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The Methods Class.


Seat work, or busy work, as it is often termed, should be of as much real worth to the child as is the recitation; for, as a rule, the number of hours which the child spends at his desk is equal to the number spent in the recitation, if it is not greater.

Many teachers may trace the indifference, inattention, and disorder of their schools to a failure on their part to assign definitely a sufficient amount of real, thoughtful work for the children to complete during the study period. Copying a list of ten words eight or ten times is not thoughtful work, and the teacher who assigns such an exercise usually has this thought uppermost in her mind: “Now that will surely keep them busy for the period.”

The busy work should relate very closely to work that has gone before or work that is to follow.

The following exercises may be used for seat work related to reading:

1. Write on the blackboard sentences that may be easily pictured, as:

Two eggs are in the nest.
The apple is on the tree.
The bird is on the tree.

Let the pupils copy the sentences and draw the pictures expressed by the thoughts.

2. Copy certain sentences or paragraphs from the reading lesson. In such an exercise, require the work to be neatly written; require also the correct use of capitals and punctuation marks.

3. From the reading lesson select and copy all words of one syllable, two syllables, or three syllables.

4. Write on the blackboard questions which are answered in the reading lesson, and require the pupils to find the

This gives practice in silent reading. 5. Place on the blackboard an original story composed mostly of review words, and require the pupils to write a list of all the words they recognize. These words should be neatly arranged in columns.

6. Place on the blackboard some two or three words, just studied, as, “when," "black,” and “bring,” and ask the children to write all the words they know that will rhyme with them.

7. Give the children simple pictures of common objects, as, a top, an apple, a flower, and let them copy and write either the name of the object or a thought about the object. The teacher should make collections of such pictures.

8. Read some short, simple story to the children and let them represent the picture or pictures described. Such stories as “The Anxious Leaf,” “Little Red Riding-hood,” “The Envious Wren,” and “Mother Goose's Melodies," may be used.

9. Place on the blackboard lists of words taken from the other lessons-geography, language, or reading, -and require the children to use these words in sentences. Lead the children to write sentences which mean something; not, “I see a bird,” or, “This is a bird"; but, “The bird is singing in the tree," or, “The bird has a red breast."

Write a list of all the words found in the reading lesson containing short a, or long a.


book by the McMurry brothers, that the developing method in class instruction has greater significance than has heretofore been recognized. The title of the book is The Method of the Recitation, and it is worthy successor of the book, General Methods, brought out by Dr. Charles McMurry a few years ago.

The merits of the developing method are set forth in strong contrast with the lecture method and the text-book method of giving instruction. For the teacher in the elementary schools, the attack on the text-book method is most suggestive. In these schools, the text-book enslaves teacher and pupil thoroughly, the more thoroughly in this country, perhaps, because of the very great excellence of our books. The teachers who have revolted against this enslavement have usually felt that their emancipation was sufficieutly complete if they had mastered the text-book so as to teach it without constant reference to it. This freedom of the teacher is often used by him to make even more galling the bondage of the pupil.

The most effective instruction is given by combining the dialogue and catechetical methods so as to lead the pupil to discover for himself the new truth and the reasons that make it true. No text-book can be large enough to instruct by this method, even if the adapting, active personality of the teacher were not an indispensable factor in the work. The teacher should begin his recitation with the statement of what is to be learned, and should call up in review the apperceptive material for the new subject to be developed, the pupil thinking all the time what this has to do with what is to be learned. One notable suggestion is, that in this review no new instruction is to be mingled. This would be, as illustrated by the authors, beginning to build the house while laying the foundation. After the knowledge most closely connected with what is to be learned has been brought into proper relations by the review, the teacher helps the pupil to discover for himself the new truth. When the dis covery is complete, the pupil may be referred to the portion of the text-book which records the same facts, and the text-book may

be used for reviewing the instruction that has been given, and will stand, of course, as the helper of any pupils who may have been absent when the instruction was given on any part of the subject. This use for the text-book would suggest that the text-book's mode of presentation must influence somewhat the the teacher's method of developing, if the two are to work well together; or rather, perhaps, that the best text-book to use is one specially prepared to supplement the developing method.

