!by! ink, ,W,hich .ofocOutse Wfl.
pass through such a filter;·and r-·black lea d _:m,ixed ~u
with w ater, which will be retai ned by ·t he· paper. rt:·;:

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·· . .A PPENDIX. '·

OBJECT TEACHING.

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,fl' .fiLThe inarrow ·glass tubes may be used for conveying
gases and liquids, and illustrating many of the mechanical laws to which these forms of matter are
subject. Thus a tube just dipped into water and
drawn out again will hold a small quantity of water
by capillary attraction; or if the finger be placed
tightly upon the open end a much larger quantity
may be lifted up in consequence of the pressure of
the atmosphere. An instructive experiment may be
made by breathing through one of these tubes into
lime
water, when the carbonic acid of the breath will
1
1
become evident by the formation of white carbonate
of lime, which will make the water milky. The bent
glass tube will act either as a syphon, or as a means
of showing that water will find its level.
A glass tube may be bent when strongly heated in
· the flame of the spirit lamp; or it can be neatly
· broken across if a notch be first cut in it with the
triangular file.
The tobacco pipe may be used for blowing bubbles,
and thus showing some of the mechanical and optical properties of thin films of liquid; or for the common experiment of roasting a piece of coal in the
bowl of the pipe, stopped up with clay, and lighting
the gas as it issues through the mouthpiece.
·· The · litmus paper will be useful in more strictly
chemical experiments by distinguishing between
acid substances, such as vinegar, orange juice, or
hydrochloric acid gas, which turn it red; and alkaline substances,' such as soda, lime water, and am monia gas, which turn it blue.
The magnifying glass
be useful for examining

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the structure ·of .any;~.SJ!la_q ~:.;.9c!!-~s ~ su,~
pJi~
. -~~I~
corals, and the '·minute ·par.ts~ .,flow,er.,.s, . i~ .. :-.,,~
may be laid upO)l.' a 'card,t and"1\he~glass~'s.too_4~0.~,. _
them resting upa!i· the - brass ~.rjm :~~~A~waf~~~gl~s- _·,:"·
may · be employed if liquids ! are examined ~oE~:light,_~:::-~.~
underneath is desired. The small tools ; accoin:pa.nx~T:-::- ing ' the magnifying ,glass.are.; int.e nded -fOf, hol~hrig,sfr;,taking to pieces the different objects. ' 4 -,., :--~~~.;;: - In addition to the . above uses
these ' pieces :of-'- -.o~
apparatus 'each 'o ne of them.(itself inight fornf an~ob{s:=.:.'.'
ject lesson. -Thus-' attention could be·=draw.Ii~ toi thci T__. ~,
·different m~t~rfa1s 'which~ g~ ·to form :tbe : 4<J~t/*lii/eI:~~~:~~.::
spirit lamp, and · magnifying glassJ··'and ·thefr - ~:tdapta~ - · '" ··
tion to their purpost1s. , The,different mode of actiort,
of the knzfe, ' saw, and file rµight -be -" d_em,Q~~(rated l
The flame of the'=spirit la1f!P :also might be-·~h~:~tart~
ing point for lessons on light as ~eU as heat}'~!. _ ": l ·
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.'.-"'BOOKS FOR TEACHERS.

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&END ALL •ORD:mM TO

2

:

.E. L. KELLOGG &; 00. ,.,NEW YORK
.

,; ~.i ; .

\·

Love's Industrial Education.
Industrial Education; ~ guide to Manual Training. By
SAMVEL G. LOVE, principal of the Jamestown, (N. Y.)
pubhc schoo~s., Cloth, 12mo, 330 pp. with 40 full-page
plates contammg nearly 400 figures. Price, $1. 75 ; to
teache1·s., $I.40; by mail, 12 cents extra.
1. Industrial Education not understood. Probably tl:le only
man who has wrought out the problem in a practical way is
.
Samuel G. Love, t'1e superintendent of the Jamestown (N.
Y.) schools. Mr. Love has now
about 2,400 children in the
primary, advanced, and high
schools under his charge · he
is assisted by fifty teacher~ so
that an admirable opport~ity
was offered. In 1874 (about
fourteen years ago) Mr. Love
began his experiment; gradually he introduced one occupation, and then another, until
at last nearly all the pupils are
following some form of educat.
ing work.
2. Why it is demanded. The
reasons for introducing it are
=LOVE•
clearly stated by Mr. Love. It
'
•
was done because the educa.
..____________
__ -..
-------1 ti on of the books left the pu.
;
pils un.fi tted to meet the prac.
tical problems the world asks them to solve. The world does
not have a field ready for the student in book-lore. The state.
ments o~ Mr. Love sh~mld be carefully read.
·
3. It is an edtfcational book. Any one can give some
formal work to girls and boys. What has been needed has
be~n some ~~e who could find out what is suited to the little
cluld who ism the" First Reader" to the one who is in the
"Seco?d Reader," and so on. It must be remembered the
effort is not to make carpenters, and type-setters, and dressD?-akers of boys and girls, but to educate them by these occupa-

•••-!•

___ -,,

4. It tells the teacher just W~flt. to ~o • . ,Ey~~~ ~c~~r ~~mld
put some form of Manual Tram~g mto !1-1:8 ·-.s~~ool~..-- At-P.~

ent . the only ones are <?'ymnas~1cs, Wntm~, · a,n4 ~:Pra':Vl?;lg·
But there are, it is estrm.a ted, · mor~ than . th,1FtY' f~rtq_s of
Industrial Work that may" be made educati~e;' · The -:~cher
who studies this book will want to try some
these/ f~rms.
He will find light on the subject. · · · '· · . · ,- ·· ~~., J .r..
5. 'It must be noted that a de'ffl;and now exists fo1' ' 'ff"~ !Jnd
women to .give_Industrial Training: .Those teacher~ · wf.o,.nre
wise will begm now to study this rmportant· subJect. ~ The
city of New York has decided to introduce ) t 1into its schools,
where 140,000 pupils are gathered. It is a rmghty unQ.e~tak·
ing, .but it will succeed. The people see the · need ~f a,~~er·
ent education than that given by the books! Book .edu.c fl-J1on
is·faulty partial incomplete. . But where are the men.., and
women~ come from who can give instruction? . Thoset"wh~
read this book and set to work to introduce. its ' met~o?s . in~
their schools will be fitting themselves for higher pos1tiQ~ . . ,

ot

=INDU5TRJAL- .