The teacher is, by this method, no longer a mere taskmaster to drive the pupils to take up and carry the burdens of the text book. He does not give reviews for the sake of worrying the unsuccessful student, and tripping the poor memory. He gives, by the developing method, an understanding of a few particular notions, that the pupil may get from them general concepts under which he can arrange all knowledge. The pupil acquires the habit of solving for himself school difficulties, as he must afterwards solve the problems of business life and personal responsibility.

The points which this method finds to be common to all studies, make it worthy the name of a general method. The processes of arithmetic and the rules of grammar are not to be memorized first and understood afterward. The facts in geography and history are to be presented to illustrate causes that are well understood. The ethical lesson is to grow for the pupil naturally out of his own conclusions concerning subjects discussed.

The impression of one who reads this book is likely to be, that, while it is impossible for all teachers at once to adopt its suggestions in full, the attempt to conform to its ideals will increase the teaching power of even the recognized masters of the teacher's art.

J. N. w.



THE DEVELOPING PROCESS. Teachers have continually heard the developing theory applied to various kinds of growth and have considered many phases of it in their own work, but most of the thoughtful students of educational methods will feel, on reading the new


pole was very willing, but at the first twitch he cried out, “Ouch!

That hurts!" so the lizard had to stop. She could not but feel, [Concluded from page 37.1

however, that something might have been done if the tadpole stuck her head out and looked about her. "I do wonder why had not been such a coward. that tadpole keeps going up there where the water is so shal- But worse was to follow. One morning, before the lizard was low," she said to herself. “I think I'll just go see."

up, the tadpole came wriggling over to the door of her house. In a moment she had slidden out from under the stone, and “Lizard, lizard! Come out here," he cried, and as soon as she up into the soft shallow where the tadpole lay. “Hello!" she appeared he breathlessly begged her to get a piece of eel-grass said.

and measure his tail. “I've been afraid it was shrinking for The tadpole paid no attention to her, but wriggled himself some time,” he said, "and now, I'm almost sure, and I've been still further up the shore. “Oh, how beautiful!” he whispered feeling so strange, too. Sometimes I feel as though I must to himself.

have air, and I get up on a stone so that I am almost out of the “What is so beautiful?" asked the lizard, looking about her water, and only then do I feel comfortable.” inquisitively.

Hastily the lizard measured the tadpole's tail, and then they "That singing,” cried the tadpole, ecstatically. “Oh, if I sat staring at each other in silent consternation. It was almost could only sing like those birds.” Then he turned his little gone! dull eyes on the lizard. “I suppose you have often seen birds Still the lizard would not give up all hope. She knew of a coming down to the stream to bathe,” he said. “Do you think I wise old crayfish, who lived further down the stream, and after look anything like one?”

bidding the tadpole stay where he was until she returned, she “Like a bird?” cried the lizard, “No, you don't."

hastened away to beg the old crayfish to come and look at the “Well, I don't see why not," said the tadpole. “To be sure tadpole and give his advice. I haven't any legs, but I have a tail.”

In a very little while she was back again, bringing the old “Yes," said the lizard, “but birds have beaks, and feathers, crayfish with her. He came crawling along, looking both ways and wings as well, and you haven't anything but a body and a at once with his pop-eyes and twiddling his feelers, but the tail."

moment he came to where the tadpole was he stopped short in "That is true;" and the tadpole sighed heavily.

surprise. “Why, this is no sick tadpole,” he cried. Then he The bird songs were dying away now, for the sun was fully added, addressing the tadpole: “Why are you here? Why up, but the tadpole did not seem inclined to move, so the lizard aren't you out in the swamp singing with all the rest of them? settled herself down more comfortably and went on talking to Don't you know you're a frog?him.

“A frog!” cried the lizard; but the young tadpole-frog leaped At first the tadpole was either too shy or too dull to talk, but clear out of the brook with a joyous cry. “A frog!” he shouted. presently the lizard spoke again of the birds, and then he began "A frog! Why, that's better than being a bird. O little lizto tell her how, ever since he could remember, he had wanted ard, if that is true, I must say good-by. Hey for the wide, to sing, and how he had tried and tried until all the fishes, green swamps, and the loud frog choruses under the light of and crayfish, and even the water-snails had laughed at him, but the moon! Good-by, little friend, good-by. Think of me he never could make even a sound. He told the lizard, too, sometimes when you hear me singing far away.” that even after all that, he felt sure that he could sing, if only So the frog went away to join his brothers. he had legs and could hop about like a bird.

It was lonely for the little lizard after the frog was gone, but After that morning the lizard often came up to visit the tad- she comforted herself by thinking how happy he must be, and pole, and he seemed to take great comfort in talking with her, often at twilight she listened to the choruses of frogs over in for she never made fun of him, but tried to plan some way for the swamp, and wondered if the one who sang so much louder him to learn to sing.

and deeper than all the rest was the little tadpole who had tried Once she suggested that if he were only on the shore he so hard to be a bird. “After all,” she said to herself, “there might be able to do something about it, so he wriggled himself are more ways of singing than one.” up half out of the water, but almost immediately he grew so

KATHARINE PYLE. sick that the lizard had to pull him back again by his tail, feel

M. H. Binford, Haviland, Kansas, has in his possession an ing terribly frightened all the while lest it should break. It

old jug with the following record: was the very next morning that the lizard found the tadpole in

Micajah Hill, son of Aaron Hill, of Randolph county, a state of wild excitement. “O, lizard, lizard!” he cried, shak- North Carolina, was born October 26, 1808, and was always ing all over from his nose to his tail, “Just look at me! I'm told by his parents that the jug in question was brought by getting legs!

William Penn from England when he came to make his treaty

with the Indians. This jug fell to M. Hill when he was marIt was true. There they were, still very small and weak, but

ried in 1832, and was his property until his death, in May, 1894, really legs. The lizard and the tadpole had been too busy talk- when it fell to his grandson and namesake, Micajah H. ing of how they could make them grow to notice that they were Binford. already budding.

They were still more excited when, soon afterwards, they SUPERINTENDENT STRYKER has issued a circular to the city saw, near the front part of the tadpole's body, two more little superintendents and high schools, asking for a meeting of all buds, and the lizard was sure these would prove to be wings. interested in a uniform course of study for the high schools

It was a terrible blow to them when they found they were not throughout the state, on the Wednesday afternoon immediately wings at all, but legs. “Now it's all over,” cried the tadpole following the session of the college and high school departin despair. “It was bad enough not to have wings, but now ments of the State Teachers' Association. He says: that I'm getting legs this way there's no knowing where it'll “The common-school course of study recently adopted is provend."

ing a great success, and will be productive of much good to the The lizard, too, was almost hopeless for awhile, until she sud

rural schools, especially. It is to pave the way for more speedy denly remembered how a crayfish she had known had lost one

action in securing the adoption of a uniform high school

course of study, and action upon other things suggested in this of its claws in a fight, and it had hardly hurt it at all, and she circular, that it is submitted for your consideration in advance suggested that she might pull the two front legs off. The tad- of the meeting of the state association.”


A REQUEST: Please mention the STATE NORMAL MONTHLY when ordering

any of the following-named books.

Procrastination plucks the rose of shame,
Nor sees the petals die in starving guilt,
But sits with sword in heart of self to hilt,
And cries to God for laurels rich, and name
That honor knows. It makes the life a game
Where fools may play and win, and clowns in tilt
Of lance and spear may thrust with blood unspilt,
And surfeit waiting worlds with magic fame.
The gods can know it not, nor give a plume
To helmet brass, nor canker bought of death;
Its wedding hall has Failure for the groom,
And Blight the cursing bride with flaming breath,
Where guests are lean and lank, and lips at pout
Forget no hiss till lamps are dim, and out.

D, S, LANDIS, '94, Fort Worth, Texas.

Wedding Bells. '94. D. L. Stanley was quietly married to Miss Gertie Gilluly, of Oskaloosa, some time in August last. He failed to send the MONTHLY the wedding cards, but we sometimes print news as late as this. Congratulations all around!