=EDUCATION;

tions better than without them.

. '

ct .QJlJ.Q-(1.GQ.! •·

The Lutheran Observer says:-" This 'volume "on"Manual Teachin~
ought to be speedily introduced into all the public schools. It is.admlr
ably adapted for its purpose and we recommend}t tq teache~ ev;ery·
where." '
: ., . ;. v.. .
·: '~(·~·.. '!'r i . ·~.r l'T' .~'
The Nashville American says:-" This is a practical volw;ne.: , I
embodies the resulta of matµ' years of trial in .a search .l,liter tbosi
occupations that will educate m the true sense of the word. · It,ls not 1
work dealing in theories or abstractions, but in methods and detail@
such BB will help the teacher or parent selecting occupations J o~i~~
dren." .
'
. . : . . ' ' : . r . . ! • • '. , • . : . . . .
West Virginia Bchool 1om;?lal•~"It. shows _what can :00 .d<;m~:,b~..1
resolutea.nQspiritedteach~r .. . 1 .
,:
· .
,
; .-; ,, , ,.,/, ; .
Burlington Free Press,-=-:: An exc~llen~ ha~d pook._" 1 • 1 ;'"' •. ; r,1
Prin. Sherman ' Williains, Glens Faus; N. Y.;;-"~ ~ su~ .~1~ ;i~
greatly aid the solution · of tliis cllilicW.t P1'.0blem. , . .
·i
Prof. Edward Brooks,· Late Principal Millersburg, (Pa.) N~;ID*
School,-'! It is a much needed work; is the best book I have seen. ·;
Supt. B. T. ' Dutton, New Haven.-11 The .book is liroof 'tbaVspm
~t~~i;,al res,ults ha".e . re~ ;.~eached . ~~ is f~ .0 . ~r.o~.~ !~"}~
Supt. John E :Bodley, 'Minneapolis.~•li know of no ' one .more :coo
petent to tell other superintenden1B and teachers how to intrMuce Mai
ual Training than Prof, Love.''· · · . · ' · .'-" : · · • 1 _. 1 : : · ~ ;~;'\l<i •l.
Oil City Blizzard.-" The system he bas mark~d Ol!t must _a )!•o
one, or he would never have allowed it to go out. ':· ' ,, ,i ,, l. - ''·'- •.,
· Buffalo Times.-" Teachers are looking into this subject and thiJI wl
·
·
·
· ~ '
· .1.·: :·..,
help them."
:Boston Advertiser.-" A plain unvarnished explanation." .
·, '"1
Jamestown, N. Y. Evening J ournal.- 11 In th,~ hands of i;i.n intelHg~
teacher cannot fail to yield sati91~ctory results. , .
. , , L ·. i:

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SltND ALL ORDERS 'rO

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

3

4
--·-

'currle's Early Educatt'on.

:-.;r.-~~

It diseusses the subjects of NumbElr; Object Lesaons,r ,.
Form, Geography, Singing, and Reading in a most inte.lligent
manner. There is a world of valuable suggestio~~ ·;h~~~:,for .·
the teacher.
'
' · · ""
5. It points out the characteristics of Lesson-9iving~r
Good Teaching.
·
The language of the teacher, the tone of voice, the questioning needed, the sympathy with the. class, the ~hee!fW?ess
needed, the patience, the self-possess10n, the ammation, the
decorum, the discipline, are all discussed, This latter term is
defined, and it needs to be, for most teachers use it to ·cover
all reasons for doing-it is for" discipline" thef, do every~
thin .
. ... ;
6. ~t discusses the motives to be used in teaching/ ,; · 1 '. .-' 1•
Any one who can ~brow l~ght here .will be liste.ned . ~ ;' Mr.
Currie has done this admrrably. He puts (1) Activity, (2):
Love, (3) Social Relation, as the three main motives. Rewards '
and Punishments, Bribery, etq., are here w;ell .trea~~ ... The·
author was evidently a man " ahead of his times ; everywhere we see the spirit. of a humane man_; he is a lov~r of
children, a student of childhood, a deep thinker on sUbJects··
that seem very easy to the pretentious pedagogue. · ~ . . . · :'
7. The book has an admirable introduction, . '
'. '': '·
By Supt. Meleney, of Paterson, N. J.,· a disciple of the New .
Education, and one of the most promising of the new: styl~ of -1
educators that are coming to the front in these days. Talring
it all to~ether, it is a volume that well . deserves _~on~erful
. popularity.
·
· '
Adopted by the Chautauqua Teachers' Rea~ing Union'. ·

" The Principles and Practice of Early and Infant School
Education." By JAMES CURRIE, A. M., Prin. Church of
Scotland Training College, Edinburgh. Author of
" Common School Education," etc. With an introduction
by Clarence E. Meleney, A. M., Supt. Schools, Paterson,
N. J. Bound in blue cloth, gold, 16mo, 290 pp. Price,
tl.25; to teachers, $1.00; by mail, 8 cents extra.
WHY THIS BOOK IS VALUABLE.

1. Pestalozzi ~ave New England its educational supremacy.
'.Phe Pestalozz1an wave struck this country more than forty
years ago, and produced a mighty shock. It set New England to thinking. Horace Mann became eloquent to help on
the change, and went up and down Massachusetts, urging in
earnest tones the change proposed by the Swiss educator.
What gave New England its educational suv.remacy was its
reception of Pestalozzi's doctrines. Page, Philbrick, Barnard
were all his disciples.
2. It is the work of one of the best expounders of Pestalozzi.
Fort[ years ago there was an upheaval in education. Pestalozzi swords were acting like yeast upon educators; thousands had been to visit his schools at Yverdun, and on their
return to their own lands had reported the wonderful scenes
they had witnessed. Rev. James Currie comprehended the
movement, and sought to introduce it. Grasping the ideas of
this great teacher, be spread them in Scotland; but that
country was not elastic and receptive. Still, Mr. Currie's
presentation of them wrought a great change, and be is to be
reckoned as the most powerful exponent of the new ideas in
Scotland. Hence this book, which contains them, must be
considered as a treasure by the educator.
3. '!'his volume is really a Manual of Principles of Teaching.
It exhibits enough of the principles to make the teacher
intelligent in her practice. Most manuals give details, but no
foundation principles. The first part lays a psychological
.· basis-the only one there is for the teacher ; and this is done
! in a simple and concise way. He declares emphatically that
teaching cannot be learned empirically. That is, that one cannot watch a teacher and see how he does it, and then, imitating, claim to be a teacher. The principles must be learned.
4. It is a Manual of Practice in Teaching.