'96. Alice Hannum was married to Charles L. Taylor on Thursday morning, November 25. She will be at home to her friends in the future at Washington, Kansas.

'96. Miss Maud Miller was married to Lieutenant Charles Crawford, 21 Regiment, U. S. Infantry, on the evening of November 24. Mr. and Mrs. Crawford will be at home to their friends at Plattsburg Barracks, New York, after December 21.

PERSONALS. Etta Hill teaches in the second primary grade at Mulvane, Kansas.

Professor and Mrs. Johnson announce the arrival of Miss Johnson at their home in Helena, Montana.

Miss Gertrude Crum called at the office a few days ago. She is engaged in agency work and is having several stories accepted by leading publishing houses.

'91. Nellie Cunningham writes from Park Hill, Indian Territory, that she is principal of the academy at that place, under the auspices of the Presbyterian Mission Board. Before going there, she completed all but one-half year's work in the University of Nebraska.

'93. Professor L. W. Baxter, superintendent of the Guthrie (Oklahoma) schools, has been appointed a member of the Territorial Board of Education.

94. Bennett Grove is assistant principal of the high school at Halstead, Kansas.

We are pleased to have a little poem on “Procrastination” from Mr. D. S. Landis, '94. He permits us to announce the publication of a little volume of one hundred fifty poems by December 15, 1897, from the press of the Cincinnati Publishing House. We hope to review it in the next number.

'95. We are all deeply pained to learn of the death of J. N. Harner at Corinth, Mississippi, on Tuesday, November 16. He was convalescent from a seriou case of fever, but began work a little too early for his strength, and a relapse took him away. His brother Marshall is a member of our present graduating class and was called to his home at Clay Center for the funeral on the second day following. The class of '98 sent a floral token as an expression of sympathy for their brother in his great bereavement.

'96. J. E. Jones is principal of the St. Paul schools for the present year.

'97. Lyda Berger reports engagement in the city schools at Ellinwood, Kansas, and orders the MONTHLY at that place.

Literary Statesmen and Others. By Norman Haphood. Chicago: Herbert S. Stone & Co,

1 50 The Fourth Napoleon. A Romance. By Chas. Benham. Chicago: Her.

bert H. Stone & Co.. Washington's Young Aids. A Story of the New Jersey Campaign, 1776.

1771. By Everett T. To.mlinson. 391 pp. Illustrated. 45 Jackson Boulevard, Chicago: W. A. Wilde & Co

1 50 A School History of the United States. By John Bach McMaster, Pro

fessor of American History in the University of Pennsylvania. Chicago, New York: American Buok Co..

1 00 The

learned and noted teacher has written a history that for ar. rangement, terseness of statements, and appropriateness of matter selected, can not be equalled in any school history yet published. The illustrations and inaps are new. plentiful and beautiful. We commend this book to the teachers of Kansas as worthy of a place

on their desks for supplementary purposes. Froebel's Educational Laws. For all teachers. By James L. Hughes, In

spector of Schools, Toronto. Volume XLI, International Educa. tion Series. 12mo Cloth. 296 pages Chicago. D. Appleton & Co 1 50

Mr. Hughes's book has met with a very flattering reception.
Frocbel's philosophy is gaining wide recognition as the true basis
of psychology and the safest guide in the practical work of the
schoolroom No teacher can be up to date without a knowledge of
Froebel's principles. Mr. Hughes has interpreted the fundamental
principles of Froebel in a simple, clear, and comprehensive manner,
which cannot fail to be inspiring to all who read his "Educational

Children's Ways. By James Sully, M. A., LL, D., Groat Professor of

Philosophy of Mind and Logic, University College, London; author
of "Studies of Childhood," Outlines of Psychology," etc. 12mo.
Cloth; Chicago and New York. D. Appleton & Co.

1 25 This work is mainly a condensation of the author's previous book “Studies of Childhood," but considerable new matter is added, and it has been somewhat simplified so as to better adapt it to the gen. eral reader. The material that Mr. Sully has collected and pub. lished in this volume is the most valuable of recent contributions on the psychological phases of child study. It is an excellent book for

mothers as well as teachers. Songs of Happy Life. For Schools, Homes and Bands of Mercy. Com

piled by Sarah J. Eddy. Providence, R. I. Art and Nature Study Publishing Company

$ 30 This is a new nature study song book for the public schools The music is of a high order, and the literature of the highest character, The poems are from standard authors, and inany of them are suited for use on "Bird Day," "Arbor Day," "May Day,” etc., etc. Besides the musical selections there are readings, recitations, memory gems, suggestions for entertainments, etc. etc. The price of the book does not represent its value; it is made especially low in order to give it a wide circulation, and thus better accomplish its purpose, which is to develop a love for the beautiful in nature,

and syinpathy for every living creature. The Isle That is Called Patmos. By William Edgar Geil. Cloth, pp. 195. Philadelphia: A. J. Rowland

1 50 Beautifully bound in red, green, and gold, with large, clear type on the finest of paper, and with thirty-two illustrations of the highest excelleuce, and the events of a visit to the famous island, writ. ten by a devout young minister with simplicity and yet with power, all got make a volume that one will never forget. Rev. Geil has pictured an almost unknown island and again brought to mind places and incidents that should be very dear to the Christian. Wov. en into the recital of the visit is much of religion, philosophy, cur. rent and ancient history, anecdote and poetry. The book would make an ideal Christmas present for old or young, and its influence

cannot but be elevating and inspiring. Seven Years in Seirra Leoue. The Story of the work of Wm. A. B.

Johnson, Missionary of the Church Missionary society from 1816 to 1823 in Regents' Town, Sierra Leone, Africa. By the Rev. Arthur T. Pierson, D.D., Author of "The Crisis of Missions," "The New Acts of the Apostles," etc. New York, Chicago: Fleming H. Revell & Company.

1 00 This is a wonderfully strong story of a missionary's life and victories for the Master. While Mr. Johnson's work on earth has long been finished, he still lives, and his work, which was God's work, goes steadily on. The record of his life will be read by the young peoples' societies and missionary societies generally, and they will be greatly stimulated and encouraged thereby. The book would

make an ideal Christmas present for one religiously inclined. Little Journeys to the Homes of Famous Women. By Elbert Hubbard. Illustrated; gilt top: cloth; New York. G. P. Putnam's Sons.

1 75 For charm of expression and depth of discernment these "Lit. tle Journeys"are certainly beyond compare. The author writes like a dear and learned friend would talk, and as he gives "a glimpse of the environment that played its part in the Evolution of the Soul," one feels a deeper interest, and closer drawn to the great spirits that shine like fixed stars in the intellectual firmament. There are twelve chapters, thirteen portraits, and fac-simile letter. The author has given us an introduction to twelve noted women, We have really clasped their hands, gazed into their faces, and have looked into their hearts. Who, among women, is greater than Elizabeth Bar. rett Browning, Madam Guyon, Harriet Martineau, Charlotte Bronte Christina Rossetti, Rosa Bonheur, Madame De Stael, Elizabeth Fry, Mary Lamb, Jane Austen, Empress Josephine, Mary W. Shelly? Yes, there may be some, but unless Mr. Hubbard writes of their lives and homes, your interest will not be as great as when reading these superlatively charming essays. The Little Journey series should be in every school library in Kansas.

The Sub-Conscious Self, and Its Relation to Edu

cation and Health. By Louis Waldenstein. 12mo. New York: Charles Scribner's Sons..

1 25 Teachers and students of psychology will find this treatise a mine of suggestion and information. Parents and child study enthusiasts will find the remarks on "Heredity" and "Early Training" most suggestive. In the conclusion to this remarkable book, the author says: "I have endeavored to show that our mental personality is represented by the sum of all the impressions which have been deposited in our memory during a lifetime, impressions which depend primarily upon peculiarities of organic structure performed in us. * * * Hence it comes that a dualism exists in the life of every one of us more or less accentuated according to the difference between our conscious and our sub-conscious self. The higher pleasures and the deeper pains depend upon this relation, and he alone can be happy who has es tablished a true balance between his innermost desires, arising out of his sub-conscious self, and the duties that impose the mselves upon him from his consciousness of all the responsibilities which his understanding has taught him to recognize. The real tragedy in every man's inner life is the conflict between these two inherent parts of his inner self, and when we have learned to under. stand the workings of these two mental pow. ers in ourselves we will be slow in passing judgment upon our fellow men:

"What's done we partly may compute,

But know not what's resisted."
History for Young Readers. England. By Fran-

ces E. Cook. 253 pp. 16mo. New York,
Chicago: D. Appleton & Co.