Phila.deli>hia. Teacher.-" It ls a volume that every primary teacher
.
should stuay."
Boston Common School Education.-" It will prove a .great boon .to
thousands of earnest t.eachers."
Virginia. Educational Journal.-" Mr. Currie has long been esteemed
by educators."
· ··
Central School Journal.-" Books like this cannot but hast.en the
day for a bett.er valuation of childhood."
·
. '.'
North Carolina. School Teacher.-" An interesting and tim«:JlY book."

.. ,

;FOR READING CIRCLES.
"Payne's Lectures" is pre-eminentlv THE book for Read~g
Circles. It has already been adopted by the New York, Oh10,
Philadelphia, New Jersey, Illinois, Colorado, and Chautauqua
Circles besides many in counties and cities. Remember ·that
om· edition is far superim· to any other published.
· .\.
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SEND ALL on.DEM TO

E. L.-KELLOGG & 00., NETV YORK & CHICAGO.

SEND ALL'ORDERS

6

5

'r~

•

· ·:.:-i-s.,.~

E. L.KELLOGG;&;(!O., ·NEJV. YORK<&:O OHIOA<iO
...
.. ,...,. ...
~.:;.,

'

"The National Question Boole." A graded course of study
for those preparing to teach. By EnwARD R. SHAw; Principal of the Hil?,h School, Yonkers, N. Y.; author of
"School Devices, ' etc. Bound in durable English buckram
cloth, with beautiful side-stamp. 12mo, 350 pp. Price,
$1.50 ; net to teachers, postpaid.
This work contains 6,000 Questions and Answers on 22

~~~&

~

ITS DISTINGUISHING FEATURES.

Geography, 2d and 3d grade.
U.S. History, 2d and 3d grade.
Grammar, 1st, ~d, and 3d grade.
Orthographyand0rthoepy,3dgrade.
Theory and Practice of Teaching,
1st, 2d, and 3d grade.
Rhetoric and Composition, 2d grade,
Physiology, 1st and 2d grade .. ·
Bookkeeping, 1st and 2d grade.
Civil Government, 1st and 2d grade.
Physical Geography, 1st grade.

BETTER TEACHER.

" How to Make Teaching a Profession" has challenged the
attention of the wisest teacher. It is pla.in that to accomplish
this the teacher must pass from the stage of a knowledge of
the rudiments, to the stage of somewhat extensive acquirement. There are steps in . this movement ; if a teacher will
take the first and see what the next is, he will probably go on
to the next, and so on. One of the reasons why there has
been no movement forward by those who have made this first
step, is that there was nothing marked out as a second step.
2. This book will show the teacher how to go forward.
In the preface the course of
study usually pursued in our
best normal schools is given.
This proposes four g r a d e s ;
third, second, first, and professional. Then, questions are
given appropriate for each of
these grades. Answers follow
each section. A teacher will
use the book somewhat as follows :- If he is in the third
grade he will put the questions
found in this book concerning
numbers, geography, history,
grammar, orthography, and
theory and practice of teaching
to himself and get out the
answer. Having done this he
will go on to the other grades
in a similar manner. In this
way he will know as to his fitness to pass an examination for

'

~

-

Each department of questions is followed · by department of
answers on same subject 1 each question being numberedr; ~119,-,"""~ c=answer having corresponding number.
- .- : •c"~~ ·t~b"'=~-' .,~c·
Arithmetic, 3d grade. '
English titerature, 1st grade:::~- '_:--:_ ___-=:: ~ ~:

Different Branches of Study.

1. It aims to make the teacher a

- -

these grades. The selection of questioi'is is a good one.~tjµ~---=.-=
3. It proposes questions concerning tea'ching itself."·. ::'=2""'~~.;.t \"'-'. _ ~­
The need of studying the Art of Teaching is becoming more .--- - -- ·, \;
and more apparent. There are questions that will prove very
~
suggestive and valuable on the The.o ry and Practice of ·Educa~
tion.
1
'.
·, ,
4. It is a general review of the common school and higher

Shaw's 0(atlonal Qy,estion Book.

..

-

!

o

'

,

Natural Philosophy, ,... " -· "" ·.- .-;. ~,~ ·Algebra, professional grade. ·:
General History, profess. grade. ;; ·
Geometry, .
"
. .! " ,; •.. ::.
Latin,
"
" •. ;
Zoology, ··
"
.. " ·-.-"•
Astronomy,
... ,
'· i " . '..' "·
Botany,
"
. ·" ·
Physics.
"
·~ ..
Chemistry, -" ·
·" ·
Geology,
'
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·~·

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,

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.

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5. It is carefully graded into grades corresponding · to~those .~~"~
into which teachers are usually classed; '
.~» • ~ I·' . ...~1.:"V,!
It is important for a teacher to kriow what are appropriate .. , .:
questions to ask a third grade teacher,jor example,:J) E:x:am- -.
iners of teachers, too, need to know what are appropriate
questions. In fa.ct, to P';lt the examinationpf th~,;Fach~fi.i&Ji> . . .
a proper system is most important. ·
·.,.
· ·:ll·, ·h ·~.;,,:~ '« ~; ~6. A~ain, this book broadens the field, and .will advance .. '.~
educat10n. The secohd grade teacher, for · example; is' exatn~ .'·
·:
ined ~n. rhetoric and com;position, physiol?gy, book-keeping,
and civil government, subJects usually omitted. · The teacher
who follows this book faithfully will become as near as possible a normal school graduate. · It is really a contribµtion ,to ,t
.
pedagogic progress. · It points out to the teache~ a ro'!;!f.: ~<? ·;,: }.~

professional fitness.
'

.~

.\,

_.....

1• ...,_ ,. --·
1

7: Itrary.
is a useful reference work for every teacher anc:h priv-·" fl _;
. '' f _,,'
.
·
,
. -- ··- -·
·, •:--..._,' :·1,-,
a e

.1

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Every teacher needs a book to turn to for questions,· for \,· · .
example, a history class. Time is precious; he gives a pupil \"'"
the book saying, "Writ~ fiv!3 of those questions on the black:- \._·
board; the class may brmg rn answers to-morrow." A boo~, .\-.·

__________,...
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SEND ALL ORDERS

1

TO

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

,. . . .

81BN1> .AL~,', ottDl!l~.oiro

7

_:' ·· '},l,',,"'{i

1&-0(J.~l·WEW ·YORm:.~C111fi!d.~
E.·"L~ IiELLOG<1
•
.
.. __ · - ___ .,._._,.,.,_ _ _:..,. _ ... 6 ' - . '
"
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made on the broad principles this is, has numerous uses.
' .8. Examiners of teachers will find. it eE::pecially valuable.
It represents the standard required in New York and the East
generally for third, second, first, and state diploma grades.
It will tend to make a uniform standard throughout the
United States.

~

Paynls ;Lectures on···'the-:Science

..

--~

Reading Circle Edition. ;) By; JOSEPH
PAYNE, the first Professor of the Science andArt .of Education in the College of Preceptors, London/ England . .
With portrait. 16mo, 350 pp., English cloth, with · gold ·-·--.:.:~~_;;
back stamp. · .Price, $1.00; to teachers;;BO cent.s~n>~Ji! ·
7 cents 0;X~~· ~ ~legant _new edit~o,rt:: fr.otf;:~~~}JO~c;.==Q
·
· · Teachers who are - seekiii~()o~_::.::.',-:i~':l
know the principles of education . ,
;
will find them clearly set forth in
)
this volume. It must be remem-;
bered that principles are the basis
upon which all methods of teaching must be founded. So valuable is this book that if a teacher
were to decide to own but three
works -on education, this would
be · one of them. This edition ·
contains all of Mr. Payne's writings that are in any other American abridged edition, and is the
only one with his portrait. It is
fa;r superior to any other edition _
published. ,
·· . i 1-~ -u •• ,.~--

ART OF EDUCATION.

T

WHAT IS SAID OF JT.
· A Great Help.-" It seems to be well adapted to the purposes tor
which it is prepared. It will undoubtedly be a great lielp to many
teachel'S who are preparing to pass an examination."-E. A. GASTMAN,
Supt. Schools, Decatur, Ill.
Very Suggestive.-" I consider it very suggestive. As a book for
class-room use it can serve a very important object by this suggestiveness, which is the peculiar quality of the book. Many of the q.uestions
suggest others to the. teacher, and thus open her mind to new aspects of
the book she is teachmg. Such questions aid pupils in looking up matter which they have previously acquiredt.and yet supply the charm of
novelty."-B. C. GREGORY, Secretary of .N. J. Reading Circle.
Helpful to Young Teachers.-" It will prove a helpful book to young
teachers who wish to review the studies which it treats."-T. M. BALLIET, Supt. Schools, Springfield, l\IH,ss.
Well Fitted for its Purpose.-" I find it well fitted for its purpose in
testing the acquaintance of students with the principles that govern the
several departments of science and their application to special cases. I
can see how a teacher can make good use of this book in his classes."D. L. KIEHLE, Supt. of Public Instruction, St. Paul, Minn.
Without a Peer.-" It is without a peer."-J. M. GREENWOOD, Supt.
Schools, Kansas City, Mo.
.
Best for its Price,-" It is the best book for its price that I ever purchased. "-MISS EvA QUIGLEY, teacher at La Porte, Cal.
Best of the Kind.-" It is decidedly the best book of the kind I ever
examined."-D. G. WILLIAMS, Ex-Co. Supt. York County, Pa.
· Will Furnish Valuable Ideas.-" It presents a larger variety than
usual of solid questions. Will repay very largely all efforts put forth
by examiners and examined, and lead to better work in the several
branches. The questions have been carefully studied. They are the
result of thoughtful experience, and will furnish valuable ideas. "-CHAS.
JACOBUS, Supt. Schools, New Brunswick. N. J.
J. H. Hoose, Prin. of the Cortland (N. Y.) Normal School, says:-" It
will be helpful to those persons who cannot enjoy an attendence upon
courses of study in some good school."
Hon. B. G. Northrup, of Connecticut, says:-"It is at once concise
and comprehensive1 sttmu ati .. a and instructive. These questions seem
to show the young teacher what he d e.~ not Tmow and ought to know,
and facilitates the acquisition of the desired knowledge."
School Education (l\Iinn.) says:-'• Many a young teacher of good
mind, whose opportunities have been meugTe, and who does not yet
know how to study effectively in a scientific spirit, may be stimulated
to look up points and to genuine progress in self-improvement by such
a book as this. The questions are systematically arranged, worded with
judgment, and are accompanied by numerous analyses of various subjects." ·

~·--

JOSEPH PAYNE.
! , ·
.
·...,-h.,""~--.""'L__ . ~:'.,
. WHY· TH IS l::DITIQJ~US .T HE . BEST.~:,~~-:;::;:,.="".,...

(1.) The side-titles. These give :the;1.contents ;ofithe': page:: .
(2.) The analysis of each lecture, with reference to the educa- ·
tional points in it. (3.) The general analysis pointing out the
three great principles found at the beginning. (4.) The j.ndex,

',...

;

l:,'
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where, under such heads as Teaching; Education, The Child, __
the important utterances of Mr. ·Payne are set .forth:1.°(5.):::Its handy shape, large type, fine paper, and press-work .and · .
tasteful binding1 All of these features make ..this·a most val- •"'
uable book. To obtain all these features in one edition, :fr::;.
was found necessary to get out ·this new edition. ;.~~-;~~....:{;t,l-~<t0'; ~\t
Ohio Educe. tional Monthly,-"It does not deal with shadowy theories: :~.