The author has given to children in simple
language a story of the growth of the Eng.
lish nation. Less stress has been laid on the
lives of kings and the battles they fought,
than on circumstances affecting the interests
of the people. The book will certainly
awaken an enthusiasm on the part of young
readers in the struggles for freedom and ef.
forts toward great and noble ends. It is a

splendid book for the school library. Teachers' Help Manuals. Second Series. Our

Industries. Fabrics. By Albert E. Winship, editor Journal of Education, American Primary Teacher and Modern Methods; au. thor of "Horace Mann," "The Shop," etc. Boston and Chicago; New England Publish. ing Co...

reflect credit upon him and the enterprising institution in which he works. The best texts on bookkeeping should emanate from those Normal Schools that are broad enough to see that business principles are especial. ly needful for the future teachers of the youth

of a business world.
Riverside Literature Series. No. 114. Old

Greek Stories Told Anew. By Josephine
P. Peabody. No 115. Hamlet. Edited by
Richard G. White. Boston: Houghton,
Mifflin & Co

40 Of all the supplementary, reading matter issued by standard publishing houses, none is superior to the above named series for use in the higher grades. The diacritical marking, of words, the indexing, foot notes, etc., add much to the value of these books for the purpose for which they were intended. The

cheapness of the book's is remarkable. The University Tutorial Series. A manual of

Ethics. By John S Mackenzie, M. A., Professor of Logic and Philosophy in the University College of South Wales and Monmouthshire; late Fellow of Trinity College, Cambridge. Third edition. 456 pages. New York: Hinds & Noble; London, W. B. Clive

1 50 There is something about all the English text-books which would cause the average teacher to exclaim, “How plain!” There is a conspicuous absence of American pomposity of expression and cloudiness of thought. This Manual of Ethics is no exception. It has been adopted by several of our leading universities including Yale. It should be in the hands of every teacher, and especially teachers of psychology. This is one importation from across the big pond for which we are not sorry, and we commend it as a stand.

ard work of the greatest value. An Old-Field School Girl. By Marion Har.

land. With twelve full-page illustrations. 12mo 153 - 157 5th Avenue, New York: Charles Scribner's Sons..

1 25 The author has written a most interesting story of the life of a Virginia school girl of some fifty years ago. The reputation of Mrs.

Terhune as a story writer is sufficient guar. antee of the wholesomeness of the tale. The illustrations are plentiful and most excellent. Send for it for the school library. To read

it will make a better teacher of you. This Country of Ours By Benjamin Harrison,

Ex-President of the United States. 12mo, second edition, New York: Charles Scrib. ner's Sons....

.1 50 The scholarly Ex-President thinks "we stumble over things that are near our toes," and so he has written a modest book on common things relating to the machinery of gov. ernment. He has amplified the matter which appeared in the Ladies' Home Journal, and the book will doubtless find favor on account of its utility as well as for the public interest which always attaches to our re. tired chief executives. Teachers will find this book the best possible review of the study of civil law. American Comprehensive Arithmetic. By M. A.

Round the Year in Myth and Song. By Florence

Holbrook. Cloth, 12mo., 200 pages. Illustrated. Chicago: American Book Co. 60

Intended as a supplementary reader for third and fourth grade pupils, the author and publishers have far surpassed their intention and have produced a reader that will be read with profit by old and young. The myths and nature myths were suggested to the chil. dren of our_race by nature's ever changing beauties. They are the stories that enter in. to all literature and art, and lead to an appreciation of nature and its phenomena. The illustrations are the best we have ever seen in a book of this kind. The Story of Language. By Charles W. Hut.

son. 8x5%, pp. 392. Chicago: A. C. McClurg & Co

1 50 We have seen no more interesting and certainly no more valuable book this year or for many years. Each of the twenty-one chapters and the appendix read like a story written by a master hand, and indeed, they are stories and the hand that wrote them was that of a great scholar. Technical and unnaturalized words are largely avoided and the general reader can understand without constant research for definitions of terms. There are chapters on “What Language ls," "How Language was Studied," "The Philologists' Workshop," Unearthing the Roots," "How Language Began," "How it Became Multiform," "The Classification of Tongues," "The Speech of One Syllable," "Agglutinative Speech," "Holophrastic Speech," Language of the Bantu Tribes," "Hamitic Speech," "Semitic Speech," "The Aryan Tongues,". "Latin," "Inflected Eng. lish," "French,” “Inflected English after the Conquest." "French Grafts on the EngJish Stock, Ultimate


etc. Teachers need this book to enlarge their view of grammar and rhetoric, and for the fund of correlated facts. The Story of Oliver Twist. (Appleton's Home

Reading Books.) By Charles Dickens. Condensed for Home and School Reading by Ella Boyce Kirk. New York: D. Appleton & Co

60 “The new education takes two important directions-one of these is toward original observation, requiring the pupil to test and verify what is taught him at school by his own experiments. The other direction pointed out by the new education is systeinatic home reading." The author has certainly improved Dickens. This is, as now presented, a model book for supplementary reading. The questions for the teacher add

much to its value. Parables for Home and School. By Wendell P.

Garrison. With twenty-one wood cuts by Gustav Kruell. 12mo, cloth, 228 pages. 91 and 93 Fifth avenue, New York: Longman's, Green & Co

.1 25 The Occasional Address-Its Composition. By

Lorenzo Sears, L. H. D., Brown University,
New York: G. P. Putnam's Sons

1 25 At the Seige of Quebec. By James Otis. Illu.

minated cover, 362 pages. Philadelphia. Penn Publishing Company.

.1 25 An Oregon Boyhood. By Louis Albert Banks. Boston: Lee & Shepard..

1 25 The Story of the Alamo. By F. D. Fielder, Nashville, Tennessee. The Youth's Advo

cate Publishing Company....... Old Lamps for New Ones and Other Sketchs and

Essays. By Charles Dickens. Hitherto Uncollected. Handsome Library edition; 350 pages: Long Primer Type. 156 Fifth Ave.,

New York: New Amsterdam Book Co........ 1 25 English Lands, Letters, and Kings; Later Georges

to Victoria. By Donald G. Mitchell. New York: Charles Scribner's Sons

1 50 Fairy Stories and Wonder Tales By Thomas

Dunn English. New York: Frederick A.
Stokes & Co

1 25 The Freedom of the Fields. Travels in a Tree

Top.. Chas G. Abbott. Philadelphia; J. B.

Lippincott Co, Cloth, two volumes.. ...3 00 The Dungeons of old Paris. Being the story

and romance of the most celebrated prisons
of the Monarchy and Revolution. By Tighe
Hopkins. G. P. Putnam's Sons.

...1 75 Dariel, A Romance of Surrey. By R. D.

This first number of "Our Industries” is prepared in the hope that it will aid teachers to acquaint their pupils with many interest ing facts regarding "Fabrics,” paving the way for much more complete study of these industries in communities in which there is special local interest. It contains chapters on Wool and Woolens, Carpets, Wool Sup. plys, Cotton, Silk and Linens. The illustra. tions are excellent and the text is plain, in

structive and most interesting. Outlines of German Literature. From B. C.

to 1896. Also a choice selection of translations of German Poetry. A new and en larged edition. By Madam Mary Jefferson Teusler, teacher of German in the High School of Richmond, Va. Richmond, Va., B. F. Johnson Publishing Co.