it is intensely: practical."
· · · · ' ,,,,.· · ., -~
Phile.delphie. Educational N ewe.-" Ought to be in library of every .·
progressive teacher."
· ·
1
Educational Courant.-"To know how to teach, more is needed j;han
·a knowledge of the branches taught. This is especially valuable•" 1 ,
Pennsylvania. Journal of Education.-" Will be of practical valu~ to
Normal Schools and Institutes."
·
· ' ' ' ~-.;,.. 1 "·'\ ''J -"

.. F:\•:}' ,; ..

I

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. -.,---:- -· . II
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SEND A.LL ORDERS TO
. ::·

E. ·L ..KELLOGG & CO., NETV YORK & CHICAGO. · 11

i;

.

12

'

Shaw and '"Donnell's School '"Devices.

"w

r;w"'A

BOOK OF "WAYS"

FOR

. .' , : ' \' '.{~

Aritb~'h~sJc~~~YRo~!YS~~~f~ti~~~J~fsiaee~~e~g~~[J1~~~~·

" School Devices." A book of ways and suggestions for
teachers. By EDW A.RD R. SHAw and WEBB DONNELL, of the
High School at Yonkers, N. Y. Illustrated. Dark-blue
cloth binding, gold, 16mo, 224 pp. Price, $1.25; to teach·
ers, $1.00 ; by mail, 9 cents extra.
·
TEACHERS.~

Teaching is an art ; there are " ways to do it." This book
is made to point out" ways," and to help by suggestions.
1. It gives" ways" for teaching Language, Grammar, Reading, Spelling, Geoe;raphy, etc. 'l'hese are in many cases
novel ; they are cles1gned to help attract the attention of the
pupil.
2. The " ways " given are not the questionable " ways " so
often seen practiced in school-rooms, but are in accord with
the spirit of modern educational ideas.
3. This book will afford practical assistance to teachers who
wish to keep their work from degeneratin~ into mere routine.
It gives them, in convenient form for constant use at the
desk, a multitude of new ways in which to present old truths.
The great enemy of the teacher is want of interest. Their
methods do not attract attention. There is no teaching
unless there is attention. .The teacher is too apt to think
there is but one " way " of teaching spelling ; he thus falls
into a rut. Now there are many "ways" of teaching spellin~, and some" ways" are better than others. Variety must
exist in the school-room; the authors of this volume desel'Ve
the thanks of the teachers for pointing out methods of obtainin~ variety without sacrificing the great end sought-scholarshrp. New "ways" induce greater effort, and renewal of
activity.
4. The book gives the result of large actual experience in
the school-room, and will meet the needs . of thousands of
teachers, by placing at their command that for which visits
to other schools are made, institutes and associations
attended, viz., new ideas and fresh and fo1·ceful ways of
teaching. The devices given under Drawing and Physiology
are of an eminently practical natuie, and cannot fail to
invest these subjects with new interest. The attempt has
been made to present only devices of a practical character.
5. The book suggests '' ways " to make teaching effective ; it
is not simply a book of new "ways," but of "ways" that will
produce ~ood results.

WHAT IT CONTAINS.,

" of teaching Langt.iage-Geograpb~Spellln~-Reitding-

l
' (

. l
"(::.

~ugtg-Wo~k 'l'he firat chapter on La11uuaae contains: A Way to Prepare
p~~tures for Young Pupils-Supplying the Proper WGord-A L~~uge
Lesson-Weekly Plan of Language W or,k for Lower rammar
esWriting Ordinals-Correcting Bad English-For Beginne1:B ~ Composition-Word Developing-An Easy Exercis~ ~ Com~os~tlo1;1-Coxnposi­
tion from Pictures-Plan for Oral Compos1?on--;De atmg . Ex~~es-:
Lan uage Drill in every Lesson-Letter Wnting-Matter for .
rs
Fo~s for Business Letters-Papers Written from· Reci_tation Notes~
Equivalent Forms of Expression-Devices for Urn of Cap1tals--WriEtixce_~a
to Write Out from Memory-Regular Plan in Composition
ng- o
Exercise the Imagination-Suggestions about Local SubjectathforC1Comositions-A Letter Written upon the Blackboard by a 11 e ruis~oice of Words-Order of Criticism-A Plan for Rapid Correction of.
Compositions-To File and Hold Essays-Assigning a Subject for a Composition-Character Sketches-Illustruti.ve Syntax-A Tajlk ontiLan~·ir
-A Grammar Lesson Device for Building up the Con uga on· o
e
Verb-The Infinitive Mood-Shall and Will-Matter for a T8.lk·on Word~
-Surnames.
'
·
f Bibl' ·R
~· · 'd
At the end of the volume is inserted a careful selection o
,.e ea 7
ings for every school day of the year, with the pronunciation o~ P,ifHcult words-a provision that will be appreciate~ by tbo8e w o are
obliged to bunt each morning for a proper selection for school, d~vo.~
tions.
' .1
, , • ·rf

Mr. E. R. Shaw, of the Yonkers High School., is ' well
known, and Mr. \Vebb Donnell, of the East Mach1as'(Me;)
Academy is a teacher of fine promise ; they ha;ve put together
a great v~riety of suggestions that cannot fail to be ofe r~~~
service.
' .
·

'·

Home and School.-" Is just the book for every teacher ·who ,'!!1.shea
to be a better teacher."
; " : :>- :
Educational ;Journal.-" It contains many valuable hints." -' ... · '/, '.
:Boston Journal of Education.-" It is the most hum~ne, inst~~~ve,
original educational work we have read in many a day.
.,
."
Wis. Journal of Education.-" Commends itself at ·once by the ~~m­
ber of ingenious devices for·securing order, industry, and interest. •
Iowa Central School Journal.-" Teachers will find it a helpful a':la
suggestive book."
·
·
·
"' · ·.1· ·
Canada. Educational Monthly.-"Valuable advice and useful sugges;
tions."
·. · <
Normal Teacher.-" The author believes the way to manage.is to ~iyilize, cultivate, and refine."
.
,
·.
School Moderator.-"Contains a large amount of valuable reading.
School government is admirably presented."
Progressive Teacher.-" Should occupy an honored place in e~e;J
teacher's library.·•
·
- '
Ed. Courant.-" It will help the teacher greatly."
.
,, ·,· ,
Ve.. Ed. J'ournal.-"Thc author draws from a large exper1en~; .•
· Country and Village Scbnnls.-" Cannot fail to be serviceable. .

...
!'!END ALL OltDEM TO

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

~1Jtrldgl

s "Q:µincy

[Methods,"

The" Quincy Methods," illustrated; Pen photographs from
the Quincy schools. By LELIA E. PATRIDGE. Illustrated
with a number of engravings, and two colored plates.
Blue cloth, gilt, 12mo, 686 pp. Price, $1. 75 ; to teachers,
$1.40; by mail, 13 cents extra.
When the schools of Quincy, Mass., became so famous
under the superintendence of Col. Francis W. Parker, thousands of teachers visited them. Quincy became a sort of
"educational Mecca," to the disgust of the routinists, whose
schools were passed by. Those who went to study the
· methods pursued there were called on to tell what they had
seen. Miss Patridge was one of those who visited the schools
of Quincy; in the Pennsylvania Institutes (many of which
she conducted), she found the teachers were never tired of
being told how things were done in Quincy. She revisited
the schools several times, and wrote down what she saw ; then
the book was made.
1. This book presents the actual practice in the schools of
Quincy. It is composed of" pen photographs."
2. It gives abundant reasons for the great stir produced by
the two words " Quincy Methods." There are reasons for the
discussion that has been going on among the teachers of late
years.
3. It gives an insight to principles underlying real education as distinguished from book learning.
4. It' shows the teacher not only what to do, but gives the
way in which to do it.
5. It impresses one with the spirit of the Quincy schools.
6. It shows the teacher how to create an atmosphere of happiness, of busy work, and of progress.
7. It shows the teacher how' not to waste her time in worrying over disorder.
8. It tells how to treat pupils with courtesy, and get courtesy back again.
9. It presents four years of work, considering Number,
Color, Direction, Dimension, Botany, Minerals, Form, Language, Writing, Pictures, Mod elling, Drawing, Singing,
Geography, Zoology, etc., etc.
10. There are 6l:l6 pages; a large book devoted to the realities
of school life, in realistic descriptive language. It is plain,
real, not abstruse and uninteresting.
11. It gives an insight into r eal education, the education
urged by Pestalozzi, Froobel, Maun, Page, Parker, etc.

·- :Jai -

· 12. .,.I t-exemP.~e
- -~ · tt-A · ~-,~-...,=
e-~
. Ii'~ " - ·xv . .. gs ·o_
. , ECol:·
.•
... ,·. .. . • ., . at .. enn·
~- -0
" Talks ori~~~e'a.6W.fig.?~:rt :m.U,st ~- be_.;remeJ?b~red . ~liitt: the -~
" Talks" ·we:fo ,.frofn .the .notes taken by . MIBs · Patm;l ge, · t he · ,
author!of \ hhf book: ' ··To.understand what 'the teaching_ is' that . · •
Col. Parker ·would have in the schools, one must "read this
book; or attend his school at Normal Park, Ill.'"I ;_: F .,. p·'. · / ·
Pa. School Journal:-" The book will be of historical ' significance."
N. Y. School Bulletin :-"Should be one of the first doien books .i n the .
teacher's library.'' Boston · Journal of Education:-" Morda' a · dear · ··
insight into the methods and work at Quincy." lowa-~Teacher :-"The
best of it is that ·the underiying principles are explained." '.' Chicago
Practical Teacher !-" Miss Patridge has done her work thoroughly and
well." N. C. Teacher:-" The story of the Quincy method· is well told."
La. School J'ournal :-"The work ought to be in every, public school _
library." Chicago Intelligence:-" It is really a manual for 'the prim- ·
ary teacher."' Teachers' Quarterly:-" Beautifully told ' in 'this ·volume.'' Cincinnatj School Journal:-" The book explains the Underly- ·
ing principles.'' S. W. Journal of Education :-"Miss Pattidge has done
the work excellently well," Indiana School Bulletin:-" Full of good
Suggestions." Pa. Teacher:-" No teacher can read it 'without receiving ideas and helpful suggestions." · Pa. School · Journal:.;-" This book .
h!IB a. mission." Nat. (Pa.) Educator:-" Every progressive teacher will . 'c
get more benefit from It than from any other published." ;: Our County ~- ;;;l
and Village Schools:-" Reading this volume will produce a revolu-· ·:-,
tion." Ed. Courant :-"Has the power, fervor, and style of ·Parker.'! . 1
Wis. Journal of Education :-"By far the most complete manual of.the ··,:
'New Education." Ill. School Journal:-" It is without question ·the /
fullest, richest, and most suggestive volume for grade teachers, and 1, •·
also for superintendents, thut·it· bas been our portion ·to .' examine/~ : '
Normal Exponent:-" Every teacher should .read it."·, •'W_,,Va. School ;-~~
Journal:-" It is a fountain from which new and refreshing ' draughts .,. :
may be drawn." Philadelphia Teacher:-" Abo_u nds with ' hints; ·wm "::·
prove a precious guide." Chicago Advance :-"In the.presence· of such ·
a book we pause with reverence." School Education :-"Is a very
desirable book." Phrenological Journal:-" It is the application of /
prillciples." ' Christian Advocate:-"Well worth the > 'perusual i~ of
teachers." Texas School Journal :-"No ptimary teacher catralford to ~
do without this work." Springfield Republican:-" The earnest_teach- ·
er will find it helpful." Quebec Ed. Record:-'' Pleased that it is on· the
list of books for teachers." The Critic:-" Gives a -helpful insight into
the theory of Education." Interior:-" Well worthy of study." Inter·
ocean:-" One of the books that should be found in every teacher's