1 00 We endorse the authors announcement as given in the following words. "This vol. ume is the outcome of a want felt by me and other teachers with whom I have been asso. ciated. Now that the German language is so universally studied, and its rich and beautiful literatnre so much read, the need for an outline of German Literature has made it-self more and more felt, especially in the class room. The book is simply what its title indicates: An outline to be followed in studying German Literature-A guide to a more extended work in this great fieid. It is an excellent reference book for dates and facts desirable to be known. It also contains fifty of the most celebrated short poems in the language. It is not only a text-book, but will be found acceptable to the general

Practical Bookkeeping, designed for the use of

High Schools, Normal Schools, Business
Colleges and private study. By C. W. Ben-
ton. Principal Commercial Department
Northern Indiana Normal School. Cloth

1 50
This is a complete text-book on account.
ing, including a study of bank bookkeeping,
corporation bookkeeping, etc., etc. The
script forms in the usual business slant script
add much to the value of the book. We be-
lieve the author has prepared a text that will

Bailey, A. M., Professor of Mathematics in
the Kansas State Normal School. Chicago,
New York: American Book Company.,

As we examine this book we are particu.
larly impressed with the methodical arrange-
ment. It is far ahead of any o her book on
the subject in this particular. The term
"comprehensive" is naturally associated
with great size, weight of bouk, number of
pages, etc. We notice that this book has
something over three hundred pages while
other books of its class have somethi g over
five hundred pages. To ee whether brevity
leads to incompleteness we compared this
book with several standard arithmetics. We
found that in every case where a comparison
was made that the book is true to its name, is
fully as comprehensive as any, more so than
some, and far briefer than the others. In
the subject matter we note a commendable
tendency toward practical utility in the ap-
plication of arithmetical problems to the bus.
iness affairs of life, and, taken all in all, we
believe no better text will appear on the sub-
ject of arithmetic during the next quarter
century. Teachers of Kansas will not be

harmed by using it as a supplementary text.
Relics of Primeval Life. Beginning of Life in

the Dawn of Geological Time. By Sir J.
William Dawson, LL.D., F. R. S., author
of "The Earth and Man," etc., etc. Sixty-
five illustrations 336 pages. New York:
Fleming H. Revell Company,

1 50
This is a scientific treatise by an eminent
scientist. Teachers of science will desire it
for their libraries.

Blackmore, author of "Lorna Doone," etc.
With fourteen full page illustrations by Chris
Hammond. 12mo, cloth. Dodd, Mead, &
Co. Fifth Avenue and Twenty-first Street;
New York......

1 75

216 pages

E. R. Herrick & Co.,

12 10% Discount

The Christmas Ladies' Home Journal tells how the German emperor, with the empress and the royal family, spend Christmas Day with their children. The article is written by Mr. Nagel von Brawe, an attache of the Court, who was permitted to be present at the celebration last Christinas in order to write this article. The pictures were made “on the spot,” and approved by the emperor.

The Manual of Expression, just published by Professor Hoaglin for use in her department, will be valuable to all who are teaching reading in the higher grades of the schools of the state. In the articles on expression, voice, and gesture, she presents the newest and the truest in the philosophy of expression. The Manual also contains a full synopsis of Dr. Emerson's physical culture, together with prepared pages inserted for class notes and themes.

on all Christmas Goods to to Normal Students who cut out this ticket and present to us when you make your purchase

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Few people are able to buy as many books as they would like, yet it is possible without them to keep in touch with all the leaders of literature, as well as to follow the world's progress in every department of science and industry. The Youth's Companion already provides the means for more than half a million households, at an expense to each of $1.75 a year. Every issue of The Companion gives as much reading matter as a 12-mo book of 175 pages, and The Companion comes every week. The quality of its contents is shown by the announcement for 1898, which promises contributions next year from the Rt. . Hon. W. E. Gladstone, Rudyard Kipling, Speaker Reed, Captain A. T. Mahan, Mary E. Wilkins, W. D. Howells, Lieutenant Peary, the Marquis of Dufferin, Senator Hoar, Justin McCarthy, and more than two hundred other eminent men and women.

All new subscribers for 1898 will receive The Companion's gold-embossed calendar, beautifully printed in twelve colors, and the paper will also be sent free from the time the subscription is received until January 1898, and then for a full year to January, 1899. A handillustrated prospectus

of the volume for 1898 will be sent to any one addressing

The Youth's COMPANION, 205 Columbus Ave., Boston, Mass.


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