desk.'' Detroit Free Press :-Will take a high place In educational ~
literature." S. S. Times :-" Ii'irst and best for the Sunday school
teacher is Quincy Methods."
1

1

a

18

I

SEND ALL ORDEUS TO

.M. L. KELLOGG & CO., NEW YORK & CHIOAGO.

@!J!IND ".ALL OftDEM TO

E. L. KELLOGG & CO., NEvV YORK c.~ CHICAGO.

21 -:: ~-- -,~_

Tatls Philosophy of Education.

The Reading Circle Lzbrary.

The Philosophy of Education. By T. TATE. Revised and
Annotated by E. E. SHEIB, Ph.D., Principal of the Louisiana State Normal School. Unique cloth binding, laid
paper, 331 pp. Price, $1.50; to teachers, $1.20; by mail, 7
cents extra.
There are few books that deal with the Science of Education. 1'his volume is the work of a man who said there were
great principles at the bottom of the work of the despised
schoolmaster. It has set many a teacher to thinking, and in
its new form will set many more.
Our edition will be found far superior to any other in every
respect. The annotations of Mr. Sheib are invaluable. The
more important part of the book are emphasized by leading
the type. The type is clear, the size convenient, and printing, paper, and binding are most excellent.

No. 1. Allen's Mind Studies for Young Teach~rs

Mr. Philbrick so long superintendent of the Boston schools hold this
work in high esteem.
Col. F. W. Parker strongly recommends it.
Jos. Ma.cAlister, Supt. Public Schools, Philadelphia says:-" It is one
of the first books which a teacher deserves of understanding the scientific principles on which his work rests should study.''
S. A. Ellis, Supt. of Schools, Roch ester N. Y. says:-" As a pointed and
judicious statement of principles it has no superior."
Thoe. M. Balliet, Supt. of Schools~ Reading. Pa., says:-" The work
is a classic on Education."
.
1. M. Greenwood, Supt. Schools, Kansas Citv says:-" I wish every
teacher of our country owned a copy and would read it carefully and
thoughtfully.••
.
Prest. E. A. Sheldon, Oswego Normal Schools, says:-" For more
than 20 years it bas been our text-book in this subject and I know of no
other book so good for the purpose."
Bridgeport Standard.-" A new i:i-eneration of thinkers will welcome
it; it lias long held the first place m the field of labor which it illustrates."
S. W. Journal of Education.-" It deals with fundamental principles
and shows bow the best educational practice comes from them.''
The Interior.-" The book bas long been held in high esteem by
- thoughtful teachers.••
Popular Educe.tor.-" Hns long held a high place among educational
worlis."
Illinois School Journal.-" It abounds in good thlngs,"
Philadelphia. Record.--" Hus been ranked nmoBg educational classics for more tlian 11 quarter of a century."
Educational News.-" Tate was the first to give us the maxims from
the 'known to the unknown' etc."

• '-

H~ ~2<i.
~

By JEROME ALLEN, Ph.D.,
Associate Editor of the
SCHOOL JOURNAL, formerly
President of the St. · Cloud
( Minn. ) Normal School. .
i6mo, large, clear . type,
128 pp. paper co:ver. Price,
30 cents ; to teache1·s, 24
cents ; by mail, ' 3 cents
extra. · Limp cloth, . 50
cents ; to teachers, . 40 cents;
. by mail, 5 cents.d extra,.

Special rates for -;-· quantities. Fourth thousand now

ready. ,
.. ·, '--. . ·
This little volume · attempts
· to open the s~bject of P~c1!-ol~
· ogy in a plam way, o:i;n1ttmB
what is abstruse and _difficult.
· It is written in language easily
.
comprehended, and has prac- ·
tical illustrations. It will be want~cl by .te.ac~ers. .
1 s
knowledge of Mental Science is md1spens1ble to the ':, ,
tea~he~~e He is dealing with ·-Perception, Attenti~n,_ J~dg­
ment He ought to know what these mean:
'· · · · · · ; ,
2. The relation between Tea?hing and .Mind - ~.1-'~';~h;. ~
ointed out; it is not a dry treatise on Psy?liol.ogy..
·· ' .
p 3. It is a work that will aid the teacher m his daily work m_
dealing with lll:ental facts and states.
/
Popular Educe.tor.-" The te!':cber will find in it much info~ation as
/'
well as incitement to thought.
·
Jared Sanford, School Com.,' Mt. Vernon, N. y,:.._" Fromoalh~c:!~~e~t
0
Psycbp I::
ogy it is to be highly commended.
.
,,
h
·
d p
N 0 · al School Winona Mmn.- I am muc .
Irwin S:itep_a~ , It re~. {;1ii_ns a want. Most teachers need a sml/'11er
plE_Jased with it.
ce ~n t Manual than bas before been issued.' ,
bnefer, 1ind more converuen
t t
f it that it is an ~ I'
s G L
Supt School N Y -"I wan o say 0
te h
. "i''-

i!~6h~~fnu:!frrc~i~~{:l;:!:tY~~h~~ n~~~~n~~~i~~;ipl~s ~~

f;~~~:~:~i~ieid{g~~ed/e°~~~~~~s!%fe~g~g~~~ffi1t~aKghi1~~~y~f. "~~
Prof. Edward Brooks,-"The work will be very usefQl,to yo_ung
ieachers."
: _ ---=~':-::::.::--. ~
""'-=
""'
?:fJ,_,,.~~ ---~~~ -

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!!!END ALL ORDEM TO

'.1 ~'--~~~~~~~~~~~~~~~~~~~~~~~-"--

Materials to Aid a Comprehension of the Works of the
Founder of the Kindergarten. 16mo, large, clear type,
128 pp. Unique paper cover. Price, 30 cents; to
teachers, 24 cents ; by mail, 3 cents extra. Bound in limp
cloth, 50 cents; to teachers, 40 cents; by mail, 5 cents
extra..
This little volume will be welcomed by all who want to get
a good idea of Froobel and the kindergarten.
.
1. The dates connected with
Froobel and the kindergarten
are given, then follows his
autobiography.
To this is
added Joseph Payne's estimate and portrayal of Frrebel, as well as a summary of
Frrebel's own views.
2. In this volume the student of education finds materials for constructmg, in an
intelligentmanner anestimate
and comprehension of the kindergarten. The life of Frrebel,
mainly by his own h and, is
very helpful. In this we see
the working of his mind when
FRIEDRICH FR<EDEL.
a youth j he l~ts us ~ee how
he felt at bemg misunderstood, at being called a bad boy, and his pleasure when face
to face with nature. Gradually we bee there was crystallizing
in him a comprehension of the means that would bring harmony and peace to the minds of young people.
3. The analysis of the power~ of Frcebel will be of great .
aid. We see that there was a deep philosophy in this plain
German man; he was studying out a plan by which the
usually wasted years of young children could be made productive. The volume will be of great value not only to every
kindergartner, but to all who wish to understand the philosophy of mental development.
.:::_:;.;.,..-

La.. Journal of Education.-" An excellentlittle work.'
W. Va.. School Journal.-" Will be of great value."
Educ11>tional Courant, Ky.-" Ought to have 11 very extensive circulation among the teachers of the country."
Educational Record, Can.-" Ouirht to be in the hands of every professional teacher."

·<

-~-c \~
E. L. 'KJtLLOGG &rco., NEW YORK &'CHICAGO. · - 28 ·:.~· --~4
.

1. ~2 · E. L. KELLOGG & CO., NEW YORK & CHICAGO.

' No. 2. Autobiography of Froobel.

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!!!END ALL ORDERS TO

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~ughe.s' · Mistakes

No. 3.

In Teaching. '.

. '.\

By JAMES L. HUGHES, Inspec:
tor of Schools, Toronto Can- ·
· ad~. Cloth, 16mo,· ·115 'pp:
Pnce, 50 cents ; ' to ' teach- ·
ers, 40 cents; by~ mail, 5
cents extra. . · . "... ,:~ ·
rp;iousands of copies of the old-.
edition have ·beell' sold." •The ·
new edition is worth double the
old ; the material has ,been in~
?reased, restated and . greatly
improved. Two new .and important Chapters -'hav~ ··:, been
added. on " Mistakes in Aims "
and "Mistakes in Moral Trahi.ing." Mr. Hughes says in his
pr~f:;ice : " I~ issuing a i·evised .
edit10n of thrn book it . seems
fitting to . acknow)edge ; grate.JAMES L. HUGHES.
fully the hearty appreciation ·
.
. . that has been accorded · it by
:A-~encan teac~ers. Realizmg as I do that its very large sale ,
mdicates that it has been of, service to many of my fellow · J
~eac!iers, I have rec<;>gni~ed the duty of enlarging-and revismg it so as .to mak<: it stil~ more helpful in preventing the
common nnstakes m teaching and traming." ,,
... , ..
Ninety-Six important mistakes are corrected · in· this
book. This is the only edition authorized by the writer. ·· ' -

The Schoolmaster (England)-"His ideas are clearly pres~nted_;; ''" '. ·
Boston Journal of Education.-" Mr. Hughes evidences a thorough
itugln~ t:ic:~~~~~~~eo~l~~~~~~iufveori~:~.every teacher .to in yest ·
.bo~t,., York School Journal,_:.." It ,will help any teache~ to · rea~ this ·
· iChhica.go Educational Weekly.-" Only long experience could furn s the author so fully with materials for sound advice."
'
. Penn. Teacher's Advocate.-'' Itis the most readable book we have
seen lately."
1
·
.
•
··l'Eduoationa.l Journal of Virginia.-" We know no book that contains
many valuable suggestions.·'
·
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.
Ohio Educational Monthly.-" It contains more practical hints than
y book of its size known to us."
i~>\V& Central School Journal.-" We know of no book containinK
ore·valuable suggestions.'' ·
·
' ··~ - York School Bulletin-" It is sensible and practical."
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Ji:. /,. gn;u ,ur: u <t r:o .. N l•: W VORK & C'f-llCAGO.

No. 4. Hu g h es ' S OCUl"in g and n e t a.initHY.
tion.
"-' A tl:<:! n -·

111·11
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l eacbers' Manualr Series.
E:Lch is printeu in large,
clear type, on good paper.
Paper cove r, price Hi
cents ; to t eac hers, 12
cents ; hy mail J cent extrn. Liberal discount in
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There is a n eed of small
vn ln mcs - -" Edu c ation a. l
trac ts," thrd; teach ers can
carry easil y and stuuy as th ey
h a.Ye opportunity. The folJow ing six have licen ah-ea.cl)·
:::elected. En\ry one is a gem.
To call tl1cm the" Educa.ti011al Gem" r;eries would be
more appropriate.
It should be note<l that
while our edition s of theE<e
little books are as low in
pri ce as ::i.ny oth er, tl1 c si<le
heads, topics and analys0s
in scrtcrl uy tl1 e c•litors, n R wRJl as th e e xcellent paper a,rnl
pr in tin~, inn.k e th om fn.r Rll pc rior in every way to any other .
Ne . l. li'lTCll 'S A H'r OF (~ l.fl'~f;T LO N ING.
By J. G . Fnc n, J\l. A., au t hnr of "Lectnrcs 011 Teachin g ." 33 pp.
J\ I rnn!ly wiflnly known 11 s tile most n sc ful antl vrn.cti cnl es.-,ay on
f .lti ~1 H1o::if; i.mpor1·.11nt pu.rt. o( I.he t t•nch ern' lcsi:;nn- hcunug.
N o. ~ - Ji'CTC!l'S AltT OF ~~ ECUlUN G ATTENTION.
IJ.Y .T. G. ]'r.nm, M.A. ~19 pp.
nr no Jo::is val11 e than lhe author's "Art of Questioning."
'l o. :1. SilH1WICK'S ON S'.l'JM ULUR TN SCHOOL.
B y .A1tTrllJJ!. S ilJ fl1V lCK , Jvf. A. 4.:1 [JJI.
" I low ca n that. tt.u 11, Jm:y s e holar lJc 111·c;,scd on to worlc up bis lessons
with a. will." '.l'his hri g ht cssa y will tell h o w 1t can be don e .
No. 4. YON G Jii'S P HACT JCAL WORK J N SCH OOL.
ll y C HAUT, OT TR ]\[. YONGE , au th o r of "H cir 0 f Hed clyITe." 35 pp.
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No.:;. FI'I C H'S 11\lPUOVEJ\ rlJ;N T IN '!'HE AR'I.' OF TEACHING.
D y :r. G. Frrcn, M.. A. 25 pp.
Tliis thoughtful, 0a.rneP.t·. essay will hring courarrc an<l h elp to many
:1 tnach c r who is RLrn gg- lin g 1o do be tte r work. Jt inclmlcs !t course of
,..1 .udy fnr 'l'cn.ch c rs' 'J.'rnin in g· Cl rn, i'1·s .
No. H. G:LADf3TONE'fl OB.i ECT 'L' t•;ACHlNG.
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